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

Authors

  • Tongle Govind Research Scholar, Department of Education, Regional Institute of Education (NCERT), Mysuru https://orcid.org/0000-0001-8781-627X
  • Kalpana Venugopal Professor, Department of Education, Regional Institute of Education (NCERT), Mysuru

DOI:

https://doi.org/10.31305/rrijm.2025.v10.n8.024

Keywords:

Perceptions, Pre-Service Teachers, Engagement with the Field (EWF), Teacher Education

Abstract

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.

Author Biographies

Tongle Govind, Research Scholar, Department of Education, Regional Institute of Education (NCERT), Mysuru

Tongle Govind is a doctoral research scholar in Education at Regional Institute of Education, NCERT, Mysore, and a recipient of the UGC-NET -NFSC (National Fellowship for Scheduled Caste Students). He has graduated Bachelor's from Nizam College, Osmania University, Bachelor of Education from the English and Foreign Languages University, Hyderabad and Master of Education from Regional Institute of Education, NCERT, Mysore. With teaching experience at undergraduate and postgraduate levels, he has contributed to courses such as Value and Peace Education, Introduction to Educational Studies and Self-Development Workshop. His research interests include Early Childhood Care and Education and Teacher Education, with papers presented at national seminars on NEP 2020 and ECCE. Tongle Govind has also served as a resource person in training workshops and supported student well-being through counselling sessions on national platforms like PM eVidya’s SAHYOG. Skilled in vocational training, German language, and personality development.

Kalpana Venugopal, Professor, Department of Education, Regional Institute of Education (NCERT), Mysuru

Dr Kalpana Venugopal is a Professor of Education at the Regional Institute of Education, Mysore, which is a Constituent of NCERT in the Southern Region. She has her academic qualifications in Education and Psychology. She is a Gold medalist in her Bachelor’s Program in Education, PhD in Education from the University of Madras and was awarded the DLitt (Doctor of Letters) in Education by the President of India at the University of Madras. She is a Fulbright Visiting Professor and was in USA under the Fulbright Nehru Academic and Professional Excellence (FNAPE) at the University of North Carolina, USA.

Her areas of work and interest include Child Psychology & Development, Early Childhood Education, Value & Peace Education, Guidance & Counselling, Curriculum Development, and Quality Assurance and Accreditation. She’s involved in Teaching, Program/Course Development, Training, Research, Monitoring and Extension Services in the Region. Her work in the area of research includes coordinating and undertaking National & Regional Projects, guiding PhD. researches, publications & editor of national and international journals, and monitoring researches of other institutions. Participated in National and International Conferences, Workshops and Programs. Member of Board of Studies in several Universities. Expert Member in Selection Committees of KV, Sainik School, JNV and University Departments; Expert Member for Curriculum Development for States in South India and NCERT. Was the Coordinator of NISHTHA Program at RIE Mysuru. She’s the Coordinator for the National Program at RIE Mysore - Diploma Course in Guidance and Counselling; and the Convener for POCSO & KGBV. She is the Convener for IQAC-NAAC (Internal Quality Assurance Council & National Assessment and Accreditation Council) at RIE Mysuru.

She is presently the Nodal Officer for establishment of the new Regional Institute of Education at Nellore, appointed by the Ministry of Education, New Delhi. She is the Program Coordinator of the Madamohan Malaviya Teacher Training Center at RIE Mysore which focusses on in-service teacher training in the southern region.

Professor Kalpana Venugopal was also the Head of the Department of Extension Education, at Regional Institute of Education, NCERT, Mysuru, which is the nodal office for coordinating and monitoring the academic, training and research and advisory activities of the 5 states and 2 UTs of the southern region. She had been appointed by NCERT as the Dean of Instructions at RIE Mysuru, to look after all Academic Programs, student affairs and the Demonstration School of NCERT at RIE Mysore.

She is passionate about teaching and training teachers, counselling students & parents, and working with the community for advocacy on teacher recognition and empowerment.

References

Adu-Yeboah, C., & Kwaah, C. Y. (2018). Preparing teacher trainees for field experience: Lessons from on-campus practical experience in Ghana. African Journal of Teacher Education, 6(2), 88-102.

Andhra Pradesh State Council of Educational Research and Training. (2011). Position paper on teacher education and teacher professional development.

Amer, T. S., & Ismail, O. H. (2014). An evaluation of the internship program at the College of Education, Sultan Qaboos University. International Journal of Educational Development, 36(3), 45-57.

Archana, S. (2018). A study of attitude of teacher trainees towards two-year B.Ed. colleges in Hyderabad. Journal of Teacher Education and Research, 13(2), 112-125.

Chakrabarty, P. (2016). Implementation of internship in two-year B.Ed. course: A challenge or routine task. Educational Research Review, 25(4), 76-89.

Choudhury, R. (2018). Extended internship of two-year B.Ed. curriculum: Examining underlying challenges. Teacher Education Journal, 10(1), 23-40.

Darling-Hammond, L. (2017). Teacher education around the world: What can we learn from international practice? European Journal of Teacher Education, 40(3), 291-309.

Das, R. (2022). Teacher education and field engagement: A critical analysis. Educational Research Journal, 35(4), 45-60.

Farrell, T. S. C. (2016). Reflective practice in ESL teacher development groups: From practices to principles. Palgrave Macmillan.

Rashmi, & Aditya, R. (2024). Mentoring and Supervision Challenges in B.Ed Internships: A Stakeholder Analysis in Patna, Bihar, India. GPH-International Journal of Educational Research, 7(09), 70-80. Retrieved from https://gphjournal.org/index.php/er/article/view/1600. https://gphjournal.org/index.php/er/article/view/1600

Indu. (2023). Challenges in teacher education programs: Quality and implementation issues. International Journal of Research in Education and Social Sciences, 12(3), 45-57. https://www.indusedu.org/pdfs/IJREISS/IJREISS_3756_43601.pdf

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

Kumar, P., & Sharma, R. (2020). Constructivism in teacher education: The role of internships. Journal of Educational Theory, 28(3), 102-115.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Ministry of Education (MoE). (2020). National Education Policy 2020.

National Council for Teacher Education. (2006). Curriculum framework for teacher education.

National Council for Teacher Education. (2014). Norms and standards for B.Ed. and practice teaching engagement with the field.

Education. (n.d.). Retrieved November 11, 2022, from https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_English.pdf

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Sharma, L. (2021). Internship effectiveness in teacher education: A study of field engagement practices. International Journal of Educational Studies, 19(2), 75-89.

Sharma, R. (2023). Evaluating teaching competencies in pre-service teacher education: Challenges and future directions. Journal of Educational Research and Innovation, 15(2), 29-44

Singh, M. (2019). Understanding school engagement in teacher training programs. Indian Journal of Pedagogy, 22(1), 33-49.

Vijayalakshmi, R., & Menon, R. B. (2017). Perspectives of teacher educators on teaching competencies in the two-year B.Ed. program. Indian Journal of Teacher Education, 8(1), 35-49.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

Zeichner, K. (2018). The struggle for the soul of teaching and teacher education in the USA. Teachers and Teaching, 24(4), 369-387.

Downloads

Published

14-08-2025

How to Cite

Tongle, G., & Kalpana, V. (2025). Perceptions of Pre-Service Teachers on the Engagement with the Field Practices. RESEARCH REVIEW International Journal of Multidisciplinary, 10(8), 232–242. https://doi.org/10.31305/rrijm.2025.v10.n8.024

Issue

Vol. 10 No. 8 (2025): RESEARCH REVIEW International Journal of Multidisciplinary

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This is an open access article under the CC BY-NC-ND license Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0).