draft syllabus for 3-year integrated b.ed. · pdf file2 draft syllabus for 3-year integrated...

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DRAFT SYLLABUS FOR 3-YEAR INTEGRATED

B.Ed.-M.Ed. PROGRAMME, 2017-2020

(As per the NCTE Regulation 2014. Norms and Standards, Appendix-15)

The Gazette of India: Extraordinary, Part- III, Sec.4, Page-174-178

(CBCS cum Semester System with Credit HOURS)

SEMESTER I & SEMESTER II-2017-2018

SEMESTER III & SEMESTER IV-2018-2019

SEMESTER V & SEMESTER VI-2019-2020

SCHOOL OF EDUCATION, SAMBALPUR UNIVERSITY

JYOTI VIHAR – 768019, SAMBALPUR, ODISHA

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Developed & Designed By

Dr. Harihar Sarangi Dr. K. C. Pradhan (Subject Expert) (Program Coordinator)

HOD PG Deptt.Education HOD PG Deptt. Odia

GM University,Sambalpur, Sambalpur University,

Odisha,786004 Odisha,786019

Dr. Jubraj Khamari Dr. Sanjeet Kumar Tiwari (Subject Expert) (Subject Expert)

Assistant Professor Assistant Professor

MATS University, MATS University,

Raipur, (CG) 492004 Raipur, (CG) 492004



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(As per the NCTE Norms and Standards, 2014. Part- III, Sec.- 4 Appendix-15)

Preamble:

The Integrated B.Ed.- M.Ed. Programme is a three-year full-time professional

programme in education, without any option of intermediate exit before completing the 3-

years study. It aims at preparing teacher educators and other professionals in education,

including curriculum developers, educational policy analysts, educational planners and

administrators, school principals, supervisors and researchers in the field of education. The

completion of the programme shall lead to integrated B.Ed. – M.Ed. degree with

specialization in either elementary education (upto class VIII) or secondary education and

senior secondary education (upto class XII).

Context:

The integrated programme thus subsumes all curricular elements of B.Ed. and M.Ed.

The graduate of an integrated B.Ed.- M.Ed. programme should be equivalent in his/her

knowledge and competence, to a graduate of a 2-year M.Ed. programme. Further he/she

should have developed the professional competence and skills of a school teacher that a 2-

year B.Ed. programmeand and year M.Ed Programme .

While developing the detailed design of this syllabus, the recommendations as

advanced in the following documents have been taken into consideration:

National Curriculum Framework – 2005

Framework for implementation of Rashtriya Madhyamika Shiksha Abhiyan: A

scheme for Universalization of access to and improvement of quality at the

secondary stage, 2008

National Curriculum Framework for Teacher Education 2009

The Right of Children to Free and Compulsory Education Act 2009

Sarva Shiksha Abhiyan: Framework for implementation based on the Right of

Children to Free and Compulsory Education Act, 2009 (2011).

NCTE’s Curriculum Framework : Two Year M.Ed. Programme, 2014

Report of the NCTE Sub-Committee for Three Year Integrated B.Ed.-M.Ed.

Programme, 2014

NCTE’s Norms and Standards for the 3-year Integrated B.Ed.-M.Ed.

Programme, 2014

The following principles have guided the development of this course:

Reducing the gap between theory and practice,

Eliminating mismatch between post-graduate teacher education curriculum

and teacher education institution realities,

Inclusion of all relevant curricular components of 2-year B.Ed. and 2-year

M.Ed. programme

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Updating of curricular areas of teacher education in terms of enrichment of

content knowledge and pedagogical competence of prospective teacher

educators,

Using variety of approaches and methods for transaction of the course

contents,

Incorporating multi-modal strategies for effective, continuous and

comprehensive assessment of the performance of the prospective teacher

educators.

Course Objectives:

The 3-year Integrated B.Ed.-M.Ed. Course is a professional programme in the field of

Teacher Education which aims at preparing Teacher Educators and other professionals

including curriculum developers, educational policy analysts, planners, administrators,

supervisors, school Principals and researchers. The completion of the programme shall lead

to B.Ed.- M.Ed. Degree with specialization in selected areas focusing on both elementary and

secondary education.

The programme is designed to provide opportunities for the perspective Teacher

Educators to extend and deepen their horizontal of knowledge and understanding of

education and teacher education, develop research capacities, specialized in select areas etc.

The course includes both critical comprehension of theory as well as hands-on and field

based reflective practices, skills and competences.

The Syllabus for Three-year B.Ed.-M.Ed. programme is designed to attain the

following broad objectives. After the completion of the course the prospective teacher

educators shall:

Understand the central concepts, tools of inquiry, and structures of the

disciplines and can create learning experiences that make these aspects of

subject matter meaningful.

Understand how children learn and develop how they differ in their

approaches to learning and create learning opportunities that are adapted to

diverse learners and learning contexts.

Plan learning experiences that are based on learner's existing proficiency,

interests, experiences including misconceptions and errors and understand

how students come to view, develop and make sense of subject matter

contained in the learning experiences.

Use knowledge of effective verbal, nonverbal and media communication

techniques to foster active inquiry, collaboration, and supportive interaction in

the classroom.

Understand and use formal and informal assessment strategies to evaluate and

ensure the continuous intellectual, social and physical development of the

learner.

Develop sensibilities to identify problems for further probing and abilities to

conduct pure, applied and/or action research on the identified issues

concerning educational theory and practices.

Develop self-identity as a teacher educator through continuous experiences

and reflective practices that continually evaluate the effects of his/her choices

and actions.

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Modes of Transaction:

With a view to move away from theoretical discourses and lectures, the student-

teacher is required to be engaged in various kinds of learning experience. This programme

intends to provide him/her with the specific engagements that are spelt out under each course.

However, the nature of engagement of the perspective Teacher-Educator will be of the

following kinds:

Lecture-cum-Discussion Session: The teacher educator provides the

perspective Teacher-Educator a platform to review their experiences, helps

them to develop insights into the disciplinary knowledge base and to relate

them to the school realities.

Focused Reading and Reflection: Perspective Teacher-Educator would be

led to focus readings on various themes with questions inviting reflections

either individually or in small groups.

Observation-Documentation-Analysis: Simulated and real school/

community experiences would be arranged for the student teachers to observe,

document in the form of record/ journal/ diary and analyze with an intention to

revisit their own understandings or develop new insights.

Seminar Presentations: Students will undertake thematic/topical study,

prepare write-up and make seminar presentation followed by open-house

discussion with a view to enhance their knowledge base and repertoire of

skills in presentation.

Attachment to Teacher Education Institution: Learning experiences would

be provided through several teacher education institution-based practicum for

development of certain professional qualities and competencies. This would

include opportunities for planning and implementation of learning experiences

and strategies, and reflecting on their appropriateness and effectiveness.

Workshop : A series of learning experiences in a given performance area

would be provided to perspective Teacher-Educator in the form of workshop,

engaging them in modeling-practice-feedback sequence with a view to

developing specified competencies required for a teacher.

Panel Discussion: A series of panel discussions shall be planned on different

themes/issues relating to school education and teacher education and shall be

organized in the respective TEIs / University Department in which the

prospective teacher educators shall participate and each of them shall prepare

a brief report on the conclusion of each panel discussion session.

Group Work: On different dimensions of an issue/theme relating to curricular

components or concerning any emerging issues of school education and

teacher education, groups shall be formed among the prospective teacher

educators who would work on the theme and performance of each individual

group shall be reported.

Library Work: On specific theme/issue/problems relating to school education

and teacher education or on any other curricular issues, the prospective teacher

educators would be asked to consult library, collect information and prepare

their individual write-ups for seminar presentation and discussion.

Projects: Course related projects having contemporary concern shall be

assigned to individual prospective teacher educator to be completed within a

specified period of time with a report.

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Collaborative Presentations: The prospective teacher educators in groups

along with their allotted mentors shall work collaboratively on a theme and

prepare the report for seminar presentation.

School Visit and Sharing of Experiences: As per the requirements of the

School Internship programme included in the curriculum, school visits,

interaction with students, teachers and other stakeholders and sharing the

experiences with them and with peers shall be one of the core activities of the

prospective teacher educators. Similar visits to other teacher education

institutions, both ETEIs and STEIs, and interaction with student teachers,

teacher educators and other stakeholders shall be conducted and the

experiences shall be shared.

Sessional Work: Each course paper in this programme has theoretical as well

as practical component in the form of assignment which need to be conducted

as assessed internally in time. The topics for the sessional work listed under

each course are suggestive. The concerned teacher educator may assign any

other topic/issue relevant to the respective course.

Duration:

The 3 Year integrated B.Ed and M.Ed. Programme shall be a duration of three

academic years including two summers. Students shall be permitted to complete the

programme requirements of the 3 years programme within a maximum period of four years

from the date of admission to the programme.

The semester system shall be work out in term of credit hours based on the credit

system suggested in the curriculum frame work for the programme developed by NCTE and

keeping in the view the stipulated period of internship attachment in school, teacher

education institutions , organization relevant to the area of specialization , community work

and in the field based situation. The summer and inter- semester breaks of two academic

years should be utilized for field attachment or internship, other practicum activities and/ or

for taught courses. The credit allocation for school experience should be of at least 16 credits

and attachment to teacher education institution should be of 4 credits.

Working Days:

There shall be at least 215 working days in each year exclusive of the period of

admission and inclusive of classroom transaction, practicum, field study and conduct of

examination. In addition the summer session shall be utilizedfor in ternship /practicum/taught

courses . The institution shall work for a minimum of 36 hours in a week (5 or 6 days). The

total duration of the programme including summer sessions and inter semester breaks will be

roughly equivalent to 107 weeks of six days each totaling up to 640 days.

Attendance:

Minimum attendance shall be 80% for Theory Courses and Practicum and 90% for

Field Attachment.

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Eligibility:

Candidates seeking admission to the 3 years integrated B. Ed. And M.Ed. programme

should have the following qualification:

Essential: A Postgraduate degree in Science/ Social Science/Humanities from a recognized

university or institution affiliated to a recognized university with a minimum 55% marks or

equivalent grade.

Desirable: It is desirable that the candidates have a demonstrated interest and experience in

education.

COURSE OUTLINE OF

3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,

SESSION 2017-2020

PART- I A & B -Theory Course Credit Marks

Internal External Total

A. Core Components 64 480 1120 1600

A.1 Perspective Courses 40 300 700 1000

Philosophy of Education

(4 Weeks)=(144 hours)

PC-1 Introduction to

Philosophy of Education 4 30 70 100

PC-2 Advanced Study in


Sociology-History-

Political Economy of

Education


PC-3 Sociology of Education

4

30

70

100

PC-4 Historical, Political and

Economic

Perspectives of

Education

4

30

70

100

Psychology of Education



Educational Psychology 4 30 70 100

PC-6 Advanced Educational

Psychology 4 30 70 100

Education Studies


PC-7 Issues in Concerns in

Education 4 30 70 100

PC-8 Contemporary Concerns

in Education 4 30 70 100

Curriculum and

Pedagogy Studies


PC-9 Pedagogical Process and

Practices

4

30

70

100

PC-10 Curriculum

Development

4

30

70

100

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A.2 Research, Tools and Self Development (RTS) 16 120 280 400

Research in Education


RTS-1 Introduction to

Educational Research 4 30 70 100

RTS-2 Advanced Educational

Research 4 30 70 100

Self - Development Skill

& ICT


RTS-3 Self Development Skill-

Meditation & Yoga, Arts

& Crafts and Theatre.

4

30

70

100

RTS-4 Communication Skill-

and ICT In Education 4 30 70 100

A.3. Teacher Education Courses (TEC) 8 60 140 200

Teacher Education


TEC-1 Perspectives in Teacher


TEC-2 Issues, Challenges and

Research in Teacher

Education

4

30

70

100

B. Specialization Components 32 240 560 800

B.1 Content Cum Pedagogy of School Subjects 16 120 280 400

Content Cum Pedagogy(any1)

Languages:

1.Odia. 2. English

3.Hindi 4.Sanskrit


CCP-1 Contents cum Pedagogy

Elementary School Stage 4 30 70 100


Sec. & Higher Sec. Stage

4

30

70

100


1.Social Science

2.Physical Science

3.Biological science

4.Mathematics



Elementary School Stage

4

30

70

100



4

30

70

100

B.2 Selected Thematic Areas (any two) 8 60 140 200

1. Curricullum Pedagogy &

Assessment

2. Economic & Planning in

Education

3. Elementary Education

4. Secondary & Higher

Secondary Education

5. Higher Education


STA-1 Specialization 1 Elementary, Sec. &

Higher Sec School Stage

4

30

70

100

STA -2 Specialization 2 Elementary, Sec. &


4

30

70

100

B.3 Elective Course Areas(any two) 8 60 140 200

1. Study of Policies in

Education

2. Educational Administration

&Management

3. Gender study In Education

4. Inclusive Education

5. Educational Technology &

ICT


ECA-1 Specialization 1 Elementary, Sec. &


4

30

70

100

ECA -2 Specialization 2 Elementary, Sec. &


4

30

70

100

(48 Weeks)=(1728 hours) TOTAL THEORY COURSE 96 720 1680 2400

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PART- II C -Practical Course Credit Marks


C.1 Research Activity (RA) 16 120 280 400

Dissertation, Viva-voce

on Dissertation, Seminar

& School Observation


RA-1 School Observation &

Observing Children 4 30 70 100

RA-2 Dissertation Work on a

Selected Problem 4 30 70 100

RA-3 Academic Professional

Writing & Seminar

Presentation

4

30

70

100

RA-4 Dissertation Submission 4 30 70 100

C.2 Practicum Activity (PA) 8 60 140 200

Workshops, Seminars,

Projects and Curriculum

Transaction


PA-1 Hand on Experience for

Curriculum Transaction 2 15 35 50

PA-2 Organization of seminar on

taught course 2 15 35 50

PA-3 Organization of Work -shops

on taught course 2 15 35 50

PA-4 Project development for

Curriculum Transaction 2 15 35 50

C.3 Internship Activity (IA) 16 120 280 400

Class Room Teaching

Practice on both School

Subjects Practice and

Observation &

Assignment


IA-1 Class Room Teaching

Practice on Subjects-1 4 30 70 100

IA-2 Class Room Observation

&focused on Assignment. 4 30 70 100

IA-3 Class Room

Teaching Practice on

Subjects-2

4 30 70 100

IA-4 Final Teaching on both the

School Subjects 4 30 70 100

C.4 Attachment Activity (AA) 8 60 140 200

1. Community work


2. Work: In-Service &

Pre- Service Teacher

Preparation Context


3. Exposure work other

than School.


4. Thematic/focused area

work.


AA-1 Working With Community 2 15 35 50

AA-2 Working in In-service &

Pre –Service Teacher

Preparation context.

2

15

35

50

AA-3 Exposure Curriculum /or text book agency, policy

making body, state

education department

relevant to educational

practice other than

School.

2

15

35

50

AA-4 Working in a field situation

related to the thematic or

focus area

2

15

35

50

(59 Weeks)=(2124 hours) TOTAL PRACTICAL COURSE 48 400 800 1200

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COURSE OUTLINE OF


SESSION 2017-2020

PART-I A & B - Theory Courses Credit Marks



A.1 Perspective Courses (PC) 40 300 700 1000






B.3 Elective Course Areas (any two) 8 60 140 200








(59 Weeks)=(2124 hours) TOTAL PRACTICALCOURSE 48 360 840 1200



(107 Weeks)=(3852 hours) THEORY & PRACTICAL 144 1080 2520 3600

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COURSE OUTLINE OF


SESSION 2017-2020

SEMESTER- I, SESSION 2017-2018









Sociology-History-


Education

2 Weeks)=(72 hours)


4

30

70

100




1.Odia 2.English

3.Hindi 4. Sanskrit






4

30

70

100









RA-1 School Observation &

Observing Children

4

30

70

100




Transaction


PA-1 Hand on Experience for

Curriculum Transaction

2

15

35

50

C.4 Attachment Activity (SA) 2 15 35 50

1.Community work

(2 Weeks)=(72 hours) AA-1 Working With Community

2

15

35

50





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COURSE OUTLINE OF


SESSION 2017-2020

SEMESTER- II, SESSION 2017-2018








Educational Psychology 4 30 70 100

Curriculum and

Pedagogy Studies


PC-9 Pedagogical Process and

Practices

4

30

70

100



(2 Weeks)=(72 hours) RTS-1 Introduction to

Educational Research

4

30

70

100


& ICT


RTS-3 Self Development Skill-

Meditation & Yoga, Arts

& Crafts and Theatre.

4

30

70

100







Transaction


PA-2 Organization of Seminar on

taught course

2

15

35

50


Class Room Teaching



Observation &

Assignment


IA-1 Class Room Teaching

Practice on Subjects-1

4

30

70

100

C.4 Attachment Activity (SA) 2 15 35 50

2.Work: In-Service &

Pre- Service Teacher

Preparation Context


AA-2 Working in In-service &

Pre –Service Teacher

Preparation context.

2

15

35

50





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COURSE OUTLINE OF


SESSION 2017-2020

SEMESTER- III, SESSION 2018-2019







PC-2 Advanced Study in




PC-6 Advanced Educational

Psychology 4 30 70 100


B.1 Content Cum Pedagogy of School Subjects 8 60 140 200 Content Cum Pedagogy(any1)

1.Social Science

2.Biological science

3.Mathematics

4. Physical science







4 30 70 100







Transaction


PA-3 Organization of Work -shops

on taught course

2

15

35

50


Class Room Teaching



Observation &

Assignment


IA-2 Class Room Observation

&focused on Assignment.

4

30

70

100


3. Exposure work other

than School.


AA-3 Exposure Curriculum /text

book agency, policy making body,

state education department

relevant to educational practice

other than School.

