Post on 20-Jul-2020
Janardan Rai Nagar Rajasthan Vidhyapeeth(Deemed) University, Udaipur (raj.)
Faculty of Education
B.ED. - M.ED. INTEGRATED COURSE
Lokmanya Tilak Teachers Training College (CTE)Dabok, Udaipur - 3130022
Tel. : 0294-2655327Email : dabok2013@gmail.com
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Janardan Rai Nagar Rajasthan Vidyapeeth aims to achieve
academic excellence by providing multi-faceted education to
students and encourage them to reach the pinnacle of success. The
University has designed a system that would provide rigorous
academic programme with necessary skills to enable Students to
excel in their careers. It is hoped that it will help the students study in
a planned and a structured manner and promote effective learning.
Objectives :
The main objective of B.Ed.-M.Ed. Integrated programme is to
prepare teachers and teacher educators.
The B.Ed.-M.Ed. Integrated programme enables student teacher to -
? Acquire competence to teach subjects of his/her specialization
on the basis of accepted principles of learning and teaching in the
context of NCF 2005 and NCFTE 2009.
? Develop skills, understanding, interests and attitude which
enable him/her to foster all-round growth and development of the
children under his/her care.
? Develop skills in identifying, selecting, innovating and organizing
learning experiences for teaching the required subjects.
? Develop understanding of psychological principles of 'growth
and development', 'individual differences and similarities' and
'cognitive and affective learning'.
? Develop skills in guiding and counselling the children in solving
their personal as well as academic problems.
? Understand the role of the home, the peer group and the
community in shaping the personality of the child and help to
develop an amicable home-school relationship for mutual
benefit.
? Understand the role of school and community in changing
society.
? Contribute to fill up the gap between theory and practice by
dovetailing both appropriately.
? Acquire interactive processes of group reflection, critical thinking
and concept formation.
? Understand the nature, purpose, influencing factors and
problems of various levels of education in the context of diverse
socio-cultural-political & multilingual Indian society and resolve
them.
? Plan and organize classroom instruction through learner
centered techniques for inclusive education.
? Conduct pedagogical content analysis in subject areas and use it
for facilitating learning in the classroom.
? Effective utilization of Information Communication Technology
resources, online as well as offline for day-to-day classroom
teaching, remedial instruction and providing challenging learning
to the gifted.
? Develop critical understanding of ICT in Education.
? Develop professional commitment and work as responsible
professional.
? Cultivate reflective teaching practices and interface with societal
resources.
? Promote communication and expository writing skills.
? Gain awareness of the nature of academic writing and acquire
academic writing skills.
? Develop competencies for conducting research in education.
? Develop skills for interpreting statistical findings.
? Develop critical thinking skills.
Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed) University, Udaipur
B.ED. - M.ED. INTEGRATED COURSE
? Develop ethical and spiritual sensibility.
? Engage themselves in field related activities and see how theory
is linked with practical implementation.
? Serve internship in school and teacher education institution to
acquire job related skills, attitude and values.
Qualification for Admission in B.Ed. - M.Ed. Integrated Course
Candidates who have obtained at least 55% Marks in Gen
category, 50% marks SC/ST/OBC Category or equivalent grade in
the Post Graduation programmes (Humanity / Social Science /
Science) can seek admission to the B.Ed. - M.Ed. Programme
according to NCTE Regulation-2014.
Qualification of the B.Ed. - M.Ed. admission shall be applied as
per NCTE Norms .
Reservation : Reservation of seats for SC/ST/OBC and
Handicapped will be as per existing Rajasthan Govt.
Procedure : Admission shall be made on the basis of entrance
examination (PBMET).
Duration and Working Days
B.Ed. - M.Ed. Integrated programme is a full time course and
consists of Three Years as shown in programme structure.
(a) Duration : The B.Ed. - M.Ed. Integrated Programme shall be of a
duration of Three Academic Years, which can be completed in a
maximum of four Years from the date of the admission to the
programme.
(b) Working Days : There shall be at least Two Hundred Fifteen
Working Days each year excluding of the period of admission.
Institution shall work for a minimum of Thirty six hours a week, during
which physical presence in the institution of all the teachers and
student teachers is necessary to ensure their availability for advice,
guidance, dialogue and consultation as and when needed.
Attendance
It is mandatory for every student to keep 80% of attendance in
the Department / Centre and 90% in Field Attachment (Internship).
Head/Principal may condone the attendance of any student not
more than 10% of total attendance to be kept by the student for a
genuine and valid reason. In case of serious illness or under
extraordinary circumstances, on recommendation of the
Head/Principal, the Executive council shall decide to condone the
required attendance of any student. Further provided that, any
student participating in sports / cultural activities to represent the
university at state or national level the Head/Principal shall condone
these days as attendance for want of completion of the required
attendance by the department/institute.
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PROGRAMME STRUCTURE FOR
B.Ed.-M.Ed. INTEGRATED COURSEPAPERNO.
FIRST YEAR MM
1. PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVE OF EDUCATION
100
2. PSYCHOLOGY OF EDUCATION 1003. HISTORICAL, POLITICAL AND ECONOMICAL ASPECTS OF
EDUCATION 100
4. UNDERSTANDING DISCIPLINES AND SUBJECT 1005. LANGUAGE ACROSS THE CURRICULUM 1006. CONTEMPORARY INDIA AND EDUCATION 1007. ICT AND E- LEARNING 1008. PEDAGOGY OF SCHOOL SUBJECTS-1 1009. PRE INTERNSHIP (2WEEKS) 25
10. INTERNSHIP (4 WEEKS) 7511. YOGA , MEDITATION AND SPORTS 50
12. OUTREACH PROGRAMMME 50
TOTAL 1000SECOND YEAR
1. EDUCATIONAL RESEARCH 1002. EDUCATIONALSTUDIES 1003. ANY ONE FROM THE FOLLOWING:-
(A) GENDER STUDIES(B) INCLUSIVE EDUCATION(C) EDUCATIONAL TECHNOLOGY
100
4. TEACHER EDUCATION-1 1005. PEDAGOGY OF SCHOOL SUBJECT -2 1006. SCHOOL INTERNSHIP (16 WEEKS) 3007. DISSERTATION-1 508. DRAMA ART EDUCATIONAND 509. WORKING WITH COMMUNITY 50
10. CULTURAL AND LITERARY DEVELOPMENT 50TOTAL 1000
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THIRD TEAR
1. ASSESMENT FOR LEARNING 100
2. STATISTICS IN EDUCATIONAL RESEARCH 100
3. TEACHER EDUCATION-2 100
ANY TWO FROM FOLLOWING :
CURRICULUM DEVELOPMENT
?MEASUREMENT AND EVALUATION
?GUIDANCE AND COUNSELLING
?EDUCATIONAL MANAGEMENT
7. THE STUDENT WILL OPT ANY ONE LEVEL FROM
FOLLOWING LEVELS :-
LEVEL -A: ELEMENTARY
1.POLICY, ECONOMICS AND PLANNING
2.STRUCTURE, STATUS AND CONCERNS
LEVEL-B : SECONDARY
1.POLICY, ECONOMICS AND PLANNING
2.STRUCTURE, STATUS AND CONCERNS
200
8. PROFESSIONAL WRITING 50
9. INTERNSHIP IN TEACHER EDUCATION
INSTITUTIONS(SELECT ANY ONE FROM CORE PAPERS
AND ONE FROM METHODOLOGY PAPERS)
10. DISSERTATION -2 150
TOTAL 1000
4. 100
5., 6. 200
B.ED. - M.ED.
INTEGRATED
COURSE
I YEAR
Objectives :
* To acquaint students with the concept and branches of
philosophy and the inter-relationship between education and
philosophy
* To acquaint them with the nature of major dimensions of
contemporary education thoughts and their classroom
implications.
* To make them aware of the major western philosophical thoughts
and their educational implication.
* To develop knowledge of Indian philosophies of education and
research trends.
* To introduce education as a social system.
* To impart knowledge of different social dimensions of education.
Unit - 1 : Philosophy & Education : Relationship and
Contemporary Thoughts.
1. Philosophy and Education : Meaning and Nature of philosophy
Relationship between education and philosophy
2. Different Components of Philosophy : Metaphysics.
Epistemology axiology and their educational implications.
3. Contemporary Educational Thought : alternatives in Edcuation
and Futurology of education - concept. Approaches and
Educational implications.
4. New trends in Researches of Philosophy of Education.
Unit - 2 : Western Philosophies and fields of Studies &
Education.
1. Naturalism : Concepts, Aims of Education according to
PAPER - I
PHILOSOPHY OF EDUCATION
Naturalism, Contents, Teacher - Pupil Relationship
2. Idealism : Concept, Aims of Education, Teaching Process,
Teacher-Pupil Relationship.
3. Humanism : Concept, Aims of Education Teaching Process,
Teacher-Pupil Relationship.
Unit - 3 : Indian Philosophy & Education
1. Concept of the Personality development in Samkhya
Philosophy, Teacher's Role in Teaching Process.
2. Shirmad Bhagwad Gita, Principle of Karmyoga & Teacher-Pupil
Relationship.
3. Concept of Good Life (Sad Jeevan) In Jain Philosophy & Ideals
of life, Syadvad & Anekantvad : A source of valid knowlege
(Vaidh Gyan) of Education and Role of Teacher in the process.
4. Manishi Pt. Janardhan Rai Nagar - Philosophy of Education,
concept of Education and Role of Teacher in the Process.
5. Budha Philosohpy - Ashtang Yoga.
Unit - 4 : Education Sociology and Social System
1. Educational Sociology - Concept and main areas.
2. New trends in the researches related to Educational Sociology
and different dimensions of its study in India.
3. Education as a social system - Concept and its parts.
4. Socialization - Concept process and Role of Education.
Unit - 5 : Social Dimensions of Education
1. Social Stratification - Concept social status, Provision of Equality
of opportunities in education.
