Teacher Education in India’s National Education Policy 2020: Knowledge Traditions, Global Discourses and National Regulations

This article engages with the teacher education (TE) reform approach adopted in India’s National Education Policy (NEP) 2020. It locates the policy recommendations in the context and challenges of TE in India and makes sense of the NEP’s vision for the domain. It examines the knowledge traditions an...

Full description

Saved in:
Bibliographic Details
Published inContemporary education dialogue Vol. 20; no. 2; pp. 256 - 282
Main Authors Sharma, Gunjan, Mittal, Radhika, Zayan
Format Journal Article
LanguageEnglish
Published New Delhi, India SAGE Publications 01.07.2023
Subjects
Academic Education
Comparative Analysis
Educational Change
Educational Policy
Foreign Countries
Global Approach
Institutional Autonomy
Interdisciplinary Approach
Policy Analysis
Professional Education
Program Administration
Teacher Education Curriculum
Teacher Education Programs
Universities
India
teacher education regulation
Teacher education
National Education Policy
global education policy
Online AccessGet full text

Cover

More Information
Summary:This article engages with the teacher education (TE) reform approach adopted in India’s National Education Policy (NEP) 2020. It locates the policy recommendations in the context and challenges of TE in India and makes sense of the NEP’s vision for the domain. It examines the knowledge traditions and global education policy (GEP) discourses that underlie the proposed reforms, and the translation of the core reform ideas in the national regulatory framework for implementation. The first part of the findings identifies the knowledge traditions and influences of GEP inherent in the policy and argues that NEP’s reform approach is an assemblage of fundamentally inconsistent discourses. The second part examines the regulatory norms and standards of the NEP-recommended TE programme to understand what makes it distinct as compared to similar ongoing programmes. Based on the analysis, the article argues that the proposed new programme is a tweaked version of India’s conventional TE approaches.
ISSN:0973-1849
2249-5320
DOI:10.1177/09731849231168728