The implementation of the Ministry of Education National Education Policy 2020 has introduced significant reforms in the Indian education system with special emphasis on teacher quality, professional competence, and lifelong learning. Teachers are considered the most important stakeholders in achieving educational transformation because the effectiveness of curriculum reforms and learner-centered pedagogical practices largely depends upon their professional preparedness (Government of India, 2020). The present study examines teacher professional development initiatives in West Bengal under the framework of NEP 2020 with particular focus on competency-based teaching, reflective pedagogy, digital learning, and continuous professional development programs. The study adopts a descriptive and analytical approach based on secondary data collected from policy documents, educational reports, journal articles, and scholarly literature. Findings indicate that teachers in West Bengal are gradually adapting to innovative teaching-learning methods and technology-integrated classroom practices (Mukherjee, 2025). However, challenges such as inadequate infrastructural facilities, insufficient practical training opportunities, lack of institutional support, and disparities between rural and urban educational institutions continue to affect the successful implementation of NEP 2020 objectives (Darling-Hammond et al., 2017). The study further reveals that sustainable teacher development requires collaborative learning environments, mentorship systems, reflective teaching practices, and continuous academic support mechanisms. The research concludes that strengthening professional development initiatives can significantly improve teaching effectiveness, classroom participation, educational quality, and holistic learner development in West Bengal.
Laboni Gayen (Wed,) studied this question.