The document summarizes a research study on self-evaluation of practice teaching by pupil teachers. The study aimed to evaluate the effectiveness of pupil teaching through self-evaluation. It assessed 70 pupil teachers (30 boys and 40 girls) from two colleges on 21 components of teaching effectiveness using a checklist. Statistical analysis found no significant differences in teaching efficiency based on gender, faculty, or type of college. The study concluded that self-evaluation helped pupil teachers identify areas for improvement, but they generally lacked satisfaction in their teaching abilities.

1. International Referred Research Journal, October, 2011. ISSN- 0974-2832, RNI-RAJBIL 2009/29954;VoL.III *ISSUE-33
Research Paper- Education
Self Evaluation of Practice Teaching
By Pupil Teachers
* Dr. Y. G. Singh October , 2011
* Associate Professor, K.M. Asghar Husain College of Education, Akola. (M.S.)
A B S T R A C T
In this study aimed at finding to rectify their defects and improve in deficient areas. The pupil teachers have no greater satisfaction
about their teaching. They have not followed the techniques of teaching a lesson to most possible extent. They can improve
their teaching if they get an opportunity to teach again the same lesson, which shows their interest in improving the teaching
efficiency of each lesson after self evaluation.
Happiness is this youth should be of good character evaluation programme. In India, we have a very good
learned resolute and strong (morally and physically). student teaching programme supervised by the teacher
The only earth will be full of prosperity and wealth. This educators and teachers in the real class room.Hence the
is the measure of human happiness.” It happen only present study is intended to evaluate the effectiveness
through education. of pupil teaching.
Education is always a search for quality and Objectives of the Study :
excellence. It opens the horizon of the human mind full 1) To identity the effectiveness of pupil teaching.
of prospects and possibilities, vision and fulfillments. 2) To identify the effectivenss of pupil teaching in terms
However we fail to maintain quality alongwith quanti- of self evaluation.
tative growth. Quality is not an act; it is a habit. It Hypothesis of the Study :
generally signifies the degree of excellence. It is totality 1) Through self evaluation of their lesson taught in the
of features and characteristics of the product process secondary school, the pupil teachers have no great
or services that bear on its ability to satisfy stated or satisfaction with their teaching efficiencies. 2) There
implied needs. is no significant mean differences between the teach-
Quality is much broader and it includes stan- ing efficiency between the boys and girls. 3) There is
dards as well as the process of teaching and learning, no significant mean difference between the teaching
the activities of the institutions and the congruence efficiency of pupil teacher from Science and Arts fac-
between goals of a program and the competencies of its ulty. 4) There is no significant mean difference between
graduate. the teaching efficiency of pupil teacher from Govt.
In the quality concern, the role performance College of Education and Private College of Education.
of the teacher is classified under six categories they are Methodology of the Study :
:- (1) as expert (2) as formal authority.(3) as socializing (1) Method : To achieve the objectives an appropriate
agent (4)as facilitator. (5) as ego ideal and as person. design is identified on the basis of researches con-
Quality assessment process is based on two ducted in this area and found that the Normative method
overriding concepts via - is best to this study.
(1) Institution wide thinking and (2) Involvement of all (2) Sample : The present study was concluded on 30
the staff. boys and 40 girls studying in B.Ed. college at Akola
It has to be collective effort. While actually district in two different colleges. A stratified sampling
assuming cry or all aspects of functioning, all members technique is used for this study.
should look beyond “self”. The practice being evalu- (3) Tools : For the self evaluations of lesson, the check-
ate naturally, being carried out by the self themselves. list prepared by Digamarthi and Bhasther Rao (1997)
The success of the teachers much depends was used.
on their knowledge of set of methods, their possession Results and Conclusion : On the basis of the responses
of quantity and quality of contents their interests and of 30 boys and 40 girls pupil teachers were statical
habits, their imaginativeness and sympathesis, the treatment given in the form of percentages and t-test as
balance and poise of their character, their knowledge given in the following tables.
