ATTITUDE TOWARDS TWO YEAR B.Ed.

, PROGRAMME OF STUDENT
TEACHERS
*Author: Ms. R. Bhuvaneswari **Co-author: Ms. S. Chandra Prabha

ABSTRACT
This paper focus on the attitude towards two year B.Ed., programme of student teachers.
Attitude of teachers towards their profession has been a prominent area of research from the
past itself. Success of teaching depends on teachers’ attitude towards teaching profession, his
liking towards learners’ interest in teaching. Teacher education is a lifelong endeavor, growth in
knowledge and skills continues throughout a teacher’s career. Practicing teachers learn
informally through their daily experiences in the classroom and their work with other teachers,
formally through staff development activities and graduate study. Teacher education, begins
when the prospective teacher enters a teacher preparation program, usually in the last two years
of undergraduate study or in an intensive year or more of post-baccalaureate study. The
preparation program extends prior experiences and sometimes contradicts them. The objective
of the study was to find out the attitude towards two year B.Ed., programme of student teachers.
Survey method was used for the investigation. 30 student teachers of Dindigul district were used
as sample for the study. The investigators have adopted the Attitude scale towards two year
B.Ed., programme developed and validated by V. Rajeswari and P. Shanmugavadivu (2015). The
results showed that the level of attitude towards two year B.Ed., programme of student teachers
is moderate.
Key Words: Attitude, Two Year B.Ed., Programme and Student Teachers
INTRODUCTION
Teaching is a 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.

* First Year B.Ed., Student, Department of Physical Science, Peniel Rural College of Education,
Vemparali, Natham, Dindigul (Dt).

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** First Year B.Ed., Student, Department of English, Peniel Rural College of Education, Vemparali,
Natham, Dindigul (Dt).
The personality of the teacher is also a very significant factor and is said that teachers
affects eternity. Nobody can tell where their influence stops. Teacher education courses focus on
the knowledge base of the behavioral sciences but also include analyses of the nuances of
learners’ behavior, study of strategies and tactics for accelerating and enhancing learning,
examining curriculum, testing one’s ability to teach, receiving feedback and learning to become
a more effective teacher (Aggarwal, 1985).
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. After the National policy on education came in to being, the NCTE
which stressed the need of a qualitative teacher education programme. 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. Out of 10 months, two months they are spent for practice teaching or internship
in teaching without adequate preparation in teaching methodology. 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 also aims at a complete development
of the student teachers, particularly in knowledge and skills, in individual care of the learner and
also in methods and evaluation designed to facilitate learning. 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 (Jayasree and Sharma, 2007). Whether the two year B.Ed., programme is
essential for enhancement of professionalism and preparation of quality of teachers.

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 The investigator being a student teacher as decided to explore the attitude of two year
B.Ed., programme among student trainees.
OBJECTIVES
1. To find out the level of attitude towards two year B.Ed., programme among student teachers.
2. To find out the level of attitude towards two year B.Ed., programme among student teachers
with regard to gender.
3. To find out the significant difference in the attitude towards two year B.Ed., programme of
student teachers with regard to gender.

HYPOTHESIS
Ho1: 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
1. The study is limited to student teachers of Dindigul district only.
2. 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. Among them 8 were male and 22 were female student teachers.
TOOL USED

This study aims to evaluate the attitude towards two year B.Ed., programme. 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.

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ANALYSIS OF DATA
Table 1
Level of attitude towards two year B.Ed., programme among student teachers
Moderate
Least favorable Most Favorable
Dimensions favorable
N % N % N %
Teaching Learning Process 5 16.7 21 70.0 4 13.3
Micro & Mini Teaching Skills 4 13.3 19 63.3 7 23.3
ICT & Macro Teaching Skills 4 13.3 19 63.3 7 23.3
Observation of a Person 5 16.7 21 70.0 4 13.3
Overall attitude towards 5 16.7 20 66.7 5 16.7
two year B.Ed., programme

Table 2
Level of attitude towards two year B.Ed., programme among student teachers with regard to
Gender
Moderate
Least favorable Most Favorable
Dimensions Gender favorable
N % N % N %
Teaching Learning Male 2 25.0 4 50.0 2 25.0
Process
Female 3 13.6 17 77.3 2 9.1

Micro & Mini Male 0 0.0 7 87.5 6 27.3

Teaching Skills
Female 4 18.2 12 54.5 6 27.3

ICT & Macro Male 2 25.0 5 62.5 1 12.5

Teaching Skills 2 9.1 14 63.6 6 27.3
Female

Observation of a Male 1 12.5 6 75.0 1 12.5

Person
Female 4 18.2 15 68.2 3 13.6

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 Overall attitude 1 12.5 6 75.0 1 12.5
Male
towards two year
4 18.2 14 63.6 4 18.2
B.Ed., programme Female

Table 3
Difference in the attitude towards two year B.Ed., programme of student teachers with regard
to gender

Calculated Rem
Dimensions Gender N Mean S.D ‘t’ value arks

Teaching Learning Male

Process 8 31.12 2.800
0.965 NS
Female
22 29.95 3.287
Micro & Mini Teaching Male
Skills 8 23.00 2.828
0.106 NS
Female
22 23.14 3.796
ICT & Macro Male
Teaching Skills 8 25.75 2.605
1.978 S
Female
22 27.64 2.629
Observation of a Male
Person 8 17.25 2.315
0.489 NS
Female
22 16.77 2.487
Overall attitude towards Male
two year B.Ed., 8 97.12 7.827
programme 0.102 NS
Female 11.22
22 97.50
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(At 5% level of significance the table value of ‘t’ is 1.96, S-Significant, NS- Not Significant)
RESULTS AND DISCUSSION
1. Table 1 reveals that 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.

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2. Table 2 reveals that the level of attitude towards two year B.Ed., programme and its
dimensions of student teachers with regard to gender in terms of overall sample is moderate.
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.
3. Table 3 reveals that the calculated ‘t’ value is less than the table value (1.96) for df 28, at 5%
level of significance 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 of 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. This may due to
the fact that female graduates are more likely to chosen B.Ed., after their graduation. So they
wish to choose this course in their own attitude. Men students in practice do not opt for
teaching professions. Teacher education is not prime for them.

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.
REFERENCES
Aggarwal, J.C. (1985). Theory and principles of education, New Delhi: Vikas Publishing house
Pvt. Ltd.

Akbaba, B. (2013). The Attitudes of Pre-Service Social Studies Teachers’ towards Teaching
Profession and Their Self-Efficacy about Using Instruction Materials, Mevlana

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 International Journal of Education, 3(2), 157-169, Retrieved from
http://dx.doi.org/10.13054/mije.13.46.3.2

Best, J. W. (1999). Research education. New Delhi: Darling Kindersley.

Dash, B. N. (2002). Principles of education. New Delhi: Neelkamal Publications Pvt. Ltd.

Jayasree, C. V. & Sharma, P. L. (2007). Relative effectiveness of one year and two year models
of teacher education programmes on teaching competence, Published Ph.D., thesis,
University of Mysore, http://hdl.handle.net/10603/73174.

Shanmugavadivu, P. (2017). Attitude towards two year B.Ed., programme of student teachers,
secondary school teachers and teacher educators in Dindigul district. Unpublished
M.Phil., dissertation, Department of Education, Mother Teresa Women University,
Kodaikanal.