Certificate: View Certificate
Published Paper PDF: View PDF
Confirmation Letter: View
DOI: https://doi.org/10.63345/ijre.v14.i9.7
Kumari Rupa Jaiswal
Research Scholar
Faculty of Education & Physical Education,
North East Christian University
Dr. Seema Sharma
Research Guide
Faculty of Education & Physical Education,
North East Christian University
Abstract— Teacher Training and Continuous Professional Development (CPD) programs are considered essential components for enhancing the quality of education and improving classroom practices in modern educational systems. In India, educational reforms such as the National Education Policy (NEP) 2020 emphasize teacher competency, digital literacy, pedagogical innovation, and lifelong professional learning as central elements of educational transformation. This research paper examines the effectiveness of teacher training and CPD programs in improving classroom practices across schools and higher educational institutions in India.
The study adopts a descriptive and analytical research methodology using secondary data collected from scholarly journals, government reports, policy documents, educational surveys, and institutional studies. The paper analyses the role of teacher training programs in enhancing pedagogical skills, classroom management, curriculum implementation, student engagement, assessment strategies, digital teaching competencies, and inclusive education practices.
The findings indicate that well-designed teacher training and CPD programs positively influence classroom effectiveness by promoting innovative teaching methodologies, reflective teaching practices, technology integration, and student-centred learning approaches. However, the effectiveness of such programs is often limited by inadequate infrastructure, lack of follow-up evaluation, insufficient practical exposure, faculty workload, and unequal access to quality training opportunities.
The paper concludes that continuous and competency-based teacher development initiatives are essential for sustainable improvement in classroom practices and educational quality. Strategic recommendations include institutionalizing regular CPD systems, integrating digital pedagogy, promoting experiential learning, and establishing performance-based evaluation mechanisms.
Keywords— Teacher Training, Continuous Professional Development, CPD, Classroom Practices, Teaching Effectiveness, Educational Quality, Pedagogy, NEP 2020, Professional Learning
References
- Ministry of Education, Government of India. National Education Policy 2020. NEP 2020 Official Document
- NCERT India – Teacher education and training initiatives.
- NISHTHA Teacher Training Programme
- DIKSHA Platform
- SWAYAM Online Learning Platform
- Darling-Hammond, L. (2017). Teacher Education around the World: What Can We Learn from International Practice?
- Fullan, M. (2007). The New Meaning of Educational Change.
- Guskey, T.R. (2002). Professional Development and Teacher Change.
- (2019). Teachers and School Leaders as Lifelong Learners.
- (2021). Teacher Professional Development in the Digital Age.