Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships
Kaur, Harjinder
Assistant Professor, Khalsa College of Education Ranjit Avenue, Amritsar (Punjab)
Abstract
The B.Ed. internship program is essential for teacher preparation, but its effectiveness in preparing future educators for diverse classrooms requires ongoing evaluation. The school internship programme in teacher education is changing from a pre-specified practice-teaching approach to a more comprehensive approach, as emphasized by the NCTE Regulations, 2009 and 2014 respectively. The 2009 regulations expanded the scope of practice-teaching by emphasizing the importance of student-teachers experiencing all school activities and programs. The 2014 regulations further strengthened the component of ‘Field Engagement’ by prescribing a longer duration of 15 weeks. In the present paper researchers has made an attempt to examines the effectiveness and challenges of B.Ed. student teacher internships, focusing on skill development, support structures, and resource availability. It also investigates the program’s impact on student teachers’ confidence in managing diverse classrooms and fostering student success with varying needs and abilities perception of student teachers about the engagement of 15weeks (15+2 weeks) with the field in B.Ed. 3 rd. semester. Internship Programme as per the curriculum of Guru Nanak Dev University Amritsar Punjab. The present study aims to evaluate the effectiveness and challenges faced by student teachers during their internship. The sample consisted of 180 student-teachers selected from B.Ed. colleges of Amritsar district through random sampling. The study, utilizing an open-ended questionnaire, revealed that student-teachers encountered numerous challenges during their internship in the 3rd semester of B.Ed., highlighting the challenges faced by both students and educators.
Key Words: Internship, Student Teacher
Impact Statement
The study evaluates the effectiveness of B.Ed. student teacher internships, revealing that the program significantly enhances teaching skills and practical knowledge, but faces challenges in classroom management, workload distribution, and adapting to school culture. 75% of interns face difficulties in managing classroom behavior and dynamics, indicating a need for better resources and strategies. 70% find workload distribution manageable, but 25% disagree, indicating a need for revisiting it. 85% struggle with adapting to school culture, highlighting the need for enhanced guidance and resources. Logistical issues, such as distance to practicing schools, pose a challenge for 90% of interns. Supervisor support is generally positive, and 80% of interns have the opportunity to apply innovative teaching techniques, but 18% feel limited, indicating a need for more opportunities. Addressing these areas can improve the effectiveness of B.Ed. internships and prepare future teachers for the classroom.
About The Author
Dr. Harjinder Kaur is an Assistant Professor at Khalsa College of Education Ranjit Avenue, Amritsar (Punjab) with a diverse educational background, including a Master’s degree in Hindi, History and Education, a Ph.D. and UGC Net in Education. She has taught B.Ed. , M.Ed. classes. She has also published articles, research papers in UGC Care journals, and delivered guest lectures in many institutions. She has also presented paper at conferences and seminars, and has developed e-learning delivery. Dr. Kaur has also participated in various programs and workshops, including the Faculty Induction Programme, Refresher Courses.
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