Perceived Effectiveness of 2-Year and 4-Year Integrated Teacher Education Pathways

Abstract

Teacher education reforms in India have introduced structural transformations aimed at improving the quality of teacher preparation. The traditional two-year Bachelor of Education (B.Ed.) programme and the four-year Integrated Teacher Education Programme (ITEP), recommended under the National Education Policy 2020, represent two major pathways into the teaching profession. This paper presents a comparative review of teacher trainees’ perceptions regarding these programme structures. Drawing upon peer reviewed research studies and policy documents, the analysis examines curriculum design, internship experiences, professional preparedness, and perceived employability. Findings indicate that trainees in the two-year programme value its intensive professional focus, whereas those in the four-year integrated programme appreciate its holistic and continuous structure. The study concludes that both formats contribute meaningfully to teacher preparation, though improvements in implementation and practical integration remain necessary.