Evaluating Effectiveness and Challenges in B.Ed. Student Teacher Internships

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.