2. Social Interactions - Importance of Social Interactions in
Education.
3. Social Change - Concept, factors affecting social change,
planned change, teacher as an agent for social change.
4. Modernization - Concept, Role of Education in Modernization.
Course Code : BM-11
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Sessional Work (Any two of the following) :
1. Term paper on any topic related with the content of this paper.
2. Review of three abstracts.
3. Write a Monograph : any Educationist.
Bibliography :
1. Ballanien, E.H. (1983) : Sociology of Education, New Jersey
Prentice Hall.
2. Bramled, T. (1971) : Educational Sociology, Lucknow, U.P. Hindi
Granth Academy.
3. Brown, F.J. ( 1974) L Educational Sociology, Lucknow, U.P.
Hindi Granth Academy.
4. Brubacher, J.S. (1950) : Modern Philosophies of Edu., New York,
McGraw Hill Book Co.
5. Buch, M.B. (1991) : Educational Survey, 4th Edition, New Delhi,
NCERT Publication.
6. Butler, J.D. (1951) : Four Philosophies, New York, Harper & Bros.
7. Choube, S.P. & Choube, (1981) : Philosophical & Sociological
Foundation of Education, Agra, Vinod Pustak Mandir.
8. Choube, S.P. (1976) : Sociological Foundations of Edu., Agra,
Vinod Pustak Mandir.
9. Das Gupta (1974) : Bhartiya Darshan Ka Itihas, Jaipur,
Rajasthan Hindi Granth Academy.
10. Jaya Ram N. (1680) : Sociology of Education, Jaipur, Rawat
Publication.
11. Jarolomick, Hohn (1981) : The schools in Conntemporary
Society, New York, Macmillan Co.
12. Kilpatick, W. (1959) : Source Book in the Philosophy of
Education, New York, Macmillan Co.
13. Mark Muller, F. (1973) : The Six System of Indian Philosophy,
New Delhi, Associated Publishing House.
14. Ottaway, A.K.C. (1953) : Education and Society, London
Routledge and Kangen Paul.
15. Oad, L.K. (1973) : Shiksha Ki Darshanik Prashatbhumi, Jaipur,
Rajasthan Hindi Granth Academy.
16. Pathak, P.G. and Tyagi, G. (1980) : Philosophical and
Sociological Principles for Education, Agra, Vinod Pustak
Mandir.
17. Radha Krishna, S. (1969) : Bhartiya Darshan, Delhi, Rajpal
Prakashan.
18. Pandey, Ramashakal (1990) : Shiksha Ki Darshanil our
Sashastriya Prashatbhumi, Agra, Vinod Pustak Mandir.
19. Ruhela, S. (1989) : Bhartiya Shiksha Ka Samajshastra, Jaipur,
Rajasthan Hindi Granth Academy.
20. Webh, R.B. (1981) : Schooling and Society, New York, Macmillan
Co.
21. Wyne, J.P. (1964) : Theories of Education, New York, Harper &
Row.
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(b) Principles of Growth and Development.
(c) Physical, Mental, Social and Emotional Growth in
Childhood and Adolescents.
UNIT-II : Personality, Thinking and Individual Differences :
2.1 Personality : Concept, Nature and Types of personality.
2.2 Factors affecting development of personality.
2.3 Projective and non-projective methods of measuring
personality.
2.4 Individual Differences :
(a) Concept and Meaning.
(b) Elements of individual difference (intelligence, aptitude,
attitude and interest).
2.5 Thinking : Concept, Nature and Types of Thinking.
UNIT-III : Learning
3.1 Concept and Nature of learning.
3.2 Theories of Learning :
(a) S.R. Conditioning by Pavlov : Experiments and
Applications.
(b) Thorndike Basic Laws of Learning and their classroom
applications.
(c) Skinners operant conditioning : Experiment, Concept of
reinforcement and types of reinforcers, application of
operant conditioning in classroom learning.
(d) Learning by Insight : Kohlers experiment and
implications of insight for classroom learning.
3.3 Factors affecting learning.
3.4 Transfer of Learning : Concept, Types and Role of Teacher in
transfer of learning.
UNIT-IV : Mental Hygiene Adjustment
4.1 Mental Hygiene :
PSYCHOLOGY OF EDUCATION- I
PAPER - II
Objectives :
1. To acquaint students with the concept and nature of
psychology with special reference to educational psychology.
2. To make them aware of the tools & techniques used in
educational psychology.
3. To make them understand the various aspects of growth and
development of child & adolescent.
4. To acquaint with basic theories of learning.
5. To make them aware of the concept and nature of personality
and individual difference and factors, affecting development of
personality.
6. To develop the skill of using some psychological tests.
7. To make them aware of the concept of nature of Mental
Hygiene and adjustment.
8. To make them understand the concept and nature of
intelligence, creativity.
UNIT-I : Concept of Educational Psychology and Psychology of
Growth and Development
1.1 Concept & Nature of educational psychology.
1.2 Utility of Educational Psychology for Teachers.
1.3 Tools & Techniques of measurement in psychology :
(a) Observation, Interview and Case study.
(b) Questionnaire, Check-list and Rating scale.
1.4 Growth and Development of child :
(a) Concept of Growth, Development and Maturation.
Course Code : BM-12
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6. Corinne Roth : Learning Disabieties. Allyan & Bacom, USA
Smith.
7. E. Hurlock : Child Development. McGraw Hill Publication.
8. F. Philip Rice : Human Development. Prentice Hall, New
Jersey.
9. Sinha, B.L. : Teaching, Learning & Human Behaviour. Anmol
Publications Pvt. Ltd., New Delhi.
10. Walson Robert : Psychology of the Child. John Willey & Sons,
New Delhi.
11. Chouhan, S.S.: Advanced Education & Psychology, Vikas
Publication House, New Delhi, 1980.
12. Sharma, R.A. : Fundamental of Education Psychology. Layal
Book Depot, Meerut, 1960.
13. Uday Shankar : Advanced Education Psychology. Press Pvt.
Ltd., New Delhi, 1984.
(a) Concept
(b) Goals of Mental Hygiene
(c) Characteristics of Mentally, Healthy Person
4.2 Adjustment :
(a) Concept
(b) Symptoms of Maladjustment
(c) Adjustment Mechanism
UNIT-V : Statistics in Educational Psychology
5.1 Meaning of Statistics and its use in education
5.2 Meaning and Measurement of Central Tendencies : Mean,
Mode, Median.
5.3 Standard Deviation : Meaning and Calculation.
5.4 Normal Probability Curve : Meaning
5.5 Correlation : Meaning and Calculation (only Rank Deference
Method).
Sessional Work :
1. Case study of a child.
2. Administration and analysis of results of any three
psychological tests.
Bibliography :
1. Anastasi : Psychological Testing. The MacMillan Co., New
York.
2. Bernard H.W. : Psychology of Learning and Teaching.
McGraw Hill Book Co., New York.
3. Bhatia & Safaya : Educational Psychology & Guidance.
Dhanpal & Sons, Delhi.
4. Chouce, S.P. : Educational Psychology. Laxmi Narayan &
Sons, New Delhi.
5. Cronbacri Lee J.: Essential of Psychological Testing. Harper &
Row, New York.
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HISTORICAL, POLITICAL AND ECONOMICAL ASPECTS OF EDUCATION
PAPER - III
Course Code : BM-13
Objectives :
1. To acquaint students with the concept function, aims,
Objectives, scopes and forms of educations.
2. To Acquaint the students with different areas of sociology of
Education.
3. to development of social awareness in students through
different concepts/areas of education.
4. To acquaint the students with nature of history and politics as a
continues process of development and change.
5. To acquaint the students with concept and scope of economics
of education.
6. To acquaint the future perspective of education.
UNIT-I : Fundamentals of Education
1.1 Concept of education (Indian, Western & Modern)
1.2 Function of education (Individual, National & Global)
1.3 Objectives of education (According to kothari commisssion,
New education Policy 1986 and NCF. 2005)
1.4 Forms of education
UNIT-II : Sociological Perspectives of Education
2.1 Sociolization - Concept, Process and role of education.
2.2 Social Change - Concept, Factors affecting, social change,
role of education.
2.3 Modernization - Concepts, Need and role of education.
2.4 Social Mobility - Concepts, Types and role of education.
UNIT-III : Historical Perspectives of Education
3.1 Education in Ancient india
3.2 Education in Medieval india
3.3 Education in British Rule
3.4 Education in Modern india
Unit - IV : Political Perspectives of Education
4.1 Constitutional provisions for education.
4.2 Secularism in India.
4.3 Progress of Education in British period, wood dispetch, Hunter
commission and educational reforms of lord curzon.
4.4 Progress of Education in part independance period.
Unit -5 : Economical Perspective of Education
5.1 Meaning, Definition and scope of economics of Education.
5.2 Role of Government in financing educations of different levels.
5.3 Contribution of education to economic growth and
development.
Sessional Work (Any One)
1. Write a term paper on any sub unit of the syllabus.
2. Write a report on any current issue (Sociological/Historical
/Political / Economical aspect).
3. Paper presentation on any sub unit of the syllabus.
4. Prepare three abstracts of Published articles.
Reference Books.
1. Saxena, N.R.S. (1981). Priniciple of education. Loyal Book
Depot. Merruth.
2. Ballanine, E.H. (1983). Sociology of Education, New Jersey
Prentice Hall.
3. Bramted, T. (1971) Educational Sociology. Lucknow : Utter
Pradesh Hindi Granth Academy
4. Brown, F.J. (1974), Educational Sociology. Lucknow : Utter
Pradesh Hindi Granth Academy
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5. Oad, L.K. (1998). Shiksha Ki Darshnik Prashathbh Umi. Jaipur
: Rajasthan Hindi Granth Academy.
6. Pathak, P.D. and Tyagi, G ( 1982) Philosophical and
Sociological Principles of education. Agra : Vinod Partak
Mandir.
