Year: 2025
Type: article
Abstract: To improve 21st-century teacher education, the Indian government’s new education policy, known as the National Education Policy (NEP 2020), presents various ideas, among which the Integrated Teacher Education Program (ITEP) is considered the most revolutionary. This policy-based review evaluates the systematic alignment of ITEP to the objectives set by the NEP 2020 for teacher education and ITEP. The investigation of this problem examines the extent to which ITEP's framework, encompassing the curriculum, practicum architecture, evaluation methods, institutional placement, and regulatory protections, corresponds with the precise goals of NEP 2020 for the reform of teacher education. The study employs a methodology that integrates policy text analysis with early implementation literature and thematic synthesis to examine the provisions of NEP 2020 related to teacher education and to compare them with the design of ITEP. Significant findings reveal a robust correlation between ITEP's dual-major framework, comprehensive practicum, and standards-based outcomes with the aim of NEP 2020. Policy review also identifies the extent of alignment and possible risks for different objectives. The inference points out that achieving NEP’s goals for teacher education by 2030 relies on encouraged investment in capacity building, outcomes-based quality assurance, admissions coherence, and technological enablement.
Authors: Sukhda Trivedi, Anju Rawlley
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4414538085
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