Professional Development of Teachers: Focus of NEP and Training for New Roles

Authors

Dr. Rihunlang Rymbai

Associate Professor Department of Education North-Eastern Hill University Shillong, Meghalaya (India)

Article Information

DOI: 10.47772/IJRISS.2026.1026EDU0450

Subject Category: Education

Volume/Issue: 10/26 | Page No: 6163-6171

Publication Timeline

Submitted: 2026-07-08

Accepted: 2026-07-13

Published: 2026-07-27

Abstract

Teachers play a very important role in the teaching learning space. There is a prerequisite for teachers to be updated with the newest methods, technology, and education trend that the current classroom requires. Professional development of involves an unceasing engagement that the teachers need to be involved to make them ever ready and ever equipped to handle teaching learning and students in the most effective way. There are different types of professional development programmes and approaches. There are many common and ongoing professional development programmes like seminar, workshop, orientation program, faculty development program etc. This paper reflects the different types of professional development programmes, the significance and listing the elements of effective professional development. Further, the main objective of this paper is to delve on the focus of NEP 2020 on professional development of teachers along with identifying the ways in which teachers are trained in the new roles expected of them.

Keywords

Teachers, Professional Development, NEP 2020, New Roles

Downloads

References

1. AbdulRab, Hanan. (2023). Teacher Professional Development in the 21st Century. African Journal of Education and Practice, 9, 39-50. 10.47604/ajep.2237 [Google Scholar] [Crossref]

2. Awasthi, K. (2022). Professional Learning Communities-Forging Teacher Collaborations. National Institute of Educational Planning and Administration. [Google Scholar] [Crossref]

3. Banik, S., & Saha, A. (2023). Importance of Continuous Professional Development (CPD) program in teaching profession. International Journal of Creative Research Thoughts (IJCRT), 11(3). [Google Scholar] [Crossref]

4. Bekkouch, K. (2024). Teacher Professional Development between Theory and Practice: What Makes It Effective? https://www.researchgate.net/publication/380909497_Teacher_Professional_Development_between_Theory_and_Practice_What_Makes_It_Effective [Google Scholar] [Crossref]

5. Brownstein, B. (2001). Collaboration: the foundation of learning in the future. Education 122(2), 240-247. [Google Scholar] [Crossref]

6. Cambridge International Education. (2021). Education Brief: Teacher professional development. https://www.cambridgeinternational.org/images/621009-teacher-professional-development-factsheet.pdf [Google Scholar] [Crossref]

7. Chu, S.K.W., Lee, T.L. & King, R.B. (2012). Writing with others in wiki: An investigation of student collaborative writing in English among Chinese secondary students. Paper presented at DGI-Conference 2012, Germany. [Google Scholar] [Crossref]

8. Coe, R. (1998). Can feedback improve teaching? A review of the social science literature with a view to identifying the conditions under which giving feedback to teachers will result in improved performance. Research Papers in Education, 13(1), 43–66. https://doi.org/10.1080/0267152980130104 [Google Scholar] [Crossref]

9. Cordingley, P., Higgins, S., Greany, T., Buckler, N., Coles-Jordan, D., Crisp, B., Saunders, L. and Coe, R. (2015). Developing great teaching: lessons from the international reviews into effective professional development. London: Teacher Development Trust. [Google Scholar] [Crossref]

10. Cruess, S. R., Cruess, R. L., Steinert, Y. (2008). Role modelling--making the most of a powerful teaching strategy. BMJ, 36(7646), 718-21. doi: 10.1136/bmj.39503.757847.BE. PMID: 18369229; PMCID: PMC2276302. [Google Scholar] [Crossref]

11. Darling-Hammond, Linda., Hyler, Maria. E., & Gardner, Madelyn. (2017). Effective Teacher Professional Development. Research Brief. https://learningpolicyinstitute.org/sites/default/files/product-files/Effective_Teacher_Professional_Development_BRIEF.pdf [Google Scholar] [Crossref]

12. Gibson, Donald. E. (2004). Role models in career development: New directions for theory and research. Journal of Vocational Behavior, 65(1),134-156. https://doi.org/10.1016/S0001-8791(03)00051-4. [Google Scholar] [Crossref]

13. Govindharajan, M. (2017). Teachers are the role models to students. International Journal of Creative Research Thoughts. https://www.researchgate.net/publication/367390623_TEACHERS_ARE_THE_ROLE_MODELS_TO_STUDENTS [Google Scholar] [Crossref]

14. Gov.UK. Department of Education. (2016). Standard for teachers’ professional development. https://assets.publishing.service.gov.uk/media/5a750b16ed915d5c54465143/160712_-_PD_Expert_Group_Guidance.pdf [Google Scholar] [Crossref]

15. Kalipci, M. (2018). Professional development gains for mentors in a mentoring program: A case study. International Online Journal of Education and Teaching (IOJET), 5(1), 94-113. http://iojet.org/index.php/IOJET/article/view/148/218 [Google Scholar] [Crossref]

16. Lopez‐Real, F., & Kwan, T. (2005). Mentors’ perceptions of their own professional development during mentoring. Journal of Education for Teaching, 31(1), 15–24. https://doi.org/10.1080/02607470500043532 [Google Scholar] [Crossref]

17. Malliga, P. (2023). E-content Development. SWAYAM. AICTE approved FDP courses. https://onlinecourses.swayam2.ac.in/ntr23_ed42/preview [Google Scholar] [Crossref]

18. Mizell, H. (2019). Why professional development matters. https://learningforward.org/wp-content/uploads/2017/08/professional-development-matters.pdf [Google Scholar] [Crossref]

19. National Education Policy 2020. (2020). Policy document released by Ministry of Human Resource Development, Government of India. https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf [Google Scholar] [Crossref]

20. NCTE. (2009). National Curriculum Framework for Teacher Education Towards Preparing Professional and Humane Teacher (NCFTE). New Delhi. [Google Scholar] [Crossref]

21. Pandey, Shiva & Sharma, Mani. (2022). Mentoring and Professional Development: A Gateway to Professionalism. Journal of Social Work and Science Education, 3. 168-178. 10.52690/jswse.v3i2.294. [Google Scholar] [Crossref]

22. Pevzner, Mikhail. (2021). Training Teachers for Leadership in Education. European Proceedings of Social and Behavioural Sciences, 1-8. DOI: 10.15405/epsbs.2021.07.02.1 [Google Scholar] [Crossref]

23. Reeve, J. (2006). Teachers as Facilitators: What Autonomy‐Supportive Teachers Do and Why Their Students Benefit. The Elementary School Journal, 106(3), 225-236. DOI:10.1086/501484 [Google Scholar] [Crossref]

24. Riveros, A., Newton, P., & Costa, José da. (2013). From Teachers to Teacher-Leaders: A Case Study. International Journal of Teacher Leadership, (4)1. http://www.csupomona.edu/~education/ijtl/index.shtml ISSN: 1934-9726 1 [Google Scholar] [Crossref]

25. Shahzadi, F., Faisal Farid, F., & Qamar, S. (2025). Impact of Teacher Motivation on Performance and Student Achievement at Secondary Level. AL-ĪMĀN Research Journal, 3(03), 56-69. DOI: 10.63283/IRJ.03.03/05 [Google Scholar] [Crossref]

26. Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2022). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. (EdWorkingPaper: 22-507). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/rzet-bf74 https://doi.org/10.3102/00346543231217480 [Google Scholar] [Crossref]

Metrics

Views & Downloads

Similar Articles