Author: Rama Dey Majumder
DOI Link: https://doi.org/10.70798/Bijmrd/04071006
Abstract: The National Education Policy (NEP) 2020 brings transformative reforms to teacher education, placing strong emphasis on modernizing pedagogical practices to align with an evolving knowledge-driven society. A major highlight of the policy is the introduction of the four-year Integrated Teacher Education Programme (ITEP), which aims to promote a holistic and multidisciplinary framework of teacher preparation. The policy also underscores the importance of digital pedagogy and the cultivation of lifelong learning competencies. Under NEP 2020, the role of teachers is redefined – from mere transmitters of knowledge to mentors who guide learners in developing critical thinking, adaptability, and independent reasoning. This paradigm shift motivates students to adopt a future-oriented outlook, which involves envisioning possibilities, planning strategically, and working toward long-term goals despite uncertainty. Teachers trained within this framework are expected to integrate vocational exposure, problem-solving abilities, and socio-emotional learning into classroom practices, thereby fostering an environment conducive to future readiness. By recognizing teacher education as a cornerstone of educational transformation, NEP 2020 enhances the quality and professionalism of teaching. This article examines how the teacher education reforms proposed under NEP 2020 are intrinsically linked to future orientation and their potential to prepare learners for an opportunity-rich world.
Keywords: Envisioning Possibilities, Socio-Emotional, NEP, ITEP.
Page No: 26-29