Implementation of Integrated Teacher Education Programme (ITEP) In India: Strengths and Challenges
Abstract
Teachers are considered nation builders, and it is largely acknowledged that they acquire their expertise through training rather than innate ability. To develop skilled and competent educators for the 21st century, various teacher education programs have been ongoing for decades across different levels of education. Analyzing the history of education pre- and post-independence reveals that numerous commissions, policies, and programs have consistently emphasized the importance of cultivating competent teachers for our children. Periodic updates to policy initiatives have been implemented within teacher education programs. In this context, India's New Education Policy (2020) offers hope for reforming teacher education by introducing a four-year integrated teacher education program across all teacher education institutions. The policy recommends that, from 2030 onwards, teacher engagement will be exclusively through the Integrated Teacher Education Program (ITEP); therefore, a comprehensive analysis of all aspects of ITEP is essential for its successful implementation. A sample of 16 teacher educators was selected, and their perspectives on the strengths, challenges, and proposed measures for effective ITEP implementation were collected through semi-structured interviews. The data was qualitatively analyzed through coding and categorization of responses into various themes. The findings of this study highlight the strengths of ITEP and also identify issues related to its successful implementation. Additionally, this paper discusses the suggestions provided by teacher educators for the effective implementation of ITEP. The results of this research will be valuable to policymakers and other stakeholders in the education sector
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