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Introduction
The researcher has been assigned Prantiya Shiksha Mahavidhyalaya for Field Engagement.
Institute of Advanced Studies in Education Jabalpur or Prantiya Shiksha Mahavidhyalaya (PSM) is one
of the oldest teacher training institutes of India. In fact, it is as old as the schooling system in India. The
schooling system in India emerged in the nineteenth century and this institution was established in the
year 1889 which means it is a pioneer institute in the field of teacher education.

1.1 NEED AND IMPORTANCE OF FIELD ENGAGEMENT

A scientific research studies which is based on cause and effect relationship and explores existing
mutual behavior of a 5set up of a community, school, factory or anywhere else such as an organization
or an institution is called Field Engagement. A researcher observes institutional environment and tries
to evaluate attitude, aptitude, values and behavior of related person in a natural set up.

Like all other professional programmes, field engagement is an essential component of any
teacher education programme. In the case of teacher education programmes, field engagement
involves engagement with the students and teachers in field. The sustained engagement with
the field over a period of time is known as ‘Field Engagement’ which equips the prospective
teacher to build a repertoire of professional understandings, competencies and skills, and
positive attitude to schooling and teaching. In fact, it is this component of the teacher education
curriculum which facilitates transformation of a 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.

The present day educational discourse centres around the concepts of self-learning,
selfknowledge, and constructivist approach to teaching and learning which implies the students
need to be facilitated to graduate from being mere recipients of knowledge to become
assimilators and generators of knowledge. The internship programme 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.

1.2 OBJECTIVE OF FIELD ENGAGEMENT

As per the NCTE
1. to engage the students with field-based situation and work in elementary and other
levels of education.
2. to provide an opportunity for reflection & writing on the same.

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Internship programme is one of the component of two-year M.Ed. course. The internship is
important for students to develop familiarity with the teacher education colleges to understand
routine and practices occurs in the educational institutions. Student manages and participates
in the curriculum activities of the colleges. Student very well organizes co-curricular activities
for the pupil teachers. Students manage and participate in the administrative functions of the
colleges during the internship programme. The broader aim of teacher education programme
is to Develop competencies, skills, interest and expectations in prepared for a career in the field
of teacher education, as well as to integrate practical experience with classroom instruction for
more complete learning process.

Type of Institution

Special
Objective of
Achievement and
Institution
Innovation

Field
Engagement

Teaching-Training Human Resource

Work Method and Infrastructure

Management of
Courses
Institution

Fields of the Field Engagement

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1.3 STEPS OF FIELD ENGAGEMENT
1. Pre Planning
2. Tools for Field Engagement
3. Field Study
4. Analysis of Data
5. Report Writing

1. Pre Planning: It is an initial panning for field Engagement which involves setting
up aims, Fields and preparing outline sketch of whole study.

2. Preparation of research tools such as interview and questionnaire and testing its
reliability and validity.
3. To gather information of several aspect of study it requires filed visit and meeting
with concerned persons of field.
4. Analysis and Interpretation of collected data.
5. To prepare a formal report based on observation and data interpretation.

2. Type of Institution
2.1 AFFILIATION AND ACCREDITATION
Institute of Advanced Studies, Jabalpur (M.P.) formerly known as Prantiya
Shiksha Mahavidhyala (PSM) and Government College of Education is affiliated to
Rani Durgavati Vishwavidyalaya, Jabalpur (M.P.).

2.2 GOVERNMENT/NON-GOVERNMENT
Government.
2.2.1 Historical Background

The origin of teacher education in India goes back to early nineteenth century. State
initiatives for teacher education were ensured in 1815 which is, perhaps, the earliest recorded
evidence in support of training of school teachers. Thomas Munro, the then Governor of
Madras, submitted a detailed proposal for establishment of training schools in each collectorate
in 1826. The Wood’s Despatch of 1854 also stressed the need of teacher training and stated
that there was great deficiencies in the facilities of teacher training, and desired to see the
establishment of teacher training institutes. As a result there was official acceptance of teacher
training as an integral part of the education system and Normal schools were established for
the purpose.

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 Front View of IASE

Google Map Location of the IASE (Street View)

Google Map Location of the IASE (Satellite View)

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2.2.2 Organizational Responsibilities
The Rajya Shiksha Kendra vide its order no.470 date 06/02/2013 has entrusted with the
following responsibilities and tasks to the Institute.

To coordinate with the following CTEs and DIETs for implementation of the Teacher-
Education Programme.

