The educational model STEM that is focused on enhancing the concepts of “science, technology, engineering and math” was in focus till date. Students in STEM programs may have more experiential learning opportunities, but they are limited to only science, technology, engineering, and math. Integrating the art into STEM allows students to master the skills, which supports their ability to succeed in the future. It also allows students not only to engross with their learning but also supports them in recalling and recollecting the information they learned. The STEAM approach also concentrates on promoting collaborative learning through group activities and projects.

The outbreak of Pandemic COVID 19 forcefully closed all the educational institutions all over the world. As a consequence, the Educational scenario has changed overnight with the unprecedented rise of distance learning. With this dramatic shift from the actual classroom to the virtual one, the teachers are undertaking different digital platforms to facilitate e-learning. Initially, the teachers are not well versed with the online digital platforms to impart knowledge to the students. Therefore, the researcher wants to recognize the power elements for the Efficacy of Online Teaching-Learning in the course of COVID-19 Pandemic in B.Ed. institutions in Mumbai as maintained by the Students’ Perspective. The Researcher wants to study the merits, difficulties, motivation, and interest level of the students during this online teaching-learning process. This paper wants to place focus on the different aspects of students' views on an online teaching-learning scenario and different modes of online teaching-learning.

The present paper aims to highlight the influence of COVID-19 on the teaching learning process. The once in life time pandemic bought fast revolution in the adaptation of virtual communication through technology in the conventional education system in India and the world. Not just the younger generation hooked up to the technology but even the elder generation of teachers accepted the fact that its only viable option left with them to survive and progess. At every level attempts were made by the central, state and local bodies to continue the process of teaching and learning. When many businesses collapsed in the pandemic it was a boom period for EdTech companies.Covid-19 also bought to forefront the digital divide between the student communities.

Role of the teacher utilizing ICT Teachers remain central to the learning process. A shift in the role of a teacher utilizing ICTs to that of a facilitator does not remove the need for teachers to serve as leaders in the classroom; traditional teacher leadership skills and practices are still important (especially those related to lesson planning, preparation, and follow-up). Teacher lesson planning is vital when using ICTs; where little planning has occurred; research shows that student work is often unfocused and can result in lower attainment.

Coronavirus disease 2019 (COVID-19) is firstly identified in Wuhan city, Hubei Province, China in December 2019 as a pneumonia of unknown origin Later, the international committee on taxonomy of viruses (ICTV) identifies the causative agent of COVID-19 as a novel coronavirus, severe acute respiratory syndrome coronavirus−2 (SARS–CoV−2) . COVID-19 outbreak spreads rapidly not only in China, but also worldwide, therefore, the World Health Organization (WHO) has announced it as pandemic on March 12, 2020. The total number of confirmed cases and mortalities are 23,491,520 and 809,970, respectively, in 216 countries as of August 25, 2020.

A text permits individual to discuss their thoughts with each other irrespective of the boundaries of place and time etc. For sure, a huge piece of what every individual knows originates from understanding his /her writings. Hence reading a text is definitely a strong way to communicate ones’ thoughts or opinions across masses. In-depth reading paves way for reflecting on a text that helps in developing rational and practical skills for lifetime learning. Hence taking the above target into consideration University of Mumbai has introduced a specialized course named Ability course which is a concrete part of the practicum component of the B.Ed. course and an important part of this course is Reading and reflecting on texts. This course enables students to read and respond to variety of texts in different ways and enables student-teachers to enhance their capacities as readers and writers by becoming participants in the process of reading. The main purpose of this study was to assess the pre service teachers’ level of understanding of the prerequisite skills of reading and reflecting on text prior to the ability course.

Organizational Citizenship Behaviour (OCB) has been explored and researched by scholars for more than twenty five years and it continues to be an area of interest for scholars. OCB refers to the voluntary behaviour/s exhibited by the teacher Educators, while in the organization, as good citizens of the organization. This paper attempts to study the impact of organisational citizenship behaviour on knowledge Management for teacher educators affiliated to Mumbai University. The paper aims to obtain greater understanding of the impact of organisational citizenship behaviour on Knowledge Management of Teacher Educators of B.Ed colleges. This paper shows that there is a significant positive relationship between Organizational citizenship Behaviour and Knowledge Management. If organizational citizenship Behaviour increases, there is significant increase in the overall Knowledge Management.

COVID-19, an infectious virus, spread all over the world and adversely affected all facets of the economy. This economic earthquake reached into an astonishing array of many sectors, mutilating them to a great extent. It is estimated that the impact of COVID-19 on the Indian economy during 2020 may reach nearly 8.8tn Indian rupees. The pandemic had incurred an enormous loss to the economy and had a staggering impact on global education. According to UNESCO, 63 million teachers were affected in 165 countries. The Director of the Division of Policies and Lifelong Learning Systems also highlighted the concern that prolonged closure of schools may have major implications on teaching, learning, assessments and credentials. The disruption of teaching and examination has delayed student progression and resulted in a broader socio-economic impact.

We generally assume that procrastination is simply matter of willpower but an actual reason for which someone procrastinates is far more complex and psychological. The Coronavirus Disease 2019 (COVID- 19) pandemic has made engaging in procrastination easier, even when a given activity is loved by students. Research has shown that this long period of physical distancing, reductions in social communication, and changes to learning formats have contributed to reduced engagement in studies among students, as well as increases in procrastination behaviors (Jia et al., 2020), and psychological distress levels (Maia and Dias, 2020). Therefore, the importance of studying these aspects at the time of the pandemic is necessary. In this study, the researcher has dealt with three psychological factors Stress, habit, and anxiety to study their effect on the academic procrastination for Preservice teachers (B. ED) of Mumbai University.

The purpose of this article is to identify the different types of teaching strategies implemented in secondary school geography lessons in Satara taluka. A questionnaire survey was prepared and distributed among the geography teachers who were teaching geography subject for Std. IX. Forty-two teachers responded to the all the questions, which were asked in the questionnaire survey. The Percentage statistical techniques was used for the analyses and interpretation. As found in the study, very few teachers implement different teaching strategies for teaching geography subject for IXth Std. in their geography lessons. Seventy seven percent of the teachers who responded to the questionnaire did not conduct any field visit activity in geography subject while Twenty three of them implemented an in-school field visit activity at least once a week in an educational year. As the study revealed, geography teachers in Satara taluka started using traditional methods including class discussion, asking and answering questions and using domination the classrooms. The study shows that there is scope of activity-based teaching learning at secondary school for geography lessons. However, its success will depend on how much teachers will adapt themselves to the new developments and how they uses activity based teaching strategies for the Geography subject.