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Problems Faced by Pupil-Teachers during Two Year B.Ed. Programme

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Teacher education in present century is oriented to the challenges of providing literacy and knowledge required for progress of the society. Justice Verma commission (2012) recommended that B.Ed. programme should be two year with the adequate provision to branch out in specializations in curriculum studies, policies, finance and foundational studies. Recently NCTE regulation 2014 made a radical change in teacher training programme particularly in B.Ed. programme and proposed two year B.Ed. programme which has been came into the force from academic session 2015-17. The course structure of the two year-B.Ed. programme offers a comprehensive coverage of themes and rigorous field engagement with the child, school and community. In the present study the investigators made an attempt to study the problem faced by the pupil- teacher during two year B.Ed. programme in Shimla district Himachal Pradesh. 230 Pupil-teachers were taken from both government sponsored and self-financed B.Ed. college affiliated to Himachal Pradesh university i.e. (70 pupil-teachers from government sponsored and 160 from self-financed B.Ed. college were taken).Questionnaire for collecting the data and percentage method for interpretation was used. This study revealed that pupil-teachers face many problems after the implementation of two year B.Ed. course. Not only the pupil-teachers but the teachers and administration itself faced different problems.

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Two Year B.Ed. Programme, Pupil-Teacher

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"Problems Faced by Pupil-Teachers during Two Year B.Ed. Programme", International Journal of Emerging Technologies and Innovative Research ( | UGC and issn Approved), ISSN:2349-5162, Vol.4, Issue 11, page no. pp202-203, November-2017, Available at : &

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Published Paper ID: JETIR1711038
Registration ID: 170860
Published In: Volume 4 | Issue 11 | Year November-2017
DOI (Digital Object Identifier):
Page No: 202-203
ISSN Number: 2349-5162

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(Volume 5 | Issue 1 | January 2018 |Impact factor 5.87)

Call For Paper | Volume 5 | Issue 1 | Impact factor 5.87

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