Author: Rajesh Kumar & Dr. Santanu Biswas
DOI Link: https://doi.org/10.70798/Bijmrd/03070016
Abstract: This study explores the perceptions of pre-service teachers regarding the effectiveness of curriculum design and delivery in teacher education programs across the Bhagalpur district, Bihar. With the growing emphasis on quality education and the implementation of the National Education Policy (NEP) 2020, understanding how future educators experience and evaluate their training becomes essential. Bhagalpur hosts a range of teacher education institutions, including government colleges like PTEC Nagarpara, PTEC Phulwaria, and DIET Bhagalpur, which offer Diploma in Elementary Education (D.El.Ed.) and Bachelor of Education (B.Ed.) programs. Despite formal recognition by the National Council for Teacher Education (NCTE), these institutions vary in terms of infrastructure, faculty development, practicum exposure, and curriculum relevance. Using a qualitative research approach, the study gathers insights through semi-structured interviews and focus group discussions with pre-service teachers enrolled in these institutions. The findings reveal mixed perceptions: while some trainees appreciate the foundational knowledge and structured modules, many express concerns about outdated content, limited integration of digital pedagogy, and insufficient alignment with real classroom challenges. The practicum component, though present, is often viewed as superficial or poorly coordinated, reducing its impact on professional readiness. Moreover, the study highlights that trainees from marginalized backgrounds face additional barriers, such as language difficulties and lack of academic support, which further affect their engagement with the curriculum. Gender dynamics also influence perceptions, with female trainees reporting constraints related to mobility and safety during field placements. The research underscores the urgent need for curriculum reform that is contextually grounded, inclusive, and practice-oriented. It recommends strengthening school–college partnerships, enhancing faculty training, and incorporating feedback mechanisms to make the curriculum more responsive to trainee needs. By centering the voices of pre-service teachers, the study contributes to the discourse on teacher education quality and offers actionable insights for policymakers, institutional leaders, and curriculum developers in Bhagalpur and similar regions.
Keywords: Pre-service Teachers, Curriculum Effectiveness, Teacher Education, Educational Reform, Trainee Perceptions.
Page No: 140-147