Evaluation Process Practice in the Pre-service Secondary Teacher Education Programme in Rajasthan

Abstract

The quality of teacher education has a significant impact on the overall educational system. This study aims to analyze the evaluation processes
practiced in the pre-service teacher education program at the secondary level in Rajasthan. It explores the perspectives of teacher educators
and student-teachers regarding the curriculum’s relevance and effectiveness. Using a mixed-method approach, data were collected from
60 teacher educators, 250 student teachers from 11 teacher education institutions of four selected universities across Rajasthan. Structured
questionnaires for teacher educators and student teachers were used for the data collection. The analysis of responses from teacher educators
and student teachers regarding assessment strategies reveals significant perceptual gaps and systemic challenges. While a large majority of
student teachers (84%) believe there is equal weightage between theory and practical components, only 41.66% of teacher educators agree,
highlighting a disconnect in curriculum transaction and instructional delivery. Similar disparities emerge in perspectives on the semester
system and the alignment of current evaluation practices with national frameworks like NCFTE 2009 and NCTE 2014. Although both groups
affirm the importance of internships and internal assessments, educators express greater skepticism about their quality and implementation.