CTE DIET

1. Jabalpur 2.Balagaht 3.Chhindwara 4. Dindori 5. Katni 6. Mandla

CTE Jabalpur
7.Narsinghpur 8. Seoni 9. Betul

CTE Rewa 1. Rewa 2. Shahdol 3.Satna 4. Umaria 5. Sidhi 6. Anuppur 7. Singrauli

CTE Chhatapur 1. Chhatarpur 2.Damoh 3. Panna 4. Sagar 5. Tikamgarh

1. Gwalior 2.Muraina 3.Bhind 4.Shivpuri 5. Datia 6. Guna 7. Ashoknagar

CTE Gwalior
8. Sheopur

IASE Bhopal IASE Indore IASE Jabalpur IASE Gwalior

The vertical and horizontal linkages

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The first task of the IASE Jabalpur now is to establish and make the DIETs function as per the
expected desires of the Teacher-Education Programme.
• To monitor the assessment of teachers’ need for training by the DIETs and its
implementation through the CTEs.
• To arrange seminars, workshops, projects and meetings with the CTE and DIET faculty for
capacity building.
• To establish a strong monitoring mechanism to get feedback on programmes running in the
field.
• To establish a strong MIS to ensure easy and fast communication between IASE, CTEs,
DIETs and other establishments engaged in education.
• Coordinate with the Universities for restructuring the B.Ed. M.Ed. syllabus as per NCFTE
2009 guidelines.
• Organize useful and meaningful research to ascertain the needs, problems and remedial
measures to ensure quality education.
• Hold monthly meetings of the CTE and DIET principals to gather feedback.

3. Objective of Institution
I. Preparation of Teacher Educators is the main objective

The precondition of preparing teacher educators is to understand the occupation of a

teacher educator. A teacher is a reflective practitioner but she not a person who just thinks and
reflects, rather she is the person who is inquisitive about her experience as a teacher. She
questions her own lessons and identifies her achievements and drawbacks. She is aware of her
capacities and that of her learners. She critically examines the goals set for her learners and is
able to judge the goals in the given socio-political dimensions. In this way her reflection is not
a state of mind but an on-going practice. A teacher educator is the person who is capable of
instilling the capacity of such reflective practice in teachers.

The teacher educator too is reflecting but her nature of reflection is a little deeper in the areas
of educational philosophy and theory. She critically reflects on the ethical and political aspects
of education and tries to bring consensus about the ends to be achieved in an educational
process. She also critically judges the processes and methods involved in education.

The NCFTE 2009 is very clear on how to prepare teacher educators. It proposes a flexible
framework of process based teacher education. It emphasizes the development of ‘professional

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knowledge and capacities through a variety of self-directed tasks including case studies,
projects, seminars, and research activities.’ Thus there is a need to revamp the teacher education
curriculum in conformity with NCFTE 2009.

The change and reform of the B.Ed. and M.Ed. syllabus needs to be done in the areas of learning
and the methods of teaching, learning and evaluation. The reform would be on the following
lines. The areas are taken directly from the NCFTE 2009.

• Preparation of teacher educators for all levels of school education.

• Capacity building of the IASE faculty and elementary and secondary teacher
educators.
• Ensure that the spirit and ideas of NCFTE 2009 is incorporated in elementary and
secondary teacher education.
• Promoting research to improve quality education.
• Provide quality teaching and reading material to teachers and teacher educators.
• Establish useful and meaningful linkages between DIETs CTEs and other
functionaries like ZSK, DEO, JD.
II. Revamping the Teacher Education Curriculum
As per the NCFTE 2009 the there is a need to reform the B.Ed. and M.Ed. syllabus.
The vision to reform would be as depicted in the following figure.

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The steps of reform would be

• Sensitizing teacher educators on framing and implementing curriculum.

• Understanding the pedagogical practices and theories.
• Evolving effective and comprehensive methods and techniques of assessment and
evaluation.
• Understanding child, childhood and adolescence not merely as a psychological entity
but in the social context
• Understanding the problems of the contemporary society.
• Understanding the classroom in social context.
• Understanding Education as a separate discipline of study.
• Arrangement of long term practice teaching in schools under the supervision of able
mentors.
• Visit to centres of innovation.
• Encourage classroom based research.
1. In-Service Training for the Teacher Educator.
There is a need to develop training management system for in-service training of
teacher educators. This would be the model of training management system.
2. Appropriate recruitment in all Teacher Education Institutions.
There is a sheer need to provide for teacher educators in the training institutions. There
are various reasons for it from policy to reluctance of people to join TEIs. The vacancies are to
be filled in collaboration and direction of the SCERT.
3. Organizing Workshops, seminars, and project tasks to identify and understand
challenges and remedies Workshops, seminars and project tasks are useful to enthuse the
teacher educator to investigate into the problem areas of teaching and learning. Hence the
institution would be organizing them frequently. Every year one national level seminar would
be held in the month June-July to commemorate the establishment of the institution.

