Author: Riya Sheth
DOI Link: https://doi.org/10.70798/Bijmrd/04041027
Abstract: The evolving landscape of education requires teacher training programs that move beyond theoretical instruction to develop practical teaching skills and professional competencies systematically. This paper examines the skill-oriented and competency-driven curriculum design of the SIES Institute of Comprehensive Education (SIES ICE), highlighting how its structured program components foster classroom readiness among pre-service teachers.
The study focuses on the integration of activity-based learning, creative and arts-integrated pedagogy, multisensory teaching approaches, micro-teaching, case- based analysis, and performance-oriented assessments within the SIES ICE curriculum. Through an activity skill competency mapping framework, the paper analyses how specific institutional practices such as art and craft integration, puppetry and storytelling, creation of teaching aids, experiential learning workshops, presentation-based platforms and reflective micro-teaching, support the development of core teaching competencies, including innovative pedagogy, instructional design, differentiated instruction, professional communication, and reflective practice.
Alumni experiences are incorporated to demonstrate the sustained applicability of these skills in real classroom contexts, emphasizing the long-term impact of skill-oriented teacher preparation. Furthermore, the SIES ICE curriculum is situated within the framework of the National Education Policy (NEP) 2020, reflecting its alignment with competency-based education, experiential learning, holistic development and teacher preparedness.
Keywords: Teaching Skill, education, Teacher, Teacher Training, SIES Institute.
Page No: 141-145