The Role of Action Research in Teacher Professional Development under NEP 2020
Dr. Manisha Jain
Assistant Professor
Maharaja Agrasen International College Raipur Chhattisgarh
Abstract
The National Education Policy (NEP) 2020 emphasizes the continuous professional development of teachers as a cornerstone for improving the quality of education in India. Action research, a reflective and systematic approach to problem-solving within educational settings, plays a crucial role in this context. It empowers teachers to analyze, evaluate, and refine their teaching methodologies based on real-world classroom experiences. By engaging in action research, educators become lifelong learners, fostering innovation and adaptability in their instructional practices.
This paper explores how action research aligns with NEP 2020’s vision of teacher development by promoting experiential learning, collaboration, and evidence-based pedagogical improvements. The policy encourages teachers to undertake research-driven practices that enhance student learning outcomes, bridge knowledge gaps, and integrate technology effectively. Furthermore, action research helps create a culture of inquiry, self-improvement, and professional autonomy, essential for holistic educational reform.
The study concludes that action research is a powerful tool for teachers to take ownership of their growth, contributing to a more dynamic, student-centered, and inclusive education system. Institutional support, training programs, and peer collaboration are critical in realizing the full potential of action research within NEP 2020’s framework.
Keywords: Action Research, Teacher Professional Development, NEP 2020, Experiential Learning, Educational Reform
DOI link – https://doi.org/10.69758/GIMRJ/2501I02S01V13P0035
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