BELOVETSKAIA L. REQUIREMENTS FOR MODERN TEACHERS IN INDIA WITHIN THE FRAMEWORK OF THE NATIONAL PROFESSIONAL STANDARD FOR EDUCATORS. LIFELONG EDUCATION: The 21st Century.
2025. Vol. 13. No. 2. DOI: 10.15393/j5.art.2025.10591


Vol. 13. No. 2.

Human and teaching resources of continuing education
pdf-version

REQUIREMENTS FOR MODERN TEACHERS IN INDIA WITHIN THE FRAMEWORK OF THE NATIONAL PROFESSIONAL STANDARD FOR EDUCATORS

BELOVETSKAIA Lina E.
PhD in Pedagogy, Associate Professor, Head of the department of Social Sciences and Humanities
Severodonetsk technological institute (branch) of Vladimir Dahl Lugansk state university
(Severodonetsk, Lugansk People's Republic, Russia)
linabelovetskaia@yandex.ru
Keywords:
India`s National Educational Policy
India`s National Curriculum Framework School Education
India`s National Professional Teacher Standard
standards
domains
level of pedagogical excellence.		 Abstract: the article examines the conditions and principles underlying the development and implementation of the National Professional Standard for Teachers in India (NPST 2021), which is based on the National Education Policy (NEP 2020). The NPST 2021 model is analyzed as part of a broader professional standard tailored to India's sociocultural, socioeconomic, and historical specificities, taking into account ethnonational characteristics, cultural practices, and religious traditions. The study aims to provide a theoretical foundation and explore the conditions, principles, and implementation strategies of the professional standard for teachers in India. The research methodology incorporates analysis, synthesis, abstraction, generalization, integration, and classification. A comparison of NPST 2021 and Russia's 2013 Teacher Professional Standard highlighted key differences in domain structure, requirement granularity, and teaching skill assessment methods. The research draws on scholarly works and regulatory documents as its primary sources. The study substantiates the overall structure of the stand-ards, the principles for delineating domains of teachers' professional readiness from a taxonomic perspective, and the professional functions of educators. Criteria for enhancing teachers' qualifications were identified, promoting their continuous professional and personal development. The national standard outlines a fourtier system of teaching proficiency: novice teacher (Pragammi Shikshak), experienced teacher (Praveen Shikshak), highly skilled teacher (Kushal Shikshak), and teacher-leader (Pramukh Shikshak). The study concludes that there is a growing need in modern educational practice for clear definition and assessment of teachers' professional readiness. The taxonomic approach is recognized as an effective tool for structuring the knowledge, skills, and competencies required for suc-cessful teaching. The research demonstrates how NPST 2021 contributes to improving the quality of education in India by standardizing professional requirements for teachers and establishing a system for their continuous development. This is particularly significant given the diversity of Indian society and the necessity of adapting educational practices to local contexts.
Paper submitted on: 03/16/2025; Accepted on: 05/27/2025; Published online on: 06/26/2025.

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DOI: http://dx.doi.org/10.15393/j5.art.2025.10591