The objectives of the study were: (1) To know the primary education trainees’ perceptions of good teaching in the context of their gender and area (urban or rural). (2) To know the expectations of primary education trainees about one’s success in future teaching task as compared to their peers in the context of gender and area. (3) To know primary education trainees’ opinion about self-evaluation in their future teaching task in context of their gender and area. (4) To compare the concept of good education of primary teachers and trainees’. (5) To make necessary suggestions for the improvement of primary education training programme.
The sample comprised of 462 trainees selected by Stratified Random Cluster Technique from 11 primary education training colleges of Gujarat and 157 primary school teachers.
The data were collected with the help of two questionnaires in Gujarati based on the questionnaire by Vinestine (1989). The reliability of the questionnaires was established. The quantitative data were analyzed with the help of Mean, SD, Percentage, Chi-square, CR and correlation.
The survey method was employed for the study.
The qualitative data were analyzed by classification and content analysis.
Major findings of the study were: (1) Male trainees and rural trainees were more optimistic about their future teaching task than female and urban trainees respectively. (2) Trainees were more optimistic about social relation than about their classroom management. (3) Trainees gave highest importance to dedication to teaching, scores obtained in school and college exams and friendly behavior as important characteristics of a teacher for good teaching, whereas emotions, sense of humor and ability to keep relationship with the people of different culture and family background were given the least importance. (4) The trainees gave importance to accountability, care - tacking, self-evaluation and knowledge of methodology as the attribute of a concept of good teacher rather than to flexibility, providing challenges, fulfillment of requirements and sparing time. (5) Primary teaches considered accountability, care - taking, self - evaluation, understanding pupils and preparation as important features of a good teacher rather than sense of humor, interaction, sparing time, frankness etc. (6) Among the attributes for which there were significant differences in the opinions of primary teachers and trainees, dynamism, preparation, flexibility, discipline were favored by primary teachers, whereas interaction, relation with students, sense of humor were considered more important by the trainees. In the case of other characteristics, the responses of primary teachers and trainees did not differ significantly.
Keyword(s): Primary Education, Perceptions of Teachers, Trainees