Re-accredited 'A' Grade By NAAC.
Our Vision: To Emerge as a Centre of Excellence in Teacher Education
The institution promotes learning through reflection. The review and reflection on learning outcomes prove to be of great value in order to decide the new goals of learning. In order to achieve this objective the institution has designed and developed a format for individual portfolio of student teachers.
This Best Practice was initiated in the year 2010-11. The portfolios of the individual student teachers developed by the institution derives from the visual and performing arts tradition in which student teachers showcase their accomplishments and personally favoured works.
This portfolio acts as a compilation of a student teacher’s best pieces of work and the student teacher’s evaluation of the same. Portfolios developed by the student teachers have helped them in capitalizing on their natural tendency to showcase their work and become an effective way to get them to take a second look and think about how they could improve future work.
It also helps them to present themselves in a concise and yet holistic manner. “Pictures speak more than words”- This saying comes alive when one talks of portfolios.
The student portfolio helps student teachers consciously learn and explore their strengths and weaknesses, threats and opportunities that come their way. They learn new experiences, methods and skills as they see the other students collate their work. This adds to their personality.
The institution promotes learning by reflection. If achievement is reflected in terms of careful recording the learning outcome, the review and reflection of the same may prove of great value in order to decide the new goals of leaning. In order to achieve this objective the institution has designed and developed a new format by developing individual portfolio of student teachers. This practice was introduced in 2010-11.
The portfolios include collections of student teachers’ work representing a selection of products that represent specific student performance. These portfolios of the individual student teachers developed by the institution derives from the visual and performing arts tradition in which student teachers showcase artists’ accomplishments and personally favored works. They act as a folder containing a student teacher’s best pieces and the student teacher’s evaluation of the strengths and weaknesses of the pieces.
The institution uses portfolios as a record of the activities undertaken over time and to reflect quality of learning.
The institution uses portfolio to support cooperative learning and to develop team spirit by offering an opportunity for student teachers to share and comment on each other’s work. For example, feedback given by the students and faculty in micro and simulated lessons helps in developing confidence among the student teachers.
The institution emphasizes on total involvement of its faculty in assessing student teachers, and portfolios are used for the same. The institution uses portfolios as an assessment tool because, as representations of classroom-based performance, and they can be integrated into effective learning. They can be used for measuring academic skills and informing instructional decisions.
Portfolios developed by the student teachers also help them in capitalizing on their natural tendency to save work and so the portfolios become an effective way to get them to take a second look and think about how they could improve future work.
The newly developed portfolios include diverse activities of teacher training programme and administrative contexts.
The institution extends full administrative support to student teachers by providing material such as folders, file drawers, and access to a photocopy machine, and time to plan, share ideas, and develop strategies.
The newly developed student teachers portfolios includes diverse curricular settings, student teachers leaning, and administrative contexts–involve students in their own education so that student teachers take charge of their personal collection of work, reflect on what makes some work better, and use this information to make improvements in future work.
The portfolios have helped student teachers in providing structure and have involved them in developing and understanding criteria for good efforts, in coming to see the criteria as their own, and in applying the criteria to their own and other students’ work.
The institution have given exposure to student-teachers’ in creating e-portfolios since 2018-20 batch. Student create their e-portfolio by using various digital platforms and tools to showcase their work.
Since the student teachers remain in this course for effectively nine months and are tied up with the hectic B.Ed. course assignments and activities, it becomes difficult for them to compile their portfolios in such a short duration. Moreover, motivating student teachers to create their portfolios is challenging for the teacher educators, since they are more inclined towards learning for the B.Ed. course than anything else.
The student portfolios serve as a vehicle for enhancing student teachers awareness of the strategies for thinking about and producing work–both inside and beyond the classroom.
The portfolios have benefited student teachers in creating an awareness among them of the processes and strategies involved in writing, solving a problem, researching a topic, analyzing information, or describing their own observations.
The institution has encouraged student teachers in developing their portfolios electronically, by using varieties of digital format, such as DVDs, CDs, the Internet, personal websites, flash drives, or printed on paper. The portfolios are used during the Campus Recruitment to showcase their achievements.
They need to have Relevant Documents to support what they have mentioned in their portfolios for which they have access to a photocopy machine. In order to make digital portfolios, they need access to Computers and we have a computer lab with Internet Connectivity. CDs, DVDs, etc. are purchased by students to make multiple copies of their Portfolios.