7. Ruhela, S. (1981), Bhartiya Shiksha Ka Samajshastra Jaipur :
Hindi Granth Academy.
8. Mohanty. J.N. (2002) Modern Trends in education. New Delhi :
Deep and Deep Publication.
9. Munshi, K.M. (2004) Cultural History of India. Bombay :
Bhartiya Vidya Bhawan.
10. K.P. Pandey ( 2010) Perspective in Social Foundation of
Edcuation, New Delhi : Shipra Publication.
11. Ratna, Ghosh (2005) Education and the process of change,
New Delhi : Sage Publication.
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Objectives :
1. To acquaint the students with the nature and developmental history of Science, Social Science and Language disciplines.
2. To acquaint the students with the position papers of disciplines.
3. To acquaint the students with the general and specific skills of disciplines.
4. To acquaint the students with the recent trends and innovations in the disciplines.
5. To acquaint the students with the role of ICT in understanding the disciplines.
Unit-I : Nature and Developmental History of Social Science Discipline
1.1 Nature of Social Science Discipline.
1.2 Origin and Historical Development of Social Science Discipline.
1.3 Salient features of position paper in Social Science Discipline.
1.4 Teaching Skills - General and Specific Skills.
1.5 Recent trends and innovations in Social Science Discipline.
Unit-2 : Nature and Developmental History of Science Discipline
2.1 Nature of Science Discipline.
2.2 Origin and Historical Development of Science Discipline.
2.3 Salient features of Position Paper in Science Discipline.
2.4 Teaching Skills - General and Specific Skills
2.5 Recent trends and innovations in Science Discipline.
Unit-III : Nature of Language Discipline
3.1 Nature of Language Discipline.
3.2 Salient features of Position Paper in Language Discipline.
3.3 Teaching Skills - General and Specific Skills.
3.4 Recent trends and innovations in Language Discipline.
Unit-IV : Taxonomy of Education
4.1 Bloom's Taxonomy of Educational Objectives, Correlation of subject with other subjects.
4.2 Levels of Teaching in the disciplines.
4.3 Contribution of disciplines in developing Global Citizen.
Unit-V : Instructional Support System in Understanding the Disciplines
5.1 Planning of Labs (Social Science, Language and Science Lab).
5.2 Use of mass-media and computers in teaching disciplines.
5.3 Use of local resources in teaching disciplines.
5.4 Role of school and teacher in relation to teaching disciplines.
Assignments (any one) :
1. Prepare a summary on position paper related to any one discipline.
2. List out general and specific skills of any disciplines and plan a lesson based on those skills.
3. Write a term paper on any innovation in the discipline.
4. Prepare a PPT on any sub unit of the syllabus.
5. Prepare a list of local resources for teaching disciplines.
Reference Books:
1. Carr, D.(2005). Making sense of education : An Introduction to the Philosophy and theory of education and teaching. Routledge.
PAPER-IV
UNDERSTANDING DISCIPLINES AND SUBJECTS
Course Code : BM-14
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2. Charkavarti, U. (1998). Rewriting history : The life and Times of
Pandita Ramabai. Zubaan.
3. Deng, Z (2013) School subjects and academic disciplines. In A. Luke, A. Woods, & Wer (Eds.), Curriculum syllabus design and equity: A primer and model. Routledge.
4. Deplit, L.D. (1988). The silenced dialogue : Power and pedagogy in educating other people's children, Harvard Educational Review, 58(3), 280-299.
5. Ghosh, S.C. (2007). History of education in India. Rawat publications.
6. GOI. (1992, 1998), National policy on education, 1986 (As modified in 1992). Retrieved from http://mhrd.gov.in/sites/ upload_files/mhrd/files/NPE86-mod92.pdf
7. Goodson, I.F. & Marsh, C.J. (2005). Studying school subjects : A guide. Rouledge.
8. Hodson, D (1987). Science curriculum change in Victorian England : A case study of the science of common things. In I. Goodson (Ed.), International perspectives in curriculum history. Croom helm.
9. Ladson-Billings. G. (1995). Toward a theory of culturally relevant pedagogy. American Education research journal. 32(3). 465-491.
10. Montuschi, E. (2003). Objects of social science. London. : continuum press.
11. Naik J.P. & Nurullah, S. (1974) a student's history of education in India (1800-1973). Macmillan.
12. Plato (2009) Reason and persuasion Three dialogues (chapter) in J. Holbo (Ed) meno : reason, persuasion and virtue. Person.
Objective :
1. To understand the concept of language and will differentiate
between language and communication.
2. To know the language functions and language diversity.
3. To understand home language and school language.
4. To use language as a tool of learning.
5. To use oral language in the classroom.
6. To develop multi-cultural awareness and use multi-lingualism
while teaching.
7. To develop language at receptive level and productive level.
Unit-I : Nature of Language and Its Functions
1.1 Concept of Language
1.2 Animal Communication
1.3 Human Language
1.4 Language and Communication
1.5 Language Functions
1.6 Components of Language - Sound, Vocabulary and Sentence
Language diversity with reference to dialects regional
language.
Unit-II : Language and Its Social Impact
2.1 Concept of Mother Tongue, First Language, Second
Language and Third Language.
2.2 Language acquistion vs Language learning
2.3 Home Language and School Language
PAPER-V
LANGUAGE ACROSS THE CURRICULUM
Course Code : BM -15
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2.4 Language as a tool of learning
Unit-III : Development of Language in the Classroom
3.1 Classroom Discourse
3.2 Oral Language in Classroom
3.3 Discussion as a tool for learning
3.4 Questioning in Classroom
3.5 Multi-lingualism as a resource
3.6 Multi-cultural awareness
3.7 Role of teacher in resolution of speech defects (lipsing,
stuttering, stammering).
Unit-IV : Language at Receptive Level
4.1 Listening Comprehension.
4.2 Phonetic elements involved at receptive level (vowels and
consonants).
4.3 Understanding intentional meaning through intonation
patterns.
4.4 Listening strategies
4.5 Reading comprehension
4.6 Reading in content areas (social science, science and
mathematics).
4.7 Reading Strategies (note taking, summarizing, interpretation,
central idea).
Unit-V : Language at Productive Level
5.1 Speaking : Phonetic elements involved at productive level.
5.2 Use of Communication Skills (Gestures, Emotions, Facial
expression, Expression, Posture and Movements).
5.3 Writing : Composing Letters, Essay, Reports, Notices,
Paragraphs.
5.4 Strategies to enhance writing skills.
Assignments (any one)
1. Compare the sounds (vowel and consonants) of different
languages and write a report based on it.
2. Prepare a PPT on any sub unit of the syllabus.
3. Prepare a write-up on multi-lingualism as a resource of
teaching.
4. Study mispronounced sounds of school students and prepare
a report.
5. Write an article on the role of teacher in developing reading
skills of student.
Reference Books:
1. Anderson, R.C. (1984). Role of the reader's schema in
comprehension, learning and memory. In R.C. Anderson, J.
Osborn, & R.J. Tierney (Eds.), Learning to read in American
Schools : Basal readers and contecnt texts. Psychology
Press.
2. Eller, R.G. (1989). Johnny, can't talk either : The perpetuation
of the deficit theory in classrooms. The Reading Teacher, 670-
674.
3. Grellet, F. (1981). Developing reading skills : A practical guide
to reading comprehension exercieses. Cambridge University
Press.
4. NCERT. (2006d). Position paper-National focus group on
teaching of Indian Language (NCF 2005). New Delhi : NCERT.
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fundamental rights, duties and directive principles.
2.3 Concept and causes of inequality, discrimination and
marginalization.
2.4 Role of education to maintain equality of global society.
Unit-III : Emerging Trends in Society and Education
3.1 Concept of universal education (UEE & USE) : Obstacles and
Solutions.
3.2 Right to Information 2005 and Role of Education in
implementation of RTI.
3.3 Right to Education 2009 and Role of education in
implementation of RTE-2009.
Unit-IV : Initiatives for Universal and Inclusive Education
4.1 Introduction, Functions and Contribution of Sarva Shiksha
Abhiyan.
4.2 Introduction, Functions and Contributions of Rajasthan
Madhyamik Shiksha Abhiyan.
4.3 Inclusive Education in the light of NCF-2005.
Unit-V : Emerging Global Concerns and Education
5.1 Education for Peace - Issues of National and International
Conflicts, Social Injustice, Communal Conflicts.
5.2 Role of Teachers in Peace Building Environment.
5.3 Education for Environmental Conservation : Local to Global.
Assignments (any one)
1. A survey of awareness about constitutional values in
secondary level students.
2. Prepare power point presentation on any sub-unit of syllabus.
3. Write a monograph on any sub unit of syllabus.
4. Write a term paper on any National document related to
Education.
5. Group discussion and prepare report on any sub unit of
syllabus.
PAPER-VI
Contemporary India & Education
Course Code : BM - 16
Objectives :
1. To know basic concepts of contemporary India and education.
2. To know the concept of social diversity and role of education.
3. To understand the constitutional values and fundamental
rights, duties and directive principles.
4. To know constitutional provisions about education.
5. To introduce pupil-teachers to basic concepts and causes of
inequality, discrimination and marginalization.
6. To acquaint pupil-teacher various emerging trends in
education like RTI, RTE, UEE, USE etc.
7. To introduce pupil-teachers by different agencies and
programmes for universalization of education like S.S.A.,
RMSA, NCF-2005 etc.
8. To acquaint pupil-teachers with emerging global concerns and
education.
Unit-I : Social-Diversity and Education
1.1 Concept, Types and Level of Social Diversity.
1.2 Enrichment of social diversity through education for
universalization.
1.3 Role of education in constitutional provision of freedom,
justice, equality and fraternity.
Unit-II : Constitutional Values and Education
2.1 Aims of Education in the light of constitutional values.
2.2 Concept of constitutional values with the special reference to
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives :
The students will be able to :
* To acquaint with the concept, scope and need of Multimedia
Education and E-Learning.
