A QUANTITATIVE ANALYSIS OF EDUCATIONAL EQUITY AS PERCEIVED BY B.ED. STUDENT-TEACHERS

Equity in teacher training institutions is very essential for preparing prospective teachers who are sensitive to diversity and committed to inclusive educational practices. Equitable access to resources, academic support and learning opportunities enable the student teachers from varied socio-economic, cultural and geographical backgrounds to develop professional competence and confidence. Promoting equity in B.Ed. programs contributes to the creation of inclusive schools and strengthens the overall quality of the education system. The present study examines educational equity in the B.Ed. programs by the use of quantitative descriptive approach. The sample consisted of 112 B.Ed. students from aided and unaided colleges affiliated to Mumbai University, representing differences in gender, social category and institutional type. Data was collected through a structured rating scale and subjected to descriptive statistical analysis. The study highlights the need for strengthened inclusive practices in teacher education programs.