Abstract

This study looks into Teacher Professional Development (TPD) approaches described in India’s National Education Policy, NEP 2020, and examines how those policies could reshape the education landscape. NEP 2020 focuses on continuous professional development and mentorship, as well as enabling teachers to enhance their skills through digital platforms. This study is a review of global best practices from countries such as Finland and Singapore to draw insights into their effective TPD models. While the policies do offer considerable opportunities such as information technologies, personalized learning, and enhanced teacher autonomy, structural limitations, and resistance to change, lack of psychosocial support systems have been challenges along the way. This paper argues for the adaptation of global strategies to suit India’s peculiar socio-economic and cultural contexts. Based on the above findings, the effectivity of NEP 2020 initiatives regarding TPD will be dependent on the elimination of regional disparities affecting the access of teachers to resources. Strengthening mentorship programs, using digital tools, and promoting synergy between the two levels of government are some of the recommendations for effective instantiation.