Mentoring and Supervision Challenges in B.Ed Internships: A Stakeholder Analysis in Patna, Bihar, India

This study explores the challenges of mentoring and supervision in Bachelor of Education (B.Ed) internship programs in Patna, Bihar, India, using Vygotsky’s concept of scaffolding as a guiding theoretical framework. The research investigates the perspectives of key stakeholders, including interns, their supervisors, Teacher Education Institution (TEI) principals, host school principals, and host school teachers. Employing a qualitative methodology, data were gathered through semi-structured interviews with participants selected via multi-stage sampling. Thematic analysis of the data reveals that interns frequently lack sufficient mentoring and supervisory support, primarily due to the heavy workload faced by both supervisors and mentors. Additionally, the study finds a prevalent culture of mutual blame among stakeholders, with each group attributing shortcomings in the mentoring process to others. These findings highlight the need for a more integrated and cooperative approach to supervision in teacher training programs, addressing the specific contextual challenges to enhance the quality of support for pre-service teachers. The study suggests that policy changes and structural adjustments are essential to foster more effective mentorship and scaffolded learning experiences within B.Ed programs.