Authors : Rini Mandal; Dr Jayanta Mete; Ratna Mondal Biswas

Volume/Issue : Volume 10 - 2025, Issue 5 - May

Google Scholar : https://tinyurl.com/myn8rejy

DOI : https://doi.org/10.38124/ijisrt/25may1596

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : The 4-year Integrated Teacher Education Programme (ITEP), introduced under the National Education Policy (NEP) 2020, is designed to revolutionise teacher education in India through an interdisciplinary and experiential approach. This paper aimed to critically analyse the problems and prospects associated with the implementation of ITEP in India, focusing on its implementation and potential to address systemic inefficiencies in teacher education. The methodology employed involves an extensive review of existing literature, policies, academic journals, government reports and case studies to identify patterns and insights. The findings highlight significant challenges, including infrastructural deficits, faculty training gaps, policy misalignments, and limited access to teacher education in rural and underserved areas. Despite these challenges, the study identifies opportunities to foster holistic education, strengthen experiential learning models, and align teacher preparation programs with global standards. The research underscores the transformative potential of ITEP in bridging theoretical and practical knowledge, promoting equity, and redefining teacher education for 21st-century needs.

Keywords : Integrated Teacher Education Programme (ITEP); Undergraduate Programme; Teacher Training; National Education Policy (NEP) 2020.

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