TS D.Ed 1st Year Final Lesson Teaching Practicals Schedule 2023 (Internship Schedule) for the First Year D.EI.Ed (Diploma in Elementary Education) Course batch 2022-2023. BSE Telangana has released TS D.Ed first year Internship Schedule/Dates on February 17 on its DGE Telangana Web Portal, https://www.bse.telangana.gov.in/.
Detailed instructions have been given to all the D.Ed College principals for the conduct of Final Lesson Teaching Practicals from March 6 to 21, for Telangana First-year D.Ed Course 2022-2023 Batch as per the time table.
The teacher education programme leading to the Diploma in Elementary Education (D.El.Ed.) aims at preparing teachers for the elementary stage of education, that is, classes 1 to 8. The goal of a teacher education programme is to prepare reflective practitioners, who are capable of reflecting on the‘why’ and ‘how’ of the educational policies, programmes and practices.
A reflective teacher must be able to question some of the current premises on schooling and education, develop the ability to evolve his/her own robust vision of a school and take justifiable curricular and pedagogic decisions. To develop such abilities among prospective teacher, the teacher education institutions shall have to make planned efforts through appropriate curricular interventions.
| Name of the details | TS D.Ed Practicals 2023 |
| Title | TS D.Ed 1st year Final lesson Teaching Practicals |
| Subject | DGE has issued D.Ed 1st year Final lesson Teaching Practicals Schedule |
| Category | Schedule |
| Website | https://www.bse.telangana.gov.in/ |
One of the curricular interventions adopted in the State of Telangana to prepare prospective and reflective teachers with respect to D.El.Ed programme is to conduct 100 days (@ 40 days in the first year & 60 days in the second year) internship in the identified Practising Schools (Lab Schools).
TS D.Ed 1st year Final lesson Teaching Practicals Schedule:
The D.El.Ed I year final lesson Teaching Practicals (FLTP) of 2019-2021 batch will be condcuted in two spells from 06 March to 21 March. The Principals of all private D.El.Ed colleges in the state are hereby informed to contact the principals, Government DiETs of their concerened district for further information.
The D.El.Ed. Course 1st-year FINAL LESSON TEACHING PRACTICALS (FLTP) of 2019-2021 batch will be conducted In two spells from 06-03-2020 to 21-03-2020. The principals of all private D.El.Ed colleges in the state may contact the principals, Government DIET’s of their concerned old district for further information.
Internship Programmes in general are supposed to facilitate ‘the transition from student status in a profession’s pre service education programme to the status of a full – fledged member of the profession’. This general conceptualization can aptly apply to the professional preparation of teachers.
The Field engagement is an essential component of any teacher education programme. Field engagement involves engagement with the students and teachers in schools. According to the School Internship: Framework and Guidelines (January, 2016) of NCTE, the sustained engagement with the school over a period of time is known as ‘school internship’ which equips the prospective teacher to build a repertoire of professional understandings, competencies, skills and positive attitude to schooling and teaching.
This internship programme provides an opportunity to the perspective teachers to link the educational theory and pedagogical concepts with their practice on the one hand , and on the other to test the validity of theoretical propositions in actual school settings. It is this component of the teacher education curriculum which facilitates transformation of student-teachers from being learners in the art and science of teaching to adequately-equipped teachers to perform the responsibilities of a teacher in actual school settings.
Due to globalization, a teacher in present day scenario has to engage the children coming from different socio-cultural contexts. The purpose of engagement is to facilitate children’s holistic learning and development, for which the teacher must have thorough understanding of the child and his/her socio-cultural contexts. The teacher must also have the competence in different areas of school curriculum and to use appropriate pedagogies. To enhance the effectiveness and quality of teacher preparation, in the present D.El.Ed curriculum, the utility of ICT, Arts and Crafts etc are introduced as pedagogic tools.
The Internship programme helps the student-teachers to be not as mere recipients of knowledge, but to become assimilators and generators of knowledge. It provides an opportunity to the prospective teachers to link the educational theory and pedagogical concepts with their practice on the one hand, and on the other to test the validity of theoretical propositions in actual school settings.
The school based activities are designed to enable the student-teachers to connect theory to practice and enable them to teach effectively. During the school-internship, the student-teacher is expected to observe classroom teaching of mentors/peers, to get insights into student behaviour, instructional practices, student learning, learning environments and classroom management.
The student-teacher is expected to critically reflect and discuss these practices and engage in activities like maintenance of records and registers, preparation of lesson and unit plans using different artifacts and technology, classroom management, activities related to school – community – parent interface and reflections on self – development and professionalization of teaching practice.