2

15

35

50





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COURSE OUTLINE OF


SESSION 2017-2020

SEMESTER- IV, SESSION 2018-2019





Education Studies

(2 Weeks)=(72 hours) PC-7 Issues in Concerns in

Education

4

30

70

100

Curriculum and

Pedagogy Studies


PC-10 Curriculum

Development

4

30

70

100



(2 Weeks)=(72 hours) RTS-2 Advanced Educational

Research

4

30

70

100


& ICT


RTS-4 Communication Skill-

and ICT In Education

4

30

70

100









RA-2 Dissertation Work on a

Selected Problem

4

30

70

100


Class Room Teaching



Observation &

Assignment


IA-3 Class Room Teaching Practice

on Subjects-2

4

30

70

100





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COURSE OUTLINE OF


SESSION 2017-2020

SEMESTER- V, SESSION 2019-2020





Sociology-History-


Education


PC-4 Historical, Political and

Economic Perspectives of

Education.

4

30

70

100

Education Studies


PC-8 Contemporary Concerns

in Education 4 30 70 100


Teacher Education


TEC-1 Perspectives in Teacher


TEC-2 Issues, Challenges and

Research in Teacher

Education

4

30

70

100









RA-3 Academic Professional

Writing & Seminar

Presentation

4

30

70

100




Transaction


PA-4 Project development for

Curriculum Transaction

2

15

35

50


4. Thematic/focused area

work.


AA-4 Working in a field situation

related to the thematic or focus area

2

15

35

50





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COURSE OUTLINE OF


SESSION 2017-2020

SEMESTER- VI, SESSION 2019-2020




1. Curricullum Pedagogy &

Assessment

2. Economic & Planning in

Education


4. Secondary & Higher

Secondary Education

5. Higher Education


STA-1 Specialization 1 Elementary, Sec. &


4

30

70

100

STA -2 Specialization 2 Elementary, Sec. &


4

30

70

100

B.3 Elective Course Areas(any two) 8 60 140 200

1. Study of Policies in

Education

2. Educational Administration

&Management

3. Gender study In Education


5. Educational Technology &

ICT


ECA-1 Specialization 1 Elementary, Sec. &


4

30

70

100

ECA -2 Specialization 2 Elementary, Sec. &


4

30

70

100








(5 Weeks)=( 180 hours)

RA-4 Dissertation Submission

4

30

70

100


Class Room Teaching



Observation &

Assignment


IA-4 Final Teaching on both the

School Subjects

4

30

70

100





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COURSE OUTLINE OF

3- YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,

SESSION 2017-2020 (CBCS cum Semester System with Credit HOURS)

(As per the NCTE Regulation 2014. Norms and Standards, Appendix-15) 1 week=6 days=36 hours

(3 years)=(107 Weeks)=

(642 days)= (3852 hours)

3 years Integrated B.Ed. & M. Ed.

Total Theory & Practical Courses

Six Semesters:- 2 Semesters / Year

96+48

=(144)

Credits

1080 Internal

marks

2520 External

marks

3600 Total

marks

1. SEMESTER- I, SESSION 2017-2018 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400



Week , Days & Hours 17 weeks=102 days=612 hours Credit Internal External Total

2. SEMESTER- II, SESSION 2017-2018 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400




215

3. SEMESTER- III, SESSION 2018-2019 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400




4. SEMESTER- IV, SESSION 2018-2019 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400




5. SEMESTER- V, SESSION 2019-2020 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400




6. SEMESTER- VI, SESSION 2019-2020 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400




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PC-1 Introduction to Philosophy of Education

Internal Assessment: 30 External Assessment: 70 Total Marks: 100

Course Objectives:

To enable the learners to;

The meaning, functions and relationships of philosophy and education.

The major postulates of different schools of philosophies and their

relevance for aims, methods, curriculum and role of teacher in an

education system.

Indian philosophies, modern and western theories and their relevance to

education.

Unit I. Introduction to Philosophy of Education

1. Meaning and functions of philosophy (of different areas).

2. Relationship between philosophy and Education.

3. Meaning and functions of philosophy of Education.

4. National values as enshrined in Indian Constitution and their educational

implications.

5. NPE-1986 and its revision and modifications.

Unit –II : Schools of Philosophy :

Major schools of philosophy with special reference to their ontology,

epistemology and their educational implications for aims, methods,

curriculum, values, discipline and role of teacher:

(i) Idealism

(ii) Realism

(iii) Naturalism

(iv) Pragmatism

Unit – III : Indian Philosophies and Modern Theories of Education :

Major Indian philosophies and their educational implications for aims,

teaching method, curriculum, values, discipline, place of teacher and pupil.

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(i) Sankhya

(ii) Vedic / Vedanta

(iii) Buddhist,

(iv) Jainism

(v) Islam

Western theories of education (with special reference to the concept of

reality, knowledge and values), and their educational implications for aims,

methods, curriculum, values,

discipline and role of teacher :

(i) Reconstructionism

(ii) Existentialism

(iii) Marxism

(iv) Philosophic Analysis

(v) Progressivism

Unit IV. Knowledge, Values and Curriculum

- Meaning, Nature and Sources of knowledge

- Philosophical Bases of Curriculum

- Meaning and Hierarchies of Values

- Value Education

Unit V. Social Philosophy of Education

- Democracy & Education

- Freedom & Authority in Education

- Equality vs Equity in Education

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PC-2 Advanced Study in Philosophy of Education


Course Objectives:


1. Understand and explain the nature and functions of educational

philosophy.

2. Understand the concept and meaning of philosophy and branches of

philosophy.

3. Understand and explain six schools of Indian Philosophy.

4. Understand and explain philosophical thoughts of some Indian and

western prominent educational thinkers.

Unit – I. Philosophy and Education

Meaning of Philosophy and Education; Relationship between Education &

Philosophy. Nature, Scope and Functions of Philosophy of Education.

Significance of Philosophy in Understanding Educational Practices and

Problems.

Unit – II. Indian Schools of Philosophy

Yoga Philosophy, Sankhya Philosophy, Vedanta Philosophy, Vaisheshika

Philosophy, Nyaya and Mimansa Philosophy with special reference to the

Concepts of Knowledge, Reality and Values and their Educational

Implications.

Educational Thoughts of Indian Thinkers-

M.K. Gandhi: Aims of Education, Curriculum, Methods and Basic

Education

Swami Vivekananda: Aims of Education, Curriculum, Methods, Man

making Education.

Sri Aurobindo Ghosh: Aims of Education, Curriculum, Functions and

Integral Education.

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Jiddu Krishnamurthi: The Concept of Self, Aims of Education,

Characteristics of Integral Learning, Methods of Teaching and

Concept of an Ideal School.

Unit-III. Western Educational Philosophies:

Thoughts and educational implications revealed by western schools of

philosophy -Idealism,

Naturalism, Realism, Pragmatism, Existentialism, Humanism and logical

positivism

Educational Thoughts of Western Thinkers-

Plato, Herbert Spencer, John Dewey, Rousseau

Unit-IV: Indian Constitution and Policy frame work for Education

Constitutional Values & Aims of education

a) Preamble of the constitution

b) Fundamental Rights and Duties

c) Directive principles of State Policy

(Implications of the above with respect to aims of education- Justice,

Liberty Equality & Fraternity)

Policy Frame work for Public Education

a) Right to Education,

b) Sarva Shiksha Abhiyan,

c) Rashtriya Madhyamik Shiksha

Unit V- Education Commission, Recommendations, Issues and

Innovations in Education:

Education Commission & Recommendations

a) Indian Education Commission -1964- 66

b) National Policy of Education - 1986

c) Rammurthy Review Committee1992

a) Tracing Colonial Education (1835- 1947)

b) Globalization, Liberalization& Privatization - Implications for Education

c) Open & Distance Learning – Concept & Characteristics

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Issues and Innovations in Education

(a) Autonomy in Higher Education – Meaning, Purpose

(b) Quality in Education – Assessment and Enhancement

(c) Multicultural Education – Meaning, Purpose – Need and Principles of

teaching and learning in multicultural society

(d) Human Rights and Education – Human Rights Education, Concept,

Types and Need, Governments’ Legislation to ensure Human Rights

Education

(e) Emerging perceptions in Value Education, nurturing values as an

instrument to counter terrorism.

23



Objectives:

After completing this course the pupils will understand:

The meaning, functions and relationship of Sociology and education.

The structure of Indian society for initiating social engineering through

education.

The nature, types and characteristics of culture with a view to develop

cohesiveness & tolerance in a heterogeneous society.

The social ideologies and a critical analysis of these ideologies for the

solution of social problems in India.

Unit – I: Sociology as a frame of reference in Education:

1. Meaning of sociology and its various functions with special reference to

its relevance to the society.

2. Relationship between sociology and education.

3. Education as a social sub-system :its structure and functions.

4. A critical analysis of National Educational Policy in Sociological

Perspective (NPE 1986 and its revision thereafter).

Unit – II: Relationship of Society and Education:

1. Society: its structure, functions and interdependence with education.

2. Social Stratification, Social Mobility socialization and Acculturation.

3. Culture: definition, types and characteristics. Social change,- education

as a catalyst for social change, constraints against social change in India.

5. The concept of equality of educational opportunity and social equity,

with special reference to Indian society – caste, religion, ethnicity, class

and regional imbalances.

Unit – III: Social Interactions and Culture

Group Dynamics, Socialization of the Child.

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Concept of Social Stratification and its Educational Implications.

Meaning and Nature of Culture; Cultural Processes and its Educational

Implications. Role of Education in Cultural Change.

Unit – IV : Major social Ideologies and their relevance to Education

1. An understanding and critical appraisal of the following social ideologies

and their educational implications.: Democracy, Socialism, Secularism,

Modernization and national Integration.

2. Education of the socially and economically disadvantaged sections of the

society with special reference to minorities, scheduled castes, scheduled

tribes, women and rural population.

Unit – V: Equality and Excellence in Education

Education as related to Social Equity and Equality of Educational

Opportunities. Problems of Education in Current Socio-Economic Scenario.

Education of the Socially and Economically Disadvantaged Sections of the

Society with special reference to Scheduled Castes and Scheduled Tribes,

Women and Rural Population. Education as related to Democracy and

freedom, Equality of educational opportunity, Education of socially and

economically disadvantaged sections of the society with reference to SC,

ST, Women and rural population.

25

PC-4 Historical, Political and Economic Perspectives of

Education


Objectives:

After completion of course, the prospective teacher educators will be able

to:-

Enhance the awareness about the relationship and impact of society,

economy and culture on Education.

Understand about the changes in socio-economic environment of the

country and its impact on the Education.

Understand about international agencies working for the development of

the Education.

Know some of the prominent social thinkers with special reference to their

contribution for social reform.

Unit I – Sociology and Education

Conceptual framework of Sociology, Educational Sociology and Sociology

of Education: Need and scope of Sociology of Education, Functions and

Significance of Sociology of Education and Historical development of

teacher Education in India

Unit II Processes in Social System and Education

Socialization process of the child – Critical appraisal of the role of school,

parents, peer group and community, Social mobility and social control in

reference to Educational development, Role of Education in social change

with special reference of Indian social institutions (Caste, class, religion and

region)

Unit III- Development of Indian Education System

A brief history of pre and post independence education system,

Development of Education system in 21st century.

26

Democracy: Meaning, Values, salient features of democracy and Education,

Constitutional provisions for education in India, Means and measures for

promoting equality and equity for marginalized section of Society.

NPE (1986), Revised NPE (1992), Plan of Action (1992), National

Curriculum Framework (2005), National Knowledge Commission (2005),

Right to Education (2009) Yashpal Committee (‘Renovation and

Rejuvenation of Higher Education’2009)

Unit IV- Education in Cultural context

Concept and characteristics of culture, Nature and role of education in

cultural change, Cultural lag – concept, major factors and effect on

education of cultural lag, Indian society with reference to multi-lingual and

multicultural diversity.

Unit V- Economics of Education

Education as an investment, Effect of social stratification on economics of

Indian education, Education as an instrument of enhancing cohesion in the

context of diversity, Education as a tool of modernization in Indian context.

27

PC-5 Introduction to Educational Psychology


Objectives:


to:

To develop understanding of the psychological bases of Education.

To understand the Cognitive, Affective and Conative development of

children.

To develop the understanding of the theories of Personality and their use in

the development of learner’s Personality and its measurement..

To understand the Changing Concept of Intelligence and it’s applications.

To understand the theories of Learning and their Utility in the Teaching

Learning Process.

To understand the Concept and Process of teaching.

Unit-I Introduction to Psychological Basis of Education

Educational Psychology: Concept; Concern and scope of Educational

Psychology. Major schools of psychology and their contribution to

education-Structuralism, Associationism, Behaviorism, Gestalt, Psycho-

analytic, Humanistic and Constructivist.

Unit-II Child Development and its theories

Growth and Development – Concept, Principles, Sequential stages of

Development- Specific Characteristics and problems of each Stages,

Factors influencing development – genetic, biological, environmental and

physical and their relative role, Theories of development:

- Piaget’s Cognitive development

- Freud’s Psycho-sexual development

- Erikson’s psycho-social development

- Kohlberg’s moral development

28

Unit- III Learning

Learning: Concept ,its Kinds , factors influencing learning, Theories of

Learning:

- Operant conditioning (Skinner)

- Hierarchy of Learning (Gagne)

-Information processing (Donald Norman)

- Mastery learning (Bloom)

- Hull’s reinforcement theory

- Toleman’s theory of learning

- Lewin’s field theory

- Constructivism & learning.

- Brain base learning.

- Educational implications of above theories of learning

UNIT-IV Intelligence

Intelligence and cognitive abilities, Nature and Theories of Intelligence-

Guilford S.I model, Howard Gardner’ Theory of multiple intelligence:

Measurement of Intelligence – Verbal, Non-Verbal, Paper Pencil-

Performance, Individual and Group, Emotional Intelligence-concept and

nature, Goleman’s Theory of Emotional Intelligence and Triarchic Theory

of Stenberg.

UNIT-V Motivation and Creativity

Correlates of learning-Maturation. Aptitude, Attitude and abilities,

Motivation- concept and types, Theories of Motivation-Maslow, Herzberg,

Role of Motivation in Learning, Creativity – Nature , Process ,Identification

,fostering and Guiding Creative Children, Techniques for development of

Creativity- Brain-Storming, Attribute listing.

29

PC-6 Advanced Educational Psychology


Objectives:


to:

To develop understanding of the psychological bases of Education.

To understand the Cognitive, Affective and Conative development of

children.

To develop the understanding of the theories of Personality and their use in

the development of learner’s Personality and its measurement..

To understand the Changing Concept of Intelligence and it’s applications.

To understand the theories of Learning and their Utility in the Teaching

Learning Process.

To understand the Concept and Process of teaching.

Unit I- Understanding Nature & Nurture

Development of Human Behavior: Interaction of Heredity and Environment

Factors influencing Development- Genetic, Biological, Environmental and

physical and their relative role. Theories of Development related to heredity

and environment- Piaget’s Cognitive Theory, Erik Erikson’s Psychosocial

Theory, Kohlberg’s moral development.

Unit II- Personality Determinants

Concept, Development (Self Concept and self esteem) Structure and

Dynamics of personality, Theories of personality – Trait and type theories -

Allport, Eysenck; Psychoanalytic theory of Freud, Erickson; Behavioral

Approach- Miller , Dollard and Bandura; Humanistic approach- Roger,

Maslow. Assessment of Personality-Projective and Non Projected

techniques

30

Unit III- Individual Differences

Concept of Nature and nurture, Principles of individual differences,

Implications in Education

Unit IV- Adjustment and Group Dynamics

Concept and Mechanism of Adjustment, determinant of adjustment, Group

Dynamics, Interpersonal relation, Sociometric techniques, Socio-emotional,

climate of the classroom and its influence on teacher characteristics.

Unit V- Mental Health, Stress and Conflicts

Concept of Mental Health, Characteristics of Mentally healthy Person-

Preventive, constructive and curative measures, Mental Conflicts ,Psychotic

disorders, Psychotherapy, Defense Mechanisms and stress management.

31

Education Studies

PC-7 Issues in Concerns in Education


Objectives

On completion of this course, the students will be able to:

• understand the nature of education as an area of study with

interdisciplinary knowledge base;

• understand the emerging nature of educational theories by making

linkages between the theoretical understanding and practices

and/or field experiences;

• reflect on the basic parameters of school education (i.e., the

learner, the teacher, the teaching-learning process, pedagogy, the

school context, the larger societal context, the support systems

and various connections and interconnections between these

parameters);

• appreciate that research would help to enhance efficiency,

effectiveness, quality and excellence in the system of school

education.

Unit I-Basic Theoretical Understanding about Education as a Field of

Study

• Educational paradigms - empirical, interpretive and critical

perspectives.

• Critical appraisal of education as a discipline.

• Epistemological and axiological issues in education.

• Procedures of linking theoretical and conceptual understanding

about education drawn from various disciplines cognate to the

education like Philosophy, Sociology, Psychology, Management,

32

different social and behavioural sciences with school and

classroom practices and/or field experiences.

• Methodology of linking school subjects with pedagogy.

• Challenges of theorizing education.

• Formulating Aim of Education in the context changing socio-

economic and cultural perspectives.

• Vision of school/classroom process and the teacher.

Unit II-Process of Education

• Process of education and learning

• Pedagogy

• Andragogy

• Forms of learners engagement in the process of knowledge

construction.

• Understanding the changing profile of the teachers/teacher educators.

• Use of local knowledge in the process of learning.

• Activities for development of critical perspectives.

• Teacher’s reflection on his own practices.

Unit III- Learning, Cognition and Development

• Perspectives of human development: Piaget, Vygotsky and

Constructivist perspectives.

• Concept of holistic development

• Knowledge about the students: cognition and adolescent

development.

