Relevant bibliographies by topics / Challenges in the Implementation of the Integrated Teacher Education Program (ITEP)

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Academic literature on the topic 'Challenges in the Implementation of the Integrated Teacher Education Program (ITEP)'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Challenges in the Implementation of the Integrated Teacher Education Program (ITEP)"

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Dr., Manisha Harshadbhai Jadav. "Challenges in the Implementation of the Integrated Teacher Education Program (ITEP)." SSAR Journal of Multidisciplinary Studies (SSARJMS) 2-2025, no. 2 Mar-Apr 2025 (2025): 3049–2041. https://doi.org/10.5281/zenodo.15065464.

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<strong>Abstract: </strong>The Integrated Teacher Education Program (ITEP) aims to enhance teacher preparation by integrating subject knowledge with pedagogical training. However, its implementation presents several challenges across institutional, pedagogical, infrastructural, and policy levels. This paper explores the critical obstacles in the execution of ITEP and suggests possible solutions for its effective integration into the education system. The program's journey through experimental initiatives in the 1980s and 1990s culminated in the 21st century, where ITEP emerged as a transformat
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Altaf, Faiza, and Ali Haider. "Implementation of Integrated Teacher Education Programme (ITEP) In India: Strengths and Challenges." East African Journal of Education Studies 8, no. 3 (2025): 72–83. https://doi.org/10.37284/eajes.8.3.3404.

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Teachers are considered nation builders, and it is largely acknowledged that they acquire their expertise through training rather than innate ability. To develop skilled and competent educators for the 21st century, various teacher education programs have been ongoing for decades across different levels of education. Analyzing the history of education pre- and post-independence reveals that numerous commissions, policies, and programs have consistently emphasized the importance of cultivating competent teachers for our children. Periodic updates to policy initiatives have been implemented with
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Dr., V. S. Sumi. "TRANSFORMING TEACHER EDUCATION IN INDIA: THE IMPLEMENTATION OF INTEGRATED TEACHER EDUCATION PROGRAMME (ITEP)." Scholarly Research Journal for Interdisciplinary studies 13, no. 83 (2024): 197–205. https://doi.org/10.5281/zenodo.12804776.

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<em>Teacher education in India is undergoing significant reforms to enhance the quality and effectiveness of teaching. The Integrated Teacher Education Programme (ITEP) is one such initiative aimed at integrating theory with practice to develop skilled and competent educators. This literature review examines the current state of teacher education in India, focusing on ITEP and its impact on the teaching profession. The review highlights the importance of integrating theory with practice in teacher education, as advocated by ITEP, to help teachers develop a deeper understanding of pedagogical p
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Prof., K.K. Harshkumar, and Anand Rautmale Dr. "Effective Strategies For Implementing The Integrated Teacher Education Programme Under NEP- 2020." Kiraṇāvalī 16, no. 1-4 (2024): 113–20. https://doi.org/10.5281/zenodo.14642383.

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The Integrated Teacher Education Programme (ITEP), introduced under the National Education Policy (NEP) 2020, aims to revolutionize teacher training in India by offering a four-year integrated course that combines both subject expertise and pedagogical skills. This innovative approach addresses the gap in traditional teacher education models by preparing teachers with a holistic educational foundation. ITEP offers multidisciplinary degrees such as B.A. B.Ed., B.Sc. B.Ed., and B.Com. B.Ed., making it the new minimum qualification for school teachers. Despite its potential, successful implementa
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Kalyani K., Praveen Kumar T. D., and Roopa A. N. "AI-based tools for enhancing reflective practice and self-efficacy in pre-service teachers." Scientific Temper 16, no. 04 (2025): 4003–10. https://doi.org/10.58414/scientifictemper.2025.16.4.02.

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The integration of artificial intelligence (AI) in teacher education is revolutionizing traditional assessment practices by providing personalized feedback, automated evaluations, and data-driven insights. This study explores the impact of AI-based assessment tools on reflective practice and self-efficacy among pre-service teachers. Using a pre-test and post-test experimental design, 100 integrated teacher education program (ITEP) 6th-semester students were assessed across gender and program types (BA, B.Ed and BSc B.Ed). Significant improvements were observed in both reflective practice and s
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M.J.P., Rohilkhand University. "Implementation and Challenges of School Internship in Teacher Education Program." Anukriti 12, no. 10 (2022): 227–30. https://doi.org/10.5281/zenodo.13268366.

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The Bachelor of Education (B.Ed.) curriculum in India has undergone significant changes, shifting from a one-year to a two-year program, which is both interesting and challenging. The concept of internships introduced in the two-year B.Ed. program presents substantial challenges for all educational institutions across the country. The objective of the internship program is to inculcate teaching skills among student-teachers. Through this program, trainee teachers understand their roles and responsibilities. In light of current demands and necessities, there is a need for integrated approaches
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Talekar, P. R. "National Educational Policy (NEP) 2020 on Teacher Education." International Journal of Advance and Applied Research 5, no. 23 (2024): 100–104. https://doi.org/10.5281/zenodo.13607023.

