Abstract

Teacher professional development (TPD) refers to the continuous learning process by which educators enhance their knowledge, skills and effectiveness in the classroom. It plays a critical role in improving teaching quality, student outcomes and personal growth for educators. Within the framework of India’s National Education Policy (NEP) 2020, TPD is identified as a key factor for educational transformation. The NEP-2020 stresses the empowerment of teachers as critical to the future of the country. Teachers must be grounded in Indian values, languages, knowledge ethos and traditions and at the same time must also be well-versed with the advancements in education and pedagogy. Trained teachers develop better ranges of practical concepts, skills and strategies for teaching and assessments. The presence of outstanding and enthusiastic teachers that cultivate excellence and innovation is the core determinant of quality. The aim is to achieve the best, motivated, energized and capable faculty in HEIs towards advancing students, institutions and profession. Providing an enabling environment for appointments, professional development, career progression, retention, autonomy, a culture of excellence, appropriate incentivizing for outstanding and innovative teaching, research, institutional service and community are crucial to achieve our learning targets. This study provides an in-depth analysis of how NEP 2020 emphasizes the teacher Professional development (TPD) by highlighting the importance of latest pedagogies, competency-based learning, latest innovations and advances in their professions. It also tries to explore key initiatives of NEP 2020 and professional standards of teachers which help them to require training in high quality content as well as pedagogy. These initiatives are designed to empower teachers with new skills, promote professional growth, and contribute to the creation of a resilient, innovative, and inclusive education system. It also tries to emphasize the urgent need for additional special educators for certain areas of school education. This article aims to inspire educators and policymakers alike to adopt these transformative strategies and to prioritize teacher professional development as a cornerstone of quality education.