* To understand process, types, barriers and uses of communication
to apply communication technology in audio and visual media.
* To develop skills to use different technological aids.
* To understand system peripherals of computer, different
software and operating systems.
* To understand and apply the knowledge of Multimedia Education
and E-Learning.
Unit - 1 : Introduction to Information Technology
1. Concept, scope and need of information technology.
2. Types and properties of information technology, caution against
over use of it.
Unit - 2 : Components and Communication in Information
1. Concept, need and types of communication.
2. Process, cycle and model of communication sender, receiver,
message, channel, feedback, encode, decode.
3. Intra-personal communication, interpersonal communication.
4. Barriers of communication : physical.
Unit - 3 : Multimedia and E-Learning
1. Characteristics of communication media criteria for media
selection.
2. Production / Selection of audio-media : Broadcast & Non-
broadcast mode.
PAPER - VII
ICT AND E-LEARNING
Course Code : BM- 17
Reference Books :
1. Anord, C.L. et al. (1983) : Teacher Education in Emerging
Indian Society, NCERT, New Delhi at least 30 students.
2. A.S. Balasooriya (2001) : Learning the Way of Peace, United
Nations Educational, Scientific and Cultural Organization,
New Delhi.
3. Govt. of India (1992) : Programme of Action (NPE) Ministry of
HRD.
4. Mohanty, J. (1986) : School Education in Emerging Society.
Sterling Publishers, McMillan, New Delhi.
5. Ministry of Education "Education Commission" 1964-1966.
Education and National Development, Ministry of Education,
Govt. of India, 1966.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Assignment / Practicum :
1. Prepare a PPT (30) slides for anyone topic of your choice.
2. Prepare a E-lesson for anyone school subject.
3. Prepare a short mobile movie on any innovative approach in
Education.
4. Creation of Bio-Data, Time-table, Student Marksheet and Salary
Bills.
5. Prepare two presentations at least 20 slides in all presentation.
References :
1. Am Asana, Ad. Ed. (1988) : Computers in research and education.
Rajkot : Department of Education, Saurashtra University.
2. Antani, H. (1997) : Internet for beginners. New Delhi : Tata
McGraw Hill Publishing Co. Ltd.
3. Berger, A.A. Media Analysis Techniques (1982) : Beverly Hills,
California : Sage.
4. Sripts : (1990) Writing for audio and television, New Bury Park :
Sage.
5. Bretz, Rudy (1962) : Techniques of television production. New
York : McGraw Hill Book Co.
6. Bruce, Joyace and Marsha Weil (1992) : Models of Teaching,
New Delhi : Prentice Hall of India, New Delhi.
7. Curtin (1998) : Information Technology the breaking wave. New
Delhi. Tata-McGraw Hill Publishing Co.Ltd.
8. Mangal, S.K. Mangal : Technology of teaching, Arya Book Depot,
New Delhi.
9. Jati, S. : Advance educational technology. Sahitya Prakashan,
Agra.
3. Production / Selection of visual-media : Still projection, OHP
transparency, 35mm slide, movie projection, video film multi-
media presentation.
4. Internet : Meaning, browser, search engine, www, search
through internet, tools and services on internet : email, mailing
list, digital text.
5. E-learning concept, need, process, importance.
Unit - 4 : Introduction to Computer and Working with
Computer
Part-A
1. Computer : Definition, meaning, features, basic architecture of
computer.
2. Concept of operating system, computer hardware and software.
3. Creation of icon & folder, word processor : using word processor,
creation of different documents (resume, time-table etc.).
4. Spread sheet package : using spread sheet package, creation of
different files (Marksheet, Salary Bills etc.).
5. Spread sheet package : Data analysis through different functions,
spread sheet package : through charts critical analysis of
different data.
Unit - 5 : Introduction to Computer and Working with
Computers
Part-B
1. Presentation Package : using presentation package creation of
different slides (at least two presentation files with effective use
of multimedia).
2. Concept of modem, Wi-Fi, Bluetooth.
3. Web 2 technologies and encyclopedia.
4. Concept & use of smart class equipments.
5. Computer maintenance, virus, antivirus, backup of data, cyber
crime.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Paper - VIII
TEACHING OF ENGLISH
Objectives
To enable the student teachers to :
* Develop a good understanding of the basic concepts in second
language teaching.
* Teach basic language skills as listening, speaking, reading and
writing and integrate them for communicative purpose.
* Critically review and use appropriately different approaches and
methods of teaching English as a second language.
* Prepare lesson plans on different and prescribed aspects of
English as a second language.
* Choose, prepare and use appropriate audio-visual aids for
affective teaching of English.
* Use various techniques of testing English as a second language
and develop remedial teaching.
Unit-1 : Basic Concepts and Objectives of English Language
Teaching
1.1 Concept of language, language acquisition, language learning.
1.2 Mother tongue, second language, English as a second language
(ESL), English as a Foreign language (EFL), English for specific
purpose (ESP).
1.3 Principles of second language teaching.
1.4 The objectives of teaching English as a second language at
different levels of school education - (i) Skill based-LSRW (ii)
Competency based - (a) Linguistic competence and (b)
Communicative competence.
Course Code : BM-18-01
Unit-2 : Teaching of Listening and Speaking
2.1 Listening
2.1.1 Concept of listening in second language, elements of
listening.
2.1.2 The phonetic elements involved in listening at the receptive
level (monothongs, diphthongs, consonants, pause,
juncture, stress, accent, beat, intonation, rhythm);
2.1.3 Listening skills and their sub-skills;
2.1.4 Authentic listening vs graded listening;
2.1.5 Techniques of teaching listening;
2.1.6 Role of teaching aids in teaching listening skills;
2.2 Speaking
2.2.1 Concept of speaking in second language.
2.2.2 The phonetic elements involved in listening at the receptive
level (monothongs, diphthongs, consonants, pause,
juncture, stress, accent, beat, intonation, rhythm);
2.2.3 Use of pronouncing dictionary.
2.2.4 Technique of teaching speaking skills and pronounciation
practice and drills - Ear Training, Repetition, Dialogues and
Conversation.
2.2.5 Role of A.V. aids in teaching speaking skills.
Unit-3 : Teaching Reading and Writing Skills
3.1 Reading Skills
3.1.1 Concept of reading in second language.
3.1.2 Mechanics of Reading (Eye span, pause, fixations,
regression);
3.1.3 Types of Reading - Skimming, Scanning, Silent reading,
Reading loud, Intensive reading, Extensive reading.
3.1.4 Teaching silent reading, intensive reading, extensive
reading.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
3.1.5 Role of textbook and dictionary in teaching reading skills.
3.2 Writing Skills
3.2.1 Concept of writing in and second language.
3.2.2 Types of Composition - oral, written, controlled, guided
composition.
3.2.3 Teaching the following items : Letters (Formal and Informal),
Essays, Report, Email, Notices, Precis, Paragraph,
Developing, Stories.
Unit-4 : Methodology of English Language Teaching
4.1 Approaches, Methods and Techniques
4.1.1 Difference between an approach, method and a technique.
4.1.2 Whole language approach, communicative approach, task
based approach, eclectic approach.
4.1.3 Direct method, Bilingual Method.
4.2 Planning for English Language Teaching
4.2.1 Prose Lessons
4.2.1.1 Content analysis - Planning a unit, based on a lessons in the
textbook.
4.2.2.2 Planning for teaching the content and skills in the following
order:
- New lexical items (vocabulary - active and passive,
techniques of teaching vocabulary)
- New structural items
- Reading comprehension
- Textual exercises
- Written / composition
- Unit test
4.2.2 Teaching of Poetry
4.2.2.1 Components of poetry
4.2.2.2 The place of poetry teaching in school curriculum
4.2.2.3 Concept, aims and objectives of teaching poetry in second
language
4.2.2.4 Steps of preparing a lesson plan on poetry.
Unit-5 : Resources and Assessment of English Learning
5.1 Resources in English
5.1.1 Concept and use of A.V. aids in second language teaching.
- Textbook, workbook, teacher's book, chart, picture, flash
clards, flannel board
- The Blackboard and the White Board
- Black Board Drawings and sketches.
- The Overhead Projector (OHP)
- Flashcards, Posters and Flip charts
- Songs Raps and Chants
- Video Clips.
- Pictures, Photos, Postcards and Advertisements
- Newspapers, Magazines and Brochures
- Mind Maps
- Radio, Tape Recorder, T.V.
- Language Laboratory
- Realia
- Stories and Anecdotes
5.2 Assessment of Second Language
5.2.1 Concept of assessment and testing in English as a second
language.
5.2.2 Concept, Need and Techniques of Continuous and
Comprehensive Evaluation (CCE) in English.
5.2.3 Type of Test (Achievement test, Proficiency test, Diagnostic
test, Prognostic test, Formative and Summative tests);
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
5.2.4 Testing language skills, lexical and structural items, poetry
and grammar.
5.2.5 Preparation of unit test and examination paper - their blue
print and answer key.
Assignments (Any one)
The teacher students have to submit one assignment :
1. Planning of vocabulary building exercises and techniques to
teach the students in the classroom.
2. Identification of learning difficulties experienced by student
teachers during teaching practice and implementation of
remedial instructional strategies in English.
3. Review of two research articles related to teaching and learning
of English from educational journals, magazines or
newspapers.
4. Critical analysis of the method used in a lesson taught by a
regular teacher.
5. Preparing an action plan for improving any of the following skills
: reading skill, speaking skill, listening skill or creative writing.
6. Preparation of five (5) word cards, five (5) picture cards and five
(5) cross word puzzles.
7. Preparation of twenty (20) test items in listening / speaking /
reading / writing skills.
8. Preparation of CALL material (five pages).
9. Construction of a unit test or a diagnostic test or an achievement
test for any class of your choice in English.
10. Preparing a power-point presentation (PPP) for teaching a topic
of your choice. Prepare a CD and submit it along with its hard
copy (print out).
