Transforming Teacher Education for Viksit Bharat: A Sociological Perspective

Abstract

Transforming teacher education is central to India‘s ambition of a Viksit Bharat by 2047. This article situates contemporary policy reform (especially the National Education Policy 2020) in a sociological frame: it reads teacher education through theories of social reproduction, cultural capital, professionalization, and critical pedagogy to show how reforms can either reproduce inequalities or become instruments of social transformation. I map major policy levers, identify sociological tensions (equity vs. standardization; agency vs. structure; globalization vs. local knowledge), and offer evidence-informed recommendations to align teacher preparation with the twin goals of educational justice and national development.