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VOL. 12, ISSUE 2 (2026)
A critical appraisal of NEP 2020 guidelines for enhancing teacher education in India
Authors
Abbas Ali, Dr. Dibyendu Bhattacharyya
Abstract
The National Education Policy 2020 marks a significant shift in the
landscape of teacher education in India, aiming to enhance quality,
professionalism, and global competitiveness. This study critically appraises
the guidelines of NEP 2020 with specific reference to teacher education by
analysing its key proposals, examining the evolving role of teacher educators,
and identifying major implementation challenges. The policy advocates for a
multidisciplinary and integrated approach, including the introduction of a
four-year integrated B.Ed. programme, strengthening of Teacher Education
Institutions (TEIs), and emphasis on continuous professional development. In
light of these reforms, the role of teacher educators is undergoing a
transformation from traditional knowledge transmitters to facilitators,
mentors, and reflective practitioners equipped with digital, pedagogical, and
research competencies. However, the study highlights several challenges in
effective implementation across India, such as inadequate infrastructure,
shortage of qualified faculty, resistance to change, regulatory complexities,
and disparities between urban and rural institutions. The paper argues that
while NEP 2020 provides a visionary framework for reforming teacher education,
its success largely depends on systematic planning, capacity building,
institutional support, and contextual adaptation. Thus, a balanced and critical
understanding of both the opportunities and constraints is essential for
realizing the transformative potential of the policy in strengthening teacher
education in India.
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Pages:14-20
How to cite this article:
Abbas Ali, Dr. Dibyendu Bhattacharyya "A critical appraisal of NEP 2020 guidelines for enhancing teacher education in India". International Journal of Humanities and Social Science Research, Vol 12, Issue 2, 2026, Pages 14-20
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