• Ashutosh Kumar
• Dr. Ashwarya Srivastava

This study have explored the impact of field engagement on teaching skills and lesson planning among pupil teachers in India, linking its outcomes to Sustainable Development Goal 4 on quality education. Using a descriptive survey with qualitative analysis, data were gathered from 100 pupil teachers in both public and private universities, selected through purposive and stratified purposive sampling to ensure diverse experiences and reduce institutional bias. Findings showed that 57.2% of participants considered field engagement highly effective in improving practical skills such as the classroom management, communication, and lesson delivery. However, nearly one-third reported limited benefits due to inadequate supervision, lack of structured activities, and limited exposure to varied teaching contexts. Lesson planning was identified as a major weakness, with 19%, 17.1%, and 16.2% of respondents facing persistent challenges in time management, instructional design, and adaptability. Interestingly, 21% reported no difficulties, possibly indicating strong competence or low self- awareness. The study recommends strengthening teacher training through structured workshops, redesigned lesson planning modules, and institutionalized mentorship programs. These strategies aim to overpass the gap between theory and practice, enhance classroom readiness, and produce reflective, adaptable educators. Implementing such measures could significantly improve teacher preparation and contribute to higher teaching quality.

Field engagement, pupil teachers, teacher training, teaching practice, perception, universities

"Perception of Pupil Teachers Towards Field Engagement: A Study of Pre-Service Teacher Training", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.12, Issue 9, page no.e411-e421, September-2025, Available :http://www.jetir.org/papers/JETIR2509447.pdf

"Perception of Pupil Teachers Towards Field Engagement: A Study of Pre-Service Teacher Training", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.12, Issue 9, page no. ppe411-e421, September-2025, Available at : http://www.jetir.org/papers/JETIR2509447.pdf