11. Review of an English textbook prescribed at the secondary
stage.
12. Content analysis of a unit or a chapter of English textbook in
terms of the lexical and structural items, language skills and
given exercises.
Reference Books :
1. Willis, Jane : A framework for Task-Based Learning. Pg. 135-136.
Longman, 1996.
2. Frost, Richard : "A Task-based Approach". British Council
Teaching English. http://www.teachingenglish.org.uk/think/
methodology/task_based.shtml 4/12/2006.
3. Ellis, Rod (2003) : Task-based Language Learning and Teaching.
Oxford, New York : Oxford University Press. pp.156-157. ISBN
978-0-19-442159-1.
4. Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.)
Practical English Language Teaching (pp. 199-224). New York :
McGraw Hill.
5. Bansal, R.K. and Harrison, J.B. (1972) : Spoken English for
India, Madras : Orient Longman Ltd.
6. Baruah, T.C. (1985) : The English Teacher's Handbook, New
Delhi : Sterling Publishing Pvt. Ltd.
7. Brumfit, C.J. (1984) : Communicative Methodology in Language
teaching. Cambridge : C.P.U.
8. Gimson, A.C. (1980) : An introduction to the pronounciation of
English. London : Edward Arnold.
9. Lado, Robert (1971) : Language teaching, New Delhi : Tata
McGraw Hill Publishing House Co. Ltd.
10. Palmer, H.L. (1964-65) : The principles of language study.
London : O.U.P.
11. Quirk, Randolph and Greenbaum (1973 ) : A University
Grammar of English, London.
12. Roach, Peter (1991) : English Phonetics and Phonology,
Cambridge, C.P.U.
13. Richards, J.C. and Rodgers, T.S. : Approaches and Methods in
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Language Teaching. Cambridge, C.P.U.
14. Leech, Geoffrey and Svartvik, Jan (2000) : Communicative
Grammer of English, Cambridge, C.P.U.
15. Elizabeth, M.E.S. (2010) : Methods of Teaching English,
Discovery Publishing House.
16. Thomson, A.J. and Martinet (1998) : A Practical English
Grammar, ELBS, O.U.P.
17. Bright and McGregor : Teaching English as Second Language,
Longman.
18. Hornby, A.S. (1998) : Guide to Patterns and Usage in English,
O.U.P.
19. Paliwal, A.K. (2011) : Methodology of Teaching English as a
Second Language, Kalpana Publications, Jaipur.
20. Paliwal, A.K. (2011) : A Handbook for Teachers of English,
Kalpana Publications, Jaipur.
21. Collins Cobuild English Grammar (2000) : Harper Collins
mís'; %
1- Hkk"kk dk lkekU; ifjp; iznku djukA
2- fgUnh Hkk"kk vkSj Hkkjr dh Hkkf"kd leL;k dh tkudkjh nsukA
3- Hkk"kk d s oKS kfud Lo:i dk Kku] o.k]Z 'kCn ,o a okD; dh nf̀"V l s djkukA
4- Hkk"kk;h dkS'ky] lquuk] cksyuk] i<+uk ,oa fy[kuk dh lkekU; tkudkjh
nsukA
5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrksa ls voxr djkukA
6- fgUnh Hkk"kk dh fofHkUu fo/kkvksa ,oa muds f'k{k.k dh tkudkjh nsukA
7- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkkfork gsrq n`';&JO; lkexzh dh
mikns;rk crkukA
8- fgUnh Hkk"kk f'k{k.k ls uokpkj ,oa ewY;kadu ls lEcfU/kr fcUnqvksa dh
tkudkjh nsukA
ikB~;Øe dh lekfIr ij Hkkoh v/;kid Hkk"kk] Hkk"kk dk vFkZ] ifjHkk"kk
,oa egÙo] Hkkjr dh Hkkf"kd leL;k] Hkk"kk ds lEcU/k esa laoS/kkfud izko/kkuksa
dh tkudkjh ls ;qDr gks ldsaxsA lkFk gh Hkk"kk ds oSKkfud Lo:i dk o.kZ]
'kCn ,oa fopkj ds ek/;e ls tkudkjh izkIr dj ldsaxsA
Hkkoh v/;kid Hkk"kk;h dkS'ky ¼lquuk] cksyuk] i<+uk fy[kuk½ vkfn ds
lkekU; ifjp;] mís';] egÙo ,oa dkS'ky fodkl gsrq fd;s tk ldus okys
iz;klksa dh tkudkjh izkIr dj ldsaxsA fgUnh Hkk"kk f'k{k.k ds mís'; ,oa
fl)kUrksa ls voxr gks ldsaxsA Hkkoh v/;kid fgUnh Hkk"kk dh fofHkUu
fo/kkvksa ,oa muds f'k{k.k ds lkFk lgk;d lkexzh] fgUnh Hkk"kk f'k{k.k esa
uokpkj ,oa ewY;kadu ls voxr Hkh gks ldsaxsA
fgUnh Hkk"kk vkSj bldk f'k{k.kPaper - VIII
Course Code : BM-18-02
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
;wfuV ,d & Hkk"kk ifjp;] fgUnh vkSj bldk LFkku
1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egÙoA
2- fgUnh dk mn~Hko ,oa fodklA
3- ekr`Hkk"kk] ifjHkk"kk ,oa egÙoA
4- Hkkjr dh Hkk"kk;h leL;kA
5- Hkk"kk ds laca/k esa laoS/kkfud izko/kku & /kkjk 343] 344] 350] 351]
dksBkjh deh'ku] jk"Vªh; f'k{kk uhfr&1986] ih-vks-,- 1992] ,u-lh-,Q-
&2005
;wfuV nks & Hkk"kk dk oSKkfud Lo:i
Hkk"kk dk oSKkfud Lo:i ¼o.kZ] 'kCn ,oa okD; fopkj dh n`f"V ls½ &
¼v½ o.kZ & ifjHkk"kk] izdkj] Lojekyk] O;atuekyk] ckjg[kM+h] mPpkj.k
vo;o] lkekU; mPpkj.k v'kqf);k¡ ,oa mudk la'kks/kuA
¼c½ 'kCn & ifjHkk"kk ,oa izdkjA ¼mRifÙk ds vk/kkj ij] jpuk ds vk/kkj ij]
iz;ksx ds vk/kkj ij] vFkZ ds vk/kkj ij½A
¼l½ okD; & ifjHkk"kk] vax] HksnA
;wfuV rhu & Hkk"kk;h dkS'ky ,oa fgUnh Hkk"kk f'k{k.k
1- lquuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa lquuk dkS'ky
fodkl gsrq iz;klA
2- cksyuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa cksyuk dkS'ky
fodkl gsrq iz;klA
3- i<+uk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa i<+uk dkS'ky
fodkl gsrq iz;klA
4- fy[kuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa fy[kuk dkS'ky
fodkl gsrq iz;klA
5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrA
;wfuV pkj & fgUnh Hkk"kk dh fofHkUu fo/kk,¡] mudk f'k{k.k ,oa
lgk;d lkexzh
1- x| f'k{k.k & mís';] fof/k;k¡ ¼xgu ikB ,oa æqr ikB :i esa½A
2- i| f'k{k.k ¼jl] ikB ,oa cks/k ikB ds :i esa½A
3- ukVd ,oa ,dkadh f'k{k.k ¼vfHku; ,oa eaph; :i esa½A
4- O;kdj.k ,oa jpuk f'k{k.kA
5- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkko'khyrk gsrq n`';&JO; lkexzh
¼midj.k½A
;wfuV ik¡p & fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu
1- fgUnh Hkk"kk f'k{k.k esa uokpkj
2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa
bdkbZ ikB ;kstukA
3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,¡ ,oa izdkj½A
4- iz'u&i= fuekZ.k ,oa uhyi=A
l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ &
1- lafo/kku esa Hkkjrh; Hkk"kkvksa laca/kh vuq'ka"kk,¡ rFkk fofo/k flQkfj'kksa ij
,d fjiksVZ rS;kj djukA
2- vklikl ds ikap fo|ky;ksa dk nkSjk dj f=Hkk"kk lw= dh fLFkfr ds
lEcU/k esa ,d fjiksVZ rS;kj djukA
3- Hkk"kk;h dkS'kyksa ds fodkl gsrq xfrfof/k;k¡ rS;kj djukA
4- ekSfyd dfork,¡ ,oa ukVd ys[ku dk;ZA
5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir
djukA
6- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.kA
7- iz'u i= dh fdlh ,d bdkbZ ij izfrosnu ¼VeZ isij½ rS;kj djukA
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
8- uokpkj vk/kkfjr nks ikB ;kstuk,¡ fufeZr djukA
lanHkZ xazFk lwph % &
1- MkW- Jqfrdkar ik.Ms;] fgUnh Hkk"kk vkSj bldk f'k{k.k] ih,p-vkbZ] ubZ
fnYyh] 2014
2- MkW- mek eaxy] fgUnh f'k{k.k] vk;Z cqd fMiks] djksy ckx] ubZ fnYyh]
2005
3- MkW- jke'kDy ik.Ms;] fgUnh f'k{k.k] Jh fouksn iqLrd Hk.Mkj] vkxjk&2]
2009
4- MkW- HkksykukFk frokjh] Hkk"kk foKku] fdrkc egy] bykgkckn] 2005
5- MkW- jkepUæ 'kqDy] fgUnh lkfgR; bfrgkl] jktdey izdk'ku] ubZ
fnYyh] 2006
6- MkW- lkfo=h flga ] fgUnh f'k{k.k] bVa ju's kuy ifCyf'kxa gkÅl] ejs B] 2004
7- HkkbZ ;ksxsUæthr] fgUnh Hkk"kk f'k{k.k] fouksn iqLrd eafnj] vkxjk] 2008
Course Code : BM-18-03
laLÑr Hkk"kk dk f'k{k.k
bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid %
1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA
2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA
3- laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'kyksa dks le> ldsaxsA
4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa fl)kUrksa dks tku ldsaxsA
5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA
6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA
7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk
lh[k ldsaxsA
8- lLa Ñr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;k as ,o a mikxek as dk s tku ldxas As
9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu dk mís'; ,oa egRo le> ldsaxsA
10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA
Unit-1 : laLÑr Hkk"kk dk Lo:i ,oa egRo
1-1- Hkk"kk dk Lo:i ,oa egRo
1-2- laLÑr Hkk"kk dk egRo
1-3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh fLFkfr
1-4- jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 esa laLÑr Hkk"kk dh fLFkfr
1-5- Hkkjrh; fo|ky;h ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfr
Unit-2 : laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky
2-1 izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';
2-2 laLÑr Hkk"kk f'k{k.k ds lw=
PAPER - VIII
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
2-3 laLÑr Hkk"kk f'k{k.k ds fl)kUr
2-4 laLÑr Hkk"kk f'k{k.k ds dkS'ky
v- vFkZxzg.kkRed dkS'ky
c- vfHkO;DR;kRed dkS'ky
Unit-3 : laLÑr f'k{k.k esa fo|kxr ikB fu;kstu ,oa f'k{k.k
3-1- laLÑr ikB fu;kstu dh vko';drk ,oa egRo
3-2- fufeZroknh mikxe vk/kkfjr ikB fu;kstu ,oa f'k{k.k fof/k;k¡
v- x| f'k{k.k
c- i| f'k{k.k
l- O;kdj.k f'k{k.k
n- ukVd f'k{k.k
3-3- laLÑr Hkk"kk f'k{k.k esa n`';&JO;] n`';&JO; ,oa oS|qnf.od
¼bysDVªksfud½ lk/kuksa dk egRo
3-4- laLÑr Hkk"kk f'k{k.k esa n`';] n`';&JO; lk/kuksa dk p;u] fLFkfr ,oa
