Paper Contents
Abstract
The National Education Policy 2020 (NEP-2020) is a departure from tradition and underscores the need to radically strengthen teachers throughstructured professional development, pedagogical innovation and practice. This study explores the efficacy of teacher training initiatives undertaken in under NEP-2020with reference to these being able to stimulate critical thinking, creativity and problem-solving among teachers. Because the quality of both teaching practice and educational provision are closely associated with effective Teacher Professional Development, our study explores strategies and results ofprograms delivered. NEP-2020 emphasis upon Continuous Professional Development, technology in education and migration towardscompetence led experiential learning processes is a welcome departure. Although the policy envisages a complete revamping of teacher education as to produce committed teachers, the study alsorecognises potential and impediments in implementation. This study has the prospective to inform on how successfulare NEP-2020s provisions in achieving their aims and objectives, leading towards a better appreciation of sustainable teacher empowerment and enhanced student learning outcomes.
Copyright
Copyright © 2025 Bhabataran Bhakat, Balaram Bera, Sanjay Kumar. This is an open access article distributed under the Creative Commons Attribution License.
