The document provides details about an M.Ed internship program conducted at Aligarh Muslim University. It includes an overview of the internship objectives and duties, supervision of B.Ed interns' practice teaching, activities conducted during the internship including analysis of education planning and evaluation of curriculum framework. Challenges faced during the online internship due to the pandemic are also mentioned. The concluding remarks highlight the importance of internship in providing hands-on teaching experience.

1. Presentation
on
M.Ed. Internship Programme
A report by-
Jemima Sultana
Department of Education
Aligarh Muslim University

2. ● Introduction
● Objectives and Duties of Intership
● An Overview of AMU STS School
● Supervision of B.Ed. Practice Teaching
● Internship Experience
● Activity-1: Critical analysis of
Educational Planning and Financing of
Secondary Education in India
● Activity-2: Critical evaluation of NCF-
2005 at Secondary Level
● Problems faced by Intern
● Conclusion
Contents

3. Introduction
The internship is a field experience for trainees, which includes practice teaching
and all activities of the school. Internship model for teacher training should be
adopted because the internship model is firmly based on the primary value of
actual field experience in a realistic situation, on the development of teaching
skills by practice over a period of time. We know that if internship programme is
done with complete involvement of trainees, it may be useful in evaluating
teacher’s ability. It supports socialization within the profession, stimulates
development of teaching-learning concepts, provides a protected field of
experimentation, allows insight into new perspectives and enhances motivation
to continue learning and reflecting.

4. Facts about Internship
Objectives of Internship Duties of M.Ed. Intern
1. Practice teaching
2. Evaluation of student performance
3. Participating in school activities
4. Observing lessons of the peers
5. Conducting action research
6. Organizing co-curricular activities in
the school
7. Maintaining the dairy
8. Writing a report of the internship
● To Develop competency of good teaching
by Observing the lessons of the teacher
● To incorporate teaching skills among the
student teacher educators.
● To provide a motivating, inspiring and
equally accessibleteaching – learning
environment, conducive to the professional
growth of teacher educators and student
teachers.
● To encourage the student teachers to
derive an everlasting capacity of realizing
and executing their roles and
responsibilities in learner’s holistic
development.

5. General
Information
Name of the M.Ed. Intern: JEMIMA
SULTANA
Roll No: 20MED32
Enrollment No: GM4465
School of Internship: AMU STS SCHOOL
Method Subjects: 1. Physical Science
2. Mathematics
Name of the Incharge: Dr. M. Hanif Ahmad
Duration: 20/12/21 to 15/01/22
Mode of Internship: Online

6. Supervised B.Ed. Interns
Mohammad Shahid Fahim Siddiqui
Roll No: 20BEDA001
Enrollment No: GJ5670
Method Subjects: Mathematics
and Physical Science
Roll No: 20BEDA046
Enrollment No: GM3890
Method Subjects: Mathematics and
Economics

7. An Overview of AMU STS
SCHOOL
A close associate of Sir Syed Secretary of the Fund
Committee Maulvi Mohammad Samiullah Khan laid
the foundation stone of the School on 24th May
1875.
The School was given the new name of S.T. High
School in 1966 after Syedna Tahir Saifuddin, then the
Chancellor of the Aligarh Muslim University. At
present the School is known as S.T.S. School. The
School has also been imparting education to the
students of XI and XII since 1996-1997. For students
from outside Aligarh the School maintains four
hostels within the campus with accommodation for
nearly 240 students. There are near about two
thousands students. Mr. Faisal Nafis is the Principal
of the School.

8. Supervision of B.Ed. Practice Teaching
● Individual Observation by the Supervisor as Rating A, B, C, D, E Key points to
evaluate and giving feedback to Pupil Teacher’s teaching
● Lesson plan Development of the lesson
● Teaching Skills
● Teaching Aids
● ICT using skill
● Black board work
● Personality
● Classroom discipline & management
● Student involvement
● Dress up

9. Supervisor’s
Remarks

10. Supervisor's
Remarks

11. Supervision of B.Ed. Interns
Name Subject Date Remarks
Mohammad Shahid Mathematics 20.12.21 to 31.12.21 Need to be improved
Fahim Siddiqui Mathematics 21.12.21 to 25.12.21 Need to be improved
Mohammad Shahid Physical Science 21.12.21 Moderately improved
Fahim Siddiqui Mathematics 26.12.21 to 31.12.21 Moderately improved
Mohammad Shahid Mathematics 02.01.22 to 15.01.22 Up to the mark
Fahim Siddiqui Mathematics 02.01.22 to 15.01.22 Up to the mark

12. Internship Experience
List of learning experiences acquired by intern-
● Realisation of supervisors’ responsibility.
● How to supervise?
● Developed leadership and management qualities.
● How to motivate?
● First hand experience and Self evaluation.
Report-2

13. Records to be Kept during
Internship
a) Lesson time table schedule
b) Check lesson plans of B..Ed. Students
c) Guide lecture Plans and teaching skills
d) Internship Observation details and
photographs.
e) Competition /Exhibition details and
photographs
f) Activity observation details.
g) Details about attendance in day to day
classes
h) Feedbacks of every class
commencement.

