Integrating Indian Knowledge Systems, Traditions, and Values Into Teacher Preparation: A Holistic Educational Perspective

There is currently an era of transformation in teacher education in India where there is a necessity of bringing a synchronisation between the needs of modern teacher education and the great Indian tradition in education. The tradition of the Indian education system has always stressed all-round development and moral responsibility, along with the need for a moral teacher. But in modern teacher education, importance has been given to technical competence and the philosophy of education rather than the values of India in teacher education. The National Education Policy (NEP) 2020 is a significant milestone where, for the very first time in the history of the Indian education system, emphasis has been put on the integration of Indian Knowledge Systems, value-based education, and holistic development of the teacher. The objectives of this paper are to (i) explore the significance of Indian traditions and values in current teacher education, (ii) analyse policy provisions under NEP 2020 in respect of value-based preparation of teachers, and (iii) suggest pedagogical approaches for incorporating indigenous approaches to education in teacher preparation. This paper has been presented using the idea of “Guru-Shishya Parampara,” value-based reflection, experience based/community-based learning, contemplative pedagogy, culturally based language and narrative approaches, and evaluation models that propose alignment with the initiatives taken under NEP 2020.