mudk mi;ksx
Unit-4 : laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ ,oa mikxe
4-1- laLÑr Hkk"kk f'k{k.k dh fof/k;k¡
v- ikB'kkyk fof/k
c- O;kdj.kkuqokn fof/k
l- ikB~;iqLrd fof/k
n- izR;{k fof/k
4-2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe
v- laxzUFku mikxe
c- lEizs"k.k mikxe
l- iznÙk dk;Z ¼Task½ vk/kkfjr mikxe
n- lexz mikxe
Unit-5 : laLÑr Hkk"kk f'k{k.k esa ewY;kadu
5-1- ewY;kadu dk lEizR;;] mís'; ,oa egRo
5-2- laLÑr Hkk"kk esa dkS'ky vk/kkfjr ewY;kadu
5-3- laLÑr Hkk"kk esa uhy i= vk/kkfjr iz'u&i= lajpuk
5-4- funkukRed ijh{k.k ,o a mipkjkRed f'k{k.k dk lEiRz ;;] mí's ; ,o a egRoA
5-5- laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kaduA
l=h; dk;Z % izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k;
izk/;kid ds ekxZn'kZu esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &
1- ikB~;Øe dh fdlh ,d mi bdkbZ ij i= izLrqfr ,oa izfrosnuA
2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa
dk v/;;u ,oa izfrosnuA
3- mPp izkFkfed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh leh{kkA
4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA
5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.kA
6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z dh lwph cukuk ,oa ml ij fØ;kRed vH;klA
7- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa vk, laLÑr 'kCnksa dh cgqHkkf"kdrk dk v/;;u djukA
8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij vk/kkfjr 20 iz'uksa dh lajpuk djukA
lUnHkZ xzUFk lwph
1- feÙky] lUrks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj- yky cqd fMiksA
2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR; vdknehA
3- ukjax] oSJk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku laLFkkuA
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ fnYyh % jktdey izdk'kuA
5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ fnYyhA
6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d uokpkj] t;iqj % dYiuk izdk'kuA
7. Paliwal, A.K. (2002 : Communicative Language Teaching,
Jaipur : Surbhi Publication.
8. Richard J.C. & Rodgers, T.C. (1986) : Approaches and Methods
in Language Teaching, Cambridge University Press, C.U.P..
9. Widdowson, H.G. (1978) : Teaching Language as Communication,
Oxford University Press.
10. Freeman, D.L. (20000 : Techniques and Principles in Language.
Oxford University Press.
Paper - VIII
TEACHING OF SOCIAL SCIENCE
Objectives
To enable the pupil teacher to :
1 To enable the student trainees to understand the nature and
structure of social studies.
2 To enable the student trainees to know the importance teaching
social studies at the primary and secondary level.
3 To enable the student trainees to know the method and
approaches for organizing social curriculum.
4 Development understanding and skill using different strategies
for teaching social studies at school stage.
5 Develop understanding of the concept and practice of different
approaches of the evaluation and to develop skills in preparing
and using different evaluation tools in teaching social studies.
6 Develop the skills of using local environment community
resources and other instructional inputs in the teaching of social
studies.
Unit 1 : Foundations of Social Science Teaching
1.1 Concept and importance of social Science.
1.2 Nature and Scope of social science.
1.3 Aims & Objectives of social science at elementary and
secondary level.
1.4 Correlation of social studies with other school subject.
1.5 Study of human life in time and space dimension.
Unit 2 : Curriculum and Planning
2.1 Concept and objectives of curriculum.
2.2 Characteristics of good social science curriculum.
Course Code : BM-18-04
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
2.3 General approaches and underlying principles of curriculum
construction.
2.4 Study of recent curriculum development of social science.
2.5 Critical appraisal of social science curriculum and social science
text-books presentation of the subject matter of social science at
elementary and secondary level.
2.6 Qualities, role and professional growth of a teacher of social
science.
Unit 3 : Methods and Approaches of Teaching Social
3.1 Meaning and concept of method and approaches.
3.2 Various methods of teaching social science at elementary and
secondary level, role playing, story telling, brain storming,
demonstration, lecture, problem solving project, field trip,
observation, discussion method.
3.3 Common and subject specific skills for teaching social science.
3.4 Planning of unit plan and daily lesson plan.
Unit 4 : Teaching Learning Resources in Social Studies
4.1 Meaning, Need and Importance of teaching learning resources
in social science, types of primary and secondary sources data
from field, Textual materials, journals, magazines, newspapers,
books.
4.2 Teaching aid in social science : maps, graphs, models, chart,
slides, museums, TV, radio, transparencies.
4.3 Use of resources in teaching social science.
4.4 Use of mass-media and computer in social science teaching.
4.5 Planning of social science lab and its use.
Unit 5 : C.C.E. In Social Science
5.1 Concept and objective of evaluation.
5.2 Tools and techniques of evaluation in social science teaching.
5.3 Preparation of achievement test :
a. Different types of question
Science
b. Blue Print
c. Preparation of Question Paper.
Assignments (Anyone) :
1 Analysis of the syllabus.
2 Development of self-instructional material on any one topic of
social science.
3 Collection of newspaper cutting related to social science issues.
4 Prepare transparencies/PPT of any one subject unit related to
subject.
5 Organized a seminar on current social issue and prepare report.
6 Construction of different types of test items.
Reference Books :
1 Sharma M.B. : Methods of social study teaching.
2 Singh Rampal : Social studies teaching.
3 James Hamming : The teaching of social studies in Secondary
School.
4 Horn EE : Methods of instruction in the social studies.
5 Gallanvan Kohler, Ellen : Secrets to success for social studies
teachers.
6 Kochhar, S.K. : The teaching of social studies.
7 Taneja,VR : Teaching of social studies.
8 Tyagi, Gurusharan Das : Teaching of social studies.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives
After the class the Pupil-Teachers able to :
1. Understand the nature of History.
2. Understand the aims & objective of History Teaching.
3. Apply appropriate methods and techniques of teaching of
various topics of History at different level.
4. Prepare achievement test and diagnostic and administration of
the test.
5. Prepare and utilize different teaching aids.
6. Understand the changing concept of History.
7. Introduce student-teachers to matters of both content and
pedagogy in the teaching of History.
UNIT-I NATURE AND SCOPE OF HISTORY
1.1 Meaning, nature and scope of History.
1.2 Importance of teaching history.
1.3 Importance of studying local history, national history and world
history in the context of National Integration and International
brotherhood and global citizenship.
1.4 Co-relation of History with Social Science, Civics, Political
Science, Economics and Geography.
UNIT-II TEACHING LEARNING RESOURCE IN HISTORY
2.1 People as resource the significance of oral data.
2.2 Types and importance of Primary and Secondary sources in
UNIT-III HISTORY CURRICULUM FOR SCHOOL
3.1 Concept of curriculum.
3.2 Fundamental principles of formatting curriculum in History and
critical appraisals of the syllabus of state and CBSE board at
different stages.
3.3 Qualities and professional growth of history teacher, and his role
in future prospective.
3.4 Challenge faced by History teacher (Challenges passed by
tecyhnology, pedagogy and globalization).
UNIT-IV TEACHING PLANNING, METHODS AND TEACHING
SKILLS
4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and
Importance.
4.2 Methods of teaching history - Story telling Method,
Demonstration, Biographical, Problem solving and role play
method.
UNIT-V C.C.E. IN HISTORY SUBJECT
5.1 Concept and purpose of evaluation.
5.2 Objective based evaluation.
5.3 Various types of question, blue print, content analysis.
Assignment (Any one)
1. Content analysis and preparation of instructional material
related to any unit of history.
2. Visit to any historical place and preparation of report.
3. Collection of newspaper cutting related to history's issues.
4. Develop a lesson plan based on new methods / technique in
history.
5. Study of analysis aspect of Historical issue and preparation of
report.
6. Interview two history teachers and find the challenges faced by
them and submit the report in about 500 words.