4. Preparing modules and reading materials for teacher educators.

There is a need to give space for designing and choosing reading material to the teacher
educators. It would be done by sharing, discussions and workshops with specialists in the area.
The materials would be selected by-

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 A. Translating available materials in English into Hindi.
B. Choosing short stories and essays like memoir of Harishankar Parsai on his teacher
(Bagga Massab), Dajyu by Shekhar Joshi, etc. for the teacher educators to explore the
realms of education.
C. Psychometric methods of assessment and Sociometric methods to analyze school
related data of enrollment, retention and related issues.

5. Exploring Within the Curriculum.

Curriculum is a statement and the syllabus too gives details of the statement but a lot is
not mentioned in the statement or the details of it. Yet there are so many aspects which are
stressed through activities like the so called extracurricular activities. These activities have
hidden messages of the curriculum and foster qualities that are desirable in the teacher educator.
Collection of folk tales, folksongs, adapting local story telling techniques, improvisation of text
materials to enact plays, appreciation of classical music, dance, theatre and film- these are some
of the areas where we can intervene and enrich ourselves.

4. Resource of Institution
4.1 HUMAN RESOURCE

To achieve the objective and maintenance of the institution following employee has
been appointed by the government

1. Smt. Rekha Shrivastava - Principal HSS (Principal IASE)

2. Shri N K Sonkar - Principal HSS
3. Savitri Sharma - Principal HSS
4. Smt Renu Shriwastava - Principal HSS
5. Shri R K Sharma - Principal HSS
6. Akshay Kumar Tiwari - Principal HSS
7. Smt. Aruna Pathak - Principal HSS
8. Tarun Guha Neogi - Sr.Lecturer (DIET)
9. Kumaree Rinu Mor - Lecturer
10. Dr.(Smt) Reena Jain - Lecturer
11. Smt Asha Pateria - Lecturer
12. Shri R N Patel – Lecturer
13. Ku. Aruna Verma – Lecturer

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14. Smt Kumud Dubey – Lecturer
15. Smt Jyoti Khare - Lecturer
16. Shri Sheikh Muneer - Teacher (UDT)
17. Shri Y C Tiwari - Asstt Teacher (Science)
18. Shri S S Kachhwaha - Asstt Grade-2
19. Amit Mishra - Asstt Grade-3
20. Smt S Mishra - Asstt Grade-3
21. Smt P Gupta - Asstt Grade-3
22. Shri S S Chandel - Asstt Grade-3
23. Shri A K Deogiriker - Asstt Grade-3
24. Parmeshwar Dayal Giranwkar - Asstt Grade-3
25. Lokesh Kumar Upadhyay - Asstt Grade-3
26. Shri P K Rai – Accountant
27. G.P Pandey – Accountant
28. Smt.Chandra Kala Thapa - Hostel Servent
29. Basant Paraste - Peon-Regular
30. Raja Ram Kantak - Peon-Regular
31. Atul Kumar Das - Peon-Regular
32. Shri S K Patel - Peon-Regular
33. Shri Ramlal Patel - Peon-Regular
34. Sushil Barman - Peon-Regular
35. Ram Singh Patel - Peon-Regular
36. Manish Prabhaker - Peon-Regular
37. SHUBHAM PATEL - Peon-Regular
38. PRADEEP KORI - Peon-Regular
39. Smt. Kesar Bai – Sweeper
40. Rohit Kumar – Sweeper
41. Smt Phoolwati Barman - Peon Regular Contingent
42. Shri Rajkumar Patel - Peon Regular Contingent
43. Shri Ashok Swami - Peon Regular Contingent
44. Shri Kunjee Lal - Peon Regular Contingent
45. Shri Santosh Kumar Barman - Peon Regular Contingent
46. Shri Mithai Lal Chodhri - Peon Regular Contingent

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 4.2 INFRASTRUCTURE

IASE, Jabalpur is centrally located at the heart of city. It is having a three storey
building with ample space of various class room and activities. These are the physical
infrastructure of the institute.

