Perception Of Teacher Trainees Towards the Secondary Teacher Education Programme In Arunachal Pradesh

Abstract

The Secondary Teacher Education Programme plays a pivotal role in preparing future educators to meet the pedagogical, psychological, and socio-cultural demands of adolescent learners. This study presents a comprehensive and critical exploration of the teacher education paradigm, particularly focusing on pre-service education at the secondary level. It aims to interrogate both the structural integrity and the pedagogical efficacy of current teacher education programmes, while simultaneously identifying systemic barriers and proposing strategic reforms. The findings reveal that while the programme adheres to the broad guidelines of national regulatory bodies such as the National Council for Teacher Education (NCTE), its implementation is hindered by several contextual constraints. The research focuses on key dimensions of the programme, including admission procedures, infrastructure facilities, curriculum transaction, micro-teaching, practicum, and assessment. Using a descriptive survey design, data were collected from a purposive sample of pre-service teachers across selected teacher education institutions in the state. The study highlights the urgent need for contextual and gender-responsive reforms in secondary teacher education in Arunachal Pradesh. Enhancing institutional infrastructure, ensuring equitable learning opportunities, and strengthening the practicum and assessment frameworks are critical to improving the overall quality and effectiveness of teacher training.