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International Journal for Research Trends and Innovation
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ISSN Approved Journal No: 2456-3315 | Impact factor: 8.14 | ESTD Year: 2016
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Impact Factor : 8.14
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| Paper Title: | Envisioning Continuous Professional Development of Teachers Through National Educational Policy (NEP) 2020 |
| Authors Name: | Usha Rani Sahoo |
| Download E-Certificate: | Download |
| Author Reg. ID: |
IJRTI_189058
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| Published Paper Id: | IJRTI2401117 |
| Published In: | Volume 9 Issue 1, January-2024 |
| DOI: | |
| Abstract: | With an ever-evolving educational landscape teachers are not expected to merely transmit the information or knowledge to the learners rather they are supposed to adapt to the changing needs of their students and contribute towards their enhancement of educational excellence. To prepare the future-ready productive citizens, teachers must be well equipped and skilled with progressive and innovative pedagogies, acquired through Continuous Professional Development (CPD). National Education Policy, 2020 reflected profoundly upon CPD by proposing various opportunities for latest pedagogies learning related to Foundational Literacy and Numeracy, formative and adaptive assessment, use of different technological online platforms for knowledge sharing (DIKSHA, SWAYAM etc.) and comprehensive and inclusive learning techniques. NEP 2020 paved away the traditional notion of only in-service training that suggested ‘one type fits for all’. CPD as a means to address the unique challenges faced by teachers today, by benefiting individual teacher as well as contributing towards the advancement of overall educational practices. CPD provides opportunities to build teachers professionally fit and motivated that will further be reflected in their classrooms teaching leading towards learners’ excellence. Policymakers, educational institutions, and school leaders must collaborate to create opportunities for professional growth, allocate resources, and establish a culture of continuous learning of teachers. In doing so, they can ensure that teachers are prepared to meet the evolving needs of students and society, ultimately leading to a brighter and more prosperous future through education. |
| Keywords: | Foundational Literacy and Numeracy (FLN), National Education Policy 2020, in-service training, progressive pedagogy |
| Cite Article: | "Envisioning Continuous Professional Development of Teachers Through National Educational Policy (NEP) 2020", International Journal of Science & Engineering Development Research (www.ijrti.org), ISSN:2455-2631, Vol.9, Issue 1, page no.783 - 786, January-2024, Available :http://www.ijrti.org/papers/IJRTI2401117.pdf |
| Downloads: | 000205171 |
| ISSN: |
2456-3315 | IMPACT FACTOR: 8.14 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.14 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
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Published Paper ID: IJRTI2401117
Registration ID:189058
Published In: Volume 9 Issue 1, January-2024
DOI (Digital Object Identifier):
Page No: 783 - 786 Country: Rourkela, Odisha, India Research Area: Social Science and Humanities Publisher : IJ Publication Published Paper URL : https://www.ijrti.org/viewpaperforall?paper=IJRTI2401117 Published Paper PDF: https://www.ijrti.org/papers/IJRTI2401117 |
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ISSN: 2456-3315
Impact Factor: 8.14 and ISSN APPROVED,
Journal Starting Year (ESTD) : 2016
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