TITLE:
Curriculum Is the Road to Success in Teacher Education: A Survey of the Perspectives of Principals and Lecturers regarding the Bachelor of Education (B.Ed.) Curriculum’s Alignment with the National Education Policy (NEP) 2020 Concerning Teachers and Teacher Education
AUTHORS:
Sunitha Dasari, Lalitha Juttukonda, Sujatha Busi, Rojina Prusty, Ramakrishna Avvaru
KEYWORDS:
B.Ed. Curriculum, National Education Policy 2020, Teacher Education, Continuous Professional Development, Context-Sensitive Pedagogies
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.13 No.8,
August
25,
2025
ABSTRACT: The curriculum serves as a critical tool for aligning teacher preparation with evolving social, economic, and cultural demands, fostering educators who are responsive to both local contexts and national goals. Indian and international perspectives converge in acknowledging that the curriculum extends beyond a mere academic framework; it functions as a strategic guide for aspiring teachers aiming for professional excellence. This study aims to examine teacher educators’ perspectives to assess the alignment of the B.Ed. curriculum with the NEP 2020. The literature review highlights unique national pathways and shared challenges, linking theoretical frameworks to practical applications, ensuring teacher readiness and support, addressing geographic disparities, and aligning training with policy goals. The research utilizes a survey methodology. A Google form has been created that includes a questionnaire with 24 items for teachers and 13 items for teacher education, as well as feedback and reflections from teacher educators on the B.Ed. curriculum. The questionnaire exhibits a reliability coefficient of 0.87 and a validity coefficient of 0.93. This tool is administered to principals and lecturers from the University, along with those from government and private colleges of education affiliated with Osmania, Telangana, Mahatma Gandhi, and Palamuru Universities in Telangana State, India. The sample size is 89. The model, i.e., questionnaire, is a good fit as indicated by exploratory factor analysis (EFA). Findings are derived through quantitative and thematic analysis. The results indicate a congruence between the B.Ed. curriculum and the NEP 2020 for teachers and teacher education elements. In addition to these two components, EFA identified four additional components. The B.Ed. curriculum addresses the six components of NEP 2020: teacher education, school and classroom administration, the teaching profession, school environment, teachers, and Indian knowledge systems. Curriculum feedback reveals a favorable evaluation of its efficiency and effectiveness, underscoring the need for targeted implementation efforts to meet established standards. The B.Ed. curriculum aligns with critical issues, including competency-based education, pedagogical frameworks, demand-driven approaches, school-based initiatives, and peer-collaborative professional development. This study may contribute to the existing literature on teacher education practices. The techniques employed in this research may serve as a framework for other researchers conducting similar studies.