A critical analysis of the continuing professional development of teachers in India through the lens of NEP 2020

Abstract

The pursuit of high-quality education is a global priority, and the impact of teachers is fundamental to defining the quality of education systems internationally. Teachers’ professional development is integral to enhancing their teaching capabilities, improving student outcomes, and contributing to the broader societal and national development. Continuing professional development (CPD) is essential for fostering lifelong learning, enhancing teachers’ competencies, and promoting effective teaching practices. However, in India, CPD has traditionally been equated with in-service teacher education and training (INSET), which often consists of short-term, isolated training events. While CPD is recognized as a lifelong, multifaceted process of growth, previous educational policies have primarily focused on INSET, limiting the scope of professional development opportunities for teachers. A substantial policy shift is evident with the introduction of NEP 2020 by broadening the scope of CPD, emphasizing its importance across all educational levels and recommending strategies for comprehensive and ongoing teacher development. This paper examines the evolution of CPD in Indian educational policy, the limitations of earlier frameworks, and the changes proposed by NEP 2020. By exploring the broader concept of CPD, this study highlights its potential to enhance both individual teachers’ professional growth and the overall quality of the education system.