Training Gaps in Subject-Specific Pedagogy in Distance B.Ed. Programs

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Dr. Neeraj Saxena

Professor, MIT colleges of Management

Affiliated to MIT Art Design and Technology University

Pune, India

neerajsaxena2000@gmail.com

Abstract
This study investigates the training gaps in subject‑specific pedagogy within distance Bachelor of Education (B.Ed.) programs. As distance education expands, ensuring prospective teachers receive robust pedagogical preparation in their chosen subject areas remains critical. Through a mixed‑methods survey of 250 distance B.Ed. students across multiple institutions, we identified key deficiencies in content alignment, practical application, pedagogical strategies, and assessment preparation. Quantitative analyses reveal that over 60% of respondents rate their training in subject‑specific instructional methods as inadequate.

Qualitative feedback highlights insufficient opportunities for microteaching, lack of discipline‑focused resource materials, and limited mentorship support. Drawing on these findings, we propose a framework for enhancing distance B.Ed. pedagogy, emphasizing interactive virtual practicum, adaptive learning resources, structured peer‑feedback mechanisms, and strengthened faculty guidance. This research contributes to the literature by articulating concrete training gaps and offering actionable recommendations to improve the quality and relevance of subject‑specific teacher education in distance modes.

Keywords
distance B.Ed. pedagogy; subject‑specific training; teacher education; microteaching; virtual practicum

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