The quality of an education system is fundamentally shaped by the competence and professional preparedness of its teachers. Recognising this critical linkage, the National Education Policy 2020 (NEP-2020) introduces far-reaching reforms in teacher education, most notably through the Integrated Teacher Education Programme (ITEP). Conceived as a four-year multidisciplinary programme, ITEP aims to integrate subject knowledge, pedagogical theory, school-based practice, and research from the early stages of higher education. By positioning teacher education within a holistic and interdisciplinary framework, the policy seeks to enhance the academic rigour, professional relevance, and societal credibility of teacher preparation programmes in India. This paper critically examines the shift towards ITEP and analyses its implications for teacher educators, who occupy a central position in translating policy vision into educational practice. The paper adopts a conceptual and analytical approach, drawing upon NEP-2020, policy reports, and contemporary research literature on teacher education reforms. It explores the rationale behind replacing traditional post-graduate teacher education models with an integrated framework and highlights how ITEP aligns with global trends that emphasise early professional socialisation, reflective practice, and sustained engagement with school contexts. Particular attention is given to the changing roles, responsibilities, and professional competencies expected of teacher educators within the ITEP framework. The discussion addresses curricular restructuring, pedagogical transformation, assessment reforms, and the growing importance of interdisciplinary collaboration and digital competence. The paper further identifies key challenges associated with the implementation of ITEP, including institutional readiness, faculty capacity building, and the need for continuous professional development of teacher educators. It concludes that while ITEP holds considerable promise for enhancing the quality, relevance, and credibility of teacher education in India, its success depends largely on empowering teacher educators through sustained professional learning, institutional support, and policy-level commitment. The paper argues that teacher educators must be positioned not merely as implementers of reform but as reflective professionals and change agents in the evolving landscape of teacher education.