REIMAGING TEACHER EDUCATION: PRE SERVICE TEACHER EDUCATION AND CONTINUOUS PROFESSIONAL DEVELOPMENT OF TEACHERS

Author: Hemlata Patel (Assistant Teacher), Kashidih, Chandrapur, Chhattisgarh. Research Scholar (Education), ISBM University, Gariyaband, Chhattisgarh, India

Published On: 2026-03-01

The evolving demands of 21st-century education necessitate a fundamental reimagining of teacher education to prepare educators who can foster inclusive, innovative, and equitable learning environments. This transformation encompasses both pre-service teacher educationthe initial preparation of aspiring teachers and continuous professional development (CPD) the ongoing enhancement of practicing teachers' competencies throughout their careers.Pre-service teacher education must shift from fragmented, standalone programs to integrated, multidisciplinary frameworks. Policies such as India's National Education Policy (NEP) 2020 advocate for a 4-year Integrated Teacher Education Programme (ITEP), blending subject knowledge, pedagogy, foundational skills, experiential learning, technology integration, and Indian knowledge systems. This holistic approach aims to develop reflective, competent, and culturally responsive teachers equipped to address diverse learner needs, promote critical thinking, and incorporate competency-based and play-based pedagogies.Complementing pre-service preparation, CPD must evolve into a structured, lifelong process rather than sporadic workshops. Effective CPD emphasizes teacher agency, reflective practice, collaborative communities of practice, school-based mentoring, digital platforms (e.g., DIKSHA, SWAYAM), and at least 50 hours of annual professional learning. It bridges theory and practice, supports adaptation to curriculum reforms, technological advancements, and inclusive education, while addressing equity, sustainability, and 21st-century skills.Reimagining teacher education requires systemic changes: stronger university-school partnerships, rigorous accreditation, motivated faculty with advanced pedagogical training, and policy alignment to elevate teacher status and professionalism. Challenges include infrastructure gaps, implementation inconsistencies, and resistance to change, yet overcoming these through collaborative efforts can yield transformative outcomes.Ultimately, a seamless continuum between pre-service preparation and sustained CPD empowers teachers as lifelong learners and change agents, directly enhancing student achievement, educational quality, and societal progress toward sustainable development goals.

Keywords:Reimagining Teacher Education, Pre-service Teacher Education, Continuous Professional Development, Teacher Professionalism, Lifelong Learning