ncert b.ed two year curriculum 2010-12 part iv
DESCRIPTION
This ppt forms a part of Four Part Series of presentation in which the fundamental guidelines have been issued by the NCERT, New Delhi with regard to implementing the Two Year B.Ed Program across the country w.e.f. the academic year 2015-16. These parts address viz. the Vision for Teacher Education, The Major Shifts in Teacher Education, the Major Roles of Teachers in Sustaining and Transforming Education, Major Features of the New CurriculumTRANSCRIPT
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SYLLABUS FOR TWO-YEAR BACHELOR OF EDUCATION,
2015
As given by the NCERT (2010-2015)
PA R T I V
T H E F E AT U R E S O F T H E C U R R I C U L U M F O R
T E AC H E R - E D U C AT I O N
Author
Urmila Paralikar,
State Department of Higher Education, Maharashtra, INDIA, (Jan. 2015)
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PA RT I V
T HE F E ATURES O F T H E C U RRICULUM
FO R
T E ACHE R - E D UCAT ION
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Major Areas covered
I. the broad perspective
II. curriculum components
III. the key points of
departure envisaged
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I. The Broad Perspective
An overall vision of educational
development is the main source of
conceptualisation of educational inputs
in the curriculum framework.
With increasing contribution of the
political process, there is an emerging
orientation of the nation state towards
an education, which is aimed at overall
national Development.
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THE BROAD PERSPECTIVE IN GRAPHIC
VISION
IN
CURRICULAR
FRAMEWORK
EDUCATIONAL DEVELOPMENT
OF KNOWLEDGE & VALUES
NATIONAL DEVELOPMENT
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The vision of educational development in the
national context is a reflection of composite thoughts not derived from one single school of thought or an individuals thoughts.
Further, it is imperative for those who participate in the process of education, like the teachers, to share in this composite vision and reflect it while shaping the pedagogical process.
Clause 5.1.2
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the Curriculum Framework essentially focusses on
secondary education, it is with recognition of the continuity in the three distinct stages of schooling, viz. middle, secondary and higher secondary.
The course structure attempts to approach the problems of different groups of learners, keeping in mind diversity, social backwardness, abilities, multilingualism, and age.
Clause 5.1.3
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The Curriculum Framework, contends that theories of
cognate disciplines are relevant to education in
numerous ways, so the courses have been outlined in
respect of the kinds of understandings that may be
relevant to a school teacher, drawing from whichever
cognate disciplines that are required, Therefore, the titles
of the courses may sound somewhat different.
Clause 5.1.4
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An attempt has been made to provide for both
conceptual understanding and practical experiences in
an interlinked manner in possibly every component of
the curriculum.
Clause 5.1.5
Broad Perspective over..
Now component two: outline of curriculum
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The Curriculum components have been
visualised in three clusters indicated as
Groups A, B and C, ending with a Final
Reporting and Presentation.
5.2 Outline of the Curriculum Components
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5.2.1 Group A
Core Courses are to provide a conceptual and contextual understanding of education and schooling drawn from cognate disciplines that is essential for a teacher.
The Core Courses under Group A are
Basics in Education;
Learner and Learning;
Schooling, Socialisation and Identity;
Curriculum and School in India; and
Vision of Education in India: Issues and Concerns
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5.2.2 Group B Pedagogy Courses represent essential functional
understandings & competencies required in a
teacher.
The courses under Group B are:
Subject Knowledge and the Related Pedagogic
Dimension;
Assessment for Learning
Learning to Function as a Teacher
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5.2.3 Group C Developing Teacher Sensibilities comprises a
variety of experiences pertaining to certain
aspects, which also equip teacher for effective
functioning. They are:
SECTION I: EXPERIENCES FOR TEACHER
ENRICHMENT
SECTION II: EXPERIENCES FOR SOCIAL AND
ENVIRONMENTAL SENSITIVITY
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5.2.3 Group C CONTD.
SECTION I: EXPERIENCES FOR TEACHER
ENRICHMENT
Strengthening Language Proficiencies
Use of ICT for Effective Learning
Health and Physical Education
Arts and Aesthetics
Exploring Library and Other Learning
Resources
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5.2.3 Group C CONTD. SECTION II: EXPERIENCES FOR SOCIAL AND
ENVIRONMENTAL SENSITIVITY
Gender Issues in Education
Education for Peace
Issues of Conservation and Environmental
Regeneration
Addressing Special Needs in Classroom
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5.2.4 Final Presentation
each student-teacher is expected to consolidate
and reflect upon all experiences during the
programme in the form of a report, and make a
final presentation.
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