The other component of school-based activities to be carried out during internship is delivering the lessons/units of pedagogic courses in the first and second year as specified. The activities undertaken during the internship period will be presented in Reflective Journals. The student-teachers are expected to record their experiences, observations and conclusions regarding all the activities undertaken.
The entries of Reflective Journals will be analytical answering ‘what’ is new and different from their previous understandings, ‘why’ certain observations made by them with regard to instruction, classroom management, PTAs etc. are different / same and ‘how’ these observations might lead to a criticism and change in their practice.understandings, ‘why’ certain observations made by them with regard to instruction, classroom management, PTAs etc. are different / same and ‘how’ these observations might lead to a criticism and change in their practice.
Subject-wise / Paper-wise Practical Work to be completed by student – teacher during
Table showing Subject Wise and Class Wise Allocation of Periods and Marks:
| Subject | No. of Periods | Allocation of Marks |
| Language for classes I and II | 20 (@ 1 per Day) | 40 |
| Language for classes III to V | 20 (@ 1 per Day) | 40 |
| Mathematics for classes I and II | 20 (@ 1 per Day) | 40 |
| Mathematics for classes III to V | 20 (@ 1 per Day) | 40 |
| Arts & Crafts Yoga, | 05 (@ 1 per 4 Days) | 40 |
| Health & Physical Education | 05 (@ 1 per 4 Days) | 40 |
Instructions to student – teachers:
The student – teacher has to attend the two spells of Internship @ 20 days per each spell during first year D.El.Ed Programme. Conduct of classroom transaction for all classes i.e. I to V by all student – teachers is mandatory. For Example, if a student-teacher conducts classroom transaction for classes I & II in the first spell has to conduct for III, IV and V in the second spell and vice versa.
As per the First year D.El.Ed curriculum, the student – teachers have to complete 20 periods each for Language (Telugu/Urdu) and Mathematics and 5 periods each for Art & Cultural Education and Yoga, Physical & Health Education. The student – teacher shall prepare Period & Lesson Plans. They shall prepare a separate period plan for each period and shall conduct classroom transaction accordingly.
The student– teachers shall prepare lessons integrating ICT and shall conduct classroom transaction at least for 2 periods in each subject and in each spell using ICT. The student – teacher shall observe 5 teaching classes of 5 fellow student – teachers in each methodology subject in each spell.
The student – teacher has to perform the duties of a regular teacher in Lab School, i.e. shall attend the school from morning SchoolAssembly and shall stay in school till evening till closure and shall participate in all school activities. The student – teacher shall complete 1 or 2 units followed by exercises given under each unit.
The student – teachers shall implement CCE method for assessment of students. The student – teachers shall conduct Formative and Summative tests for students on the unit(s) he/she taught during Internship. The test shall be conducted for 100 marks i.e. 50 marks for each Formative and Summative tests.
The Formative marks distribution is as given here under:
1. Children Participation and Reflection – 10 marks
2. Written works of the children – 10 marks
3. Project works – 10 marks
4. Slip test – 20 marks
Slip test shall be conducted during the Internship period and Summative shall be conducted on completion of entire unit and at the end of the Internship. The Summative paper shall be based on the Academic Standards. The students shall prepare Assessment (CCE) records class wise and subject wise separately {for Language (Telugu / Urdu) and Mathematics}.
The cumulative sheets of children shall be enclosed to children Assessment Record (CCE). Assessment for co-curricular activities shall be conducted through observation; grades shall be awarded and shall be shown in one of the CCE record. No formal written test shall be conducted for co-curricular subjects.
Awarding marks shall be based on student – teacher performance in writing period plans, material collection / development and conducting effective classroom transaction in participatory mode by using appropriate TLM and also use of Black Board. (5 marks for planning and 10 marks for teaching (classroom transaction).
The student teachers shall conduct one Action research during Internship and shall prepare and submit a report (record). The student – teachers shall record/write their own experiences relating to each subject in Reflective Journal. The Reflective Journal shall include the written works of the student– teacher based on their experiences in teaching and its impact on children learning.
The student – teacher has to reflect on his/her classroom experiences, children learning, impact of various strategies of teaching, relationship with children and his/her feelings etc. The reflection shall be basically on student – teacher’s feelings while teaching i.e. impact of different methods/strategies of teaching, impact of using TLM, impact of encouragement given to children etc. and children participation, feelings and learning achievement. The student – teacher shall also write their reflections on peer classroom practices (lesson/ classroom observation).
