Abstract
The
aim of the study is to find out the existing problems faced by intern
teachers in teaching-learning process and evaluation system of
practice teaching of Bachelor of Education Course. This study is a
descriptive research and qualitative approach is followed in this
study. The study was included with the students of Institute of
Education and Research who are now in practice teaching as well as
who had completed the practice teaching from 13 different schools.
The students were selected from 17th
and 18th
batch of IER on the basis of gender and streams. The students were
selected conveniently for the purpose of the study. In order to
maintain the validity of data, 20 students were selected. For
collecting data, in this study different types of data collection
tools like classroom observation checklist and interview were used.
From this research, it is found that there are some definite problems
in teaching-learning process and evaluation system. But this program
helps a lot to the personal development of the students. So, IER can
be appreciated for this initiative. Against all the problems some
recommendations are made from my side. Finally, in spite of having
some problems the practice teaching is a thanks-worthy program of
IER.
Introduction
Internship
is a period of time during which a student or new graduate gets
practical experience in a job, for example during the summer holiday
(Oxford Dictionary, 2008). As IER is the apex body of education of
Bangladesh it provides the opportunity of internship as practice
teaching. Students get the chance to practice as a teacher at 7th
semester of BEd Degree. At this time students are simultaneously a
students and a teacher.
Internship
teaching is the culminating experience of the first degree program in
education. It provides the opportunity to apply theoretical knowledge
on pedagogies in the actual classroom settings and gain practical
experience. The internees are exposed to an environment where they
encounter learners for the first time and face them multitude of
ideas, approaches, techniques and process (Curriculum, 2003).
An
intern is a student or new graduate who is getting practical
experience in a job (Oxford Dictionary, 2008). Teaching-learning
process is the process by which a teacher teaches and a student
learns in a classroom mostly. Practicum: Internship is a course
having course no. PCP-165 which is run during 7th
semester of BEd program. Internship provides employees with cheap and
or free labour for (typically) low level tasks and also the
perspective of interns returning to the company after completing
their education and requiring little or no training (David M, Dunway
and others, 2010). Before performing as an intern the students have
to go through a micro teaching and simulation. But there are a lot of
problems faced by the internees in practical fields. Besides they
feel a difference between policy and practice in evaluation system
after completing their internship. It was also true for researcher's
past experience of internship.
Significance
Everything
on this world has some advantages and problems also. So, it is common
that internship of IER has some problems too. If the problems are
found out they will be easily reduced. Then it will be better for the
students of IER. On the other hand the advantages should be
strengthened. As we can do so the internship will help the students
to be more confident and skilled. The recommendation of this study
can be followed for student oriented internship too. Not only IER but
also other departments of DU can adopt the suggestions to make the
practicum smoother. Finally, all GOs and NGOs can use the findings
for their academic evaluation and supervision.
Research Questions
-
What are the existing problems faced by the students who attended in the practice teaching of Bachelor of Education Course?
-
What are the differences between teaching-learning process in theory learned in IER and in practice in schools?
-
What are the problems faced by the intern teachers while they are being evaluated academically?
Methodology
Nature of the study
This
research was conducted with the support of Qualitative method. Due to
the vastness of area, maintaining the study in limited time was
counted as priority. For ensuring the validity and transparency
during required time frame the research was held on mostly IER
premises.
Population and Sample
The
populations for the research were the students of Institution of
Education and Research who were completing and had completed the
.practice teaching of 7th
semester of Bachelor of Education course run by IER. The size of the
sample was 20. The technique of sampling was convenience sampling, a
type of non-probability sampling.
Data collection Instruments/ Tools
- Research QuestionsType of DataSample SourceTool to be usedWhat are the existing problems faced by the students who attended in the practice teaching of Bachelor of Education Course?Qualitative20 students from 18th and 17th batch (10+10)Classroom observation Checklist and Semi Structured In-depth InterviewWhat are the differences between teaching-learning process in theory learned in IER and in practice in school?Qualitative10 students from 18thClassroom observation ChecklistWhat are the problems faced by the students while they are being evaluated?Qualitative10 students from 17th batch
Data Gathering Procedures
For
fulfilling the research purpose the researcher gathered all the data
himself. Any research assistant was not recruited to help at the time
of data collection.