PAPER - VIII
TEACHING OF HISTORY
Course Code : BM-18-05
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Reference Books :
1. NCERT - Handbook of History teachers.
2. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,
Jaipur.
3. Choudhary, K.P. : Effective teaching of history in India, NCERT.
4. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.
5. Hill, C.P. : Suggestions on the teaching of History.
6. Nayak, A.K. (2004: Classroom teaching methods and practice.
APH Publishing Corporation, New Delhi.
7. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons.
8. Varjeshwary, R.: Handbook for History teacher inIndia.
Relevant Websites :
1. www.ncert.nic.in
2. www.historical thinking.
Objectives
To enable the pupil outcomes :
1. Develop a critical understanding about the nature of developing
a critical and its interface with society.
2. Refresh the knowledge of the meaning and importance of civics.
3. Develop skill and abilities for organizing school activities related
to the subject.
4. To understand and adopt proper methods and techniques of
teaching various topics of civics to develop understanding of the
concept and practices different approaches of evaluation and to
develop skill preparing and using diferent evaluation tools of
teaching civics.
5. The civics teacher knowledge outlook and teaching skill.
6. Develop understanding of various strategies and need to
involve student in various group activities to promote co-
operative leaning.
7. Introduce students to the centrally of power sharing in
democracies.
UNIT-I FOUNDATIONS OF CIVICS EDUCATION CONTEXT AND
CONCERNS
1.1 Meaning, nature and scope of civics.
1.2 Need and importance of civics.
1.3 Develop a historical sense of the choice and nature of
democracy in India.
1.4 Understand rules in human right, child right, women right.
1.5 Importance of civics in school curriculum.
PAPER - VIII
TEACHING OF CIVICS
Course Code :BM-18-06
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
1.6 Correlation of civics with other subjects.
1.7 Aims and objectives of teaching civics at elementary/secondary
level.
UNIT-II : CURRICULUM AND PLANNING
2.1 Concept and objectives of curriculum.
2.2 Fundamental principles of construction curriculum of civics.
2.3 Principles of selection and organization of content.
2.4 Critical appraisal of civics curriculum and text-book.
2.5 Presentation of the subject matter of civic at elementary
secondary level.
2.6 Curriculum development and book review.
UNIT-III : METHODS AND APPROACHES OF TEACHING CIVICS
3.1 Meaning and concept of method.
3.2 Various method of civics teaching at elementary secondary
level-1 inductive/deductive discussion, project, problem
solving, role-play, story telling, method, brain-storming, field,
puzzle solving.
3.3 Use of local resources in teaching civics, importance of teaching
skill.
3.4 Planning of daily lesson plan and unit plan.
3.5 Use of mass media and computer in civics teaching.
UNIT-IV : TEACHING LEARNING RESOURCES IN CIVICS
4.1 Concept need and importance of teaching learning resources in
civics.
4.2 Type of elementary/secondary sources - text-book materials,
journals, magazines, news channel, electronic media.
4.3 Teaching aids in civics, models, chart, audio-visual aids, flannel
board, blackboard, smart class, white board.
4.4 Planning of civics lab and its use.
4.5 Role of teacher in using modern tool.
UNIT-V : EVALUATION IN CIVICS TEACHING
5.1 Concept and objective of evaluation.
5.2 Tools and techniques of evaluation in civics teaching.
5.3 CCE in civics teaching
5.4 Preparation of achievement test.
5.4.1 Different types of question.
5.4.2 Blue print.
5.4.3 Preparation of question paper.
Assignments (Any one) :
1. Critical study of any one civics books prescribed of secondary
class.
2. Preparation of unit plan, lesson plan for civics book.
3. Collection of newspaper cutting related to civics issues.
4. Prepare transparencies / PPT related to subject.
5. Organize a seminar on current political issues and prepare
report.
6. Field work based on object of keeping our nation clean and
green.
7. Visit any local bodies as Panchayat, Municipality, Municipal
Corporation and Nagar Nigam and prepare report about
function of local bodies.
8. Construction of different types of test items.
Reference Books
1. Agarwal, 1993 : Teaching of Political Science : A practical
approach. Vikas Publishing House, New Delhi.
2. Arora and Awasthy (2003) : Political theory. Haranand
Publication Pvt. Ltd., New Delhi.
3. Bining AC and Bining DH (1952) : Teaching of political science in
secondary schools. Tata McGraw Hill Publishing Co. Ltd.
Bombay.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
4. Ellis AK (1995) : Teaching and Learning elementary social
studies. Boston Allyn and Bacon.
5. Kirt Patrick Ecron (1997) : Foundation of political science
research methods and scope. New York, The Free Press.
6. Kocher, S.K. (1985) : Methods and techniques for teaching.
Sterling Publishers Pvt. Ltd., New Delhi.
7. Verma, LS (1988) : Research methodology in political science.
Rajasthan Granth Akadami, Jaipur.
8. Savaga Tom V and Armstrong David G. (1992) : Effective
teaching in elementary social studies. Macmillan Publishing
Co., New York.
9. Harlikar : Teaching of Civics in India. Bombay Padma
Publication Ltd.
10. Cray Ryland W.: Education for Democratics Citizenship.
11. Machaelies : Social Studies for children in democracy, New
York, Prentice Hall, 1956.
Objectives
After the class the Pupil-Teachers able to :
1. Understand the modern concept of Geography.
2. Understand the aim & objective of Geography Teaching.
3. Apply appropriate methods and techniques of teaching of
various topics of Geography at different level.
4. Arrange field trips survey.
5. Prepare achievement test and diagnostic and administration of
the test.
6. Understand use of Geography Lab know about necessary
equipments for Geography lab.
UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE
1.1 Concept of Geography Teaching.
1.2 Aims, Objective of Geography Teaching (Different level).
1-3 Nature and Scope of Geography Teaching.
1-4 Co-relation with Geography or Social Science, Civics, Nature
Science, Economics, History.
UNIT-II : TEACHING LEARNING RESOURCE IN GEOGRAPHY
2.1 People as resource the significance of oral data.
2.2 Types of primary and secondary sources data from field, textual
materials, journals, magazines, newspaper etc.
2.3 Various Teaching-aids : Using atlas as a resources for
Geography, Maps, Globe, Chart models, Graphs visuals,
teaching learning material.
2.4 Geography Room & Laboratory, Museums, Co-curricular
activities.
PAPER - VIII
TEACHING OF GEOGRAPHY
Course Code : BM-18-07
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Reference Books :
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6- Hkwxksy izk;ksfxd & MkW- ts-ih- 'kekZ
UNIT-III : TEACHING LEARNING OF GEOGRAPHY
3.1 Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning,
Need and Importance.
3.2 Geographical Methods : Regional Method, Demonstration,
Inductive-Deductive, Project, Comparative and Lab method.
UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER
4.1 Curriculum Development Process : National and State levels.
4.2 Study of Geography syllabus - Secondary level.
4.3 Quality and professional growth of Geography teacher.
4.4 Geography text-book.
4.5 Geography teaching in CAI.
UNIT-V : ASSESSMENT AND EVALUATION
5.1 Characteristics of assessment - types of question best suited for
examining. Questions for testing quantitative skills, questions
for testing qualitative analysis, Open-ended questions.
5.2 Meaning, concept, process, construction of achievement test,
Blue print diagnostic.
5.3 Open book tests : Strengths and Limitations.
5.4 Continuous and Comprehensive Evaluation (CCE) in
Geography.
Assignments (Any One)
Any two of following : (10 Marks)
1. Preparation of Maps, Charts and Models for Physical
Geography.
2. Develop two lesson plan based on new methods and
approaches. (PPT)
3. Collection of newspaper cuttings related to Geographical
issues.
4. Preparation of report of visit some place of Geographical
interest.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives
1. To familiarize the student-teacher with various strategies,
methods, techniques and skills of teaching Economics at Senior
Secondary level.
2. To develop competence in use of appropriate strategy in relation
to the content to be taught.
3. To inculcate spirit of experimentation for finding out
effectiveness of alternative strategies of teaching.
4. To promote reflection on issues pertaining of teaching of
Economics.
5. To develop competence in designing effective instructional
strategies to teach Economics.
6. To develop ability to design, develop and use various tools &
techniques of evaluation.
7. To develop awareness about syllabus prescribed by different
State Board.
8. To develop awareness about recent advancements in teaching
of Economics.
UNIT-I FOUNDATIONS OF ECONOMICS IN EDUCATION
CONTEXT AND CONCERN
1.1 Meaning, nature and scope of Economics.
1.2 History of Indian Economics.
1.3 Contribution of eminent Indian Economics. Chanakya, Amartya
Sen.
1.4 Correlation of Economics with school subjects.
1.5 Aims and Objectives of Teaching Economics at Senior
Secondary level.
UNIT-II : CURRICULUM AND PLANNING
2.1 Concept and objectives of curriculum.
2.2 Fundamental principles of constructing curriculum of
Economics.
2.3 Critical analysis of Economics syllabus at Secondary level.
2.4 Text-book - Importance and Qualities of a good text-book of
Economics.
2.5 Critical appraisal of Economics Text-book.
UNIT-III : LESSON PLANNING, METHOD AND APPROACHES IN
TEACHING OF ECONOMICS
3.1 Meaning, Need, Importance and Preparation of Unit Plan,
Lesson Plan.
3.2 Framing of Instruction of Objectives.
3.3 Various methods of Teaching of Economics at Secondary Level,
Problem solving Project method, Team teaching, Inductive-
deductive method, Lecture method.
3.4 Innovative Practices in teaching of Economics - Symposia,
debate, assignment, brain-storming, workshop, seminar.
3.5 Use of ICT in Economics.
UNIT-IV : TEACHING LEARNING RESOURCES IN ECONOMICS
4.1 Meaning, need and importance of Teaching Learning
Resources in Economics.
4.2 Types of Primary and Secondary Sources - Data from field,
Textual material, Journals, Magazines, Newspapers, Books.