• Learning, thinking and problem solving in the context of school and

outside school.

• Language development and learning.

• Learning environment.

• Individual differences.

• Cultural functions of education- diffusion, acculturation.

• Multiculturalism, cultural conflict, ethnicity and diversity.

33

Unit IV- Curriculum Development, Transaction and Evaluation

• Foundations of curriculum- curriculum as lived experience; curriculum

as socially organized knowledge.

• Principles of curriculum construction.

• Approaches to curriculum construction- dialogic and social

constructivist approaches; differentiated curriculum; diversity and

equity challenges in curriculum.

• Development of Textbook and related materials.

• Transaction of Curriculum.

• Emerging perspectives of evaluation.

Unit V- Issues in Education

• Globalization and education

• Equal opportunities in education, access and reservation in education.

• Quality concerns in education- national and international perspectives

in India.

• Language and medium of instructions

• Education for health and well being

• Assessment of learning and examination

• Peace and human right education.

• Policy of inclusion

• Education of the disadvantaged

• Support system in education.

• Indian educational diaspora and educational disparities: region, caste,

tribe, gender, and rural-urban location.

• Education, political socialization and citizenship.

• Education and quality of life.

• Changing social structure and its bearing on education.

34

Education Studies

PC-8 Contemporary Concerns in Education


Unit-I : Contemporary Issues Relating to School Education

- Right to Education Act, 2009 - Sarva Shiksha Abhiyan (SSA)

- Rashtriya Madhyamik Shiksha Abhiyan (RMSA)

- ICT in Schools - Learning without Burden

Unit-II : Emerging Trends & Issues in Higher Education

‐ Implications of Liberalization, Privatization and Globalization for Higher

‐ Education

‐ Access, Quality, Relevance and Equity in Higher Education

‐ Recommendations of National Knowledge Commission on Higher

Education

‐ Community College ‐ Autonomous College

‐ Assessment and Accreditation of Institutions of Higher Education

Unit III- Education as Interdisciplinary Knowledge

Interdisciplinary nature of education; relationships with disciplines/subjects

such as philosophy, psychology, sociology, management, economics,

anthropology etc. connecting knowledge across disciplinary boundaries to

provide a broad framework for insightful construction of knowledge.

Contribution of science and technology to education and challenges ahead.

Axiological issues in education : role of peace and other value, aesthetics in

education. Dynamic relationship of education with the political process.

Issues related to planning, management and monitoring of school and

teacher education

Unit IV- Changing Political Context of Education : School Context

Multiple schools context-rural/urban, tribal, schools affiliated to different

boards.

35

Changing role of personals in school management: teachers, headmaster,

and administrators.

School as site of curricular engagement.

Teacher’s autonomy and academic freedom.

(Discussion on these issues with the help of case studies and examples).

School as sites for struggle and social change.

Unit V – Support System of Education

Principles and guidelines in organizing the supports systems

Department of public instruction, ministry and other government agencies,

academic institutes : role, involvements, issues related to control and

autonomy.

Complementarily in participation of different stakeholders in school

education-role of media, use of technology, NGOs, civil society groups,

teacher organization, family and local community.

Supports to curricular engagement in schools

Monitoring an evaluation of schools.

36

PC-9 Pedagogical Process and Practices


Objectives:


to:

Know the meaning and concept of the term Pedagogy

Comprehend the difference between the terms Andragogy and Pedagogy

Understand the importance of Critical pedagogy in teaching & learning

process.

Understand the meaning, concept and importance of Assessment,

Know about assessment process in different levels of school education

Know the distinction between Assessment for learning and assessment of

learning

Find out the difference between Assessment, Testing, Measurement and

Evaluation

Acquaint with CBCS System (Credit Based Choice System)

Unit I - Meaning & Concept of Pedagogy:-

Concept of Pedagogy

Difference between Pedagogy and Andragogy

Understanding Child Centered Pedagogy.

UNIT II- Selected Pedagogies

Process of knowledge construction for development of concepts,

understanding, logical, reasoning, critical thinking and problem solving.

Forms of learner’s engagement, Pedagogical Analysis of the subject

content, Critical Pedagogy- critical analysis of the Pedagogy prescribed in

the Educational thoughts of Paul Freire.

37

UNIT III Assessment in Teaching Learning

Concept and importance of Assessment, difference between Assessment,

Testing, Measurement and Evaluation, Importance of assessment in

teaching learning process, Perspective on assessment of learning in a

constructivist paradigm Formal Assessment, Classroom assessment

Techniques(CAT) Assessment of teaching proficiency, criterion tool and

techniques.

UNIT IV: Techniques of Assessment

Self assessment by students, by teacher, peer assessment, assessment of

teacher by students, Distinction between Assessment for learning and

assessment of learning; School-Based Assessment, comprehensive and

dynamic assessment procedures Continuous & Comprehensive Evaluation:

perspectives and practices.

Unit V Assessment Tools and Role of feedback

Assessment tools and their characteristics, Constructions of Assessment

tools

Credit Based Choice System:-Concept, features and significance of CBCS,

Assessment tools and their characteristics, construction of assessment tools,

Advantages and disadvantages of CBCS. Types of teacher feedback

(written comments, oral); Peer feedback, Place of marks, grades and

qualitative descriptions, Using assessment feedback for furthering learning.

38

PC-10 Curriculum Development


Objectives:-


to:

To define curriculum and identify the components of curriculum

To develop an understanding about important principles of curriculum

development.

To understand the basics, design, process and techniques of curriculum

development.

To acquaint with curricular implementation and process of curricular

evaluation.

To understand issues and trends in curricular development.

To understand Pedagogy in teaching-learning process.

Unit I:- Nature, Types And Domains of Curriculum

Concept and meaning of curriculum, Bases of determinants of Curriculum:-

Philosophical, Social and Psychological. Types of Curriculum:-Subject

centered, Learner Centered, Community centered, Activity Based, Broad

Field Curriculum and Core Curriculum. Humanistic curriculum :

characteristics, purpose, role of the teacher, psychological basis of

humanistic curriculum, Domains of Curriculum:-objectives, content,

learning experiences.

Unit II:- Theories, Models And Evaluation of Curriculum

Theories:-Nicholls and Nicholls – 1972 Model, Miel’s Dynamic model,

Need assessment Model, Futuristic Model, Curriculum evaluation: nature

and need, Approaches to curriculum evaluation (formative & summative

evaluation).

Evaluation Model - Metfessel-Michael evaluation model and Provu’s

discrepancy model.

39

Unit III Principles of Curriculum Development

Concept & principles of Curriculum Development, Curriculum planning;-

procedure, techniques and Levels of Curriculum planning, Grass-root level

planning, Issues in Curriculum planning, Curriculum Implementation.

UNIT IV: - Curriculum Development in India

NCF 2005, NCFTE 2009, Role of UGC, NCERT and SCERT in curriculum

development. NCTE Guidelines for different Courses (B.Ed./M.Ed.) 2014

Unit V Issues and Trends in Curricular Development

Centralized v/s decentralized Curricular. Concept of Uniform Pattern and

Multidisciplinary Approach. Emerging trends and thrust areas of research in

curriculum studies: National International Perspectives, Curriculum for

distance Mode: Distinctive Features, Self Learning Material and

Instructional Strategies management.

40

RTS-1 Introduction to Educational Research


Objectives:


to:

Understand the concept of research and educational research.

Understand the types and methods of educational research,

Understand the steps involved in educational research,

Review the educational research articles

Understand the use of different tools and techniques in educational

research

Understand the role and use of statistics in educational research

Develop a research proposal

Unit I – An Introduction to Educational Research

Sources of knowledge, scientific method of inquiry

Meaning and nature of educational research, its need and scope

Types of educational research – basic and applied, qualitative and

quantitative, their characteristics, Research paradigms - positivism and anti-

positivism, Interdisciplinary approach to Educational Research, Hurdles in

Educational Research, Priority Areas of Educational Research in India

Unit II – Steps of Educational Research

Identification of a research problem- sources, criteria, selection, definition,

Review of literature- sources, critical evaluation, Formulation of

hypotheses- types of hypothesis, Finalization of research design- variables,

sampling, Collection of data- tools and techniques, Analysis of data-

qualitative and quantitative, Interpretation and report of results

Unit III – Sampling

Concept of population and sample, Characteristics of a good sample,

Methods of sampling – probability and non- probability, Errors in sampling

41

Unit IV – Tools of Data Collection

Characteristics of a good research tool, Steps of developing a good research

tool, Types of research tools and their uses – questionnaire, schedule,

interview, rating scale, inventory, field notes, observation, tests, score

cards, check list, sociometric techniques.

Unit V – An Introduction to Basic Statistical Techniques

Graphical representation of data, Types of data – nominal, ordinal, interval

and ratio, Descriptive and inferential statistics, Measures of central

tendency – mean, median, mode, Measures of variability – range, quartile

deviation, standard deviation, Measures of relative position – percentile,

percentile rank, standard scores (Z and T)

42

RTS-2 Advanced Educational Research


Objectives:


to:

Understand the various methods of educational research

Understand the role and use of statistics in educational research

Use the library, Internet services and other sources of knowledge for

Educational research purposes

Select the appropriate statistical methods in educational research

Use computers for data analysis.

Write a research report

Unit I – Major Approaches to Educational Research

Historical research – characteristics, uses, types, sources of data, criticism

of data, Descriptive research - characteristics, uses, types, Experimental

research – experimental designs, experimental validity

Unit II –Some New Approaches to Educational Research

Action research

Grounded theory

Ethnography

Phenomenology

Naturalistic inquiry

Mixed methods

Unit III – Advanced Statistical Techniques

Normal probability curve- characteristics, applications, Parametric and non-

parametric tests, Test of significance – one tailed and two tailed, Type I and

Type II errors, Parametric tests - t-test, Pearson’s product moment

correlation, ANOVA, Non-parametric tests - Sign test, chi-square test,

Spearman’s rank order correlation, Mann-Whitney U-test

43

Unit IV – Use of computers for data analysis

Encoding and decoding data

Using EXCEL, SPSS, QDA for data analysis

Unit V– Writing a Research Report and Research Paper

Essential elements of report writing – format, style

Writing references – APA style, online, offline

Steps in writing a research paper

44

RTS-3 Self Development Skill- Meditation & Yoga, Arts & Crafts and

Theatre.


Objectives


Define philosophy of meditation and yoga.

Describe the socio-moral base of yoga.

Understand the scientific basis and therapeutic values of Yoga.

Classify yoga and list its instruments.

Explain medical aspects of yoga in terms of improving mental health and

reducing stress

Understand the concept of self-development.

Understand the Arts and Crafts.

Develop different life skills (social, emotional and cognitive).

UNIT 1: Concept and Significance of Meditation and Yoga

Concept, Goals and Philosophy of Yoga. Relaxation and Meditation for

maintaining good Mental Health, Socio-Moral Bases of Yoga - the

universal code of Socio-Moral restraints and Personal Observances leading

to ideal adjustments in life and the final Goal, Ashtanga Yoga of Patanjali;

Yamas and Niyamas, Asanas, Pranayama, Pratyahara, Dharana, Dhyana

and Samadhi, Therapeutic and Psychological Value of Yoga

UNIT 2: Yoga Education

Concept, Need and Significance of Yoga Education, Objectives of Yoga

Education, Holistic Approach of Yoga Education, Place of Yoga in School

Curriculum in India in Current Scenario.

45

UNIT 3: Pillars of Education and Life Skills

Concept of Four Pillars of Education: Learning to Know, Learning to Do,

Learning to Live Together, Learning to Be. Life Skills: Concept,

Components and Types of Life Skills; Importance of Emotional, Social and

Thinking Skills. Importance of Life Skills for Growing Minds. Need for

Life Skills Education.

UNIT 4: Methods of Developing Various Life Skills

Methods and Techniques of Developing Emotional and Social Skills among

Children: Story Telling, Role Playing, Group Discussion, Community

Service, Educational Trips, Incidental Teaching, Problem Solving

Technique, Project Work. Methods and Techniques of Developing

Thinking Skills among Children: Socratic Method, Problem Solving,

Debates, Riddles and Puzzles, Seminars, Quizzes, Brain Storming,

Inductive-Deductive Method and Extempore Activities. Significance of

Yogic Exercises in Developing Life Skills among Children. Practices of

Theatre and Dramas.

Campus Beautification in Schools

Garden and Gardening: Purpose of Establishing Garden in Schools and

Home.

Steps for Establishing Garden in School and Home. Role of Gardening in

Environmental Protection; Creating Environmental Awareness through

Gardening.

Medical First Aid

Meaning of First Aid; Injuries and Common Physical Hazards in School

and Home. Ways of First Aid for Fractures, Burning, Poisoning, Wounds,

Sun Stroke, Vomiting, Diarrhea, Bites, Drowning, High Blood Pressure and

Low Blood Pressure. First Aid in the Science Laboratory; Constituents of

First Aid Box in School and at Home.

46

Unit – 5 Art and Craft Centered Education

Meaning of Art and Craft Centered Education, Methods for Art and Craft

Teaching; Influence of Arts on Children’s Development, Various Kinds of

Craftwork: Paper & Cardboard Work and Making of Household Articles.

47

RTS-4 Communication Skill- and ICT in Education


Objectives:


to:

Understand the Communication Skills.

Understand the scope of ICT and its applications in teaching learning.

Acquire knowledge and understanding about National Policy on ICT in

School Education.

Identify the challenges in integration of ICT in school education.

Understand computer fundamentals.

Apply different Hardware Technologies in Modern Educational Practices.

Familiarize with the new trends in ICT.

Apply different e-resources for educational purposes.

Comprehend the electronic systems and apply them in education

Make the students familiar with new trends, techniques in education for

achieving the goals of effective teaching and learning.

Get acquainted with emerging trends in E.T. along with resource centres of

E.T. & e-learning.

UNIT- I Communication Skills:

Concepts and Process of Communication, Principles of Communication,

Modes and Barriers of Communication. Models of Communication.

Classroom Communication (Verbal and Non-Verbal).

Oral presentation, Group discussion, Creative writing, translation, précis

writing, reporting, Collage, poster and displays, Interview preparation,

Communication training, Language proficiency

48

UNIT II Information and Communication Technology (ICT)

Concept of Information & Communication Technology (ICT), Role of ICT

in Teaching Learning Context. Applications of Information and

Communication Technologies: Classroom and ICT; Professional

development and ICT; School management and ICT. Emergence of new

information technology- convergence of computing and

telecommunications.

UNIT III E- Learning and Web learning

Concept, nature and characteristics of E-learning. Promotion and

Organization of E-learning, The Internet and the World Wide Web:

Information, services and functions of the Internet and the Web; Web

learning. E-content: design, development, standards, learning objects and

reusability, and authoring tools.

UNIT- IV Multimedia in Education

Concept of Multimedia. Meaning of text, graphics, animation & audio-

video. Integrating multimedia in Education, Power-Point Presentations:

Common features of presentations, their functions and use; Using

presentations in the classroom Use of different Software. Components,

Working and Uses of Over Head Projector ( OHP ), Movie Projector,

Liquid Crystal Display (LCD) Projector, Digital Liquid Display (DLP)

Projector. Components, Working and Uses of Computers in Teaching-

Learning Process. Educational Applications of Audio-Video Recording

Instruments and Closed Circuit Television (CCTV)

UNIT- V Emerging Trends in Educational Technology

Teleconferencing, E-mail, Internet, Website, Academic and Research

content on the web: Online journals and abstraction services; Online

Learning, online courses and learning management systems, Blended

49

Learning and Problems of implementing new technologies. Virtual

Classroom - Concept, Elements, Advantages and Limitations, Smart

Classroom – Concept, Elements, Advantages and Limitations, EDUSAT -

Concept, Elements, Advantages and Limitations, Online Learning

Resources: e- Library, Websites, Apps, and Web 2.0 Technology.

50

TEC-1 Perspectives in Teacher Education


Objectives:


to:

Gain insight and reflect on the concept of teaching and the status of

teaching as a profession

Understand the roles and responsibilities of teacher educators

Use various methods of teaching for transacting the curriculum in schools

Critically examine the role and contribution of various regulating bodies

and support institutions for improving quality of teacher’s education

Reflect on the issues and problems related to teacher education in the

country

Unit I- Concept and Meaning of Teacher Education

Meaning, nature and scope of teacher education, Distinguishing between

teacher training and teacher education, The need and importance of teacher

education, Aims and objectives of teacher education at various levels

Unit II- Teacher Education System in India

Historical development of teacher education in India, Types of Teacher

Education Institutions in India, Recognition, assessment and accreditation

of Teacher Education Institutions: Role of UGC, NCTE, ,NAAC, NCERT,

SCERT and various other central and state regulating bodies,

Recommendations of various commissions on Teacher Education: Hansa

Mehta, Committee, Kothari Commission, National Policy on Education,

NKC, NCF, NCFTE etc.

Unit III- Components of Teacher Education

Components of Teacher Education- Common core (foundation courses),

Specialization and pedagogy, school based practicum and internship,

relationship and weightage given to theory and practical work, Evaluation,

Internal Assessment, External Evaluation, New techniques of Evaluation,

51

Choice Based Credit System (CBCS) Relationship of Teacher Education

Institution with Practice Schools

Unit IV- Pre- service and in-service Teacher Education

Pre- service and in-service teacher education in India, Professional

development of teachers- need and importance, Programmes for

professional development of teachers, Continuing education of teacher

educators: Institutional mechanism and provisions for the continuing

education of teacher educators.

Unit V. Student Teaching and Selected Techniques of Teacher

Education.

Role of Student Teaching in Teacher Education Programme. Organisation

of Student Teaching; various patterns: internship, integrating theory and

practice. Supervision and Evaluation of Student Teaching, Simulation,

Programmed Learning

52

TEC-2 Issues, Challenges and Research in Teacher Education


Objectives:


to:

Gain insight and reflect on the concept of teaching and the status of

teaching as a Profession.

