It has been too long since we have harboured the disconnect between policy and practice in teacher education. We study policy but seldom shape the world of practice from it. The teacher education programmes in India are primarily discipline oriented rather than practice referenced. The rhetoric of sustaining such models of teacher preparation is not a portrayal of the reality of teacher education. A vision for teaching and teacher education needs to be created to ensure the rhetoric and reality align purposefully in praxis. In reference to National Education Policy (NEP) 2020, this book reconnoitres the rhetoric and reality gap in teacher education programmes and asserts revisionism and revitalization through reforms and radical action to enhance standards and bring back the teacher education system's high standards of efficacy, trust worthiness, and integrity.
In Chapter 1, Kanchan Khatreja introduces the readers to the concept and importance of teacher education and Dr. Namita Sharma in Chapter 2 embarks them on the development of teacher education in India. In Chapter 3, Vidhi Gaur highlights the importance of curriculum planning and development in teacher education in tune with the emerging national and global trends and relevant to local needs. While Dr. Harpreet Kaur, in Chapter 4, echoes the rhetoric and reality gaps through various issues and challenges in teacher education; Dr. Neha Aggarwal in Chapter 5 suggests revisions to overcome these challenges. In chapter 6, Manju Kundu stresses the need for continuous professional development of teachers for in-service teachers and in Chapter 7, Prof. Tania Gupta and Dr. Upasana Singh discuss the induction programmes for novice teachers.

In Chapter 8, Dr. Poonam, Amal Joseph in Chapter 9 and Dr. Jipsy Malhotra in Chapter 12 throw light on enhancing quality in teacher education through innovative teaching strategies, concepts and practices. The new possibilities of ICT integration in teacher education have been discussed by Prof. Ram Meher in Chapter 10, Dr. Rasna Sehrawat in Chapter 11 and Prasanta Barik in Chapter 13.
In Chapter 14, Dr. Paramjit Singh explains teacher preparation for inclusive classrooms. Technology can play a significant role for teachers to educate diverse learners in inclusive environment is stressed by Dr. Jugnu Khatter Bhatia in Chapter 15, Komal Choudhary in Chapter 16 and Abdul Mohsin in Chapter 17.
While Sandipan Babasaheb Jige elucidates the importance of MOOCs for teachers in Chapter 18, the role of OER in teacher education is well explained by Dr. Arpitaben Tulsibhai Patel in Chapter 19. K. Narang and Dr. Parvesh Lata describe concept mapping as a pedagogical tool for preparing teachers in Chapter 20 of this book.
Enhancing the practice-referenced aspect of teacher education programmes needs distinct attention. In Chapter 21, Dr. Jyoti Tiwari deliberates on the role of Preliminary School Engagement and Internship in Teacher Education Programme. In Chapter 22, Dr. S. Srinivasan explains the hardships of School Internship Programme (SIP). Dr. Kavita N. Karun, in Chapter 23 focuses on the role of community engagement and living.
In Chapter 24, Dr. Shabia Subuhi highlights the trends of research in Teacher Education. Dr. Priya Shukla, in Chapter 25, discusses professional ethics and attitudes at global levels for teachers. The rationale for Continuous Professional

Development (CPD) of teachers is built by Dr. Arti Bahuguna in Chapter 26. Dr. Sanjay Kumar explains various models and approaches to teacher assessment in Chapter 27. Learning-oriented assessment and teacher self-assessment have also been discussed in this chapter. In Chapter 28, Prof. Tania Gupta establishes the relationship between experiential learning, reflective practice and teacher empowerment and its rationale for concerted focus in teacher education programmes.
Contemplate Dr. Sarvepalli Radhakrishnan’s adage, "Teachers should be the best minds in the country," for a moment. Within this book, we hope the readers shall discover concepts worth construing that are the outcome of a fervent, optimistic, common vision and diligent efforts of educators with expertise. Through our writing, we wish to re-create a brighter present in teacher education and sow the seeds of the future for a vibrant education system of ‘Bharat’.