of children and environment and their self evaluation Hypothesis - 1 :
of their own teaching. As explained and advocated, From table-1, An overall comparison of their
students teaching is a crucial phase of any teacher answer it has become obvious that the students, ac-
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2. International Referred Research Journal, October, 2011. ISSN- 0974-2832, RNI-RAJBIL 2009/29954;VoL.III *ISSUE-33
Table - 1 : Self evaluation of lessons by pupil teachers (N=70)
S.No. Component Ye s No
1. Did I achieve the objectives of my Lesson ? 25 45
2. Did I motive effectively ? 26 44
3. Did I stimulate the students to further leaning ? 30 40
4. Did I consider the individual differences ? 34 36
5. Did I ask questions ? 65 5
6. Did I rectify the students faulty responses ? 24 46
7. Did I utilize the student responses in in developing 30 40
the lesson ?
8. Did the students ask questions ? 12 58
9. Did I use relevant audio-visual aids ? 22 48
10. Did I use audio-visual aids successfully 19 51
11. Did I use the chalk board to the full extent ? 56 14
12. Did I draw clear diagrams on the chalk board ? 42 28
13. Did I evaluate the major concepts as 36 34
the lesson progressed ?
14. Did I summarize the main concepts of the lesson ? 26 44
15. Did I give home assignment ? 65 05
16. Did I finish the lesson in time ? 60 10
17. Did I follow the systematic procedure in presenting 10 60
the lesson ?
18. Did I supervise the class during teaching? 32 38
19. Did I maintain the discipline properly ? 17 53
20. Did I experience any difficulty in the conduct of lesson ? 63 07
21. Could I improve the lesson if I have second 64 06
opportunity to teach the lesson ?
cording to their personal opinion, have no satisfaction From table-1, it is clear that the calculated `t’ values
towards their teaching to a certain extent. Hence the is 0.85. It is less than table value at 0.05 significant level.
hypothesis is accpted. So null hypothesis is accepted. So there is no signifi-
Hypothesis - 2 : Table - 2 cant difference between the teaching efficiency of
Variables Sample(N) Mean SD t-values boys and girls.
Boys 30 65.67 59.12 0.85NS From Table-2, it is clear that the calculated
Girls 40 74.32 15.63 value is 0.51. It is less than table value at 0.05 significant
NS = Not significant at 0.05 level. level. So null hypothesis is accepted. So there is no
significant differences between the teaching efficiency
Table - 3
of Science and Arts faculty students.
Variables Sample(N) Mean SD t-values
From Table-3, it is clear that the calculated
Science 35 67.23 17.34 0.51NS
value is 0.703. It is less than the table value at 0.05
Arts 35 65.92 14.19
significant level. So null hypothesis is accepted. So
NS = Not significant at 0.05 level.
there is no significant difference between the teaching
Table - 4
efficiency of Govt. College of Education and Private
Variables Sample(N) Mean SD t-values College of Education students.
Govt.Col. 35 67.38 16.18 Implication : Moreover the self evaluation has made the
of Edu. 0.703NS
students estimate themselves in an endeavor to rectify
Private Col. 35 69.87 13.27 their defeets and improve in these areas.
of Edu.
NS = Not significant at 0.05 level.
R E F E R E N C E
(1) Cohen, I and L. Manian (1977) : A Guide to Teaching Practice, London, Merath Univ. (2) Digumaruti Bhaskara Rao (1997)
: “Self-Evaluation of lesson by Prospective Teachers” Journal of Educational Research & Extension Vol.35(1), PP 1-5. (3)
Damodar, D.(1976) : A critical evaluation into the Practice of student teacher and Evaluation Programme in the training
college of Andhra Pradesh, Ph.D. Thesis, M.S. University, Baroda.
17 S H O D H , S A M I K S H A A U R M U L Y A N K A N