International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

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Relevance and Significance of Teacher Education in Relation to NEP 2020

Author(s) Dr. Rudra Prasad Saha
Country India
Abstract Teacher education has always been at the heart of any education reform, as teachers act as the foundation upon which the entire learning ecosystem rests. In India, the National Education Policy (NEP) 2020 has placed teachers and teacher education at the centre of its vision to transform the education system into one that is holistic, inclusive, multidisciplinary, and future-oriented. This research paper critically examines the relevance and significance of teacher education in relation to NEP 2020. The study explores the historical background of teacher education in India, reviews scholarly contributions on teacher training, and evaluates how NEP 2020 attempts to redefine teacher preparation programs through curricular restructuring, competency-based approaches, continuous professional development, and institutional reforms. A qualitative, analytical methodology has been adopted, drawing upon policy documents, academic literature, and theoretical frameworks. The analysis demonstrates that effective teacher education is essential for the successful implementation of NEP 2020, as it not only ensures quality learning outcomes but also equips teachers to nurture creativity, critical thinking, and ethical values among learners. The paper concludes that aligning teacher education with the goals of NEP 2020 can provide India with a robust cadre of teachers capable of shaping future generations and contributing to national development.
Keywords Teacher Education, NEP 2020, Professional Development, Pedagogical Training, Teacher Quality, Competency-based Learning, Multidisciplinary Education, Continuous Learning, Educational Reform, Indian Education Policy.
Field Arts
Published In Volume 7, Issue 4, July-August 2025
Published On 2025-08-31
DOI https://doi.org/10.36948/ijfmr.2025.v07i04.54875
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E-ISSN 2582-2160
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