Understand the roles and responsibilities of teacher and teacher educators.

Critically examine the role and contribution of various regulating bodies

and support Institutions for improving quality of teacher’s education.

Develop understanding of various strategies of teacher’s professional

development.

Gain insight into the status of teacher in-service education in the country.

Unit – I Meaning and Concept of Teacher Education

Historical Perspective of Teacher Education in India. Aims and Objectives

of Teacher Education with special reference to Kothari Commission, NPE;

PoA 1992 at ;

(i) Elementary Level

(ii) Secondary Level

(iii) College Level

Unit – II Teacher and Teaching Profession

Teachers’ Changing Role and Responsibilities. Concept of Profession;

Teaching as a Profession, Professional Ethics and Code of Conduct for

Teachers. Role and Responsibilities of Teachers and Teacher Educators.

Teacher Appraisal and Accountability.

53

Unit – III Pre-Service Teacher Education

Concept, Nature, Objectives and Scope of Pre-Service Teacher Education.

Components of Pre-Service Teacher Education - Basic Components,

Specialization Areas, Practicum Internship, Co-Curricular Activities,

Working with the Community and Work Experience, Role of DIET’s and

CTE’s in Pre-Service Teacher Education. Issues, Concerns and Problems of

Pre-Service Teacher Education.

Unit – IV Continuing Professional Development of In-Service Teachers

Concept, Scope, Objectives and Importance of Continuing Professional

Development of In-Service Teachers. Organization of Training, Appraisal

of Training Material and Modules. Cascade and Split Model followed in In-

Service Training of Teachers under SSA and RMSA. Role of DIETs, BRCs

and CRCs in In-Service Teacher Training. Role of UGC – HRD Centers in

Professional Development of Teachers at Higher Education Level.

Unit V- Pertinent Issues and Research in Teacher Education

Teacher Education in the global perspective, TQM in teacher education

Integrating technology in teacher education, Preparing teachers for

inclusive classrooms, Research and innovations in teacher education,

Challenges in teacher education. Teaching as a profession, professional

ethics of a teacher. Professional Organizations for various levels and their

roles. Performance Appraisal of Teachers. Trends of Research in Teacher

Education in India

54

CCP-1 Contents cum Pedagogy Elementary School Stage

(Odiya)


Objectives:

After completion of Course the student will be able to-

• understand the different roles of language;

• understand the relation between literature and language;;

• develop creativity among learners;

• understand the use of language in context, such as grammar and

vocabulary;

• understand the importance of home language and school

language and the role of mother tongue in education;

• use multilingualism as a strategy in the classroom situation;

• develop an understanding of the nature of language system;

• understand constructive approach to language teaching and learning;

• develop an insight into the symbiotic relationship between

curriculum syllabus and textbooks;

• develop and use teaching aids in the classroom both

print and audio-visual material, and ICT (internet and

computer technology);

• understand the process of language assessment;

UNIT – I

1) Importance of Teaching Mother – tongue in the life and education of an

individual.

2) Importance of Phonetics for language teachers.

3) Spoken and written Odiya standard and Colloquial. The influence of

local dialects on speech habits.

55

UNIT – II

(1) Aims and objectives of Teaching Odiya at Primary level in the context

of emerging national needs in Post- independent period.

(2) Aim and objectives of Teaching Grammar – Needs and importance.

UNIT – III

Principles and Procedures of Teaching the following branches of

Odiya language and Literature in primary and secondary level:

(a) Prose – Detailed and non – detailed.

(b) Poetry.

(c) Different types of composition, correction of composition work.

(d) Grammar.

UNIT – IV Methods of Teaching Odiya

(a) Traditional and Modern methods

(b) Play way

(c) Dramatisation

(d) Project

UNIT – V

(1) Developing skills with reference to:

(a) Creative Writing

(b) Assignment

(2) Evaluation: Types of Evaluation Types of Tests, Blue – print.

(3) Audio-visual aids for teaching Oriya language.

56

CCP-2 Contents cum Pedagogy Sec. & Higher Sec. Stage

(Odiya)


Objectives:

On completion of the course, the student teachers will be able to:

Understand the concept, importance and objectives of mother tongue at

secondary stage;

Know different skills and strategies of language teaching learning;

Know different elements in language;

Decide appropriate pedagogic approaches of language teaching and apply

in teaching Odia;

Demonstrate a critically reflective attitude towards text books and resource

materials in teaching Odia;

Prepare subject specific lesson plan for improvement of language skills;

Plan and construct test to assess language skills and content areas;

Use the pedagogical tools like concept map for language learning

Use the modern technology for effective language teaching and

Reflect on the practical issues of language teaching and deal with these

issues effectively.

Unit-I Odia as Mother Tongue in School Curriculum

Importance of Mother Tongue in the life and education of an Individual,

Place of mother tongue in school curriculum in Odisha in the context of

NPE(1986) and NCF-2005, Aims and objectives of teaching Oriya in

secondary schools.

Unit-II: Skills and Strategies of Language Learning

Basic language skills and interrelation between skills; Reading – mechanics

of reading, type of reading, silent reading. Loud reading, intensive reading,

extensive reading, qualities of good reading, importance of pronunciation,

pause, punctuation and recitation; Writing – organization of the writing

57

skill, thinking and expression, creative writing, styles of writing; Linguisics

in Odia Language;Elements of language(Sound,Vocabulary and structure

Unit-III Curriculum and Pedagogic Approaches to Language Teaching

and Learning:

Methods for developing text-book supplementary instructional materials

and teachers handbook in Odia; Nature and characteristics of a good

textbook in MIL (Odia) Different methods and approaches of teaching

Odia; Prose, poetry, grammar and composition: reading and composition

method, recitation and narration method and interactive-communicative

approach, Constructive learning situation. Pedagogiocal analysis for

creating different learning situations

Unit-IV Planning for Teaching Mother Tongue and Assessment (Odia)

Preparation of unit plan, Preparation of lesson plan on Odia from

constructivist point of view, Learning materials and learning activities,

Assessment of objective based learning process, Assessment of specific

language skills, Types of evaluation: Formative and summative, Preparation

of test items-Essay type,, short answer and objective type, Diagnosis of

learning difficulties and organization of remedial teaching and portfolio

assessment

Unit-V: Pedagogical tools and resources for language teaching

Concept mapping techniques; Concept map as tool for learning new

vocabulary and comprehending texts; Tools for information processing,

assimilating and synthesizing in meaningful ways that signifies language

for context learning; Teaching aids and their relevance for effective

transaction; Use of audio visual aids; Use of multimedia and ICT for

language teaching

TRANSACTION MODE

Panel discussion, symposia, lecture cum discussion, interactive sessions,

field practices, group work presentations and problem solving sessions.

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(English)


Objectives:



• understand the relation between literature and language;

• understand and appreciate different registers of language;


• understand the role and importance of translation;

• examine authentic literary and non-literary texts and develop insight

and appreciation;


vocabulary;

• develop activities and tasks for learners;





• understand about the teaching of poetry, prose and drama;

• identify methods, approaches and materials for teaching English at

various levels in the Indian context;




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• develop and use teaching aids in the classroom both

print and audio-visual material, and ICT (internet and

computer technology);


• understand need and functions of language lab;

UNIT I: ROLE OF LANGUAGE

LANGUAGE AND SOCIETY: Language and Gender; Language and

Identity; Language and Power; Language and Class (Society).

LANGUAGE IN SCHOOL: Home language and School language; Medium

of understanding (child’s own language); Centrality of language in

learning; Language across the curriculum; Language and construction of

knowledge; Difference between language as a school- subject and language

as a means of learning and communication; Critical review of Medium of

Instruction; Multilingual classrooms; Multicultural awareness and language

teaching.

CONSTITUTIONAL PROVISIONS AND POLICIES OF LANGUAGE

EDUCATION : Position of Languages in India; Articles 343-351, 350A;

Kothari Commission (1964-66); NPE- 1986; POA-1992; National

Curriculum Framework-2005 (language education).

UNIT II: POSITION OF ENGLISH IN INDIA

• ROLE OF ENGLISH LANGUAGE IN THE INDIAN CONTEXT:

English as a colonial language,

• English in Post-colonial times; English as a language of knowledge;

Position of English as second language in India; English and Indian

languages; English as a link language in global context; challenges of

teaching and learning English.

60

UNIT III: AN OVERVIEW OF LANGUAGE TEACHING

1. DIFFERENT APPROACHES/THEORIES TO

LANGUAGE LEARNING AND TEACHING

(MT&SL)

• Philosophical, social and psychological bases of approaches to

Language acquisition and Language learning; inductive and deductive

approach; whole language approach; constructive approach; multilingual

approach to language teaching (John Dewey, Bruner, J. Piaget, L.

Vygotsky, Chomsky, Krashen), and Indian thought on language teaching.

2. A CRITICAL ANALYSIS OF THE EVALUATION OF

LANGUAGE TEACHING METHODOLOGIES:

• Grammar translation method, Direct method, Structural-

situational method, bilingual method, communicative approach.

UNIT IV: NATURE OF LANGUAGE

1. ASPECTS OF LINGUISTIC BEHAVIOUR: Language as a rule-

governed behaviour and linguistic variability; Pronunciation—linguistic

diversity, its impact on English, pedagogical implication; Speech and

writing.

2. LINGUISTIC SYSTEM: The organisation of sounds; The structure of

sentences; The concept of Universal grammar; Nature and structure of

meaning; Basic concept in phonology, morphology, syntax and

semantics; Discourse.

UNIT V: ACQUISITION OF LANGUAGE SKILLS

1. Grammar in context; vocabulary in context

2. Acquisition of language skills: Listening, speaking, reading and

writing.

• Listening and Speaking: Sub skills of listening: Tasks;

Materials and resources for developing the listening and

speaking skills: Storytelling, dialogues, situational conversations,

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• role plays,

• simulations, speech, games and contexts, language laboratories,

pictures, authentic materials and multimedia resources

Reading: Sub skills of reading; Importance of understanding the

development of reading skills; Reading aloud and silent reading;

Extensive and intensive reading; Study skills, including using

thesauruses, dictionary, encyclopedia, etc.

• Writing: Stages of writing; Process of writing; Formal and

Informal writing, such as poetry, short story, letter, diary, notices,

articles,

• reports, dialogue, speech, advertisement, etc; Reference skills;

Study skills; Higher order skills.

62


(English)


Objectives:



• understand the relation between literature and language;

• understand and appreciate different registers of language;


• understand the role and importance of translation;

• examine authentic literary and non-literary texts and develop insight

and appreciation;


vocabulary;

• develop activities and tasks for learners;





• understand about the teaching of poetry, prose and drama;

• identify methods, approaches and materials for teaching English at

various levels in the Indian context;




• develop and use teaching aids in the classroom both print and audio-

63

visual material, and ICT (internet and computer technology);


• understand need and functions of language lab;

UNIT I: LANGUAGE, LITERATURE AND AESTHETICS–I

Different Creative forms of English Language: Understanding different

forms of literature; Literature in the school curriculum: Needs, objectives and

relevance; Role and relevance of media in school curriculum; Translation:

Importance and need, Translation as a creative activity: through examples of

translated texts into English from different Indian languages.

UNIT II: LANGUAGE, LITERATURE AND

AESTHETICS–II

Teaching of Different Forms of English Literature: Poetry, Prose, Drama:

The relative importance of Indian, classical, popular, and children’s

literature in English; Developing tasks and materials for study skills in

English literary forms; The study of contemporary Indian, Asian,

European and African literature; Lessons planning in prose, poetry and

drama at various school levels.

UNIT III : DEVELOPMENT AND ANALYSIS OF SYLLABUS

AND TEXTUAL MATERIALS

Understanding the relationship between curriculum, syllabus and

textbook; Selection of materials; Development of activities and tasks;

Connecting learning to the world outside; Moving away from rote-

learning to constructivism; Teacher as a researcher. (Develop meaningful

strategies keeping in view the needs of the learners.)

UNIT VI: TEACHING-LEARNING MATERIALS AND AIDS:

Print media; Other reading materials. such as learner chosen texts,

Magazines, News papers, Class libraries, etc., ICT– audio-visual aids

including CALL programmes; Radio, T.V., Films; Planning co-curricular

activities (discussion, debates, workshops, seminar etc.); Language labs,

etc.

64

UNIT V: ASSESSMENT–ITS ROLE AND IMPORTANCE:

Progress and assessment of development of language; Continuous and

comprehensive evaluation; Techniques of evaluation—oral, written,

portfolio; Cloze test, Self evaluation; Peer evaluation; Group evaluation.

Typology of questions; Activities and tasks (open-ended questions, MCQ,

true and false etc.) reflecting—Problem solving, creative and critical

thinking, Enhancing imagination and environmental awareness. Feedback to

students, parents and teachers.

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Content cum Pedagogy: - Language

(TEACHING OF HINDI)


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75

Content cum Pedagogy: - Language

(TEACHING OF SANSKRIT)



Objectives: After completion of the course student teacher will:

Understand the importance of Sanskrit language and Its Contribution

to Indian culture and emotional integration.

Understand the aims and objectives of teaching Sanskrit

Prepare objectives based lesson plans and implements them.

Understand the basic skills of language learning

Understand the principles of curriculum construction of Sanskrit

Understand that Different Methods of teaching Sanskrit and use

them in practice teaching.

Understand the importance of appropriate instructional materials and

co- curricular activities and use them in the practice teaching.

Understand the importance of evaluation, prepare and use different

tools of evaluation in language.

Imbibe the special qualities of Sanskrit teacher

Unit 1: Role of Language

Language and Society

Language and gender

Language and identity

Language and power

Language and peace

Language in School

Home language and the school language

Centrality of language in learning

Language across the curriculum

76

Difference between language as a school subject and language as a

means of learning and communication

Multilingual classrooms.

Position of Languages in India

Constitutional provisions and policies of language education (Articles

343- 351, 350A)

Kothari Commission (1964-66)

NPE-1986; POA-1992

National Curriculum Frameworks 1975, 1988, 2000,2005 (language

education);

Practicum

Discussion on

Position paper on the ' Teaching of Indian Languages'

Multilingualism as a Resource

Analysis of advertisements aired on Radio/ Television on

the basis of language and gender

Take a few passages from Science, Social-science and Maths

textbooks of Classes VI to VIII and analyse:

(i) How the different registers of language have been

introduced?

(ii) Does the language clearly convey the meaning of the

topic being discussed?

(iii) Is the language learner-friendly?

(iv) Is the language too technical?

(v) Does it help in language learning?

Now write an analysis based on the above issues.

Projects

Prepare a report on the status of language given in the Constitution

of India and language policies given in Kothari Commission, NPE-

1986 and POA-1992

Unit 2: Importance of Sanskrit Language: Nature and place of Sanskrit

In the secondary school curriculum.

Language families and Sanskrit language

Sanskrit language and Indian languages

Sanskrit language and literature

Socio-cultural and historical importance of Sanskrit language

77

Sanskrit as a modern Indian Language

Importance of teaching Sanskrit in India

Problems related to Sanskrit teaching at school level.

Practicum

Discussion on

Position of Indian language and Sanskrit.

Development of Sanskrit language.

Problems of teaching Sanskrit.

Projects

Prepare a report on the challenges faced by the teachers and the

learners in the teaching-learning process.

Unit 3: Aims and Objectives of Sanskrit Language Teaching

Aims and objectives of Sanskrit teaching at different levels (Primary,

Secondary and Higher Secondary levels)

Quality of Sanskrit teaching: Pre-class, in-class and after-class

Curriculum and Sanskrit Language

Place of Sanskrit at different levels of school education

(Primary, Upper Primary, Secondary and Higher Secondary

levels)

Place of Sanskrit in three language formula and its objective

Place of Sanskrit at Sanskrit pathshalas

Sanskrit Commission and Curriculum

Sanskrit Curriculum and textbooks at school level.

Practicum

Discussion on

Improvement of quality teaching at different levels.

Status of Sanskrit teaching at school level.

Three language formula and Sanskrit.

Sanskrit Commission report.

78

Projects

Visit five schools in the neighborhood and prepare a report on the

three language formula being implemented in the schools.

Do a survey of five schools in your neighborhood to find out:

(i) Level of introduction of Sanskrit

(ii) Textbooks used in the classroom

Prepare a brief report on Sanskrit Commission.

Prepare a report on textbooks in Sanskrit at school level.

Unit 4: Language Teaching

Different Approaches/Theories of Languages Learning

John Dewey (Constructivism)

J Piaget

L Vygotsky

Chomsky

Krashen

Theories of Indian Thinkers like Panini, Bhartrihari, schools of

Vyakarana, Mimamsa and Nyaya

Approaches of Sanskrit Language Learning

Direct Method

Traditional Method

Textbook Method

Communicative Approach

Grammar Translation Method

Inductive and Deductive Method

Audio-lingual Method

Total physical response

Eclectic Method

Practicum

Discussion on

Different methods of Sanskrit teaching at school level.

Projects

Do a comparative study of positive features and weaknesses of

different approaches to language learning.

79

Unit 5: Sanskrit Language Teaching Skills

Linguistic System: The organization of sounds; The structure of

sentence; The concept of universal grammar; Nature and structure of

meaning; basic concept in phonology, syntax and semantics; Speech

and writing; Discourse.

Grammar in Context; Vocabulary in Context;

Acquisition of Language Skill: Listening, speaking, reading and

writing.

Listening and Speaking: Sub skills of listening and speaking;

Tasks; Materials and resource for developing the listening and

speaking skills: Storytelling, dialogues, situational conversations,

role plays, simulations, speech, games and contexts, language

laboratories, pictures, authentic materials and multimedia

resources.

