Teaching is a skilled job. In order to develop some insight in the basic skills involved in teaching, the model lessons are delivered by the respective subject teachers in the actual class room situations.
School internship would be a part of the board curricular area of 'Engagement with the field 'and shell be designed to lead to development of the board repertoire of perspectives, professional, capacities, teacher sensibilities and skills. The curriculum of B.Ed. shall provide for sustained engagement with learners and the school(including engaging in continuous and comprehensive assessment for learning),thereby creating a synergy with schools in the neighborhood throughout the year. Students-Teachers shall be equipped to cater to diverse needs of learners in schools. These activities shall be organized for 4 weeks in the first year of the course.
Students are to be actively engaged in teaching for 16 weeks in the final year of the course. They shall be engaged at two levels, namely, upper primary (classes VI-VIII) and secondary (IX-X), or senior secondary, with at least 16 weeks in secondary/senior secondary classes. They should be provided opportunities to teach in schools with systematic supervisory support and feedback from faculty.
Internship in schools will be for a minimum duration of 20 weeks for a two-year programme (4 weeks in the first year, and 16 weeks in the second year as noted above). This should also include, besides practices teaching, an initial phase of one week for observing a regular classroom with a regular teacher and would also include peer observations, teacher observations and faculty observations of practice lessons.
The institution shall meet the following specific demands of implementing this professional programme of study:
(a) Prepare a calendar for all activities, including school internship. The school internship and other school
contact programmes shall be synchronized with the academic calendar of the school.
(b) Make an arrangement with at least ten schools for the Internship as well as other school-based activities
of the programme. The arrangement shall have the approval of the district education authorities. These schools shalt form basic contact point for all practicum activities and related work during the course of the programme.
(c) Transaction of the Perspectives in Education and Curriculum and Pedagogic Studies courses should be done using a multiple and variety of approaches such as case studies, problem solving, discussions on reflective journals in colloquia, observations of children in multiple socio-cultural environments. Interns shall maintain reflective journals and observation records, which provide opportunities for reflective thinking.
(d) Initiate discourse on education by periodically organizing seminars, debates, lectures and discussion groups for students and faculty
(e) Organize academic enrichment programmes including interactions with faculty from parent disciplines; and encourage faculty members to participate in academic pursuits and pursue research, especially in Schools. Provisions of leave shall be made for faculty to undertake research/teaching in universities and schools.
(f) School teachers shall be invited to teacher education institutions for feedback to student-teachers and for extension/guest lectures and organizing the colloquium.
(g) There shall be mechanisms and provisions for addressing complaints of students and faculty, and for grievance redressal.
(h) For school internship, the TEIs and the participating schools shall set up a mutually agreed mechanism for monitoring, supervising, trucking and assessing the student teachers.