Data Analysis Techniques
After
the collection of data from different sources, it was manually
checked for consistency and accuracy. All the data for the study was
analyzed through qualitative approach.
Major
findings/ Result
The
major findings based on research questions are given below.
RQ
1: What are the existing problems faced by the students who attended
in the practice teaching of Bachelor of Education course?
Major
findings:
-
A lot of extra classes
-
Long duration of class
-
Huge number of students in the classrooms
-
Lack of light, electricity and fan
-
Assigned task by regular teachers
-
Unbearable transportation cost
-
Problems in class management
-
Problem about teachers' common room and availability of food
-
Between satisfactory and not satisfactory feelings about fixing the schools by IER
-
Being rebuked altogether for one or more colleagues’ (of IER) absence
-
Material cost is high
RQ
2: What are the differences between practice teaching and
teaching-learning process in theory learned in IER and in practice in
school?
Major
findings:
-
Teacher-student ratio is high
-
Proxy classes
-
Class management unlike that in simulation
-
Many classes were different from the subject knowledge (Stream of IER)
RQ
3: What are the problems faced by the intern teachers while they were
being evaluated academically?
Major
findings:
-
Bad evaluation system
-
Not correct
-
Evaluation is not properly based on classroom observation
-
Exaggerated images were presented by the interns (in front of supervisors or co-coordinators)
Discussion
From
the major findings it can be said that the internship of IER has some
problematic issues. The problems faced by the students should be
eradicated or reduced in short period of time. Most of the
respondents said about the extra classes which are irrelevant to
their subject. It helps to build their promptness. But it is also
different from the learning learned in IER. Because in IER it is
taught that intern teachers should use teaching materials and lesson
plan based on the topic of the lesson. But it is not possible for the
instant classes. The duration and the number of the students in
classes hamper the students' attention and management of the class.
But in theory for a developing country like ours the number of
students should be 40 against one teacher. Teachers of the schools
feel relieved for the internees and they use them in their own
personal purposes. But regular teachers should help them in every
way. The cost of transportation and making teaching materials is also
much to bear for the internees. But every department tries to assign
the students in nearly institution for internship. Besides the
internees of BBA, get the opportunity to earn money from internship.
Intern teachers so not get a proper canteen and common room for them.
But in the Faculty of Business Studies of DU students get the
opportunity to have a desk for almost each one. The schools are fixed
randomly. But students have a certain taste and sense of advantage
about choosing the school for internship. Internees should be on his/
her own at the time of choosing institution like in developed
countries and many departments of DU.
Recommendation
The
recommendations based on this research are as below.
-
Fixing the field of the work strictly for internees
-
Assigning more than one teachers in a class for management based on number of students
-
Paying the internees for their transportation and material cost
-
Enhancing the infrastructural facilities for internees
-
Distributing the schools regarding choice and distance from the dwelling place of the internees
-
Punishment or reward for personal achievement or deeds
-
Ensuring subject oriented class distribution
-
School based assessment for internees
-
Covert and overt observation about over all process
-
Assigning external evaluator
Conclusion
Internship
is the bridge between the abstract knowledge and real experience.
Obviously it has some problems as well. But it is not correct to cut
off the head from the body for headache. So, internship should not be
stopped due to its problems. But the problems should be reduced or
eradicated permanently as early as possible.
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ভট্টাচার্য,
দূর্গাদাস,
শিক্ষায়
মূল্যায়ন
ও
পরিসংখ্যান,
কলকাতা
এডুকেশনাল
এন্টারপ্রাইজাস,
১৯৯৭,
পৃ-
৫
Unpublished
Sources:
Nahar,
Sayfun, (2011). Students Perception of the Practice Teaching
Experience in Bachelor of Education, IER, University of Dhaka [A
thesis submitted in partial fulfilment of the requirement of MEd
Degree]. Department of Educational Administration
বসু,
মনি,
(১৯৮৫).
আই
ই
আরের
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পূরণের
জন্য
দাখিলকৃত
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