3 extractive question-and-answer pairs built from Supervision that Speaks: Understanding Feedback Practices during School Internship | Voices of Teachers and Teacher Educators, published by ejournals.ncert.gov.in. Source-evidenced topics include supervisory feedback, school internship, teacher education, student teachers, feedback practices, professional development, feedback implementation, reflective feedback. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 2 relationship, 1 summary. 3 of the 3 pairs (100.0%) ask explanatory questions; the remaining 0 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset explores feedback practices during school internships in teacher education, based on a study published by ejournals.ncert.gov.in. It includes three question-and-answer pairs that focus on the role of supervisory feedback, its impact on professional development, and the type of feedback emphasized by student teachers. The study highlights the importance of bridging theoretical coursework with classroom practice and identifies challenges in feedback implementation, such as unclear and delayed feedback. The findings suggest that collaborative, specific, and reflective feedback, supported by consistent mentoring, is crucial for effective professional growth.
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# One-time install: pip install desidata
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import desidata
df = desidata.load("ejournals-ncert-gov-in-08e9fbd15f6218d5a6aaf369431f1384")
df.head()First 3 of 3 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What does the school internship in teacher education serve as a bridge between? | theoretical coursework and actual classroom practice | Published 2026-02-12 The school internship in teacher education acts as a crucial bridge between theoretical coursework and actual classroom practice. Central to this transitional phase, the role of supervisory feedback significantly influences the professional development of student teachers. The present study, therefore, sought to investigate the nature and frequency of interactions between university supervisors and student teachers before, during, and after classroom teaching sessions, examine how student teachers implement supervisory feedback into their practice, identify challenges faced in the feedback process, and ultimately offer suggestions to make feedback practices more effective during the school internship through a mixed method research design. | 97 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5048 | Published 2026-02-12 The school internship in teacher education acts as a crucial bridge between theoretical coursework and actual classroom practice. | p[0] | 0.700 | valid | |
| What significantly influences the professional development of student teachers during the school internship? | the role of supervisory feedback | Published 2026-02-12 The school internship in teacher education acts as a crucial bridge between theoretical coursework and actual classroom practice. Central to this transitional phase, the role of supervisory feedback significantly influences the professional development of student teachers. The present study, therefore, sought to investigate the nature and frequency of interactions between university supervisors and student teachers before, during, and after classroom teaching sessions, examine how student teachers implement supervisory feedback into their practice, identify challenges faced in the feedback process, and ultimately offer suggestions to make feedback practices more effective during the school internship through a mixed method research design. | 187 | relationship | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5048 | Central to this transitional phase, the role of supervisory feedback significantly influences the professional development of student teachers. | p[0] | 0.700 | ||
| What type of feedback did student teachers emphasize as necessary during the school internship? | more collaborative, specific, and reflective feedback, supported by modelling suggestions and consistent mentoring | The quantitative data were collected through questionnaires, which were administered to student teachers, while qualitative insights were gathered through semi-structured interviews with a smaller sample of student teachers from the two-year B.Ed. programme of Tezpur University, Assam. The findings of the study indicate that although an important developmental role is played by the supervisory feedback, its effectiveness is largely dependent on its clarity, timeliness, relevance, and the nature of the interaction between the supervisor and the student teachers. Significant barriers to feedback implementation that emerged during the analysis were unclear and delayed feedback and lack of follow-up. The need for more collaborative, specific, and reflective feedback, supported by modelling suggestions and consistent mentoring, was therefore emphasized by the student teachers. | 719 | summary | 0.970 | https://ejournals.ncert.gov.in/index.php/vtte/article/view/5048 | The need for more collaborative, specific, and reflective feedback, supported by modelling suggestions and consistent mentoring, was therefore emphasized by the student teachers. |
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| valid |
| p[0] |
| 0.700 |
| valid |