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Smriti Rao
Independent Researcher
Karnataka, India
Abstract
Teacher training lies at the heart of educational transformation, especially in the wake of India’s National Education Policy (NEP) 2020. This policy envisioned a paradigm shift toward learner-centric and competency-based education, setting ambitious targets for both pre-service and in-service teacher development. The reforms emphasize integrated, multidisciplinary Bachelor of Education (BEd) programs, enriched practicum experiences, and a robust National Professional Standards for Teachers (NPST) framework. Simultaneously, digital platforms such as Diksha have been mobilized to democratize access to continuous professional development (CPD). This manuscript delves into the comprehensive changes instituted since NEP implementation, drawing on a mixed-methods study of 150 educators across five diverse states. Quantitative analyses demonstrate significant uplifts in self-efficacy, digital pedagogy competencies, and inclusive teaching attitudes. Qualitative insights highlight the perceived value of extended internships, the utility of blended learning modules, and areas where mentorship and infrastructure gaps persist. The findings reveal that while systemic reforms have catalyzed positive shifts in pedagogical practice and teacher confidence, sustained impact will require rigorous monitoring, equitable resource allocation, and stronger institutional partnerships. Recommendations include embedding data-driven coaching models, incentivizing micro-credential attainment, and fostering community-of-practice networks to ensure scalable, enduring improvements in teacher quality and student outcomes.
Keywords
Teacher Training Reforms, NEP 2020, Professional Development, Digital Pedagogy, Inclusive Education
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