Author: Abu Mahomed Shumsuz Zaman & Dr. Siba Ranjan Mahanta
DOI Link: https://doi.org/10.70798/Bijmrd/03100001
Abstract: Practice teaching and internship programmes form the basis of teacher preparation in India. However, variations in supervision, mentoring, and collaboration often lead to uneven quality across B.Ed. institutions. This article synthesizes contemporary research and policy literature to explore effective strategies and best practices adopted by B.Ed. colleges in Assam and other Indian states to enhance the quality of practice teaching. Drawing upon studies from the National Council for Teacher Education (NCTE), National Curriculum Framework for Teacher Education (NCFTE), and empirical research conducted in Assam, the paper identifies five thematic areas influencing quality: mentorship and supervision, collaboration with schools, reflective and experiential learning, ICT integration, and professional development of teacher educators. The review reveals that institutions adopting participatory mentoring models, reflective practice frameworks, and context-based innovations achieve superior outcomes in student-teacher preparedness. It argues for a contextualized approach to quality enhancement, aligning pedagogical practices with local educational realities. The paper concludes with a framework for strengthening practice teaching through evidence-based reforms and sustained institutional partnerships
Keywords: Practice Teaching, Internship, Quality Enhancement, Teacher Education, B.Ed. Colleges, Assam, Reflective Practice.
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