Teacher Education Reforms under NEP 2020: Opportunities and Concerns

Abstract

The National Education Policy (NEP) 2020 marks a decisive shift in India’s approach to teacher education by recognizing teachers as the central drivers of educational quality and systemic reform. Moving beyond earlier policy frameworks that largely emphasized expansion and regulation, NEP 2020 seeks to professionalize teaching through integrated, multidisciplinary preparation, continuous professional development, and strengthened institutional accountability. This paper critically examines the teacher education reforms proposed under NEP 2020, focusing on both the opportunities they create and the concerns they raise in terms of implementation, equity, and sustainability. Adopting a humanized and analytical approach, the study draws on policy documents, scholarly literature, and lived experiences of teacher educators and pre-service teachers to understand how these reforms are perceived at the ground level. The paper argues that NEP 2020 offers transformative possibilities by redefining teacher identity, improving pedagogical quality, and aligning teacher preparation with 21st-century learning needs. At the same time, it highlights significant challenges, including institutional capacity gaps, uneven resource distribution, faculty preparedness, and the risk of policy-practice disconnects. By situating India’s teacher education reforms within global debates and comparative perspectives, the study underscores the need for context-sensitive implementation strategies. The paper concludes that while NEP 2020 has the potential to reshape teacher education in India meaningfully, its success will depend on sustained political commitment, adequate investment, and inclusive stakeholder engagement.