INTEGRATED TEACHER EDUCATION PROGRAMME 2030 IN NATIONAL EDUCATION POLICY 2020

Teacher education serves as a fundamental pillar in ensuring the quality of education, as it directly influences teachers’ professional competence and effectiveness in classroom practices. The curriculum structure and teaching methodologies adopted in teacher education programmes play a decisive role in preparing teachers to address the evolving demands of contemporary education. In the Indian context, the implementation of the National Education Policy (NEP) 2020 and the Integrated Teacher Education Programme (ITEP) represents a major shift towards a holistic, multidisciplinary, and practice-based approach to teacher preparation. This paper explores the curriculum framework and pedagogical practices in teacher education with particular emphasis on the ITEP model. It examines the movement from conventional, theory-oriented teaching to learner-centred, competency-based, and experiential pedagogies, including activity-based learning, microteaching, reflective practices, collaborative learning, and ICT-enabled instruction. The study emphasizes the significance of extended school internships, continuous assessment mechanisms, and interdisciplinary learning in effectively integrating theory with practice under the ITEP framework. Furthermore, it identifies key challenges such as outdated curriculum components, inadequate digital infrastructure, and the need for systematic capacity building of teacher educators. The paper concludes that the effective implementation of ITEP depends on continuous curriculum renewal, innovative pedagogical practices, and strong institutional support. A flexible, technology-driven, and practice-oriented curriculum is essential for developing future-ready teachers in alignment with the objectives of NEP 2020.