1. Office
2. Principal Room
3. Staff Room
4. Prayer Hall
5. Computer lab
6. Library
7. Store Room
8. Laboratory
9. B.Ed. Class Room
10. M.Ed. Class Room
11. Girls Common Room
12. Toilet (Male and Female)
13. Other Facilities

1. Office
There is an office room in which all written works

related to the institute are kept in systematic

shelves. Proper arrangement for staff sitting in the

office has been made and is equipped with

advanced technology like printer, computer

scanner, photocopy, internet etc. is available.

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2 Principal room
It is having a well air condition and a serviced room

Principal room. It has a control panel of the CCTV

cameras where principal is constantly monitoring the

inside activities of the institute and regularly

supervising class rooms.

3 Teachers Room

All the teachers have been provided with separate

rooms and furniture in groups for their comfort and

studies. They can keep their books and records on

personal lockers.

4 Class Rooms

Class room of B.Ed. and M.Ed. are well equiped with

furniture and spacious. The rooms are well lit with

natural light and properly ventilated. Rooms are neat

and clean with conducive envirnment for teaching

learnig. Smart class with internet and projector is also

avaiable with variety of teaching aids.

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5 Library

Institute is having one of the Biggest libraries among the all educational

istittutes of jabalpur. It having more than 30000 books, 105 Journal and

sevral daily newpaper. A record of dissertation is well kept form 1950

onwards. Library has a separate study room for students and teachers. It

also publishes a annual magazine named shiksha.

Library Library Study Room

6 Other Roos
Institute is embodied with variety of other rooms for purposeful activities such as Assembly
Room, Prayer hall, toilet (Male and Female), etc.

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 Assembly Hall of the Institute

Prayer Hall Toilet

5. Management and Record Maintenance of Institute

5.1 HUMAN RESOURCE MANAGEMENT

Teaching and Non-teaching Staffs are appointed by the state government of Madhya Pradesh.
The internal deployment it supervised by the principal of institute.

5.2 INFRASTRUCTURE MANAGEMENT

Robust physical Infrastructure is a primary need of any of the institute and it is completely
taken care by the State government.

5.3 FINANCIAL MANAGEMENT

IASE is a state government baked institution and depends on the grants provided.

5.4 RECORD MAINTENANCE

Following records are managed by the institution
A. Educational Records
1. Teacher Attendance Register
2. Student Attendance Register
3. Teachers Diary
4. Inspection Register
5. Time Table Register
6. Transfer Certificate Register

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 7. Admission Register
8. Examination Register
9. Result Register
B. Financial Records
1. Fees Register
2. Bill Register
3. Grant Register
4. Cash Book
5. Ledger Book
6. General Ledger Book
7. Payment Records
8. Contingency Register
C. Record of Infrastructure
1. Library Register
2. Laboratory Register
3. Furniture Register

5.5 DEPARTMENT/ CELL

1. Internal Quality Assurance Cell (IQAC)
2. Quality and Training Cell
3. Planning and Monitoring Cell
4. Research, Innovation and Evaluation Cell
5. Media Technical Resource and Record Keeping Cell
6. Arts and Aesthetic Cell
7. Guidance, Counselling and Placement Cell
8. Alumni Association and Community Coordination Cell
9. Student welfare and Education Cell
10. Organization Aspect Cell
11. Right to Information and Complaint Cell

6. Courses
6.1 B.ED.

Mode and Duration

B.Ed. Program will be regular. Its duration will be of four semesters covered in two
years.

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Attendance
As per NCTE norms
6.2 M.ED.

Mode and Duration

M.Ed. Program will be regular. Its duration will be of four semesters covered in two
years.

Attendance
As per NCTE norms

Curriculum Plan

Each M.Ed. candidate shall offer following courses:

(1) Core/Compulsory Course,
i. Perspective Courses ii. Tool Courses
(2) Elective courses,
Advance Level Courses: Any Two
(3) Practicum

One elective course will be offered by the students in the First year of the program in

both semesters under First Advance level course-I and First Advance level course-II

respectively. Similarly, another elective course will be offered by the students in the Second

year of the program in both semesters under Second Advance level course-I and Second

Advance level course-II respectively.

Total marks of the entire two-year M.Ed. semesters program will be 1800. Out of these,

1200 marks will be for Theory courses, whereas 600 marks will be for Practical courses. In

Theory courses, internal evaluation will be to the extent of 20% while in Practical courses it

will be around 30%.

[1] CORE/COMPULSORY COURSES:

i. Perspective Courses
Perspective Courses shall comprise of:
Philosophical Perspectives of Education
Sociological Perspectives of Education
Psychological Perspectives of Education
Contemporary & Future Perspectives of Education

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 ii. Tool Courses
Tool Courses shall comprise of:
Educational Research - I
Educational Research - II
Information and Communication Technology
Research Data Analysis & Interpretation - I
Research Data Analysis & Interpretation - II

[2] ADVANCE LEVELCOURSES COURSES

From the following list of Advanced Level Courses a candidate will offer any TWO courses of
his/her choice, one in each year of the M.Ed. program.

