Integrated Teacher Education Programme (ITEP) in India: Mechanisms for the Formation of Professional Competencies
of Future English Language Teachers
Introduction. The reform of the teacher education system in India, in accordance with the National Education Policy 2020, has led to the implementation of the Integrated Teacher Education Programme (ITEP). This four-year Bachelor's model is designed to bridge the gap between theoretical and practical teacher training, highlighting its relevance. Within the context of subject teacher training, the ITEP programme uniquely positions English as a dual entity, serving as both a primary specialisation and a compulsory element of general language training. This necessitates an in-depth examination of the mechanisms through which professional competencies are formed. The purpose of the work was to identify and characterize the mechanisms for developing the professional competencies of future English language teachers within the ITEP programme, implemented through its academic modules and teaching practice system, without conducting experimental verification. Materials and methods. The empirical base of the study consisted of regulatory documents from the National Council for Teacher Education (NCTE) and the curricula of universities implementing ITEP. A comparative analysis was conducted of the curricula of six leading Indian universities and institutions implementing the ITEP: Kurukshetra University, University of Calcutta, Pondicherry University, the Regional Institute of Education (NCERT), Mysore, the University of Delhi, and Aligarh Muslim University. This selection ensured the coverage of diverse regional and institutional models of teacher training, encompassing both pilot and recently introduced programmes (2023-2025). Results and discussion. The study identified and characterized a five-component structure of the English language teacher's professional readiness within ITEP, integrating subject-linguistic, methodological-didactic, digital-pedagogical, assessment, and practical components. It was established that competency formation is ensured by the coordinated interaction of disciplinary tracks (Major/Minor), psychological-pedagogical and methodological courses, ICT modules, and prolonged, sequentially organized school practice. Systemic challenges related to the implementation of ITEP were identified, such as infrastructure limitations and a shortage of qualified personnel. Ways to improve the programme were outlined, including enriching the digital module with tasks on working with AI, developing CLIL competency through embedded training, and standardizing assessment tools for teaching practice. Conclusion. The analysis allows us to conclude that the ITEP programme is a holistic, multi-level, and practice-oriented model in which the formation of professional competencies of a future English language teacher occurs synergistically through the integration of subject knowledge, methodological tools, the digital environment, and teaching practice, bound together by a unified assessment culture. The programme's regulatory framework ensures the structure and sequence of this process. The ITEP experience demonstrates the effectiveness of the integrated approach and can be considered in the improvement of teacher education programmes in other countries.
While nobody left any comments to this publication.
You can be first.
Ananina, L.N. (2022), “Professional training of a foreign language teacher”, StudNet, 5(6), 6650-6657. (In Russian).
Babich, I.M., Omarova, V.K., Baratova, A.A. and Churkina, N.I. (2021), “Integration of IBL and CLIL in the training of future teachers for teaching natural sciences in a multilingual environment”, Integration of Education, 25(2), 304-320, DOI: 10.15507/1991-9468.103.026.202102.304-320. (In Russian).
Kolyadko, SV., Martynenko, L.G. and Glukhova, Yu.N. (2024), “Digital competence of the future foreign language teacher in the field of using artificial intelligence technologies: content aspect”, Tomsk State University Bulletin, (504), 164-174. DOI: 10.17223/15617793/504/18. (In Russian).
Misyureva, A.O. and Sannikova, S.V. (2023), “CLIL technologies in foreign education systems”, Focus on Language Education and Research, 4(2), 45-60. DOI: https://doi.org/10.35213/2686-7516-2023-4-2-45-60. (In Russian).
Polyakova, S.V. and Fakhrieva, S.S. (2024), “Formation of foreign language professional communicative competence of students of the Faculty of History and Political Science based on CLIL technology”, Pedagogical Education, 5(7), 255-260, (In Russian).
Sidorenko, T.V., Zamyatina, O.M. and Rozanova, Ya.V. (2023), “Assessment of the level of CLIL competence of a university teacher”, Language and Culture, (64), 252-272. DOI: 10.17223/19996195/64/14. (In Russian).
Sysoev, P.V. (2023), “Artificial Intelligence in Education: Awareness, Readiness and Practice of Using Artificial Intelligence Technologies by Higher School Teachers in Professional Activities”, Higher Education in Russia, 32(10), 9-33. DOI: 10.31992/0869-3617-2023-32-10-9-33. (In Russian).
Sysoev, P.V., Filatov, E.M. and Sorokin, D.O. (2023), “Chatbots in foreign language learning: issues of current works and prospects for future research”, Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication, (3), 46-59. DOI: 10.55959/MSU-2074-1588-19-26-3-3. (In Russian).
Titova, S.V. (2022), “Competence map of a foreign language teacher in the context of education digitalization”, Higher Education in Russia, 31(5), 133-149. DOI: 10.31992/0869-3617-2022-31-5-133-149. (In Russian).
Titova, S.V. and Kharlamenko, I.V. (2025), “Training of teaching staff for the use of artificial intelligence in teaching foreign languages”, Moscow University Bulletin. Series 19. Linguistics and Intercultural Communication, (1), 66-84. DOI: 10.55959/MSU-2074-1588-19-28-1-5. (In Russian).
Acharjee, A. (2025), “Revolutionize Teacher Education in the Context of NEP 2020”, International Journal for Multidisciplinary Research (IJFMR), 7(4), July-August, Art. 51420, India, available at: https: // www.ijfmr.com/papers/2025/4/51420.pdf (Accessed 28 October 2025). (In India).
Altaf, F. and Haider, A. (2025), “Implementation of Integrated Teacher Education Programme (ITEP) Strengths and Challenges”, East African Journal of Education Studies, 8(3), 72-83. DOI: 10.37284/eajes.8.3.3404. (In India).
Asagar, M.S. (2024), “Assessing the Integrated Teacher Education Program (ITEP): A Study on Perception Among Faculty in Delhi/NCR”, International Journal of Cultural Studies and Social Sciences, 20(1), 35-44, available at: https://ssrn.com/abstract=5093431 (Accessed 01 July 2025). (In India).
Bhadwal, A., Mehra, N. and Baliya, J.N. (2025), “Integrated Teacher Education and Educational Transformation: A Vision of NEP 2020”, GAP Interdisciplinarities, VIII(I), 202-206. (In India).
Mandal, R., Mete, J. and Biswas, R.M. (2025), “ITEP In India: Problems and Prospects Under NEP 2020”, International Journal of Innovative Science and Research Technology, 10(5), 2940-2946. DOI: 10.38124/ijisrt/25may1596. (In India).
Nial, J.K., Rout, P.K. and Nag, H. (2024), “Integrated Teacher Education Program in NEP 2020: Opportunities and Challenges”, International Journal of Novel Research and Development (IJNRD), 9(4), c229-c232. (In India).
Sumi, V.S. (2024), “Transforming Teacher Education in India: The Implementation of Integrated Teacher Education Programme (ITEP)”, Scholarly Research Journal for Interdisciplinary Studies, 13(83), 197-205. (In India).
Tomar, S., Srivastava, R.K. and Aleem, M. (2024), “Perception of Student-Teachers on 4-Years
Integrated Teacher Education Programme (ITEP)”, in Embracing the Integrated Teacher Education Programme (NEP-2020): Exploring Perspectives and Confronting Challenges: Proceedings of the National Conference, MANUU College of Teacher Education, Bidar, 32. (In India).