Teaching Preparedness among Research Scholars in Indian Universities : A Phenomenological study

Abstract

The National Education Policy (NEP) 2020 envisions a holistic academic approach where research and teaching are intertwined, promoting the development of well-rounded scholars. This paper examines the importance of cultivating teaching competence among doctoral research scholars in different Indian Universities, as emphasized in NEP 2020, specifically Para 15.9. Using a phenomenological approach, the study explores insights and lived experiences of Ph.D. scholars, focusing on how integrating key components like curriculum design, innovative pedagogy, assessment strategies, and communication skills into Ph.D. training can reshape their academic identity. By addressing these aspects, the research highlights the need for a balanced academic development that values both research output and effective teaching. It suggests that such an integration will help scholars become more proficient educators, ultimately elevating the quality and relevance of higher education. The study advocates for policy changes that are in consonance with NEP 2020’s vision, ensuring expertise in research and also skilled in teaching and thus contributing to a more dynamic and holistic academic environment.