Published Paper Details:

Abstract The thing about performance, even if it's only an illusion, is that it is a celebration of the fact that we do contain within ourselves infinite possibilities. ~ Sydney Smith The teacher education program aims at developing wisdom, knowledge, skills and attributes of pre-service teachers for preparing them to teach effectively in the school systems. Therefore, the academic program of the teacher education should be engaged with integral component of school based experiences i.e. practice teaching which provides student-teachers with supervised experiences and help the student- teachers to understand the full scope of role of teacher.. These experiences are very powerful in shaping pre-service teachers in their future teaching. After receiving the experiences in practice teaching, before entering into the real world of teaching. The student-teachers have to pass through the exit performance called as their annual lessons. In this exit performance their learnt experiences reflects and are supervised and examined too. As kaleidoscope operates on the principle of multiple reflection, With this context in this research paper the Exit Performance of student- teachers of their practice teaching in annual lessons is evaluated by various criterion with the analogy of mirrors reflected in kaleidoscope. The classroom practice as their external behavior along with their cognitive and affective understanding of pedagogy is evaluated by using evaluation rubric developed by the researcher. It analyses what ought to be and what is as their performance. The dimensions of Classroom practice before and in the classroom are supervised and are discussed with expected and performed behavior. The conclusion and discussion challenges to rethink about the student-teachers' understanding and performance at their Exit at pre-service level .