Reading: Sub skill of reading; importance of development of

reading skills; Reading aloud and silent reading; Extensive and

intensive reading; Study skills, including using thesauruses,

dictionary, encyclopedia, etc.

Writing: Sub skills of writing; Process of writing; Formal and

informal writing, such as poetry, short story, letter, diary, notices,

articles, reports, dialogue, speech, advertisement, etc. reference

skills; Study skills; Higher order skills.

Understanding of Skills

Application of Skills

Co-curricular Activities in Developing Language Skills: Importance

of co-curricular activities in the teaching Sanskrit Debate, Elocution,

completion, antyakshari, language game, essay writing, seminary, story

writing, samasyapoorti, singing, jokes, storytelling, exhibition,

Language laboratory structure and importance of language laboratory,

quiz and school magazine.

Practicum

Discussion on

Collect ten examples of Grammar in context from Sanskrit

textbooks of Classes VI to VIII and have a group discussion.

Read and reflect on text of Paniniya Shiksha for Standard

pronunciation of Sanskrit.

Prepare activities for listening, speaking, reading and writing. (5

Each).

Have a discussion on the topic 'difference between spoken and

written language'.

80

Prepare an outline to conduct District/ State level Sanskrit

competition for school students.

Practicum during Internship

Talk to the student and find out the different languages that

they speak. Prepare a plan to use multilingualism as a strategy in the

Sanskrit classroom

On the basis of the Sanskrit textbooks (VI to XII), prepare a list of

topics and activities given on: (i) Language and gender (ii)

Language and peace and write a report on their reflection in the

textbooks.

Prepare four activities keeping in view 'Constructivism to a

Language classroom'

81


(TEACHING OF SANSKRIT)


Objectives: After completion of the course student teacher will:

Understand the importance of Sanskrit language and Its Contribution

to Indian culture and emotional integration.

Understand the aims and objectives of teaching Sanskrit

Prepare objectives based lesson plans and implements them.

Understand the basic skills of language learning

Understand the principles of curriculum construction of Sanskrit

Understand that Different Methods of teaching Sanskrit and use

them in practice teaching.

Understand the importance of appropriate instructional materials and

co- curricular activities and use them in the practice teaching.

Understand the importance of evaluation, prepare and use different

tools of evaluation in language.

Imbibe the special qualities of Sanskrit teacher

Unit 1: Teaching of Different Forms of Sanskrit Literature

Teaching of prose

Teaching of poetry

Teaching of pronunciation

Teaching of grammar

Teaching of fables

Teaching of drama

Practicum

Discussion on the different presentations of teaching

Take two translations of any piece of creative writing. Read these

pieces and then translate the piece yourself in Sanskrit

Collect interesting folktales in Sanskrit

82

Project

Prepare a collection of poems and stories in Sanskrit of your choice.

Unit 2: Importance of Lesson Plan

Lesson plan- Nature, objectives and needs

Lesson plan of prose, poetry, drama, story, and grammar

types of lesson plans

Teaching Skills - Introduction, Questioning, Blackboard writing,

Reading, Explanation, Reinforcement, Use of Audio-Visual Aids,

Pronunciation, Stimulus Variation and Exemplar.

Practicum

Discussion on the different types of lesson plans

Prepare a lesson plan on one lesson and have a discussion on that.

Organize a workshop/ seminar / conference on the topic-

'Improvement of Sanskrit Teaching at School Level' or any other

related topic.

Project

Review contemporary children's literature in Sanskrit

Unit 3: Development and Analysis of Syllabus and Textual Materials

Understanding the relationship between curriculum, syllabus and

textbook; Selection of materials; Development of activities and tasks;

Connecting learning to the world outside: Moving away from rote-

learning to constructivism: Teacher as a researcher. (Keeping in view the

needs of the learners to develop meaningful strategies)

Practicum

Do a comparative study of one textbook of Sanskrit from any class

(VI to VII) developed by any two states

Prepare an outline for the development of the textbook for the same

class for your state

Interview any member of the textbook development committee of

Sanskrit textbooks (NCERT/ SCERTs/ Rashtriya Sanskrit

Sansthan/ Sanskrit Universities/ State Boards).

Project

Review any two Sanskrit magazines for women.

83

Unit 4: Teaching-learning Materials and Aids

Print media, other reading materials, such as learner-chosen texts,

magazines, newspapers, class libraries, etc. ICT, audio, video and audio-

visual aids, films, languages labs etc; Psychological perspectives of audio-

visual aids

Practicum

Collect magazines and newspapers in Sanskrit and have a

discussion on their language and presentation.

Prepare a list of audio-visual aids related to teaching of Sanskrit

and se them wherever necessary

Identify and prepare different types of teaching aids for children

with special needs (speech impaired)

Project

Prepare an outline of a school magazine in Sanskrit

Develop the material for school magazine based on your experience

during school experience practice

Unit 5: Assessment- Its Role and Importance

1. Progress and Assessment of development of language; Continuous

and comprehensive evaluation; Techniques of evaluation-oral,

written, portfolio, self evaluation; Peer evaluation; Group

evaluation.

2. Typology of Question; Activities and tasks (open-ended question,

MCQ, true and false, etc.) reflecting- Problem solving, creative and

critical thinking, enhancing imagination and environmental

awareness.

3. Importance of essay type questions in the evaluation of Sanskrit

language

4. Feedback to students, parents and teachers.

Practicum

Write a report on current practices of assessment and evaluation at

the Upper Primary Stage

Analyze the question papers of Sanskrit language (previous 3

years)- Classes X and XII (CBSE/ STATE BOARD) in the light of

new approach of assessment

Develop question paper for upper primary and secondary stage to

assess all the aspects of teaching Sanskrit

Analyze answers given by the learner for one particular question

84

Select any ten questions from Class VI Sanskrit textbook which

lend a scope to the creativity of the learners

Study the key points of the Ist Term assessment of any student of

Class VI

Devise a strategy to incorporate the suggestions given in the Ist

Term report for the progress of the learner

Action Research

Prepare an outline for action research on the basis of your

experience of the difficulties faced during school experience

programme

Prepare the list of common errors in Sanskrit among students

Interview any Sanskrit expert regarding Sanskrit teaching

Prepare a newsletter in Sanskrit on the basis of your school

experience programme.

Collect 25 Subhasthitas of Sanskrit and analyze them.

Prepare 3 charts in Sanskrit teaching and explain their use in Sanskrit

teaching.

Prepare a report on the challenges faced by Sanskrit teacher.

Preparations of mini dictionary.

Techniques of Teaching Vocabulary In Sanskrit

Innovative ways of teaching composition and grammar in Sanskrit.

Reference Books:

Apte D.G 2000 : Teaching of Sanskrit - Bombay padma Publications

Hulkerikar G.S 1998 : The problems of Sanskrit teaching - Kolhapur

bharat book depot

Narasimharao K.V.V.L 1997 : Evaluation in language Education –

Mysore C.H.L Publications.

Patnayak P 1997 : Language curriculum mysore - C.H.L Publications

Ramashakal Pandeya 2000 : Sanskrit shikshan - Agra Pustakamandir

Ramavarmaraju K 2000 : The teaching of Sanskrit - Madras Sanskrit

Education Society

S.K Rao 2006 : Effective methods of teaching Sanskrit - Cyber tech

85


(Social Science)


Objectives:

To develop an understanding of the nature of Social Sciences, both

of individual disciplines comprising Social Sciences, and also of

Social Sciences as an integrated/ interdisciplinary area of study;

To acquire a conceptual understanding of the processes of teaching

and learning Social Sciences

To enable student teachers examine the prevailing pedagogical

practices in classrooms critically and to reflect on the desired

changes;

To acquire basic knowledge and skills to analyse and transact the

Social Sciences curriculum effectively following wide-ranging

teaching-learning strategies in order to make it enjoyable and

relevant for life;

To sensitize and equip student teachers to handle social issues and

concerns in a responsible manner, e.g., preservation of the

environment, disaster management, promoting inclusive education,

preventing social exclusion of children coming from socially and

economically deprived backgrounds, and saving fast depleting

natural resources (water, minerals, fossil fuels etc.).

UNIT I: SOCIAL SCIENCES AS AN INTEGRATING AREA OF

STUDY: CONTEXT AND CONCERNS

Distinguishing between Natural and Social Sciences: Major Social

Sciences disciplines in Schools. What is 'social' about various Social

Sciences? Uniqueness of disciplines vis-a-vis interdisciplinarity, Linking

86

child's natural curiosity with natural phenomena like weather, flora and

fauna; spatial and temporal contexts; important social and economic issues

and concerns of the present-day Indian society. Multiple

perspectives/plurality of approaches for constructing explanations and

arguments.

UNIT II: TEACHING-LEARNING RESOURCES IN SOCIAL

SCIENCES

People as resource: The significance of oral data. Types of Primary and

Secondary Sources: Data from field, textual materials, journals, magazines,

newspapers, etc. Using the library for secondary sources and reference

material, such as dictionaries and encyclopaedias. Various teaching aids:

Using atlas as a resource for Social Sciences; maps, globe, charts, models,

graphs, visuals. Audio-visual aids, CD-Rom, multimedia, internet.

UNIT III: SOCIAL SCIENCES CURRICULUM FOR SCHOOLS

IN INDIA

Curriculum development process: National and State levels. Studying the

Social Sciences syllabus - aims and objectives, content organisation and

presentation of any State Board and CBSE for different stages of school

education.

UNIT IV: TEACHING-LEARNING OF GEOGRAPHY—SPACE,

RESOURCES AND DEVELOPMENT

Meaning, Nature and Scope of Geography: Current Trends, Teaching

and Learning Major Themes and Key Concepts in Geography

LOCATION: Absolute (Grid system of latitudes and longitudes) and

relative location: two ways of describing the positions of places and

people on the earth's surface. Differentiating between sites (location) and

situation (place).

87

PLACE: Distinct physical and human characteristic of places that

distinguish one from the other.

MOVEMENTS: Interdependence and interaction across space,

migration of people, transport and communication; trade and commerce,

patterns of centres, pathways and hinterlands.

REGIONS: Formation and change.

The above content may be used to understand teaching, learning

strategies and skill development in Geography.

Developing Skills in Geography

Observation, recording and interpretation of physical and social features

and phenomena; Reading and interpreting geographical information

through tables, figures, diagrams, photographs; Map reading and

interpreting using scale (distance), direction, symbols, point, line and

area; Visual-to-verbal and verbal-to-visual transformation leading to

mental mapping; Identifying, constructing and asking geographical

questions; Developing and gathering relevant information and data and

analysing them to answer geographical questions and offering

explanations and interpretations of their findings; applying acquired

knowledge and skills for understanding the wider world and taking

personal decisions; taking up activities to study environmental

degradation in the local area and its preservation methods; studying any

disaster involving all factors at the local/global levels.

Teaching Strategies in Geography

Questioning; Collaborative strategies; Games, simulations and role

plays; Values clarification; Problem-solving and decision-making.

METHODS : Interactive verbal learning; Experiential learning through

activities, experiments; Investigative field visits based on students' own

interests with teacher's support as facilitator; Engagement with 'places' at

an emotional or sensory level using art, poetry and literature.

TECHNIQUES: Using textbooks and atlas as a part of oral lessons, non-

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oral working lessons; using medium and large scale maps; using pictures,

photographs, satellite imageries and aerial photographs; using audio-

visual aids, CDs, multimedia and internet; case study approach.

UNIT V: TEACHING-LEARNING OF ECONOMICS: STATE,

MARKET, AND DEVELOPMENT

As a branch of social science, economics is concerned with people. It

studies how to provide them with means to realise their potential. This unit

on economics deals with the broad themes of state, market, and

development. Market and state are interrelated as instruments of

development. The course endeavours to introduce the learners to key

economic concepts and issues that affect their everyday lives.

Meaning, Nature and Scope of Economics: Current Trends Key Concepts

in Economics

Scarcity and choice, opportunity cost, productivity, demand, supply and

market mechanism, Division of labour and specialisation.

Classification of Economic System

Capitalism, Socialism, mixed economy (case study: India)

Developmental Issues in Economics

Sustainable Development—economic growth and economic

development— indicators of measuring the well-being of an economy;

Gross Domestic Product; economic planning; Poverty; Food Security;

Price rise; Role and functions of Money—formal and informal financial

institutions and budget; Classification of Production Activities—primary,

secondary and tertiary;

Economic Reforms and Globalisation (discuss these developmental

issues with reference to India).

The above content may be used to undertstand the teaching, learning

strategies and skill development in economics.

89

Teaching-Learning Methods in Economics

In addition to usual methods like lecture, discussion, storytelling, other

methods like problem-solving, simulation games, use of media and

technology, concept mapping, project and activities like field visits (e.g.

visit to a construction site for data on wages and employment), collection

of data from documents (e.g. Economic Survey, Five Year Plan),

analysing and interpreting data (using simple tables, diagrams and graphs)

can be undertaken. Self-study and collaborative learning activities should

be encouraged.

Teaching-Learning Materials

Using textbook, analysis of news (Newspaper, TV, and Radio);

documents (e.g. Economics Survey, Five Year Plan), Journals and News

Magazines.

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CCP-4 Contents cum Pedagogy Sec. & Higher Sec. School Stage

(Social Science)


Objectives:

To develop an understanding of the nature of Social Sciences, both

of individual disciplines comprising Social Sciences, and also of

Social Sciences as an integrated/ interdisciplinary area of study;

To acquire a conceptual understanding of the processes of teaching

and learning Social Sciences

To enable student teachers examine the prevailing pedagogical

practices in classrooms critically and to reflect on the desired

changes;

To acquire basic knowledge and skills to analyse and transact the

Social Sciences curriculum effectively following wide-ranging

teaching-learning strategies in order to make it enjoyable and

relevant for life;

To sensitize and equip student teachers to handle social issues and

concerns in a responsible manner, e.g., preservation of the

environment, disaster management, promoting inclusive education,

preventing social exclusion of children coming from socially and

economically deprived backgrounds, and saving fast depleting

natural resources (water, minerals, fossil fuels etc.).

UNIT I: TEACHING-LEARNING OF HISTORY

Continuity and Change over Time and Historical Construction. This Unit

seeks to introduce student-teachers to some of the seminal issues and

concepts of social change in Indian and World History. It also aims to

explain how historians do History and how it ought to be done in schools.

It, therefore, focuses on constructivist pedagogy in History and the general

competencies that children are likely to develop through the study of

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History. Historical Methods, Evidence, facts, arguments, categories and

perspective; Distinctions between fact and opinion and between opinion,

bias and perspective; Evidence-based History teaching; Primary sources

and the construction of History Thinking in terms of problems for analysis

in History. Social Formations in History, Different social formations in

History and the periodisation of World History; The periodisation of Indian

History: Ancient, medieval, modern and contemporary societies State-

formation and different types of states in History Capitalism, Select Issues

of Social Change in Indian History Culture, social stratification and social

change in India; Caste and class in Indian society Shared religious cultures

and conflicts between religious communities in India, Gender differentials

and how these cut across caste and class structures as well as religious

communities. (Case Study: India)

The above content may be used to understand the teaching, learning

strategies and skill development in History. Interactive, constructivist and

critical pedagogies in History, Going beyond the textbook; Getting

children to craft little nuggets of History from primary sources

Encouraging children to think from first principle in History. The Lateral

Development of Different Skills, Observation of skills relating to primary

and secondary data; Observing coins, inscriptions (if available), the

material remains of the past and visuals; Helping children to read passages

from primary sources; Thinking about what all these sources might or

might not reveal Learning to analyse critically and to argue; Observing

how arguments have been made in the standard secondary sources and

how these muster facts and evidences Helping children to develop oral and

written expression.

UNIT II: TEACHING-LEARNING OF POLITICAL SCIENCE

DEMOCRACY, DEVELOPMENT, AND DIVERSITY

The Unit on Political Science deals with the broad themes of democracy,

development, and diversity. These three interrelated themes are concerned

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with political, economic, and social aspects of our everyday life. The

contents in this unit contain key political concepts and issues. While

explaining them, teachers are expected to refer to both historical and

current events, processes and personalities from India and different parts of

the world. They are also expected to make references to key concepts in

the disciplines of Sociology, Economics, and Geography, so as to highlight

the interrelationship between Political Science and these disciplines. What

is Politics?

Political Science: Nature and scope, key concepts, current trends Elements

of State: Population, Territory, Government, and Sovereignty, Forms of

Government: Democratic (Liberal and Social), non-democratic, Rule of

Law, Authority, Power, Legitimacy, Civil Society, Citizenship, Rights,

separation of Powers, Organs of Government: Legislature, Executive, and

Judiciary. Constitutional Vision for a Democratic India .The making of the

Constitution of India Justice (with special reference to Social Justice and

Empowerment) Liberty, Equality, Dignity, Socialism, Secularism

(Relationship between State and Religion): Western and Indian Versions,

Fundamental Rights (Prohibition of discrimination; Rights of Dalits,

Tribes, minorities [Religious/Linguistic], Women and Children, the

Disabled) Directive Principles of State Policy (with special reference to

welfare of the people) Fundamental Duties. The Working of the

Government. Structures and Functions of the Government at different

levels Union, State/UT, District and Local Bodies (Panchayats and

Municipalities) Relationship among the three organs of the Government,

Relationship between the three levels of the Government, Democratic

decentralisation, citizen participation.Society and Political Processe ,

Elections, political parties, pressure groups Social movements: Dalit

movement, Tribal movement, Women's movement, environmental

movement; Role of media, Role of NGOs, RTI The above content may be

used to understand the teaching-learning strategies and skill development

in Political Science.