Educational Administration
Special Education
Teacher Education
Guidance and counseling
Educational Technology
Curriculum Studies

[3] PRACTICUM

6.3 PH.D.

Currently Institute is not assigned as Ph.D. Center however pre-presentation of Ph.D. is

conducted from University Teaching Department of RDVV, Jabalpur.

7 Eligibility of Admission
7.1 B.ED.
As per NCTE/University norms

7.2 M.ED.
As per NCTE/University norms

8 Fee Structure
8.1 B.ED.
Fee: 2670/- Rupees Per Semester

Total Student 215

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 8.2 M.ED.

Fee: 3090/- Rupees Per Semester

Total Student 20

9 Teaching-Training Work Method

9.1 COURSE OBJECTIVE
I. B.ED.

• To develop an understanding of aim and function of education.

• To understand agencies of education.
• To understand the concept of educational psychology

I. M.ED.

• To help students gain a grasp of major philosophical options available in the

field of education.
• To develop among students an insight into modern theories of learning and
development.
• To help them understand and appreciate various social, cultural and ideological
perspectives on education in a multicultural and multilingual Indian society.
• To help students to acquire research and data-analysis skills using computers
essential to shape them into effective educational researchers.
• To help students to develop research and presentation skills expected for their
role as prospective teacher educators and educational researchers.
• To help them to develop knowledge, skills and mind set appropriate to various
specialists' roles such as curriculum developers, educational administrators,
guidance counselors, designers of teaching learning resources etc.
• To motivate and empower students for undertaking research to theorize about
education as also to develop creative solutions to day to day school problems.
• To initiate them into contemporary educational discourse in the context of
national concerns and issues of access and quality in education.

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 9.2 CLASSROOM OBSERVATION AND INTERACTION WITH STUDENTS

Teaching and training was found

satisfactory during class observation.

Discussion with students yielded

information about other amenities and

they were found satisfied with the

facilities.

9.3 TEACHING METHODOLOGY

The classroom is a dynamic environment, bringing together learners

from different backgrounds with various abilities and personalities. Being effective

teacher they apply the implement creative and innovative teaching strategies such

as:

• Well-designed Time Table

• Smart Class

• Audio-visual presentation

• Seminar and workshop

• Various competition program

• Practical Laboratory work

• Computer training

Teachers uses all the aspects of teaching techniques such as Question-Answer method, Lecture

method, Problem Solving Method, Group Discussion, Experiment, Demonstration, etc.

9.4 RESEARCH JOURNAL

Institute houses variety of educational journals and record of dissertation from 1950 onwards.

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 9.5 INFORMATION AND COMMUNICATION TECHNOLOGY
There are several computer well connected with Internet and Smart Class with projector for
effective teaching-training process.

10 Special Achievement & Innovation

Every year the Institute guides 8 short term research projects done by the DIET faculty. It also
guides Action Research done by teachers. The faculty too has done mid term and long term
research over the years. However it is envisioned to reorient the task of the research as under.

• Study of the entities in education and how they are categorized.

• Study of knowledge and how it is acquired. The branches of knowledge.
• Study of the methods of teaching and learning.
• Study of values with a free and unbiased view.
• Study of the structure and organization of schools and educational administration.

11 Summary
During the observation it has been found that all the Teaching-training activities are being
conducted smoothly. Cleanliness is maintained properly and There is an ambient environment
of teaching and learning process for the students. Curriculum is followed properly and timely
with all the aspect such as Theoretical, Practical and applied are carried out carefully.

IASE has effective administration and all the faculties and other supporting staff are
very satisfied. All the complaint are given priorities for their proper resolutions. Seminars and
workshops are organized frequently for the quality improvements in faculties which is highly
appreciable.

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12 Suggestion
Despite being premiere institute of education it is having one of the oldest
infrastructures of India and needs to be improved, replaced and modernize. Being a three
storied building it should have a lift approach for differentially abled persons. Institute should
also work for achieving research facilities.

Submitted by Supervisor

Naveen Kumar Verma Dr. P.D. Mishra

Trainee, M.Ed. (Science) (Assistant Professor)
State Institute of science Education & State Institute of science Education &
College of Teacher Education College of Teacher Education
Jabalpur (M.P.) Jabalpur (M.P.)

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