WELCOME

ATTITUDE TOWARDS TWO YEAR

B.Ed., PROGRAMME OF STUDENT
TEACHERS

Author : Ms. R. Bhuvaneswari

First Year B.Ed., Student, Department of Physical Science, Peniel Rural College
of Education, Vemparali, Natham, Dindigul
Co- Author : Ms. S. Chandra Prabha
First Year B.Ed., Student, Department of English, Peniel Rural College of
Education, Vemparali, Natham, Dindigul
 INTRODUCTION
Teaching is very noble and challenging profession
and teachers are the kingpins of any educational
system. Kothari Commission (1964-66) reported that
the destiny of the nation is shaped by the teachers in
classrooms. Teachers need to be professionals in
their roles and responsibilities to meet the changing
needs of the society as teaching unfolds the world of
knowledge and provides variety of experiences to
learners for their better growth and development.
 SIGNIFICANCE OF THE

STUDY
It is quite evident that teacher education programme should be built
upon a strong foundation. There is need to equip our teachers with
the ideas of change. Only a competent teacher can bring desirable
changes in the students and in the community and such teachers are
called as Nation builder.
 There is feeling that mushrooming of B.Ed., colleges offering
teacher education programme in our country make student teachers
within 10 months programme duration qualified to became
teachers at secondary level.
 Teaching skills and competence on one hand and lack of
understanding of theoretical knowledge, these student teachers get
teaching jobs.
 One of the most effective ways to make quality teacher
preparation at secondary strong may be increasing the
duration of the course, course contents, instructional time and
transactional strategies.
 One year B.Ed., curriculum is debated on the ground as it
lacks in developing teaching skills required to grow as a good
teacher. There are many tasks which must be performed by a
teacher in real life teaching situation.
 It develops sound knowledge base for student teachers in
content areas, develops skills of trainee teachers to be
competent enough regard doing how to transact the content
material to the students of the schools meaningfully.
 All the colleges of education in the country are
anxious to know the impact of longer duration on
teacher preparation
 Whether the two year B.Ed., programme is essential
for enhancement of professionalism and preparation
of quality of teachers.
 The investigator being a student teacher as decided to
explore the attitude of two year B.Ed., programme
among student trainees.
 OBJECTIVES
 To find out the level of attitude towards two year
B.Ed., programme among student teachers.

 To find out the level of attitude towards two year

B.Ed., programme among student teachers with
regard to gender.

 To find out the significant difference in the attitude

towards two year B.Ed., programme of student
teachers with regard to gender.
 HYPOTHESIS

There is no significant difference in the attitude

towards two year B.Ed., programme of student
teachers with regard to gender.
 DELIMITATIONS OF THE
STUDY
 The study is limited to student teachers of
Dindigul district only.
 The investigator has proposed to choose only
30 student teachers as sample for the study.
 METHOD USED

 The investigator has adopted survey method in

this study for attitude towards two year B.Ed.,
programme.
 POPULATION AND SAMPLE

The population of the present study consists of student

teachers those who are studying in B.Ed., college of
Dindigul district, Tamilnadu. The investigator has used
simple random sampling technique for selecting the
sample from the population. The sample consists of 30
student teachers.
 TOOL USED

 The investigator has used the Attitude scale

towards two year B.Ed., programme
developed and validated by V. Rajeswari and
P. Shanmugavadivu (2015).
STATISTICS TECHNIQUES USED

Percentage analysis and ‘t’ test were used in this

study.
 RESULTS AND DISCUSSION

 13.3% of student teachers have most favorable of

teaching learning process, 23.3% of student
teachers have most favorable of micro teaching
skills, 23.3% of student teachers have most
favorable of ICT & macro teaching skills, 13.3% of
student teachers have most favorable of
observation of a person and 16.7% of student
teachers have most favorable of overall attitude
towards two year B.Ed., programme.
 25.0% of male and 9.1% of female student teachers
have most favorable of teaching learning process, 12.5%
of male and 27.3% female student teachers have most
favorable of micro teaching skills, 12.5% of male and
27.3% of female student teachers have most favorable
of ICT & macro teaching skills, 12.5% of male and
13.6% of female student teachers have most favorable
of observation of a person and 12.5% of male and
18.2% of female student teachers have most favorable
of overall attitude towards two year B.Ed., programme.
 There is no significance difference between male
and female student teachers in the dimensions of
micro teaching skills, observation of a person,
teaching learning process and overall attitude
towards two year B.Ed., programme. But there
is significant difference between male and
female student teachers in the dimension of ICT
& macro teaching skills. While comparing the
mean scores, female (mean=27.64) and male
(mean=25.75) student teachers. It is inferred
that the female student teachers have better in
the dimension of ICT & macro teaching skills of
student teachers.
 CONCLUSION
 Two year B.Ed., programme is very essential to
become an effective teacher. So teacher
education programme needs to be focused the
development of overall personality among the
B.Ed. trainees. In this study the Investigator
attempted to explore the relative influence of
variables like teaching learning process, micro
and mini teaching skills, ICT & macro teaching
skills, observation of a person on various
dimensions of two year B.Ed., programme.
THANK YOU