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Teaching-learning Strategies

The teaching-learning process needs to take into account the lived

experiences of student- teachers. The issues in this Unit can be introduced

by referring to the relevant items from daily newspapers (e.g. instances of

violation and protection of human rights). The contents are to be transacted

through participatory methods involving all participants. ‘Learning by

discussing’ is to be followed as a regular practice in the classroom. Social

inquiry approaches can be used in teaching, learning of Political Science.

The student-teachers may be encouraged to observe actual functioning of

the institutions of different local Government bodies in own district and

prepare reports as group projects. They may also be encouraged to

undertake field research, conduct in-depth interviews, and interpret field

data and critically understand political concepts.

Teaching-learning Materials: Constitution of India, atlas, political maps

(World, Asia, India, States, Districts), globe, two daily newspapers, news

magazines.

UNIT III: ASSESSMENT FOR LEARNING IN SOCIAL SCIENCES

Characteristics of Assessment in Social Sciences: Types of questions

best suited for examining/assessing/understanding the different aspect of

Social Sciences; Questions for testing quantitative skills, Questions for

testing qualitative analysis; Open-ended questions, Open-book tests:

Strengths and limitations, Evaluating answers: What to look for?

Assessing projects: What to look for? Continuous and Comprehensive

Evaluation (CCE) in Social Sciences.

UNIT IV: ANALYSIS OF SOCIAL SCIENCES TEXTBOOKS AND

QUESTION PAPERS

Analysing textbooks in Social Sciences in the light of the syllabus and

from the perspective of the child (Textbooks of the same class may be

taken up for all subjects in Social Sciences) Analysing question papers of

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any State Board/CBSE and NCERT's textbooks in the light of the subject

specific requirements in terms of understanding and skills.

UNIT V: INTER-DISCIPLINARITY THROUGH PROJECTS AND

FIELD VISITS

Projects in Social Sciences should be selected keeping in view the

interconnections between the various disciplines that constitute Social

Sciences. The interrelationship among various aspect of Social Sciences

may be visualised as follows:

Geography and Economics: Transport and communication in a region –

assessing current position with reference to development needs, History

and Political Science: Socio-political systems; Women's rights in society

Economics and History: Agrarian change in India; Industrialisation in

India.

History and Geography: Migration of people in a particular region—

nature of migration, past and present trends Political Science and

Geography: Sharing resources between regions/states and nations (e.g.

water)

Economics and Political Science: Family budget and impact of change in

prices of essential commodities.

These projects are just a few examples. Similar projects may be designed

by student- teachers for better understanding of various issues.

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(Physical Science)


Objectives:

After Completion of Course the Students will be able to:

• identify and relate everyday experiences with learning physical

science;

• appreciate various approaches of teaching-learning of physical

science;

• understand the process of science and role of laboratory in

teaching-learning situations;

• use effectively different activities/demonstrations/laboratory

experiences for teaching- learning of physical science;

• integrate in physical science knowledge with other school subjects;

• analyse the contents of physical science with respect to its

branches, process skills, knowledge organisation and other

critical issues;

• develop process-oriented objectives based on the content

themes/units;

• identify the concepts of physical science that are alternatively

conceptualised by teachers and students in general;

• explore different ways of creating learning situations in

learning different concepts of physical science

• formulate meaningful enquiry episodes, problem-solving

situations, investigatory and discovery learning projects based

on upper primary, secondary and higher secondary school

science/physics and chemistry

• facilitate development of scientific attitudes in learners;

• examine different pedagogical issues in learning physical science;

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and construct appropriate assessment tools for evaluating learning

of physical science.

• Appreciate the fact that every child possesses curiosity about his/her

natural surroundings;

• Gain insight on the meaning and nature of physical science for

determining aims and strategies of teaching-learning;

• Appreciate that science is a dynamic and expanding body of

knowledge;

UNIT I: NATURE OF SCIENCE

Science as a domain of enquiry, as a dynamic and expanding body

of knowledge; Science as a process of constructing knowledge;

Science asinterdisciplinary area of learning (Thermodynamics,

Biomolecules, Surface Chemistry, etc.); Facts, concepts,

principles, laws and theories—their characteristics in context of

physical science (citing examples for each); Physical science for

environment, health, peace, equity; Physical sciences and society;

Contribution of eminent scientists—Isaac Newton, Dalton, Neils

Bohr, De Broglie, J. C. Bose, C. V. Raman, Albert Einstein, etc.

UNIT II: AIMS AND OBJECTIVES OF PHYSICAL

SCIENCE

Developing scientific attitude and scientific temper, Nurture the

natural curiosity, aesthetic senses and creativity in Science

(secondary stage)/ Physics and Chemistry (higher secondary

stage); Acquire the skills to understand the method and process of

science/physical science that lead to exploration, generation and

validation of knowledge in science/physical science; Relate

Science/Physics and Chemistry education to the environment

(natural environment, artifacts and people) and appreciate the

issues at the interface of science technology and society; Imbibe

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the values of honesty, integrity, cooperation, concern for life and

preservation of environment, Solving problems of everyday life;

Know the facts and principles of science/physics and chemistry

and its applications consistent with the stages of cognitive

development of learners, (e.g. Mechanics, Heat, Electricity,

Magnetism, Light, Acid, Bases and Salts, Thermodynamics,

Metallurgy, Physical and Chemical Changes, Nature and States of

Matter, etc.); Specific objective of different content areas in

science/physics and chemistry.

UNIT III: EXPLORING LEARNERS

Motivating learners to bring his/her previous knowledge gained in

science/ physics and chemistry through

classroom/environment/parents and peer group; Cultivating in

teacher-learner the habit of listening to child; Generating

discussion, involving learners in teaching-learning process;

Encouraging learners to raise questions, appreciating dialogue

amongst peer group; Encouraging learners to collect materials

from local resources (soil, water, etc.) and to develop/fabricate

suitable activities in science/ physics and chemistry (individual or

group work); Role of learners in negotiating and mediating

learning in science/physical science.

UNIT IV: SCHOOL SCIENCE CURRICULUM (PHYSICAL

SCIENCE)

Trends in Science curriculum; Consideration in developing

learner-centred curriculum in physical science, Analysis of

science/physics and chemistry syllabi and textbooks of NCERT

and States (at upper primary, secondary and higher secondary

stage); Analysis of other print and non- print materials used in

various states in the area of physical science.

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UNIT V: APPROACHES AND STRATEGIES OF LEARNING

PHYSICAL SCIENCE

Pedagogical shift from science as fixed body of knowledge to

process of constructing knowledge, scientific method—

observation, enquiry, hypothesis, experimentation, data collection,

generalisation (teacher-educator will illustrate each taking

examples from specific contents of science/physics and chemistry,

such as Solutions, Colloids, Chemical Equilibrium,

Electrochemistry, Mechanical and Thermal Properties of Matter,

Reflection, Refraction, Wave Optics etc.); Communication in

Science/Physical science, Problem solving, investigatory

approach, concept mapping, collaborating learning and

experiential learning in science/ physics and chemistry (teacher-

learner will design learning experiences using each of these

approaches), facilitating learners for self-study.

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(Physical Science)


Objectives:


• identify and relate everyday experiences with learning physical

science;

• appreciate various approaches of teaching-learning of physical

science;

• understand the process of science and role of laboratory in

teaching-learning situations;

• use effectively different activities/demonstrations/laboratory

experiences for teaching- learning of physical science;

• integrate in physical science knowledge with other school subjects;

• analyse the contents of physical science with respect to its


critical issues;


themes/units;

• identify the concepts of physical science that are alternatively

conceptualised by teachers and students in general;

• explore different ways of creating learning situations in

learning different concepts of physical science

• formulate meaningful enquiry episodes, problem-solving

situations, investigatory and discovery learning projects based

on upper primary, secondary and higher secondary school

science/physics and chemistry

• facilitate development of scientific attitudes in learners;

• examine different pedagogical issues in learning physical science;

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and construct appropriate assessment tools for evaluating learning

of physical science.

• Appreciate the fact that every child possesses curiosity about his/her

natural surroundings;

• Gain insight on the meaning and nature of physical science for


• Appreciate that science is a dynamic and expanding body of

knowledge;

UNIT I: LEARNING RESOURCES IN PHYSICAL SCIENCE

Identification and use of learning resources in physical science from

immediate environment (e.g. Natural pH Indicators, Soaps and

Detergents, Baking Soda, Washing Soda, Common Salts, Fruits, Fibre,

Pulleys, Projectiles, Lenses and Mirrors, Interconversion of one Form of

Energy to other, Propagation of waves in Solid, Liquid and Gas etc.),

exploring alternative sources; Improvisation of apparatus developing

science kit and laboratory in science (secondary stage), physics and

chemistry (higher secondary stage); Designing laboratories, textbooks,

audio-visual materials; Multimedia–selection and designing; Use of ICT

experiences in learning science/physics and chemistry; Using community

resources for learning science/physics and chemistry; Pooling of learning

resources in school complex/block/district level, handling hurdles in

utilisation of resources.

UNIT II: TOOLS AND TECHNIQUES OF ASSESSMENT FOR

LEARNING PHYSICAL SCIENCE

Performance-based assessment, developing indicators for performance-

based assessment in science/physical science, learners' records of

observations, field diary; Oral presentation of learners work, Portfolio;

Assessment of project work in science/physical science; Assessment of

participation in collaborative learning; Construction of test items in

science/physical science and administration of tests; Developing

assessment framework in science/physics and chemistry; Assessment of

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experimental work in science/physics and chemistry; Exploring content

areas in physical science not assessed in formal examination system and

their evaluation through various curricular channels; Encouraging teacher-

learners to examine variety of methods of assessments in science/ physical

science; Continuous and comprehensive evaluation–appreciating

evaluation as ongoing teaching- learning process and through overall

performance of child.

UNIT III: PLANNING FOR TEACHING-LEARNING OF

PHYSICAL SCIENCE

Identification and organisation of concepts for teaching-learning of

science/ physics and chemistry (on different topics, such as Motion,

Work and Energy, Matter and their Measurements, Carbon and its

Compounds, Periodic Properties of Elements, Atomic Structure, Dual

Nature of Matter and Radiation, etc.) developing them; Identifying and

designing teaching-learning experiences; Organising activities, laboratory

experiences, making groups; Planning ICT applications in learning

science/physics and chemistry.

UNIT IV: PHYSICAL SCIENCE–LIFELONG LEARNING

Every child has natural curiosity of observation and drawing conclusion;

Identification and application of physical and chemical phenomenon in

day-to-day life and human welfare, facilitating learning progress of

learners with various needs in science/physics and chemistry; Ensuring

equal partnership of learners with special needs; Stimulating creativity and

inventiveness in science; Organising various curricular activities, such as

debate, discussion, drama, poster making on issues related to science/

physics and chemistry; Organising events on specific day, such as Science

Day, Environment Day, etc.; Planning and organising field experiences,

Science club, Science exhibition, nurturing creative talent at local level

and exploring linkage with district/state/central agencies.

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UNIT-V: PROFESSIONAL DEVELOPMENT OF

SCIENCE/PHYSICS/CHEMISTRY TEACHERS

Professional development programmes for science/physics and chemistry

teachers; Participation in seminar, conferences, online sharing,

membership of professional organisations; Teachers as a community of

learners, collaboration of schools with universities; Journals and other

resource materials in science/physical science education; Role of reflective

practices in professional development of physics and chemistry teachers;

Field visit to industries, mines, refineries; National Laboratories, power

stations, science centres; etc.; Teacher as a researcher: Learning to

understand how children learn science— action research in physical

science.

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(Biological Science)


Objectives:


• develop insight on the meaning and nature of biological science for


• appreciate that science is a dynamic and expanding body of

knowledge;

• appreciate the fact that every child possesses curiosity about his/her

natural surroundings

• identify and relate everyday experiences with learning biological

science;

• appreciate various approaches of teaching-learning of biological

science;

• explore the process skill in science and role of laboratory in

teaching– learning;

• use effectively different activities/experiments/demonstrations/

laboratory experiences for teaching–learning of biological science;

• integrate the biological science knowledge with other school

subjects;

• analyse the contents of biological science with respect to its


critical issues;


themes/units;

• identify the concepts of biological science that are

alternatively conceptualised by teachers and students in

general;

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• explore different ways of creating learning situations for different

concepts of biological science;

• formulate meaningful inquiry episodes, problem-solving situations,

investigatory and

• discovery learning projects based on upper primary, secondary

and higher secondary stages, facilitate development of scientific

attitudes in learners;

• examine different pedagogical issues in learning biological science;

• construct appropriate assessment tools for evaluating learning of

biological science;

• stimulate curiosity, inventiveness and creativity in biological

science;

• develop ability to use biological science concepts for life skills; and

• develop competencies for teaching, learning of biological

science through different measures.

UNIT I: NATURE AND SCOPE OF BIOLOGICAL SCIENCE

Science as a domain of enquiry, dynamic body of knowledge and as a

process of constructing knowledge; Biological Science for environment

and health, peace, equity; History of biological science, its nature

aknowledge of biological science independent of human application;

Origin of life and evolution, biodiversity, observations and experiments in

biological sciences; Interdisciplinary linkages, biological sciences and

society.

UNIT II: AIMS AND OBJECTIVES OF BIOLOGICAL SCIENCE

Developing scientific attitude and scientific temper; Nurture the natural

curiosity, aesthetic senses and creativity in biology; Acquire the skills to

understand the methods and process that lead to exploration;

Generalisation and validation of scientific knowledge in biological

science; Relate biology education to environment (natural environment,

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artifacts and people) and appreciate the issues at the interface of science

technology and society; Imbibe the values of honesty, integrity,

cooperation, concern for life and preservation of environment; Solving

problems of everyday life; Know the facts and principles of biology

and its applications consistent with the stages of cognitive development

of learners; Specific objective of different content areas in biology.

UNIT III: EXPLORING LEARNERS

Motivating learner to bring his/her previous knowledge in

science/biology gained through classroom/environment/parents and

peer group Cultivating in teacher-learner the habit of listening to child;

Generating discussion, involving learners in teaching-learning process,

encouraging learners to raise questions, appreciating dialogue amongst

peer groups, encouraging learners to collect materials from local

resources and to develop/fabricate suitable activities in biological

science (individual or group work); Role of learners in negotiating and

mediating learning in biology.

UNIT IV: SCHOOL SCIENCE CURRICULUM (BIOLOGICAL

SCIENCE)

Trends in Science curriculum; Consideration in developing learner-

centred curriculum in biology; Analysis of textbooks and biology

syllabi of NCERT and States/UTs at upper primary, secondary and

higher secondary stages; Analysis of other print and non-print

materials in the area of biological science used in various states.

UNIT V: APPROACHES AND STRATEGIES OF LEARNING

BIOLOGICAL SCIENCE

Pedagogical shift from science as fixed body of knowledge to process

constructing knowledge, scientific method - observation, enquiry,

hypothesis, experimentation, data collection, generalisation (teacher-

educator will illustrate taking examples from different stage-specific

content areas keeping in mind the variation, e.g. structure and

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function, molecular aspects, interaction between living and non living,

biodiversity, etc.); Communication in biological sciences; Problem

solving, investigatory approach, concept mapping, collaborative

learning, and experiential learning in biological science (teacher-

learner will design learning experiences using each of these

approaches); Facilitating learners for self-study.

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(Biological Science)


Objectives:


• develop insight on the meaning and nature of biological science for


• appreciate that science is a dynamic and expanding body of

knowledge;

• appreciate the fact that every child possesses curiosity about his/her

natural surroundings

• identify and relate everyday experiences with learning biological

science;

• appreciate various approaches of teaching-learning of biological

science;

• explore the process skill in science and role of laboratory in

teaching– learning;

• use effectively different activities/experiments/demonstrations/

laboratory experiences for teaching–learning of biological science;

• integrate the biological science knowledge with other school

subjects;

• analyse the contents of biological science with respect to its


critical issues;


themes/units;

• identify the concepts of biological science that are

alternatively conceptualised by teachers and students in

general;

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• explore different ways of creating learning situations for different

concepts of biological science;

• formulate meaningful inquiry episodes, problem-solving situations,

investigatory and

• discovery learning projects based on upper primary, secondary

and higher secondary stages, facilitate development of scientific

attitudes in learners;

• examine different pedagogical issues in learning biological science;

• construct appropriate assessment tools for evaluating learning of

biological science;

• stimulate curiosity, inventiveness and creativity in biological

science;

• develop ability to use biological science concepts for life skills; and

• develop competencies for teaching, learning of biological

science through different measures.

UNIT I: PLANNING FOR TEACHING-LEARNING OF

BIOLOGICAL SCIENCE

Identification and organisation of concepts for teaching-learning of

biology; Determining acceptable evidences that show learners,

understanding; Instructional materials required for planning teaching-

learning of biological science and learners' participation in developing

them; Identifying and designing teaching-learning experiences; Planning

field visits, Zoo, Sea shore life, Botanical garden, etc.; Organising

activities, laboratory experiences, making groups, planning ICT

applications in learning biology.

UNIT II: LEARNING RESOURCES IN BIOLOGICAL SCIENCE

Identification and use of learning resources in biological science from

immediate environmental, exploring alternative sources; Developing

science kit and biological science laboratory; Designing biology

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laboratory; Planning and organising field observation; Collection of

materials, etc.; Textbooks, audio-visual materials, multimedia-selection

and designing; Use of ICT experiences in learning biological science;

Using community resources for biology learning; Pooling of learning

resources in school complex/block/ district level; Handling hurdles in

utilisation of resources.

UNIT III: TOOLS AND TECHNIQUES OF ASSESSMENT FOR

LEARNING BIOLOGICAL SCIENCE

Performance-based assessment; Developing indicators for performance

assessment in biological sciences; Learners record of observations; Field

diary, herbarium and collection of materials; Oral presentation of learners

work in biological science, Portfolio; Assessment of project work in

biology (both in the laboratory and in the field), Assessment of

participation in collaborative learning; Construction of test items (open-

ended and structured) in biological science and administration of tests;

Developing assessment framework in biological science; Assessment of

experimental work in biological science; Exploring content areas in

biological science not assessed in formal examination system and their

evaluation through various curricular channels; Encouraging teacher-

learners to examine a variety of methods of assessments in biological

science; Continuous and comprehensive evaluation.