14. Internship Experience
● Everyday, before conducting the class I had to check pupil-teacher’s lesson
plans and again send that to them for correct the mistakes what they have
done.
● As per the Government instructions the internship was held in online mode.So,
we have done our internship through Microsoft application by connecting with
the class teachers
● and the students of the relevant classes. Pupil-teacher was advised to create
class link 15 minute before the scheduled time of their class.
● Some of the pupil-teacher used Google virtual board, some used white boards
but all they have managed interactive teaching aids relevant to their content.

15. ● I observed their all classes and noted down the important
points time to time which I send to the pupil teacher after
the completion of his class as a feedback which helped
them to develop their teaching competency.
● Sometimes I also provided them some knowledge of ICT as
the mode of their teaching was based on technology.
● The most worth noting experience is that we learnt to
maintain class control. We found that many a times
students focus very properly and the topic that we think
otherwise continue for an hour get completed in just half
hour. Such situation than becomes difficult to handle. We
must therefore prepare for two hours to conduct lecture of
one

16. Snapshots

17. Critical Analysis of Educational Planning
and Financing of Secondary Education in
India
Activity-1
Five Year Plans Years Planning for Secondary Education Level
1st Five Year
Plan
1951-1956 ● Psychological Needs of the Adolescent
● Vocational Bias
● Multilateral schools will provide parallel courses
2nd Five Year
Plan
1956-1961 ● Reviewed by Secondary Education Commission
● Multi-purpose schools
● Girls Education
● General and vocational subjects

18. Five Year Plans Years Planning for Secondary Education Level
3rd Five Year
Plan
1961 - 1966 ● Increase number of secondary schools
● 3 language formula and multipurpose schools
● Vocational education
4th Five Year
Plan
1969 - 1974 ● Enroll 3.1 million student in classes IX to XI
● Enrich the content and improve the quality
5th Five Year
Plan
1974 - 1979 ● Trend in enrollment
● Vocationalisation at secondary education
6th Five Year
Plan
1980 - 1985 ● Linking Education with world work
● Prepare manpower to improve economic development
● Emphasis on Science teaching
7th Five Year
Plan
1986 - 1990 ● Promoting Distance Learning and open school system
● Emphasis on science, mathematics and Girls Education
● In-service training of teachers to develop quality of
secondary education

19. Five Year Plans Years Planning for Secondary Education Level
8th Five Year
Plan
1992 - 1997 ● Student diversion to vocational stream
● Integrated education, technology and computer
literacy
● NVS, NOS were initiated
9th Five Year
Plan
1997 - 2002 ● Eradication of disparities(caste, class, gender,
rural/urban)
● Revision of curriculum according to the productivity
● Wide variety of Courses in sec. education level
10th Five Year
Plan
2002 - 2007 ● Prepare young people of 14-18 for entry to higher
education
● Universalisation to Elementary Education
11th Five Year
Plan
2007 - 2012 ● Expanding access to Secondary Education
● Improvement of technology skill among students
12th Five Year
Plan
2012 - 2017 ● Development of quality of secondary education
● Common Curricula and syllabi of Nationally accepted
● Eradication of Gender Disparities and UEE

20. Financial Planning

21. Critical Evaluation of Implementation of NCF
at Secondary School Level
● For the implementation of NCF-2005; 6K Teacher educators of 22
states/UTs were oriented through video conferencing.
● 10 lakh financial support by NCET to each state.
● NCF has been translated in 22 languages.
● 17 states revised syllabi in the light of NCF-05.
● 12 states adapted NCERT syllabus & Text-book.
● Removal of burden and stress on children.
● Common school system to ensure that children of different
background study together.
● Work-Centered education and vocationalisation.
Activity-2

22. Critical Analysis of Implementation at Sec.
Level
● Multi grade teaching workwd nicely
● Emphasis on art and work experience failed in implementation due to lack
of trained teachers
● Lack of Clarity in 3 language formula
● Certain subjects like, Geography was not given importance
● Very important aspect “duration of class hour” was left
● Bottom up approach is not applicable at sec. level
● There was no accountability (tax payers and general public was missing)
● Value education was egnored in curriculum aspect

23. NCF should have given more effect in the
following areas:
● Teaching of English and Indian languages
● Textbook production-plurality of textbook design
● Teacher autonomy and systematic support structures
● Mobilizing resources from related departments and sectors
● Meaningful use of technology in the classroom and in the system
● Examination reform-quality of questions and process we employ
● Introducing open book exam

24. Problems Faced by M.Ed. Intern
during Internship
● Distubance in communication
in classroom due to network
issue
● Lack of seriousness among
pupil teachera at the starting of
internship
● Less motivation due to unpaid
in teaching internship
● Internship conducted on virtual
mode no face to face
interaction due to covid
pandemic

25. Conclusion
This internship is most important part of any teacher education programme. It
gives hands on experience to be acquainted with total school practice including
teaching, evaluation, administration, clerical works, community involvement,
handling student issues. Student support services and the like.
Our internship supervisor Dr. Aftab Ahmad Ansari sir and incharge Dr. Hanif
Ahmad sir co-operated & encouraged us during entire internship programme.
The overall experience of the internship program was much rewarding &
refreshing for us.

26. Thank You
Department of Education
Aligarh Muslim University, Aligarh