EXPLORING THE INTEGRATED TEACHER EDUCATION PROGRAMME (ITEP) IN INDIA: A POLICY-TO-PRACTICE ANALYSIS

Abstract

The Integrated Teacher Education Programme (ITEP), introduced under India’s National Education Policy (NEP) 2020, aims to transform teacher education by offering a four-year multidisciplinary and practice-based degree that integrates subject knowledge with pedagogical training. This study critically examines the policy framework of ITEP, its implementation across various institutions, and the perceptions of key stakeholders including teacher educators, student–teachers, and policy implementers. Using a qualitative research design, data were collected through policy document analysis and stakeholder interviews across selected institutions in the early stages of ITEP rollout. The findings reveal a significant gap between policy aspirations and ground realities, particularly in the areas of infrastructure, faculty preparedness, and curriculum execution. Despite these challenges, several innovative practices and localized adaptations highlight the programme's transformative potential.