Perceptions of Pre-Service Teachers on the Engagement with the Field Practices

The National Education Policy (NEP) 2020 has revolutionised teacher education in India by emphasising experiential learning and extensive field engagement. This study explores pre-service teachers’ perceptions regarding their engagement with field practices, focusing on the structured internship model introduced in the B.Ed. curriculum. A descriptive survey was conducted among 33 pre-service teachers from CTEAMS Hyderabad to assess their perceptions of field engagement. Findings reveal that 72.73% of pre-service teachers hold a moderate perception of engagement with field practices, while a smaller proportion exhibits high (12.12%) and low (15.15%) perceptions. Age and teaching experience significantly influenced these perceptions, with older and more experienced participants showing a greater appreciation for field engagement. However, variables such as educational qualification and school type (government, aided, or private) did not significantly impact perceptions. Despite the structured internship framework under NCTE (2014) & NEP (2020), challenges persist, including inconsistent implementation, lack of mentorship, inadequate assessment of teaching competencies, and limited community engagement. These gaps highlight the need for a more standardised, well-supported internship program that ensures a meaningful, reflective, and practice-oriented approach in teacher education. The study provides insights for policymakers, curriculum planners, and teacher educators to enhance the efficacy of field engagement in pre-service teacher training.