Article Abstract

This study examines the attitudes of B.Ed. student teachers toward the teaching profession, classroom teaching, and child-centred practices, with particular attention to gender and residential background (urban/rural). Recognizing that teacher attitude plays a critical role in the effectiveness of educational systems, the research aims to identify whether significant differences exist in student teachers’ professional outlook based on these demographic variables. A descriptive survey design under the quantitative research approach was employed, involving 160 student teachers from four teacher training colleges of North 24 Parganas district. Data were collected using the Teacher Attitude Inventory (TAI) developed by Dr. Shashi Prabha Ahluwalia and analyzed using the t-test for statistical significance. The findings indicate no significant gender-based differences in attitudes toward the teaching profession. However, urban student teachers demonstrated significantly more favourable attitudes toward the teaching profession and child-centred practices compared to rural student teachers. Additionally, male student teachers showed a more positive attitude toward child-centred practices than female student teachers. These results highlight the influence of contextual and demographic factors on teacher attitudes and underscore the need for targeted improvements in teacher training programs, particularly for rural and female student teachers. The study contributes to the enhancement of teacher education by providing evidence-based insights for fostering positive professional dispositions among pre-service teachers.
Keywords: Child-Centred Practices, Classroom Teaching, Student Teachers, Teacher Attitude, Teaching Profession