Internship is an integral part of 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 aids  to try out in the real life situation.

The Institution is determined to create the teachers who are in demand 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 tits 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 experience 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 derives 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 member.
  • 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)]

Procedure:

For internship programme, permission is taken from schools. Groups are made and sent to thee 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. By showing the video on the social and moral values.

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:-

SR NO NAME OF THE SCHOOL/COLLEGE SR NO NAME OF THE SCHOOL/COLLEGE
1. Universal High School,

Dafttary road, Malad ( E )

7. Thakur Shyam Narayan Hindi Vidyalay,

Thankur village, Kandivali ( E )

2. Universal High School,

Ashok Van, Dahisar ( E )

8. Vivek Vidyalay,

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 Junior College,

Topiwala Building, Goregoan ( W )

5. Carmel of St. Joseph,

Adarsh, Malad ( W )

11. Vidya Vikas Junior College,

Chincholi Bunder, Malad ( W )

6. Seth Vidya Mandir ,

Vasai ( E )

12. KES Junior College of Commerce

Borivali ( W )

 

STANDARD OPERATING PROCEDURE FOR CONDUCTING INTERNSHIP

Grouping of the students on the basis of pedagogy subjects and allotment of Schools and Colleges to students

Internship programme carried out in three phases

1st Phase of Internship (3 Weeks) 2nd Phase of Internship (11 weeks) 3rd Phase of Internship (5Weeks) 4 weeks of internship +1 week of community service
·        Prior Permission letters and detailed timetable of activities for internship is send to schools/colleges ·        Prior Permission letters and detailed timetable of activities for internship is send to schools/colleges ·        Prior Permission letters and detailed timetable of activities for internship is send to schools/colleges
·        Students are oriented for internship and every concept is clarified ·        Students are oriented for internship and every concept is clarified ·        Students are oriented for internship and every concept is clarified
 

Activities for 1st phase

i)            Observation of school activities (Any 3)

 

 

 

ii)         Observation of lessons given by peers (Any 5)

 

Activities for 2nd phase

i)            Teaching not less than 10 lessons in pedagogy of school subject 1

 

ii)         2 theme based lessons

 

 

     Activities for 3rd phase

i)            Develop learning resources

 

 

 

ii)         Conduct Action research

 

iii)       Shadowing of school teacher for week (5 Lessons)

iv)       Teaching 5 lessons in pedagogy of school subject 1

iii)       3 co-teaching lessons with school teachers

iv)       Administration of unit test and analysis of results

v)          Maintain reflective journal

iii)       Teaching 5 lessons in pedagogy of school subject 2

iv)       5 co-teaching lessons with peers

v)          Maintain reflective journal

vi)       Participation in community work II in collaboration with schools or NGO’s

Academic year 2017-18 (for re-revised B.Ed. Curriculum)

The 2nd Year Students of 2016 – 2018 completed their 3rd and 4th phases of Internship and acquired understanding of the  administrative  and academic roles of the teacher. Teacher as an Action Researcher was another enriching learning experience that students could gain in the internship.

 The students of 1st year 2017-2019 have also successfully completed their 1st phase of internship in various 13 schools and colleges. They observed lessons of their seniors with different strategies. Some of the students tried to use these strategies and different teaching methods in their teaching – learning process.  For Example,  co-operative learning strategies, constructivism, problem based learning, Ed-puzzle etc.

After coming from summer break the students will be trained in different strategies and in making innovative teaching materials before commencing their 2nd phase of internship.  The students will be given exposure to all the boards of education during their 11 weeks of internship.

Highlights of the academic year in Internship were…

  • Use of digital instructional material for practice teaching
  • Off campus Online learning of the theory using EDMODO as LMS by teaching staff.
  • Well planned action research conducted on the need based topics. (on the basis of the need analysis done in the first semester.)
  • Use of innovative strategies in co-teaching
  • Few Students being placed in their Internship schools