Advanced International Journal for Research

E-ISSN: 3048-7641   •   Impact Factor: 9.11

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Bridging the Divide: Teacher Training and Actual Classroom Teaching in Schools – Gaps and Strategic Interventions

Author(s) Dr. Ruby Tyagi
Country India
Abstract Teacher education is widely recognized as a cornerstone of educational quality and reform. It is commonly acknowledged that the foundation of educational change and quality is teacher education. The realities of classroom teaching and pedagogical preparation continue to diverge notwithstanding organised pre-service and in-service teacher training programs. The gap between teacher preparation and real classroom practices is critically examined in this essay, with a focus on Indian schools. The study highlights important areas of disconnect, such as theory–practice misalignment, inadequate classroom management preparation, limited exposure to inclusive and diverse settings, assessment literacy gaps, and inadequate mentoring systems, by drawing on theoretical perspectives, empirical literature, and policy frameworks like the National Education Policy (2020). The study makes the case that teacher preparation is still too theoretical and not adequately grounded in real-world educational settings. Extended school-based residencies, organised induction and mentoring, reflective practice models, cooperative school-university alliances, and ongoing professional development systems are some of the strategic solutions it suggests. The report provides policy and institutional recommendations to improve student learning outcomes and teacher effectiveness by redefining teacher training as an ongoing, practice-oriented, and context-responsive activity.
Keywords Teacher education, classroom practice, professional development, teacher preparedness, pedagogy, school education, NEP 2020
Field Sociology > Education
Published In Volume 7, Issue 1, January-February 2026
Published On 2026-02-24
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E-ISSN 3048-7641
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