Quality Dimensions of Pre-Service Secondary Teacher Education in Odisha: An Empirical Assessment of Infrastructure, Faculty Preparedness, Pedagogical Practices and Internship Experiences
DOI:
https://doi.org/10.31305/rrijm.2026.v11.n05.025Keywords:
pre-service teacher education, B.Ed. programme, NCTE Regulations 2014, Odisha, school internship, pedagogical practices, physical infrastructure, faculty preparedness, inclusive educationAbstract
Teacher education plays a pivotal role in determining the quality of school education. The present study examined the implementation of pre-service secondary teacher education programmes in Odisha in relation to the provisions of the National Council for Teacher Education (NCTE) Regulations, 2014. A descriptive survey design was employed to collect data from five B.Ed. institutions affiliated with Utkal University. The sample comprised 198 student teachers, 15 teacher educators, and institutional heads. Data were collected through structured and expert-validated questionnaires focusing on physical infrastructure, faculty qualifications, pedagogical practices, and internship modalities. The findings revealed that while the sampled institutions largely complied with basic infrastructural norms prescribed by NCTE, significant deficiencies were observed in inclusive education facilities, appointment of pedagogy specialists, and utilisation of technology for teaching-learning. Lecture and discussion methods continued to dominate classroom transactions, whereas ICT-integrated and learner-centred approaches were employed only to a limited extent. Although internship programmes provided substantial school exposure, their duration remained below the mandatory requirement of twenty weeks. The study further identified a persistent gap between theoretical preparation and classroom practice. The study concludes that strengthening faculty quality, ensuring inclusive infrastructure, enhancing technology integration, and improving internship implementation are essential for improving the quality of teacher education in Odisha.
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