Ranu Roy, Bhawna Agarwal, Priya Priyadarshini
This
study explores the school internship journey of two preservice teachers in
India enrolled in the Bachelor of Education(B.Ed) program. With the mandate of
National Education Policy (NEP) 2020, a huge emphasis has been laid on the
quality of teacher training especially in the use of tools, technology and
practicum or school internships. The study responds to the need of quality
teacher training program in the country. Reflection essays written by the
preservice teachers in four different school internship courses from first
through the fourth semester, and reflection narratives written after completing
one year of independent classroom teaching were analyzed using Clandinin’s
three-dimensional conceptual framework of narrative inquiry. As a part of the
data analysis, first author who is also the mentor of the two preservice
teachers, shared her narrative. The findings from the data analysis highlighted
guided reflection and affective guidance in mentoring as important aspects in
teacher preparation.
School internship, Mentoring, Narrative
inquiry, Narrative, Affective guidance, Reflective practice, Reflection
VOL.16, ISSUE No.3, September 2024