COMPARATIVE ANALYSIS OF PEDAGOGICAL COMPETENCIES AND ATTITUDES AMONG B.ED. TRAINEES IN INDIA: FORMAL VS. DISTANCE EDUCATION
DOI:
https://doi.org/10.29121/shodhkosh.v5.i4.2024.3377Keywords:
Teacher Education, B.Ed. Trainees, Pedagogical Competencies, Teaching Attitudes, Formal Education, Distance Learning, Gender Dynamics, Experiential Learning, Education Policy, IndiaAbstract [English]
The evolving landscape of teacher education in India, with a growing emphasis on producing adaptive educators, presents a comparison between formal and distance education modes in Bachelor of Education (B.Ed.) programs. This study investigates the impact of these modes on pedagogical competencies and teaching attitudes among 400 B.Ed. trainees, employing a quantitative research design. Findings reveal that formal education provides a statistically significant advantage in developing teaching competencies, attributed to structured, interactive learning and real-time feedback. However, no significant difference in teaching attitudes was observed between the two groups, suggesting that attitudes are shaped more by intrinsic motivation and societal factors than training modes. The research underscores the necessity of enhancing distance education through strategies like virtual practicums and AI-driven learning to balance experiential learning with flexibility. The study also discusses gender dynamics, reflecting a higher female representation in teacher training and its implications on educational practices. These insights are crucial for informing policy and improving teacher training programs in India. Future research should focus on long-term outcomes and the integration of innovative digital tools to support diverse learning needs.
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