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Abstract:&nbsp;&nbsp;The National Education Policy (NEP) 2020 marks a pivotal shift in teacher education in India, aimed at fostering a holistic, multidisciplinary, and technologically integrated approach to training educators. This policy introduces the four-year integrated B.Ed. program, set to become the minimum qualification for school teachers by 2030, ensuring comprehensive training in both content and pedagogy. The NEP 2020 emphasizes continuous professional development through regular in-service training and the establishment of National Professional Standards for Teachers (NPST), prom
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Bali, Norafifah, and Mohamad Hashim Othman. "Involvement and Challenges of School Guidance and Counselling Teacher Towards Special Needs Students." Asian Social Work Journal 2, no. 2 (2017): 1–10. http://dx.doi.org/10.47405/aswj.v2i2.15.

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&#x0D; &#x0D; &#x0D; Implementation of guidance and counselling services in schools requires School Guidance and Counselling Teachers (SGCT) to provide this services to all students, whether the mainstream students or Special Needs Students (SNT), as outlined in the Buku Rekod Perkhidmatan Bimbingan dan Kaunseling (Guidance and Counselling Services Record Book). This situation has challenged SGCT especially in meeting the specific needs of SNT. This raises questions regarding the involvement of SGCT in providing guidance and counselling services especially to SNT as well as challenges faced in
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Rengko HR, Sumarlin, and Sam Hermansyah. "Implementation And Evaluation Of The Bilingual Program For Eighth-Grade Students At MTSN 1 Sidrap." La Ogi : English Language Journal 10, no. 2 (2024): 68–78. http://dx.doi.org/10.55678/loj.v10i2.1588.

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This study investigates the implementation and evaluation of the bilingual program for eighth-grade students at Madrasah Tsanawiyah Negeri 1 Sidrap (MTSN). As globalization intensifies, bilingual education is becoming increasingly vital in preparing students for future academic and professional challenges. This research focuses on how the bilingual program is integrated into the curriculum at MTSN, with particular emphasis on its effectiveness in enhancing students' proficiency in both Indonesian and English.The study employs a mixed-methods approach to evaluate the program's impact. Quantitat
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Miftahuldzanah, Windy Nurul, and Wahyu Hidayat. "IMPLEMENTASI MANAJEMEN RISIKO DALAM PENINGKATAN EFEKTIVITAS PEMBELAJARAN DI SMKN 4 BANDUNG." ASCENT: Al-Bahjah Journal of Islamic Education Management 2, no. 2 (2025): 93–104. https://doi.org/10.61553/ascent.v2i2.353.

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Risk management in vocational education plays a vital role in the quality of learning. This study examines the implementation of risk management to enhance the effectiveness of learning at SMKN 4 Bandung through a qualitative approach and in-depth analysis methods. Based on a series of observations and interviews, several fundamental challenges in the teaching and learning process were identified, including the diversity of students' comprehension levels, limited practical facilities, and the need for more adaptive teaching strategies. To address these challenges, the school has developed vari
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Book chapters on the topic "Challenges in the Implementation of the Integrated Teacher Education Program (ITEP)"

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Hardee, Sheri Carmel, Max Vazquez Dominguez, Winnifred Namatovu, and Romola Bernard. "Educator Preparation Programs and the Use of Culturally and Linguistically Sustaining Pedagogies in Science Methods Courses." In Science Education and Culturally Sustaining Pedagogies. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-5342-5.ch008.

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This chapter provide one example of ways in which one teacher educator program integrated Culturally Sustaining Pedagogies and Linguistically Sustaining Pedagogies into STEM-based pedagogies and mentored teacher candidates in the implementation of these pedagogies during a STEM-based academic enrichment program for emerging multilingual 4th through 8th grade students, the majority of whom identified as Latinx. Through this chapter, we explore the challenges and successes of refocusing educator preparation on developing pedagogies and approaches to education that support, sustain, and cultivate
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Wilson Jr., Otto Carl, and Seidah Armstrong. "The Use of Instructional Coaching and Analogy to Enhance STREAM Professional Development for Teacher Quality Improvement." In Advances in Early Childhood and K-12 Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7814-7.ch004.

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The design, implementation, and continuous improvement of professional development (PD) is a key component to address inherent challenges in helping our urban schools achieve their full potential for STREAM (STEM with integrated reading and arts) learning. While there are many types of PD, instructional coaching is one of the most promising strategies that can address both teacher and student needs on multiple levels. The DC FUSION STREAM PD Consortium was formed in 2017 with initial seed funding from the US Department of Education's Teacher Quality Improvement Grant Program. In this chapter,
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You might also be interested in the extended bibliographies on the topic 'Challenges in the Implementation of the Integrated Teacher Education Program (ITEP)' for particular source types:
Journal articles
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