A Comprehensive Analysis of Problems Faced by School Students during Internship Programme at Educational Institutions

Author(s): Dr. Pooja Jain

Abstract:

According to National Council for Teacher Education (NCTE), like all other professional programmes, Internship programme is an important part of teacher education programme. In the case of teacher education programmes, Internship programme involves engagement with the students and teachers in schools. This research paper investigates the multifaceted challenges encountered by secondary school students (Grades 9-12) participating in structured internship programmes facilitated by their educational institutions. While such programmes are promoted to enhance career readiness and practical skills, the transition from a controlled academic environment to a professional or semi-professional setting presents unique obstacles for adolescents. Utilizing a sequential exploratory mixed-methods design, this study collected quantitative data via a structured survey from 457 students across 28 schools in diverse socio-economic settings, followed by in-depth qualitative interviews with 42 students and 15 internship coordinators. The analysis reveals four primary problem clusters: Systemic and Logistical Issues (M=4.02), Psychosocial and Developmental Challenges (M=3.88), Mentorship and Guidance Deficits (M=3.76), and Academic and Cognitive Dissonance (M=3.65). A significant finding was the negative correlation (r = -0.72, p<0.01) between the clarity of pre-internship preparation and reported anxiety levels. Furthermore, qualitative data uncovered nuanced themes of "per formative anxiety," "identity negotiation in adult spaces," and the "burden of low expectations." The paper argues that unaddressed, these problems can lead to student disengagement, reinforce socio-economic inequalities, and undermine the pedagogical goals of experiential learning. It concludes with a framework for "Supported Transition Internships," advocating for mandatory mentor training, integrated reflective pedagogy, and systemic alignment between school calendars and internship partners to transform these programmes into genuinely equitable and developmental experiences.

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Pages: 53-57     |    2 View     |    0 Download