Abstract
The two-year B.Ed. programme has three components, i.e. theory, practicum and internship. Sessional work and internship programme in teacher education are of great significance because they ensure the preparation of prospective teachers in a professional manner. The study dealt with the perceptions, experiences and challenges of the pupil teachers during their internship and sessional work. The sample for the study was chosen from the college where the author was working and consisted of 80 student-teachers selected through random sampling. Data was collected using an openended questionnaire and semi-structured interviews. The results showed that studentteachers viewed the internship programme as a real opportunity to refine and improve their teaching skills in an actual school setting. Student-teachers were also of the view that the concerned supervisor played an important role in enhancing their teaching skills. The results of the interviews showed that hands-on experiences and longer duration of field experience helped the students in understanding the classroom teaching process in a better manner. The challenges perceived by student-teachers were mainly in the area of classroom management, long distance of practice school from home, a large number of lesson plans, conducting constructivist approach-based lessons at the school level, administration, scoring and interpretation of psychological tests, data collection for action research, preparing presentations for sessional work, etc. Some measures were also suggested by student- teachers for making the internship programme and sessional work more fruitful.
Highlights
The future of a nation is shaped in its classrooms and teacher is the architect who shapes the destiny
The NCTE has recommended that the B.Ed. course should be of two years duration and has prepared a curriculum framework for the Two-year B.Ed
To identify the challenges faced by student-teachers during the internship programme
Summary
The future of a nation is shaped in its classrooms and teacher is the architect who shapes the destiny. Teachers are expected to create soul cohesion, national integration and a learning society. It is, essential for a nation to have a sound and effective programme of teacher preparation. The teacher education programme needs to be upgraded and updated periodically. The NCTE has recommended that the B.Ed. course should be of two years duration and has prepared a curriculum framework for the Two-year B.Ed. Programme which was implemented in 2015. The curriculum aims at developing specific language proficiency of the pupil teachers by providing them opportunities through different activities through sessional work and course content
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