M.P Sharma         

A.K. Paliwal            

Shima Sarupria


Established in 1942 as a teachers college it was the first teacher training college in Rajasthan to start B.Ed (in 1948), M.Ed. (in 1953), and PhD in Education (in 1958). The college was upgraded to an Institute of Advanced Studies in Education (IASE) in 1993 by MHRD, Govt. of India. However, it  gets grants as a CTE. The Institute is affiliated to M.S. University, Udaipur, Rajasthan.It is managed by the Vidya Bhawan Society, Udaipur .



To impart quality pre-service education through STC, B.Ed., M.Ed., Ph.D. Programmes and also quality in-service education.

To prepare personnel for the faculties of elementary and secondary teacher education Institutions, and their continuing education.

To provide general resource support to the secondary schools and elementary teacher education Institutions, and

To conduct research, innovations and extension work in the field of secondary education and elementary teacher education.



The institute has   a well qualified faculty of 22 teachers including professors, readers, lecturers, instructors, a physical education director, and a librarian as per the norms laid down by the state govt, MLS University, and the NCTE.


This is a full time one academic year course. Selection of candidates for admission to B.Ed. course is made in accordance with the result of P.T.E.T. (Pre Teacher Education Test) conducted by a State University only. The number of seats as sanctioned by the   NCTE is 180. The fees for the course are charged as per the fee schedule decided by the state government. The Theory papers includes four compulsory and two school teaching subject papers which are: I:  Education in the Emerging Indian Society; II: Development of Learner and Learning Process;  Educational System in India and School Organization; Essentials of Educational Technology and Classroom Management; and  V&VI: Two out of Hindi, English, Sanskrit, Mathematics,General Science, Physics, Chemistry, Biology, History, Political Science, Economics, Geography, Music and Elements of Commerce, Book Keeping & Accountancy; and  VII : Optional specialization papers (one) out of:  Audio-visual Education;  Basic Education; Education of the handicapped; Educational Psychology; Educational Television; Educational and vocational guidance; Environmental Education; Measurement and Evaluation; Moral Education; Non-formal Education; Physical Education; Population Education; Primary Education; Programmed Learning; School Library organization; Yoga Education; and VIII: a   qualifying compulsory paper entitled Computer Literacy and Educational Application (CLEA).Teaching Practice Programme consists of the following practical aspects: Every candidate is required to (a) give Micro lessons in 5 different skills/EPS (Experiencing Pedagogical skills) including Communication skills; (b) give 40 Macro Lessons(20 lessons in each teaching subject); (c)  attend the  Internship Programme(also called Block Teaching Practice) for Minimum 3 lessons per day for two weeks; Group feedback and sharing of classroom experiences; and Understanding school system and the community. The teaching practice programme is conducted in two rounds in schools after micro teaching sessions are over. A group of approximately 15 students teaches their respective subjects in actual classroom situations under the supervision of the supervisor who provides them with pedagogic guidance as well as logistics for the successful conduct of their daily lesson. After 15 lessons, students are required to deliver criticism lessons which are methodically evaluated and assessed by a team of two supervisors followed by open group discussion cum feedback session. During teaching practice adequate emphasis is put on motivating and training the students in delivering a variety of subject specific lessons through a variety of pedagogical scaffoldings added by suitable audio visual and technological aids. The reinforcement thus provided generally helps the trainees in assimilating the training ingredients and in honing their teaching skills during block teaching practice also. At the end of the teachi8hng practice rounds the students are assessed in teaching skills through Final Lessons assessed by a team of four examiners comprising two internal and two university appointed external examiners in their respective teaching subjects. Participation in and organization   of the    co-curricular activities (Literary, Cultural and Games), and Extension Lectures is also desirable. The internal assessment scheme for 200 Marks is

