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

The school internship, which is a key aspect of the Bachelor of Education (B.Ed) program, provides a mechanism for students to effect a transition from theory to practice. School internship is a core element of teachers’ education to prepare them to face the multi-dimensional diversity offered in school classrooms. In recent years, internship models have evolved from a narrow definition of teaching practice to a broader and more engaging context (NCTE Regulation- 2009, NCTE Regulation- 2014). The reform introduced by NCTE in 2009 was designed to promote active engagement in the overall institution and organization of the schools. However, the NCTE regulation reforms in 2014 were in particular ways an evolution as they increased the internship duration to 15 weeks and increased "Field Engagement" to provide broader and more sustained real-time learning. This study a large scale analysis of the effects and challenges of the B.Ed. school internship in India, focusing on preparation of teacher skills, the support of institutions and resources in the community. The research study probes the impact in terms of the B.Ed. school internship on student teachers’ confidence in dealing with learner diversity and implementing inclusive education. The study was carried out in the East Singhbhum, Seraikela-Kharsawan and West Singhbhum districts and the study took a random sample of 200 student teachers of B.Ed. colleges affiliated with Kolhan University. Data were gathered through open-ended questionnaires. Overall, the results point to different issues encountered during the internship in the third semester, suggesting that supervision, mentorship, and institution infrastructure must be improved to better support student teachers in their career.