Understanding the Epistemological and Sociocultural Dimensions of Knowledge and Curriculum Practices in Teacher Education: A Qualitative Study in the Context of NEP 2020

This qualitative study explores the epistemological and sociocultural dimensions that shape knowledge and curriculum practices in teacher education, particularly within the evolving framework of India's National Education Policy (NEP) 2020.By engaging with teacher educators, curriculum designers, and student-teachers through interviews, focus groups, and document analysis, this research investigates how curriculum is conceptualized, developed, and implemented in light of philosophical and social influences.Findings reveal a tension between traditional knowledge structures and transformative curricular reforms, suggesting the need for a more integrated, inclusive, and reflective approach to curriculum planning and practice (Apple, 1990; Kumar, 2007; Government of India, 2020).