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Unit 21: Evaluation of Internship in Teaching

afford him for further development of the ‘lesson can be utilized. In addition, he needs to watch Notes
the extent to which information given by the teacher is correct, up-to-date and relevant. The
teacher’s personal, social qualities, the adequate, the use of teaching aids, the adequate use of
evaluation procedure, class control, management and all such factors which contribute to the
success of his lesson, should also be observed carefully. To achieve this end, supervisors can use
five points or seven points rating scale, for rating each one to teaching components.
The final decision in giving grade to the lesson should be based on the whole delivery of lesson.
The supervisor has also to observe that as to what extent, the teacher was successful in providing
a very lively and permissive atmosphere to motivate the students and to learn throughout the
lesson. Evaluation should be entered record-cards of each individual teacher. In this way, a
profile should be developed for each student containing ratings of all different aspects of teaching
and at the lime of final evaluation, an average of all the ratings about fifty lessons may be made.
Besides, evaluation-should also be made of such personality attributes as teacher’s professional
and cultural growth, cooperativeness and sincerity, resourcefulness and community relationship
and work.

In many training colleges the lesson plans are being designed in accordance with
the same old Herbartian steps.

21.1.1 Defects of Evaluation of Student-Teaching
The existing practice of Student-Teaching evaluation, however, includes only the appraisal of
teacher’s performance in the classroom and that to rather casually Sometimes, it is also observed
that supervisors evaluate only written plans, whereas how the student teacher conducts his lesson
are not evaluated. The classroom performance of the teacher in imparting instruction is also not
observed at all stages of development of the lesson Instead of evaluating lesson from the beginning
to the end, the lesson is observed at any stage and that too rather briefly. The other factors
contribute to success of the teacher like his attitudes, interest, his cooperativeness and
resourcefulness sincerity, and community relationship traits are also not assessed during
evaluation. It is not based on the day to day assessment. Hence, final evaluation is not based on
average of lesson-wise evaluation of student’s performances and also the views of classroom
teacher, supervisors, and principals on the subject matter only occasionally and to a limited
extent, in evaluation.
In this way, we can say that the existing practices of the Student-Teaching evaluation are
comprehensive and require modification. So as to make is sensitive for teaching evaluation
criterion.

21.1.2 An Evaluation of Student-Teaching Practice
It is an essential aspect of the programme. There should be a continuous evaluation or daily
evaluation of student-teaching practice. It has the two purpose (i) to assess the development of
teaching competencies and (ii) To provide the feedback for further improvement. This evaluation
should be comprehensive. The evaluation should be planned to realize the objectives of student-
teaching practice.
(a) To realize the objectives of teaching practice approach.
(b) To plan and prepare lesson plans and it practice in classroom.
In teaching practice both the aspects preparing and practicing should be given equal weightage
in evaluation. All approach of student-teaching practice require these activities and objectives.
(a) To realize the Objectives—The most important criterion for evaluation of student teaching
practice is the objectives of an approach. Each approach has specific objective for which specific

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