Abstract

Increasing concerns in the area of teacher education are gaining attention, bringing the analysis of policies and decision-making related to teacher education into the spotlight. Improving the quality of teaching-learning has always remained the central focus of all policy pronouncements and programmes. The present paper highlights the imperative need to restructure the existing curriculum of teacher preparation and continuous development of teachers to align with contemporary educational paradigms that emphasise dynamism. The paper gives a brief overview of the developments that guided the growth of the discipline of teacher education over the years. Traditional approaches to teacher preparation often fall short in equipping educators with the requisite skills and perspectives to navigate the complexities of modern classrooms. By revamping the existing programme through a progressive and responsive approach under the proposed Integrated Teacher Education Programme (ITEP), institutions can better prepare educators to address the different kinds of needs of students and effectively navigate the evolving landscape of education. It concludes that academic improvement requires the continuous involvement of different stakeholders.