UNIT IV: BIOLOGICAL SCIENCE – LIFELONG LEARNING

Nurturing natural curiosity of observation and drawing conclusion;

Facilitating learning progress of learners with various needs in biology;

Ensuring equal partnership of learners with special needs; Stimulating

creativity and inventiveness in biology; Organising various curricular

activities, such as debate, discussion, drama, poster making on issues

related to science/biology; Organising events on specific day, such as

Earth Day, Environment Day, etc.; Planning and organising field

experiences, Science club, Science exhibition; Nurturing creative talent at

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local level and exploring linkage with district/state/central agencies.

UNIT V: PROFESSIONAL DEVELOPMENT OF BIOLOGY

TEACHER

Professional development programmes for science/biology teachers;

Participation in seminar, conferences, online sharing membership of

professional organisation; Teachers as a community of learners;

Collaboration of school with colleges, universities and other institutions;

Journals and other resource materials in biology education; Role of

reflective practices in professional development of biology teachers; Field

visits, visit to botanical garden, science park, science centre, zoo, National

Laboratories etc.; Teacher as a researcher: Learning to understand how

children learn science– action research in biological science.

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(Mathematics)


Objectives: After Completion of Course the Students will be able to:

develop insight into the meaning, nature, scope and objective of

mathematics education;

appreciate mathematics as a tool to engage the mind of every

student;

appreciate mathematics to strengthen the student's resource;

appreciate the process of developing a concept;

appreciate the role of mathematics in day-to-day life;

learn important mathematics: mathematics is more than

formulas and mechanical procedures;

channelize, evaluate, explain and reconstruct their thinking;

see mathematics as something to talk about, to communicate

through, to discuss among themselves, to work together on;

pose and solve meaningful problems;

appreciate the importance of mathematics laboratory in learning

mathematics;

construct appropriate assessment tools for evaluating mathematics

learning;

develop ability to use the concepts for life skills;

stimulate curiosity, creativity and inventiveness in mathematics;

develop competencies for teaching-learning mathematics through

various measures

focus on understanding the nature of children's mathematical

thinking through direct observations of children's thinking and

learning processes; and examine the language of mathematics,

engaging with research on children's learning in specific areas.

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UNIT I: NATURE AND SCOPE OF MATHEMATICS

Meaning and scope of mathematics, A mathematical

theorem and its variants—converse, inverse and contra-

positive, proofs and types of proofs, Difference between

proof and verification; Deductive nature of mathematics;

History of mathematics with special emphasis on teaching

of mathematics, contribution of Indian mathematicians.

Aesthetic sense in mathematics and beauty in mathematics.

UNIT II: EXPLORING LEARNERS

Cultivating learner's sensitivity like intuition, encouraging

learner for probing, raising queries, appreciating dialogue

among peer -group, promoting the student's confidence

(Carrying out examples from various mathematical content

areas, such as Number Systems, Geometry, Sets, etc.).

UNIT III: AIMS AND OBJECTIVES OF TEACHING SCHOOL

MATHEMATICS

Need for establishing general objectives for teaching

mathematics; Study of the aims and general objectives of

teaching mathematics vis-a-vis the objectives of school

education; writing specific objectives and teaching points

of various content areas in mathematics like Algebra,

Geometry, Trigonometry, etc.

UNIT IV: SCHOOL MATHEMATICS CURRICULUM

Objectives of curriculum, principles for designing

curriculum, designing curriculum at different stages of

schooling, Some highlights of curriculum like vision of

school mathematics, main goal of mathematics education,

core areas of concern in school mathematics, curricular

choices at different stages of school mathematics

education, construction of syllabi in various disciplines of

mathematics, for example, Algebra, Geometry, etc.;

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Pedagogical analysis of various topics in mathematics at

various level of schooling—Arithmetic (Development of

Number Systems), Algebra, Trigonometry, Statistics and

Probability, etc.

UNIT V: APPROACHES AND STRATEGIES IN TEACHING

AND LEARNING OF MATHEMATICAL CONCEPTS

Nature of concepts, concept formation and concept assimilation, Moves in

teaching a concept— defining, stating necessary and/or sufficient

condition, giving examples accompanied by a reason. Comparing and

contrasting; Giving counter examples; Non-examples; Planning and

implementation of strategies in teaching a concept like teaching of

algebra, geometry, trigonometry, mensuration, etc.; Difference between

teaching of mathematics and teaching of science.

114


(Mathematics)


Objectives:


develop insight into the meaning, nature, scope and objective of

mathematics education;

appreciate mathematics as a tool to engage the mind of every

student;

appreciate mathematics to strengthen the student's resource;

appreciate the process of developing a concept;

appreciate the role of mathematics in day-to-day life;

learn important mathematics: mathematics is more than

formulas and mechanical procedures;

channelize, evaluate, explain and reconstruct their thinking;

see mathematics as something to talk about, to communicate

through, to discuss among themselves, to work together on;

pose and solve meaningful problems;

appreciate the importance of mathematics laboratory in learning

mathematics;

construct appropriate assessment tools for evaluating mathematics

learning;

develop ability to use the concepts for life skills;

stimulate curiosity, creativity and inventiveness in mathematics;

develop competencies for teaching-learning mathematics through

various measures

focus on understanding the nature of children's

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UNIT I: PLANNING FOR TEACHING-LEARNING

MATHEMATICS

Organisation of concepts for teaching-learning of mathematics. Stating

instructional objectives, identifying learning experiences, appropriate

strategies, teaching aids (Using low-cost material – preparation of various

activities, such as verification of algebraic identities, surface areas and

volumes of cube, cuboids, cylinder, cone, sphere, conic sections, etc.);

ICT applications; Evaluation tools and learners participation in

developing instructional materials, etc.

UNIT II: LEARNING RESOURCES IN MATHEMATICS

Textbooks audio-visual multimedia–Selection and designing; Using

community resources for mathematics learning, pooling of learning

resources in school complex/block/district level, handling hurdles in

utilising resources.

UNIT III: ASSESSMENT AND EVALUATION

Informal Creative Evaluation: Encouraging learner to examine a variety

of methods of assessment in mathematics so as to assess creativity,

problem-solving and experimentation/activity performance; Appreciating

evaluation through overall performance of the child; Self and peer

evaluation.

Formal Ways of Evaluation: Variety of assessment techniques and

practices Assessing Product Vs Process, Knowing Vs Doing In practice of

midterm/terminal examination, practising continuous and comprehensive

evaluation to test regular programmes/achievements of learner.

Assessment Framework Identifying and organising components for

developing framework of question paper at different stages of learning;

Framing questions based on concepts and sub concepts so as to encourage

critical thinking, promote logical reasoning and to discourage

mechanical

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manipulation and rote learning; Framing of open-ended questions providing the

scope to learners to give responses in their own words; Framing of conceptual

questions from simple questions.

UNIT IV: MATHEMATICS FOR ALL

Identifying learners strength and weaknesses; Activities enriching mathematics

learning – assisting learning, supplementary text material, summer

programmes, correspondence course, mathematics club, contests and fairs,

designing mathematics laboratory and its effective use, recreational

activities—games, puzzles and riddles in mathematics, cooperative learning

ensuring equal partnership of learners with special needs, stimulating creativity

and inventiveness in mathematics.

UNIT V: PROFESSIONAL DEVELOPMENT OF MATHEMATICS

TEACHERS

Types of in-service programme for mathematics teachers; Role of mathematics

teacher's association; Journals and other resource materials in mathematics

education; Professional growth—participation in

conferences/seminars/workshops.

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STA- Specialization

Elementary, Sec. & Higher Sec School Stage

1. Curriculum Pedagogy & Assessment


Objectives:

To define curriculum

To identify the components of curriculum

To describe the various principles of curriculum development

To explain various determinants of curriculum

To describe and analyse various approaches to curriculum development

To explain and compare various types of curriculum

To State the meaning of curriculum development

To State major issues to be addressed through curriculum

To Describe various modes of curriculum development

To Explain various considerations for curriculum development.

To Describe various guiding principles for selection and organisation of

learning experiences.

Unit I – Nature, Principles and Determinants of Curriculum

Meaning and concepts of curriculum; Curriculum as a body of organized

knowledge, inert and live curriculum, Components of curriculum: objectives,

content, transaction mode and evaluation, Philosophical and ideological basis of

curriculum, Principles of integration, Theories of curriculum development,

Preservation of culture, Determinants of curriculum

Unit II – Approaches and types to Curriculum development

Subject centred, Core curriculum, Learner centred, Curriculum frameworks of

school education and teacher education, Humanistic curriculum: characteristics,

purpose, role of the teacher, psychological basis of

humanistic curriculum, Social reconstructionist curriculum.

118

Unit III. Curriculum Design & Development

Phases of Curriculum process: Need assessment, Formulation of aims, goals and

objectives, Selection of content, Selection of learning experience - Vertical and

horizontal organization of content and learning experience, Concept and Criteria

of Curriculum Development: Scope, Sequence, Relevance etc, Components of

Curriculum Design, Types of Curriculum Design, Subject-Centred, Activity-

cum-Experience Centred, Undifferentiated and Differentiated, Core Curriculum,

Curriculum Development: Steps and Process

Unit IV. Instructional Materials, Curriculum Transaction and Innovations

in Curriculum

Text book and Allied Instructional Materials, Preparation and Evaluation of Text

Book, Analysis of Curricular Content-Designing units, Suitable Presentation

Modes, Teacher as Curriculum Practitioner, Instructional Planning for Effective

Teaching Patterns of Curriculum Designing: Centralised and Decentralised

Curriculum Designing – Levels of Curriculum Designing – Advantage and

Limitations of Centralised and Decentralised Curriculum Designing –

Curriculum Change and Innovations - Context of Curriculum Change and

Innovations – Strategies and Models for Curriculum Change and Innovations –

Planning and Executing the Change.

UNIT - V: CURRICULUM EVALUATION

Concept, Definition, Need, Importance and Sources of Curriculum Evaluation –

Approaches of Curriculum Evaluation: Bureaucratic, Autocratic, Democratic,

Norm-referenced and Criterion – referenced Evaluation – Qualitative and

Quantitative Evaluation – Functions of Curriculum Evaluation – Forms of

Evaluation: Formative and Summative Evaluation – Focuses of Evaluation –

Methods of Curriculum Evaluation: Evaluation during curriculum development

and Evaluation during curriculum implementation – Continuous and

Comprehensive Evaluation – Models of Curriculum Evaluation: Tyler’s

Objectives-Centred Model – Stufflebeam’s CIPP Model and Robert Stake’s

Congruence – Contingency Model.

119

STA- Specialization


2. Economic & Planning in Education


Objectives:

On completion of the course the students will be able to:

• identify the need, scope and purpose of educational planning in terms of

national and community needs,

• develop the skills in planning and using a variety of administrative

strategies,

• explain the role and contribution of different agencies/ contribution in

educational planning,

• to help them determine and implement objectives of planning on the basis

of individual needs of the students.

Unit I- Economics and Concept, Need and Process of Educational Planning

Meaning, Nature and Scope of Economics: Current Trends Key Concepts in

Economics

Scarcity and choice, opportunity cost, productivity, demand, supply and

market mechanism, Division of labour and specialisation.

Classification of Economic System

Capitalism, Socialism, mixed economy (case study: India)

Developmental Issues in Economics

Sustainable Development—economic growth and economic development—

indicators of measuring the well-being of an economy; Gross Domestic

Product; economic planning; Poverty; Food Security; Price rise; Role and

functions of Money—formal and informal financial

institutions and budget; Classification of Production Activities—primary,

120

secondary and tertiary;

Economic Reforms and Globalisation (discuss these developmental issues

with reference to India).

The above content may be used to undertstand the teaching, learning

strategies and skill development in economics.

Teaching-Learning Methods in Economics

In addition to usual methods like lecture, discussion, storytelling, other

methods like problem-solving, simulation games, use of media and

technology, concept mapping, project and activities like field visits (e.g. visit

to a construction site for data on wages and employment), collection of data

from documents (e.g. Economic Survey, Five Year Plan), analysing and

interpreting data (using simple tables, diagrams and graphs) can be undertaken.

Self-study and collaborative learning activities should be encouraged.

Teaching-Learning Materials

Using textbook, analysis of news (Newspaper, TV, and Radio); documents

(e.g. Economics Survey, Five Year Plan), Journals and News Magazines.

• Concept and nature of Educational Planning.

• Need and importance of Educational Planning.

• Types of Educational Planning; Process of District level planning including

Micro level planning exercise; Institutional planning.

• Critical view of Educational Planning in India.

Unit II- Principles and Techniques of Educational Planning

• Guiding principles of educational planning

• Methods and techniques of planning.

• Approaches to Educational Planning.

� Social demand approach

� Man-power approach

� Return of Investment approach

121

Unit III- Planning Mechanisms

• Perspective planning at central, state and local levels: concepts of macro

and micro planning.

• Priorities to be given at central and state levels.

• Perspective plan for education in the 11th

Five Year plan.

• District level planning: recent initiatives in planning at district level.

• Institutional Planning.

• Institutional structures and functions: NUEPA, SIEMATs, SCERTs and

DIETs.

Unit IV- Planning Machineries

• Central

• State

• District

• Institutional Planning

Unit V- Five year Plan in education

• Beginning of Five year plans-its historical background.

• Main features of five year plans with special reference to education.

• Impact of five year plans on education.

• Five year plans-merits and demerits.

122

STA- Specialization




Objectives:

On completion of this course the students will be able to:

• develop an understanding of underlying principles of curriculum

development and evaluation at elementary stage

• reflect on the need and importance of work experience, art education and

health and physical education

• understand the importance of teaching of language and mathematics at

elementary level

• develop the capability to use effectively various methods and approaches of

teaching language, mathematics and EVS elementary level

• develop research insight for curriculum development in elementary

education.

Unit I– Principles of Elementary School Curriculum

• Concept, components and determinants of curriculum; principles of

curriculum construction, criteria for selection and organisation of content

and learning activities; different perspectives to curriculum and their

synthesis – behaviouristic, cognitive and constructivist; evaluation of

curriculum – formative and summative; techniques and tools of assessing

cognitive abilities, affective learning, skills and processed and motor

abilities. The relevance to NCF, 2005 and autonomy in developing

curriculum with regard to local specific issues and challenges.

Unit II–Work Experience, Art Education and Health & Physical Education

• Place of Work Experience in curriculum, objectives, planning and

organisation of learning experiences, methods, media and activities,

123

teacher’s role, evaluation - issues and challenges in evaluation of co-

scholastic areas

• Place of Health and Physical Education in the elementary school

curriculum; objectives – knowledge, skills, attitudes; content and process

of health and physical education; instructional strategies; conditions for

effective motor learning; evaluation in health and physical education –

issues

• Evaluation of different programmes in elementary schools – work

experience, art education, health & physical education

Unit III– Language(s)

• Place of language in elementary school curriculum, objectives of teaching

mother-tongue/language(s) - listening, reading, speaking and writing;

psycho- linguistic and socio-linguistic aspects of language learning and

factors influencing language development; listening skills: nature, types,

guidelines for teaching listening – listening sessions and activities;

speaking skills: attention to speaking skills, instructional setting and

situations; reading skills: speed at different levels of comprehension;

writing skills: writing and experience, developing writing skills, spelling

in the writing programme, developing handwriting skills.

• Evaluation and remedial teaching with reference to the above language

skills

Unit IV–Mathematics

• Place of mathematics in elementary school curriculum, objectives,

mathematical readiness of a child and its implications for teaching

• Content and process in learning mathematics; strategies for teaching

concepts, principles, computational and drawing skills and problem-

solving abilities in mathematics; laboratory approach to learning

mathematics, use of mathematics kit

• Evaluation of learning in mathematics; diagnosis and remediation of

difficulties in learning mathematics

• Preparation and use of different types of curricular material

124

Unit V– Environmental Studies/ Social Sciences and Natural Sciences

• Need for developing environmental awareness, population awareness,

family welfare awareness; place of environmental studies/social sciences

and natural sciences in elementary school curriculum; objectives, content

and process in learning, organisation of learning experiences, observation,

investigation and exploration of the social world and environment of the

child, evaluation of student’s learning in EVS programme

• Preparation and use of different types of curricular material

125

STA- Specialization


4. Secondary & Higher Secondary Education


Objectives:

On completion of this course, the teacher will be able:

1. To understand the nature – scope and systems of secondary and Higher

secondary education.

2. To examine the status of development of secondary and Higher secondary

education in India after independence.

3. To examine the nature and objectives of Teacher Education.

4. To develop, understanding of various strategies of teachers Professional

Development.

5. To use various Methods and techniques for transaction of curriculum

Unit-I Secondary and Higher Secondary Education

1.1 Nature and Scope of Secondary and Higher Secondary Education.

1.2 Structure and Function of secondary and Higher Secondary Education.

1.3 Status of secondary and Higher secondary education in India.

1.4 Adolescence Education in Secondary/Higher Secondary Levels

1.5 Curriculum framework of Secondary and Higher Secondary Teacher

education Recommended by NCTE.

Unit-II Problems and challenges of secondary education

2.1 Problems and challenges related to universalisation of secondary

education.

