Global Journal of Teacher Education received 311 citations as per Google Scholar report
This article analyses Continuous Professional Development (CPD) of teachers in light of the recommendations of the National Education Policy (NEP) 2020. The NEP 2020 has highlighted the need for implementing 50 hours of CPD for improving the quality of education and achieving the Sustainable Development Goal (SDG) 4.0, which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. It draws upon a range of literature on CPD, which suggests that on-going professional development is crucial for teachers to improve their practice and support student learning. The NEP 2020 calls for regular, ongoing professional development opportunities for teachers to keep them updated with the latest pedagogical practices and to improve their teaching skills. The policy emphasizes the importance of teacher education programmes that are research based, context specific, and aligned with the needs of the 21st century skills. The policy focuses on the need for a comprehensive teacher education system that covers multidisciplinary education, and integration of technology to enhance the quality and accessibility of teacher education programmes. It also calls for the establishment of a National Professional Standards for Teachers (NPST) to inform the design of teacher training programmes and improve the quality of teacher education in the country. Continuous professional development programmes that are tailored to the specific needs of teachers are more likely to be effective. There should be less division between initial teacher education and continuing development of teachers. The NISHTHA (National Initiatives for School Heads and Teachers Holistic Development) programme, which has successfully trained teachers, should be implemented across all the states/union territories for academic and professional skills development of heads of the schools and teachers.
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