1. Micro Teaching/ EPS (20 Marks - Each skill: 4 Marks);

2. Regular Practice Teaching including Unit-Test (60 Marks - Each subject:30 Marks);

3. Criticism Lesson (Each Subject : 10 Marks); 4. Observation of lessons (5 Marks);

5. Preparation of teaching aids (5 Marks);

6. Psychological practical tasks  (3) including case study(5 Marks);

7. Physical Education(5 Marks);

8. Review of a text book(5 Marks);

9. Practical in the use of Audio-Visual equipment (two) (5 Marks);

10. Open Air Session/ SUPW camp and community service (10 Marks);

11. Social participation and community life at college level(10 Marks);

12. Internship (Block Teaching   Practice) (50 Marks)




The M.Ed. Programme is a full-time and one academic year programme. The theory programme comprises 4 compulsory papers and two optional specialization papers. The compulsory papers are: Philosophical and Sociological Foundations of Education; Psychological Foundations of Education and Educational Technology; Methodology of Educational Research and Data Analysis;  and Essentials of Teacher Education and Comparative Education. Area of specialisation (Optional Paper) include one out of the following: Curriculum Development; Educational Measurement and Evaluation; Guidance and Counseling; Management, Planning and Financing of Education; Teacher Education. All theory papers carry 25 marks for sessional work and 75 marks for external examination. Sessional work carrying 25 marks in each theory paper is evaluated both by the internal and external examiners. Field Based Experiences include supervision and evaluation of teaching practice and other aspects of school experiences of B.Ed. Programme (50 Marks) internally evaluated consisting of teaching at least 3 lessons to B.Ed. Classes (15 Marks); supervision and guidance of two B.Ed. students (at least 5 lessons) (20 Marks); and Community service and organisation of co-curricular Activities (15 Marks). Dissertation and Viva-voce carries 150 Marks which are distributed as follows:  40 Marks for the internal assessment made by the supervisor of the dissertation; 10 Marks for seminar presentation.assessment is made by a team of the internal examiners constituted by the principal of the institute; 50 Marks  for external assessment-made by an external examiner appointed by the university; and 50 Marks for an external viva-voce by a team of the external examiner, dissertation supervisor concerned and the Principal.



Eco-Education Camp (Open Air Session) 

In order to develop in the student-teachers a social outlook and to awaken their interest in environment and social welfare,  one week’s Open-Air-Session camp is organised by the college at a suitable place. Study projects and surveys are undertaken. On the last day, student teachers present their work in the form of an exhibition. There is a special stress on community living (learning to live together), community service and community education. All the student teachers  and faculty members, except the Ph.D. scholars are required to attend the OAS Camp. During the Camp the student teachers also learn how to use environmental resources for classroom teaching purposes. The major aim of the OAS camp is to develop organisational skills in them.


Group System

The students are divided into groups according to the special subjects offered by them with the faculty members concerned as the advisers. Each group has its own President and Secretary and organises academic, social and cultural programmes in consultation with its adviser. The programmes include hikes, picnics and visits to places of importance, organising lectures, paper-reading, debates, etc. This gives the members of the group an opportunity to come in professionally and academically close contact with one another and with the advisors who help them.


Tutorial Groups

Teachers under training are divided into small groups for tutorial work. In these groups, they complete their work related to theory and practice, present papers and receive individual help and guidance in their studies and personal problems.


Demonstration and Practicing Schools

The Vidya Bhawan IASE has a unique advantage of using Vidya Bhawan Senior Secondary School, a progressive school, run by Vidya Bhawan Society, as its demonstration and practising school. Besides Senior Secondary School, Vidya Bhawan Society also runs an English medium school and a Basic school. Facilities of other local schools are also utilised for teaching practice.


Yoga and Physical Education

Physical training at the Institute includes  includes games, rhythmic activities, corrective or posture training exercises, self testing activities and various forms of drill and gymnastics and team games such as football, basketball, Kabaddi , kho-kho etc.


S. N. Mukerji State Level Debate for Teachers Colleges

In order to keep in touch with other teachers’ colleges of Rajasthan, an Inter-Teachers’ College State Level Debate Competition is organised every year. Two running trophies, donated by Dr. S.N.Mukerji, and individual prizes are given to outstanding student debaters.


Shri P. L. Shrimali Memorial Lectures

To commemorate late Shri P.L. Shrimali, former Principal of Vidya Bhawan Teachers College, a prominent educationist of the country is invited to give a series of two lectures every year under the auspices of” Snatak Parishad” ,an alumni association.


Teaching Competitions

The college under the auspices of its Extension Services Department took an initiative in organising teaching competitions in four areas every year : (i) Humanities (ii) Social Sciences (iii) Physical Sciences and (iv) Commerce for in -service teachers of secondary and higher secondary schools of Rajasthan. This innovation has now been taken over by the Board of Secondary Education, Rajasthan. The faculty of the institute extends full cooperation to the agency in this regard.

Music Room

Keeping in view the all round development of the students there is a music room with necessary musical instruments. Students have practice in different aspects of music and teaching of music.



Innovation in Theory transaction includes engaging the students in active learning, strategies like brain storming sessions, group discussions, panel discussions, workshops, team teaching, assignments, presentations and discussions by the students are adopted in theory classes. In Experiencing Pedagogical Skills, teaching skills are identified and practised by the student teachers in small groups. Prior to actual teaching practice in schools students are given enough practice in simulated conditions in the institute through “Simulated Teaching”.  A “Learning Facilitation Plan” has been developed by the faculty which is flexible. It incorporates the use of various teaching methods, strategies, techniques etc. by the student- teachers during teaching practice and allows shifting the role of teacher to facilitator and makes learning student centered. Students’ assessment of both curricular and co-curricular activities are  done comprehensively and continuously through self-appraisal forms called “Portfolios” developed and evaluated by the faculty. Peer and self-evaluation strategies have also been incorporated for student teachers’ evaluation.