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Teacher Education

Notes his mind. He is also expected to be given a right experience of participation in organization of
some selected co-curricular and administrative activities according to his taste and capacities. He
receives training of some routine matters of the school also.
Internship in Teaching: Now-a-days, it is a wide feeling that our traditional practice teaching in
teacher education is not fulfilling its objectives and therefore, now practice teaching is re-christened
as internship in teaching.
The term 'internship' is borrowed directly from the medical profession. Medical education apply
the word to the hospital experiences where the medical doctor is required to have field experience
under the guidance of veteran practitioners before he is allowed to practice of his own. Thus, the
internship is an integral part of his professional preparation.
Internship in teaching includes practice teaching and wide variety of field experiences under the
guidance of competent supervisor. In this term the learner tests his theoretical understanding
which is acquired through pedagogy classes. Here the intern shares all of the significant experience
going on in the total school environment, develops meaningful skills and attitudes toward his
profession.

20.2 Objectives of Teacher Education Programme

Objectives of Internship of Teaching—The main objective of internship are as follows:
(a) To develop functional understanding of educational psychology and methodology among
interns.
(b) To develop skills in the planning of lesson and developing an ability of preparing
instructional material and teaching aids.
(c) To develop positive attitudes for continuous learning and keeping abreast with the least of
content and methodology.
(d) To understand and practice the professional sincerity and professional ethics.
(e) To develop constructive and co=operative attitude towards students and the community.
During the period of internship, a student teaching involves himself in many activities, as planning
and performing teaching, observation of classes, correction of home-work, supervising library
readings, organizing co-curricular activities, and so on.
Thus, the philosophy of internship is basically pragmatic. The intern is expected to develop a
broad understanding about the total school set-up during his period of stay in the institution.
And, thus this programme may be viewed as an attempt to bridge the gulf between the experience
of the training programme in the college of education and the classroom experiences the one has
to obtain as a teacher.

20.3 Defects in our Teacher-Education Programme
Some of the glaring defects which persist in our teacher education prorammes may be enumerated
as follows:
(1) Artificiality in Courses of Studies Including Theory and Practice: Teacher Education courses
at different levels are the continuation of the patterns adopted more than a quarter of a century
ago. They embody a course conte4nt which is not helpful in preparing an effective teacher. The
theory courses in particular have no articulation which practical work and teaching skill
requirements. The application of theory to practice is reconciled and leaves enough room for
revision and restructuring. The weightage on content is negligible. The weightage on content is
negligible. The methods courses are routine and wanting in practical bias. The emerging concepts
of educational technology have yet to make an impact of them. There is no conceptual framework
in the overall course structure.
(2) Ineffective Methods of Teaching: Teacher educators in our country are averse to innovation
and experimentation in use of methods of teaching. They have shown a remarkable allegiance to

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