2.2 Achievement of Equalization of Educational opportunities.

2.3 Issues of Quality in Secondary and Higher secondary education.

2.4 Classroom problems, discipline, under achievement, lack of motivation.

2.5 Intervention in relation to Access, Enrolment, Dropout.

126

Unit-III Teaching and Learning Process in Secondary and Higher

Secondary Education

3.1 Techniques of Teaching at secondary stage and higher secondary stage.

3.2 Teaching Models – Group Methods – Team Teaching

3.3 Individualized instruction – programmed instruction.

3.4 Teaching for creativity

3.5 Classroom climate; Teacher – Pupil Interaction.

UNIT-IV Preparation of Teachers for Disadvantaged Group at Secondary

Stage

4.1 Role of Teachers working in Inclusive settings.

4.2 Role of resource teachers in developing and enriching academic skills

for higher learning.

4.3 Adaptations in Instructional objectives

4.4 Curriculum and co-curricular activities for meeting diverse needs of

children from sensory, intellectual, learning disabled, rural, tribal, girls,

SC, ST and Linguistic and other Minority Groups

4.5 Process of becoming a Secondary School Teacher.

Unit –V Teacher Education in India at Secondary and Higher Secondary

Level

5.1 Development of Teacher Education in India at Secondary and Higher

Secondary Level.

5.2 Recommendations of Various Commissions Concerning Teacher

Education.

5.3 Impact of NPE 1986 and POA on Teacher Education.

5.4 Role and Functions of IASE, CTE.

5.5 Pre-Service and In-Service Teacher Education: Concept, Nature and

Objectives

127

STA- Specialization


5. Higher Education


Objectives:

On completion of this course, the teacher will be able:

* aims, importance, availability, access, accountability and autonomy in

higher education.

* various problems of higher education in Indian and their solution.

* problems and to develop research skills

* a need and level of aspiration for higher education for national

development.

Unit I. Introduction to Higher Education:

- Need and importance of Higher Education.

- Aims and objectives of Higher Education.

- Historical development of Higher Education in India.

- Access and Equity in Higher Education.

- Definition and components of Higher Education.

- Meaning and Goals and Structure of Higher Education

- Policy perspectives and Emerging Trends in Higher Education

- Financing of Higher Education – Sources and Management of Finance

- Accountability in Higher Education : Meaning , types, standards and

importance.

- Autonomy in Higher Education : Concept, meaning , types, and importance

- Academic freedom and Educational responsibilities of Higher Education

Institutions

- Total quality management in Higher Education, concept, definitions, principles

and Importance.

128

Unit II. Higher Education in historical Perspective

- Modern Higher Education in India- The Dispatch of 1854 and subsequent

development during the British Period

- Development of Higher Education in Free India- various Commission

Reports.

- National Policy on Education (Higher Education)- 1986, 1992 (Revised)

- Higher Education and Socio-Economic Development

Unit III. Curriculum in Higher Education

- Curriculum Planning

- Curriculum Development

- Curriculum Transaction

- Curriculum Evaluation

Unit IV. Management of Higher Education

- Ministry of Human Resource Development

- University Grants Commission

- Association of Indian Universities

- IGNOU and its role in Open Education

- Management of an Institution of Higher Learning

- Role of Teachers in Higher Education Institutions

- Quality and Quantity in Higher Education- Consideration

UNIT – V - Role of Higher Education and National Development

- Professional Role and responsibilities of University teachers

- Problems of planning, financing and management of Higher Education.

- Teacher Education at University stage : Role of Academic Staff College in

enhancing the quality of teachers.

- Globalization of Higher Education.

- Multi-media and Higher Education.

129

ECA- Specialization


1. Study of Policies in Education


Objectives:

After completion of course, the prospective teacher educators will be able to:

Understand among about basic characteristics of Indian Society during different

periods.

Awareness about the developmental hierarchy and impact of history and polity

on Education.

Understand about the constitutional ideals of protective discrimination and

importance of social justice for modern Indian society.

Acquaint the different educational plans and policies

Awareness about the education in international perspectives

Unit I- Development of Indian Education System

A brief history of pre and post independence education system

Development of education system in 21st century.

Unit II- Democracy and Education

Democracy: Meaning, Values, salient features of democracy and Education,

Constitutional provisions for education in India

Means and measures for promoting equality and equity for marginalized section

of society

Unit III- Review of different Educational plans and policies-

NPE (1986), Revised NPE (1992), Plan of Action (1992), National Curriculum

Framework (2005), National Knowledge Commission (2005), Right to

Education (2009) Yashpal Committee ( ‘Renovation and Rejuvenation of Higher

Education’2009)

130

Unit IV- Changing Educational policy perspectives-

With reference to the focus on Liberalization, Privatization and Globalization

(LPG). With reference to Rashtriya Uchchtar Shiksha Abhiyan (RUSA),

Rashtriya Madhyamic Shiksha Abhiyan( RMSA), Public Private Partnership

(PPP)

Unit-V Design and Implementation of Educational Policies

Political factors influence different aspects of educational reforms, Low skill

jobs Vs. High educated job seekers, State and National level Educational Policy

designing bodies, Educational financing and its influence on implementation of

policies.

Covenants and Policies Promoting Inclusive Education- A Critique:-

International Declarations: Universal Declaration of Human Rights (1948),

World Declaration for Education for All (1990). International Conventions:

Convention Against Discrimination (1960), United Nations Convention on

Rights of a Child (1989), United Nations Convention of Rights of Persons with

Disabilities (UNCRPD) (2006), Incheon Strategy (2012). National Commissions

& Policies: Kothari Commission (1964), National Education Policy (1968),

National Policy on Education (1986), Revised National Policy of Education

(1992), National Curricular Framework (2005), National Policy for Persons with

Disabilities (2006).

131

ECA- Specialization


2. Educational Administration & Management


Objectives:

1. To acquaint the student teachers with the concept and concerns of

educational administration.

2. To develop an understanding of the role of the headmaster and the

teacher in school management.

3. To enable the students to understand to concept at Importance of

communication and its possible barriers in educational administration.

4. To enable the student teacher to critically analyse the administrative

scenario In relation to the functioning of the other secondary

schools of the area.

5. To acquaint the student teacher with the scientific practices of educational

management and keep him to apply it in work situation.

UNIT-I

- Conceptual framework concept of educational administration.

- Concept of educational management human beings as inputs, process

and products inputs.

- Nature, objectives and scope of educational administration.

UNIT-II

- Role and functions of headmaster/teacher: Basic functions

administration planning, organizing directing and controlling.

- Maintenance of discipline, control management.

- Co-ordination and growth, development,

- Supervision and inspection, defects in the present supervision and

132

inspection.

- Scope of educational supervision,

- Types of supervision.

- Providing guidance; leadership function,

- Crisis In management

- Decision making.

UNIT-III

- Communication in Educational Administration Role of communication

in effective management and administration.

- Methods of communication.

- Barriers of communication in educational administration.

- Overcoming barriers to communication and effective communication In

educational administration.

UNIT- lV

- Management of Schools: Role of headmaster in planning of school

activities, approaches to management - manpower approach, cost benefit

approach, social demand approach, social justice approach.

- Involvement of other functionaries and agencies In the preparation of a

plan.

- Delegation of authority and accountability.

- Role of the headmaster in monitoring, supervision and evaluation.

- Role of the headmaster in motivating the staff, in resolution of interpersonal

conflicts.

- Role of the headmaster In creating resources and managing financial

matters.

- Optimum use of available resources for growth and development of the

school.

- Staff development programmes.

- Role of teachers in school management and administration.

133

UNIT-V

- Educational administration in the state: The administrative structure in

the field of education in the state.

- Control of school education in the state - a critical analysis.

- Functions of the state government in relation to secondary and

higher secondary schools.

- Functions of the board of secondary education in controlling secondary

schools.

- Problems of secondary school administration in government schools.

134

ECA- Specialization


3. Gender Study in Education


Objectives:

1. Understanding the role of culture (apart from biology) as

determinants of gender distinction in social living

2. Awareness of factors that shape gendered roles in Indian society

3. Understand the problems of girl child education in our society

4. Developing a critical perspective on gender-based discrimination and its

effects

5. To provide an introduction to and the development of an

understanding of feminist approaches to the social and cultural

construction of gender.

6. To develop a critical understanding of inter sectionality, including an

awareness of gender and its complex intersections with other social and

cultural categories, including but not limited to caste, tribe, class,

sexuality and ability.

7. To equip the teacher with the ability to create more meaningful and

gender just experiences for her students.

Unit I: Gender: Key Concepts - Social Construction of Gender

Gender differences and Gender discrimination, Causes of discrimination,

measures to eradicate discrimination, Gender bias in curriculum, teachers and

educational institutions. Need of Gender studies for Teachers Teaching gender

sensitization practices in educational institutions.

i. Examining one’s own growing up as a boy or a girl

ii. Gender, sex, sexuality, patriarchy, masculinity and feminism

iii. Gender bias, gender roles and stereotyping, and its consequences

135

iv. Gender and other forms of inequality in relation with (caste,

class, ethnicity, disability etc)

v. Female sex ratio and child sex ratio.

Unit II: Gender and Schooling

i. Schooling of girls (literacy rate, drop out rate, completion rate etc)

and reasons why girls are not able to complete schooling

ii. Why do girls feel uncomfortable in schools?

iii. Can schools be different so that more girls can be educated?

iv. Gender bias in curriculum, textbooks, analysis of hidden curriculum

v. Critical examination of school and classroom processes–

challenging gender biases and stereotypes

vi. Understanding relationships within the school – child-child,

teacher-child and teacher peer group relationships from the

perspective of gender

vii. Feminization of teaching profession

Unit III: Gender and Sexuality

i. Understanding sexuality (sexual orientation and sexual identity –

third gender) and the relationship between power and sexuality

ii Violence against women - empirical examples of the graded violence

against women, the impact of conflict and violence on the lives of

women, efforts to deal with the issue of violence against women

iii Legal (sexual and reproductive) rights of women

Unit IV: Psychological and Sociological Perspectives

i. Radical Feminist

ii. Socialist-Feminist

iii. Psychoanalytical and other perspectives

iv. Recent debates

Gender Identities and socialization practices in different types of families in

India. Gender Concerns related to access, enrolment, retention, participation and

overall achievement. Gender Issues in Curriculum. Gender, Culture and

Institution: Intersection of class, caste, religion and region. Construction of

136

gender in curriculum frameworks since Independence: An Analysis. Gender and

the hidden curriculum, Gender in text and classroom processes, Life skills and

sexuality. Gender Jarisprudences (in Indian Contest) Prenatal diagnosgtic

Technique Act, 1994. The draft sexual Law Reforms in India, 2000. Domestic

Violence Act, 2005, Reservation for Women, Supreme Court Verdict about

transgender.

Unit V: Strategies for Change and Creating Gender Inclusive Classroom

i. Policy and management

ii. In the school

iii. Women’s action groups

iv. Mass media

Developing positive self concept and self esteem among girls, Teaching

Learning Materials, Classroom transaction, Teacher as an agent of change.

Suggested themes for transaction of the content ( Group discussions

and review of case studies etc.)

i. Telling our own ‘gendered’ stories

ii. En-culturing ‘gendered’ roles in upbringing within different kinds

of families – case studies

iii. Gender issues in school education – case studies

iv. Gender issues manifest in contemporary public spaces – case studies

v. Responding to various forms of gender discrimination

137

ECA- Specialization




Objectives:


understand the global and national commitments towards the education of

children with diverse needs,

appreciate the need for promoting inclusive practice and the roles and

responsibilities of all concerned personnel,

develop critical understanding of the recommendations of various commissions

and committees towards teacher preparation for inclusive education,

understand the nature of difficulties encountered by children and prepare

conducive teaching learning environment in inclusive schools,

analyze special education, integrated education, mainstream and inclusive

education practices,

appreciating the need for promoting inclusive practice and understanding the

roles and responsibilities of all concerned,

developing a positive attitude and sense of commitment towards actualizing the

right to education of all learners,

seeking parental and community support for utilizing available resources for

education in inclusive setting.

Unit I – Introduction to Inclusive Education

Difference between special education, integrated education and inclusive

education, Advantages of inclusive education for the individual and society.

Recommendation of education commissions and committees on restructuring

policies and practices to respond to diversity in educational

138

situations. National and international initiatives for inclusive education, Current

laws and policy perspectives supporting IE for children with diverse needs

Unit II-preparation for Inclusive Education

Concept and meaning of divers needs, Educational approaches and measures for

meeting the diverse needs- concept of remedial education, special education,

integrated education and inclusive education. Brief account of existing special,

integrated and inclusive education services in India, Building inclusive learning

friendly classrooms, overcoming barriers for inclusion, Creating and sustaining

inclusive practices, Role of teachers, parents and other community members for

supporting inclusion of children with divers needs.

Unit III- Children with Diverse Needs and utilization of Recourses

Definition and characteristics of children with sensory (hearing, visual and

physically challenged) intellectual (gifted, talented and children mentally

challenged children), developmental disabilities (autism, cerebral palsy, learning

disabilities), social and emotional problems, scholastic backward ness,

underachievement, slow learners, children with special health problems,

environmental / ecological difficulties and children belonging to other marginal

groups. Importance of early detection, functional assessment for development of

compensatory skills, Role of teachers working in inclusive settings and resource

teacher in developing and enriching academic skills for higher learning.

Adaptations in instructional objectives, curriculum and co-curricular activities

for meeting divers needs to children form sensory, intellectual, learning disabled

rural, tribal, girls, SC ST and linguistic and other minority groups. Identifying

the required resources for children with varied special needs

Unit IV – curriculum adaptations and evaluation for children with diverse

needs

Concept meaning and need for curriculum adaptations for children with sensory

(hearing, visual and physically challenged) intellectual (gifted, talented and

children mentally challenged children), developmental disabilities (autism,

cerebral palsy, learning disabilities), social and emotional problems, scholastic

backwardness, underachievement, slow learners, children with special health

139

problems, environmental /ecological difficulties and children belonging to other

marginal groups. Guidelines for adaptation for teaching / practicing science,

mathematics, social studies, languages, physical education yoga, heritage arts

theatre, drama etc. in inclusive settings. Utilization of records / case profiles for

identification, assessment, and intervention for inclusive classrooms, Techniques

and methods used for adaptation of content, laboratory skills and play material

Unit V-Teacher Preparation for Inclusive Education

Skills and competencies of teachers and teacher educator for secondary

education in inclusive settings. Roles, responsibilities and professional ethics of

an inclusive education teacher and teacher educators. Evaluation and follow up

programmers for improvisation of teacher preparation programmes in inclusive

educational programmes. Role of different national and international agencies

{institutions, universities} in promoting inclusive education.

140

ECA- Specialization


5. Educational Technology & ICT


Objectives:


• understand the nature and scope of educational technology and also

about the various forms of technology,

• understand the systems approach to Education and communication theories

and modes of communication,

• know the instructional design and modes of development of self learning

material

• develop the ability for critical appraisal of the audio-visual media,

• develop basic skills in the production of different types of instructional

material,

• know the recent innovations and future perspectives of Education

Technology.

Unit I- Nature and Scope

• Educational technology-concept, product Vs process;

• Forms of educational technology: teaching technology, instructional

technology and behaviour technology;

• Approaches of educational technology: Hardware and Software;

• Transactional usage of educational technology: integrated, complementary,

supplementary standalone (independent);

• Historical development – programmed learning stage; media application stage

and computer application stage;

141

• Major institutions of educational technology in India – CIET, EMMRC

(AVRC, EMRC and MCRC), IGNOU, SIET, Consortium for Educational

Communication (CEC), UGC, their role in education.

Unit II- Systems Approach to Education and Communication

• Systems Approach to Education and its Components: Goal Setting, Task

Analysis, Content Analysis, Context Analysis and Evaluation Strategies;

• Instructional Strategies and Media for Instruction.

• Effectiveness of Communication in instructional system; Communication-

Modes, Barriers and Process of Communication.

• Education and Training: Face-to-face, Distance and other alternative modes

Unit III- Instructional Design

• Instructional Design: Concept, Views.

• Process and stages of Development of Instructional Design.

• Overview of Models of Instructional Design- ADDIE Model; Instructional

Design for Competency Based Teaching: Models for Development of Self

Learning Material, Researches on Instructional Design-a review.

Unit -IV Audio Visual Media in Education

• Audio-visual media – meaning, importance and various forms.

• Audio/Radio: Broadcast and audio recordings - strengths and Limitations,

criteria for selection of instructional units, script writing, pre-production,

post-production process and practices, use of RCCP in teaching, Role of

AIR/Gyanvani, Audio Conferencing and Interactive Radio Conference.

• Video/Educational Television: Telecast and Video recordings - Strengths and

limitations, Use of Television and CCTV in instruction and Training,

• Teleconferencing, Video Conferencing, SITE experiment, countrywide

classroom project and Satellite based instructions, Gyandarshan and SIET

programmes.

• Use of animation films for the development of children’s imagination.

• Use of Audio-Visual Media in Education by CIET, IGNOU, SIET, UGC-

CEC, EDUSAT and other institutions.

142

Unit V- New Horizons of Educational Technology

• Recent innovations in the area of ET interactive video – Hypertext, video-

texts, optical fiber technology – laser disc, computer conferencing, etc.

• Procedure and organization of Teleconferencing/ Interactive video-

experiences of institutions, open schools and open universities.

• Recent experiments in the third world countries and pointers for India with

reference to education.

• Recent trends of Research in Educational Technology and its future with

reference to education.

143









Developed & Designed By

Dr. Harihar Sarangi Dr. K. C. Pradhan (Subject Expert) (Program Coordinator)

HOD PG Deptt.Education HOD PG Deptt. Odia

GM University,Sambalpur, Sambalpur University,

Odisha,786004 Odisha,786019

Dr. Jubraj Khamari Dr. Sanjeet Kumar Tiwari (Subject Expert) (Subject Expert)

Assistant Professor Assistant Professor

MATS University, MATS University,

Raipur, (CG) 492004 Raipur, (CG) 492004



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