Table showing Marks distribution for activities conducted during Internship
| Subject | Classroom transaction | Classroom (Peer) Observation & Reflective Journal | CCE Record | Action Research (10 Marks) | Total Marks |
| Telugu / Urdu | 80 marks (40 marks for classes I & II and 40 marks for classes III, IV and V). Allocation of marks shall be based on regular progress in lesson planning and class- room transaction. | 10 marks | 15 marks | – | 105 marks |
| Math- ematics | 80 marks ( 40 mar ks for classes I & II and 40 marks for classes III, IV and V). Allocation of marks shall be based on regular progress in lesson planning and classroom transaction. | 10 marks | 15 marks | – | 105 marks |
| Art &Cultural Education | 15 marks | Nil | Nil | – | 15 marks |
| Yoga, Health & Physical Education | 15 marks | Nil | Nil | – | 15 marks |
| Action Research | Nil | Nil | Nil | – | 10 marks |
| Total | 190 marks | 20 marks | 30 marks | 10 marks | 250 marks |
Internship Programme:
The student – teacher shall collect the data for the following field based practicum tasks / work during the Internship period:
Paper I – Childhood, Child Development and Learning (as per the Tasks given in the D.El.Ed curriculum)
Task 2 – Case Profile Approach
Task 4 – Interviews with parents on Child Rearing Practices and Parenting Styles
Task 5 – Collection of data on height & weight (growth) of children
Task 6 – Making the children draw on different themes as per their choice and to assess what the diagram communicates
Task 7 – Observation of children in Play Ground to know the linkages between play and other developments of child, social, emotional, cognitive, language, motor etc.
Task 8 – Student – teachers show a famous cartoon play to children and assess their behavior using interview schedules, observation checklists etc
Task 9 – Student – teachers show a popular video game to children to assess the aggression.
Paper II – Society, Education and Curriculum
Task 4 – Visiting schools to study aims, school culture and classroom practices.
Task given by SCERT – To Literate two adult illiterates (to the extent they read sentences in their mother tongue).
Paper III – Early Childhood Care and Education, Collecting opinion of Class I teachers of different managements towards the children’s background and their pace of learning.
Paper IV – Understanding Language and Language Development at Primary Level (Mother Tongue – Telugu / Urdu) – Methodology Paper
Collect five to six sentences spoken by three year old children to assess their language abilities. Collect 20 words spoken by 2, 3 and 4 year old children to assess the stages of speaking.
Assess the language abilities like speaking, reading and writing of primary school children using the prescribed text books.
Paper V – Understanding Mathematics and Early Mathematics Education at Primary Level – Methodology Paper
Observe 3 year old child to assess mathematical abilities.
Observe children while playing to assess how do they frame rules of game and implications in Mathematical learning.
Observe Mathematics notebooks of children and identify mistakes committed. Discuss the reasons and measures to overcome.
Observe Mathematical teaching learning process at primary level, record the language used by the teacher and prepare a report.
Analyse problems done by 10 students and identify strengths and weaknesses of concepts.
Interview 10 children on ‘Do this’, ‘Try this’ and ‘Think and Discuss’ exercises.
Make the children solve problems from other than textbooks and conduct group discussion.
Paper VI – Pedagogy across Curriculum and ICT Integration
Task 3 – Observe, document and interpret classroom discourses and prepare a report. Task 5 –iii, iv and v activities of Task 5
Paper VII – Art and Art Education
Focus Areas – Fine Arts
7. Designing a Project for School Children
8. Perform any one art form in classroom based on classes I to VIII Art & Cultural Education syllabus.
11. Visit 1 or 2 Private / Government schools and observe implementation of Art & Cultural Education in the Schools.
Paper VIII – Yoga, Physical & Health Education – I
Prepare a profile of a child to understand the child’s social context and to connect to health of child.
Tracking child’s attendance and finding out reasons for absenteeism.
Report on ‘Health of the School’ covering parameters like water, toilets, sanitation, building, playground etc.
Record observations of children on Mid-Day Meal programme.
Paper IX – Understanding Self – I
Paper X – Proficiency in English Criteria for Selection of Lab School: The Schools and El. TEIs are under the administrative control of the Department of School Education in the State of Telangana. The SCERT, TS maintains the data regarding intake capacity of El. TEIs and works out the requirement of lab schools for each TEI. The criteria for allocation of schools to TEIs, developed by the SCERT, TS, include distance from TEI and accessibility etc.
The criteria shall be,
- a) identification of schools in the surroundings of the TEI,
- b) allocation of 4 students for each school and,
- c) allocation of 12/13 schools for each TEI with an intake capacity of 50.
The identification and allocation of schools to TEIs shall be worked out with the coordination of DEO and Principals of DIETs. The SCERT, TS shall plan to monitor and supervise the organization and conduct of internship by the TEIs, for which it shall devise ‘Monitoring – cum – Supervision Proforma’.