INTERNATIONAL JOURNAL FOR INNOVATIVE RESEARCH IN MULTIDISCIPLINARY FIELD

Abstract: The study examines student teachers’ perceptions of the school internship programme in teacher education in West Bengal. Using a descriptive survey method, data were collected from 387 B.Ed. student teachers using a self-developed 5-point Likert-scale questionnaire. Findings reveal that the internship significantly enhanced teaching competence, classroom management, instructional planning, and professional confidence. Respondents reported strong institutional support, effective supervision, and meaningful interaction with students. The programme also fostered professional responsibility and practical readiness for teaching roles. However, challenges were observed in some student teachers' parent–teacher communication skills. The study concludes that the internship programme effectively bridges theory and practice in teacher education while highlighting the need for structured communication training, reflective practice, and strengthened institutional–school collaboration to enhance professional preparation.