A Study of Teacher Education Reforms Suggested in NEP 2020 for Improving Professional Standards

Abstract

Teacher education reform constitutes a central pillar of the National Education Policy (NEP) 2020, reflecting the policy’s recognition that high-quality schooling and improved learning outcomes depend fundamentally on the professional capacity, pedagogical competence, ethical grounding, and subject mastery of teachers across all stages of education in India. This review paper critically examines the teacher education reforms proposed in NEP 2020, analyzing their intent, scope, and anticipated impact on elevating professional standards within the Indian educational system. Drawing on research from educational policy analysis, teacher development theory, pedagogical practice studies, comparative international frameworks, professionalization discourse, competency-based readiness models, and instructional quality research, the study explores how NEP 2020 proposes to transform teacher recruitment, pre-service preparation, licensing norms, continuous professional development, performance evaluation, mentoring systems, and institutional regulation. The review highlights NEP 2020’s introduction of a four-year integrated teacher education program, National Professional Standards for Teachers, strengthened accreditation mechanisms, practice-based training requirements, and career progression pathways aimed at professionalizing teaching and aligning educator capability with global benchmarks. The findings demonstrate that NEP 2020 positions teachers not as content transmitters but as facilitators of experiential learning, holistic development, inclusive education, multilingual pedagogy, and competency-based classroom environments, requiring a fundamental reorientation of teacher identity, instructional autonomy, and reflective practice.