Shukla, Siddharth. (2015). Study of Training Design and Components of Four Year, Two Year and One Year B.Ed. Programmes and Their Impact on Teaching Competency. Unpublished. Ph.D., Education. Barkatullah University , Bhopal, M.P.
(1)To study the Structure, Management, Component and Resources of B.Ed. Teacher Training. ( 2). To study the Internship in Teaching/SEP/Practice Teaching/Field-based Experience of these three types of B.Ed. Programmes. (3). To find out the teaching competencies of interns under each system of B.Ed. Programme. (4).To discuss these programmes in the light of recommendations of various Commissions, Committees and National Policy on Education (NPE). ( 5). To get the suggestions from teacher educators, teacher trainees and other educational functionaries for the improvement of teacher training programme.
The present study had no Apriori hypothesis.
Sample was taken by applying purposive sampling technique. Institutions for One Year B.Ed. programme of Madhya Pradesh, Uttar Pradesh, Maharastra, Punjab and Chhattisgarh States were identified randomly which included IASEs (Bhopal, Jabalpur and Lucknow), CTE s and some other B.Ed. Colleges of M.P.; for Two Year B.Ed. Programme and Four Year Integrated B.Ed. Programme Regional Institutes of Education located at Ajmer, Bhopal and Bhubaneswar were indentified where these courses run. Sample Size: (1) Number of Teacher Education Institutions/Colleges: (a) RIEs-3,(b) IASEs-3 (c) CTEs & Other-32, Total = 38 (2) Number of Principals, Teacher Educators, Co-operating Teachers/Mentors and Teacher Trainees: 488
The following were tools used in this study: (1) Questionnaire on Structure, Management, Component and Resources For Teacher Training. (Based on the document "Colleges of Teacher Education and Institutes of Advanced Studies in Education" (MHRD, 1987) (2). Questionnaire on Internship in Teaching/SEP/Practice Teaching/ Fields Based Experience Programme.(Srivastava, G.N.P., 2010) (3). General Teaching Competency Scale (GTCS). (B.K.Passi and M.S. Lalitha, 1994) (4). Questionnaire to seek Suggestions for Improvement of Teacher Training Programme. (Based on documents of MHRD, 1987, NCERT, NCTE, 2006,2009)
Descriptive Survey Method was used in the study.
The Questionnaires on Structure, Management, Components and Resources for Teacher Training Institution; Questionnaire on Internship in Teaching/SEP/Practice Teaching/ Fields Based Experience Programme; General Teaching Competency Scale (GTCS) and The Questionnaire to Seek Suggestions for Improvement of Teacher Training Programme.
The findings related to Structure, Management, Components and Resources for Teacher Training, Internship in Teaching /SEP/Practice Teaching/ Field Based Experience Programme and General Teaching Competency Scale (GTCS) were as follows: Structure, Management, Components and Resources for Teacher Training: - Four Year Integrated B.Ed. and Two Year B.Ed. course had better research, innovation, extension work, organizational structure, resources, teaching, training, community programme and library facilities in comparison to One Year B.Ed. Course. One Year B.Ed. (IASEs and CTEs) course had better Continuous Comprehensive Evaluation, Specific content, quality Pre-service and In-service education and methods of secondary teacher education compared to Four Year Integrated B.Ed. and Two Year B.Ed. course. It was found that mostly in Four Year Integrated B.Ed. Teacher Trainees got more time to practice the practicals and practice lesson than One Year and Two Year B.Ed. Teacher Trainees. Internship in Teaching/SEP/Practice Teaching/Field "Based Experience Programme: The number of lessons in One Year and Four Year Integrated B.Ed. Programme was 20 lesson in each teaching subject where as in Two Year B.Ed. Programme, it was 20 lessons (Ist Year)+20 lessons (IInd Year) =40 lessons in each teaching subject. Post-Internship meeting, viva-voce and exhibition of teaching aids were organised very systematically in Four Year Integrated B.Ed. and Two Year B.Ed. Programmes of RIEs which were not found so systematic in One Year B.Ed. Colleges. As per Principals and Teacher Educators response, internship in teaching programme included micro-teaching (70.73%), skill training (58.54%), criticism lesson (80.49%), orientation on lesson planning (78.05%), unit planning (51.22%), file preparation (41.46%) and case study (26.83%) in all the three types of programme. The duration of micro-skill training ranged from 7 days to one month in One Year B.Ed., 21 days in Two Year B.Ed. whereas it was from 14 to 24 days in Four Year Integrated B.Ed..The organisation of criticism lesson was found in RIE and Satya Sai Girls College (Bhopal), but not in other One Year B.Ed. Colleges.The duration of observation of practice lesson by supervisors was found 8-10 minutes in General Lesson and 20-30 minutes in Criticism Lesson.The peer supervision was organized for 10 lesson plans in each teaching subject in One Year, Two Year and Four Year Integrated B.Ed. courses.
The general impact on Teaching Competencies in Four Year Integrated B.Ed. Programme was better than Two Year B.Ed. and One Year B.Ed. Programmes. As modification of teaching behaviour requires longer duration, practice lessons, library facilities, hours per day for teaching, organizational structure, research, innovation and extension work, community programme, training and resource support etc. were in better position in Four Year Integrated B.Ed.. The essence of B.Ed. training programme is learning teaching skills and their applications therefore maximum attention should be paid on the practical aspect in comparison to theory which just provides a ideational background to teaching and learning. The co-curricular activities such as games educational tours, cultural programmes, scout and guide, social service programmes, NSS, exhibition, discussion on current problems were viewed by interns as helpful in fulfilling the objectives of schooling. In the General Teaching Competency; the planning, presentation, evaluation, management were excellent and closing was very good of Four Year Integrated B.Ed. Teacher Trainees. Thus, The General Teaching Competency of Four Year Integrated B.Ed. trainees was better than that of One Year B.Ed. and Two Year B.Ed. trainees. But it was found that the Teaching Competency of One Year B.Ed. Trainees was better than Two Year B.Ed. Trainees. The system of internship in teaching programme was highly tilted in favour of criticism lessons in the opinion of Principals and Teacher Educators. The induction/orientation programme mostly on micro-teaching was preferred component in the opinion of most of the Principals and Teacher Educators. The orientation of College and School supervisors on supervision of lesson was mostly done in 100% cases of Two Year and Four Year Integrated B.Ed. and 66.67% in IASEs. The training provided on micro-teaching in all the three types of courses was mostly on questioning (68.29%); On stimulus variation (65.85%) and on blackboard work and reinforcement (60.98%). The orientation for field assignment and project work was done mostly by experts/teacher educators in 66.67% IASEs, Two Year and Four Year Integrated B.Ed. course. The training and practice on lesson planning, unit planning, lesson notes and models of teaching included lesson planning through subject wise workshop (26.83% in One Year, Two Year and Four Year Integrated B.Ed. Programmes) and through demonstration (24.39% in One Year and Four Year Integrated B.Ed.
Keyword(s): Training Design and Components, Impact of B.Ed. Programmes, Teaching Competency’.