In this article, the National Education Policy (NEP 2020) and the National Policy on Education 1986 are compared critically to analyze India's teacher education policies that influence teacher education policy in India. By comparing the two policies, this research highlights the continuities and discontinuities in teacher education policy, including the persistent emphasis on teacher quality, the shifting discourses on teacher education, and the evolving role of the state in regulating teacher education. The study's findings have implications for teacher education policy, practice, and research, emphasizing the importance of critical perspectives and democratic participation in shaping teacher education policy.
Satyendranath Giri (Mon,) studied this question.