A Study on Quality of Public And Private Funded B.Ed Programme In Northern Region Based On Perception Of Teacher Trainees With Regard To Learning Enhancement

Abstract

One of the key areas of a secondary teacher education programme is to train and prepare teacher trainees to function and carry out their responsibilities with commitment and most importantly as professionals. In the light of this, it is crucial for all teacher education institutions to visualize and share a common goal towards teacher preparation. But in reality, institutions carry out actual curriculum transaction and implement varied learning activities in their own unique manner.  The effort is to make consistent efforts to develop in trainees, skills of teaching, the ability to think reflectively and establish interconnection among the various components. With this assumption, in mind, institutions need to ensure that they function within the framework of the six key areas of teacher education, in a well-planned and process-oriented manner. The objective of the study was to find out and compare the quality of Public and Private-Funded Institutions based on the perception of B.Ed students with regard to ‘Learning Enhancement’ in nine northern regions. The study found that there was no significant difference between the perception of male and female trainees in the age group of 18-24 years and 25 years and above of Public-Funded and Private-Funded Institutions. There was significant difference in the perception of sex, whereas there was no significant difference in the perception of teacher trainees in the age group of trainees of Public and Private-Funded Institutions. Between Public and Private-Funded Institutions, there was significant difference in the perception of teacher trainees; however, trainees of Public-Funded Institutions had more favourable perception than trainees of Private-Funded Institutions.

Key words: Key Areas, Perception, Quality.