Internship is an integral part of our B.Ed. Programme. It provides direct learning experience to student-teachers on various roles of a teacher including teaching the subject. The important aspect of school-based teaching practice is that it provides trainee teachers with the opportunity to integrate the theoretical knowledge on strategies and methods and instructional aides to try out in the real life situation.

The Institution is determined to train teachers who are compatible to adjust in the ever changing learning culture of the schools. They are provided with the exposure to different essential theoretical bases and also the learning situations to get acquainted with any kind of challenges they may face in their future career as teachers.

The revised syllabus of the B.Ed. Programme has provided the student teachers the opportunity to work as Interns for almost 20 weeks spread out in three phases wherein they are exposed to the actual school working environment, reflect on its positive and negative side, modify and design their own lesson plans using own ideas and the inputs provided during theory lectures. This would enable them to achieve the following functions and objectives expected from them.

Functions (as recommended in the syllabus):

  • To obtain immediate knowledge of educational reality in terms of personal, material and functional elements
  • To acquire real experiences that compensates the theoretical learning
  • To provide an encounter between pedagogical knowledge and short reality in order to develop the future teacher’s sense of security which is derived from contrasted, useful and applicable knowledge
  • To provide knowledge of the motives and conditioning practice (social, personal, economic, etc.) which sometimes require the teacher to adapt pedagogical norms to reality
  • To perfect reading skills while it is true that teaching requires a number of basic skills, it is also the case that these skills can be improved under guidance and practice [Saenz (1971/72)]

Objectives (as given in the syllabus)

  • To check the level of interest the student-teacher has in the profession
  • To gain an insight into the student (interest, needs, individual difference etc.)
  • To know how the school and classroom works
  • To understand the school as a collective enterprise that arises as a result of positive relationship between its members
  • To complete routines such as organizing clarifying material, applying classroom management techniques, etc.
  • To learn from experienced teachers
  • To contrast academic knowledge with the school reality
  • To put techniques learned (motivation techniques, how to introduce a theme, carry out a dialogue, etc.) into practice.
  • To judiciously put the profession of teaching into practice. [Benjamin Bloom (1986)]


For the internship programme, permission is taken from schools. Groups are made and sent to the schools. Before going to school, they are well oriented to perform the activities in the school.

As part of B.Ed. curriculum, the student-teachers have to go for three phases of internship. The first phase of internship is in Semester II for four weeks, where they carry out mainly shadowing of subject teacher, observation of school activities and observation of peer lessons.

The second phase of internship is in Semester III for ten weeks, where the student-teachers have to take 32 lessons in their pedagogic subject. Along with this they have to observe the school activities and also have to conduct one activity. The student-teachers are trained to prepare unit test and how to administer the test. Reflection journal has to be maintained where the student-teacher writes their own experiences, what they learnt and also further how it can be improved.

The third phase of internship is in Semester IV for 6 weeks, where the student-teachers have to take 8 peer lessons. At this stage the student-teachers have to develop the learning resources and carry out the teaching-learning process. This year, students were trained to make learning resources using VSDC and Piktochart software, to use in their peer teaching and also conduct co-curricular activities.

They also have to do action research on the problems of school students. For this purpose, data has to be collected during this internship period.

Interview of one special child is taken by each student-teacher as to bring awareness of their problems and to stress the importance of inclusive education.

After every phase of internship, feedback from the school coordinators is taken regarding the performance of student-teachers. They school also guides them in every aspect as to create innovative, quality teachers.

Following is the list of schools and colleges where the internship is carried out:-

1. Universal High School, Daftary road, Malad ( E ) 7. Thakur Shyam Narayan Hindi Vidyalaya, Thankur Village, Kandivali ( E )
2. Universal High School, Ashok Van, Dahisar ( E ) 8. Vivek Vidyalaya, S.V.Road, Goregoan ( W )
3. St. John’s Universal School, S.V.Road, Goregoan ( W ) 9. G.H. Junior College, Sukarwadi, Borivali ( E )
4. St. Anne’s High School, Orlem Chruch, Malad ( W ) 10. Lords Universal Junior College, Topiwala Building, Goregoan ( W )
5. Carmel of St. Joseph, Adarsh, Malad ( W ) 11. Vidya Vikas Universal Junior College, Chincholi Bunder, Malad ( W )
6. Seth Vidya Mandir , Vasai ( E ) 12. KES Junior College of Commerce Borivali ( W )