4.3 Teaching Aids in Economics - Maps, Graph, Model, Chart,
Slides, T.V., Museum, Computer, Smart Board, Teaching
Learning material, Internal.
4.4 Co-curricular Activities - Types, Role and Significance of co-
PAPER - VIII
TEACHING OF ECONOMICS
Course Code : BM-18-08
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Oliver, J.M.
4. Evaluation in Economics : Bawa, M.S. IASE Deptt. of Education,
Delhi University.
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curricular Activities in teaching Economics.
4.5 Economics teacher and his qualities.
UNIT-V : Evaluation And Assessment In Economics Teaching
5.1 Purpose and concept of Evaluation.
5.2 Types of Evaluation (Formative, Sumative and Diagnostic).
5.3 Continuous and Comprehensive Evaluation.
5.4 Preparation of Achievement Test, Blue Print.
5.5 Rubrics in teaching of Economics.
Assignments (Any One)
1. Content analysis and preparation of Instructional Material
related to any unit of subject related to Economics.
2. Construction of Objective types test items and Preparation of
question papers.
3. Critical appraisal of Economic, Syllabus at Senior Secondary
Level.
4. Visit of Wholesale market and Retail market and Prepare report.
5. Develop a multi-media lesson using appropriate ICT resources
and transacting the same before peers in simulated teaching
exercise.
6. Prepare a lesson plan on Innovative Method. (Any two)
7. Review of current budget.
8. Prepare E-learning material related to subject.
Reference Books :
1. Teaching of Social Studies in Secondary School : Bining and
Bining.
2. Teaching of Economics : M.H. Siddiqui, New Delhi, Ashish
Publishing House.
3. The Principles of Teaching Economics within the curriculum :
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
PAPER -VIII
TEACHING OF COMMERCE
Objectives :
By the end of the semester the teacher trainees are able to
refresh the knowledge about the basic concepts of commerce and
their wide applicability.
1 Understand the importance of teaching of commerce, its scope
and relationship with other school subjects.
2 Knowledge about aims, objective and values of teaching
commerce in Sr. Secondary School.
3 Acquaintance with the commerce curriculum at Sr. Secondary
Level.
4 Knowledge of wider range of teaching methods and techniques
in order to enable them to plan their lesson in teaching of
commerce.
5 Acquaintance with the role of teaching aids and various learning
resources in commerce, opportunity to rejuvenate their content
knowledge concerning commerce.
6 Develop professional efficiency among student.
Unit-1 : Foundation of Commerce Teaching Context and
Concerns
1.1 Meaning, Nature and Scope of commerce Importance of
Commerce in Sr. Secondary Curriculum.
1.2 Aims and Objectives of teaching commerce at Sr. Secondary
Level with special reference to Bloom's taxonomy.
1.3 Co-relation of commerce subject with other school subjects.
Unit-2 : Curriculum and Planning
2.1 Curriculum-concept, objective and principles of curriculum
construction in teaching of commerce.
2.2 Critical appraisal of existing commerce curriculum at Sr.
Secondary Level.
2.3 Commerce Textbook - Need and importance, Criteria for the
evaluation of commerce textbooks.
2.4 Role of Library and Reference Books in teaching of commerce.
Unit-3 : Lesson Planning, Methods and Approaches of
Teaching Commerce
3.1 Meaning, Need, Importance and Preparation of Unit Plan and
Lesson Plan.
3.2 Instructional strategies and methods of teaching commerce and
its importance.
3.3 Difference between instructional strategy and method.
3.4 Methods in teaching of commerce at Sr. Sec. School discussion
method, project method, problem solving method, lecture
method and lecture cum discussion method.
3.5 Innovative practice in commerce teaching, assignment techniques,
brain storming, workshop, seminar.
3.6 Approaches of teaching commerce.
Unit-4 : Teaching Learning Material in Commerce
4.1 Instruction material in commerce, need and importance,
classification of instructional material projected & non-
projected.
4.2 Use of various instructional material in Teaching & Learning of
Commerce (films, television, computers, chart, graph, model,
tables, slides, original material, internet).
4.3 Commerce teacher - qualities, role & professional development.
4.4 Objectives, need and importance of co-curricular activities,
organization of debates, field trips/excurion in teaching of
commerce.
4.5 Pedagogical Analysis - Aspect and Utility of Pedagogical
Analysis for commerce teachers.
Course Code : BM-18-09
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Unit-5 : Continues and Comprehensive Evaluation in Commerce
5.1 Evaluation in Commerce - Purpose of evaluation, formative and summative evaluation, tools and techniques of evaluation (Quantitative and Qualitative).
5.2 Achievement test in commerce purpose uses and construction of achievement test.
5.3 Diagnostic test & remedial teaching.
5.4 Unit tests in commerce - construction of a unit test and preparation of blue Print.
5.5 Rubrics in commerce teaching.
Assignment (Any one)
(a) Construction of objective type test items and preparation of question papers.
(b) Content analysis and preparation of instructional at material related to any unit of subject related to commerce.
(c) Preparation of lesson plan based on any innovative method.
(d) Prepare PPT related to commerce teaching content of Senior Secondary Level.
(e) Visit and observe any commercial bank and prepare report.
Reference Books
1. Rao, Seema : Teaching of commerce, Anmol Publication Pvt. Ltd., 1995.
2. Jain, KCS : Vanyijaya Shikshan (Hindi), General Academy, Jaipur, 1986.
3. Khan, M.S. : The teaching of commerce, Sterling Publishers (P) Ltd., Jallandhar-3.
4. Bharali Devas : Commerce Education in India, D.K. Publishers Distributors (P) Ltd., New Delhi, 1988.
5. Rai, B.C. : Methods of Teaching Commerce, Prakashan Kendra, Lucknow, 1986.
6. Neeb, W.B. : Modern Business Practice, The Ryerson Press, Toronto, 1965.
7. Singh, I.B.: Vanijaya ka Adhyayan, Laxmi Narain Agarwal, Agra, 1968.
PAPER - VIII
TEACHING OF MATHEMATICS
Objectives :
After completion of course the students will be able to :
1. Gain insight into the meaning, nature, scope and objectives of
mathematics education.
2. Appreciate mathematics as a tool to engage the mind of every
student.
3. Understand the process of developing the concepts related to
Mathematics.
4. Appreciate the role of mathematics in day to day life.
5. Construct appropriate assessment tools for evaluating mathematics
learning.
6. Understand methods and techniques of teaching mathematics.
7. Perform pedagogical analysis of various topics in mathematics
at secondary level.
8. Understand and use I.C.T. in teaching of mathematics.
Unit-1 : Nature of Mathematics as a Discipline
1. Nature of Mathematics : Concept, need, objectives, variables,
etc.
2. Important processes of mathematics : Estimation, approximation,
understanding or visualizing pattern, representation.
3. Historical development of mathematics as a discipline
contribution of Indian Mathematicians like Ramanujan, Aryabhatt,
Bhaskaracharya, Brahmgupta.
4. Constructivist and concept mapping approach in learning
mathematics.
Course Code : BM-19-10
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Unit-2 : Mathematics as a School Subject
1. Importance of mathematics in school curriculum.
2. Aims and objectives of teaching mathematics at secondary
level. Writing objectives in behavioral terms. Bloom's taxonomy
(Revised).
3. Correlation of mathematics with other school subjects.
4. Changing trends and goals of teaching mathematics with
reference to NCF 2005.
Unit-3 : Methodology of Teaching and Learning of Mathematics
1. Nature of concept, concept formation.
2. Methods of teaching mathematics at secondary level.
a. Lecture-cum-Demonstration
b. Inductive-Deductive
c. Problem Solving
d. Project
e. Heuristic
f. Analytic & Synthetic
3. Techniques of teaching mathematics
a. Oral work
b. Written work
c. Drill work
d. Home assignment
Unit-4 : Pedagogical Analysis and Mode of Learning
Engagement
1. Pedagogical analysis of the units with reference to concepts,
learning outcomes, activities and learning experiences and
evaluation techniques of following content at secondary level.
a. Number system
b. Measures of central tendency
c. Congruency and Smilarity
d. Trigonometrically ratios and identities
e. Area and Volume
f. Profit, Loss and Partnership
g. Graphical representation of data
2. Modes of learning engagement in Mathematics
a. Providing opportunities for group activities
b. Group / Individual Presentation
c. Providing opportunities for sharing ideas
d. Designing different Working Models for concept formation
e. Teaching aids and activities in laboratory work.
Unit-5 : Assessment & Evaluation of Mathematics Learning
1. Assessment of critical thinking, logical reasoning and to
discourage mechanical manipulation and rote learning -
a. Planning of evaluation in mathematics
b. Formative, Summative and Predictive evaluation in
mathematics
c. Continuous and Compressive Evaluation (CCE) in mathe-
matics at secondary level
d. Diagnostic Testing, Remedial Teaching and Enrichment
programme.
2. Construction of achievement test / question paper in mathematics.
Assignments (Anyone)
1. Preparing a Diagnostic or Achievement Test
2. Preparing one innovative lesson plan
3. Conduct at least one Experiment on any topic of mathematics.
4. Prepare Instructional Material for teaching one topic in
mathematics.
5. A term paper on a brief history of one mathematician.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
6. Preparing a working model.
7. A project report on any project related to mathematics.
Reference Books :
1. Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd gkml] t;iqj
2. eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh
3. lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
4. gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj
5. ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk
6. fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB
7. ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk
8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics,
Dhanpat Rai and Sons, Delhi.
9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-
matics in the new education, Universal Publication.
10. Butler and Wren (2000), The teaching of Secondary Mathematics,
McGraw Hill Book Co.
11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching
Secondary School Mathematics, Boston : Honghton Mifflin.
12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-
matics Teaching and Learning.
13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe-
matics, Moti Lal Banarasi Das Publisher, Delhi.
14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya
Book Depot, New Delhi.
15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on
Mathematics Teaching and Learning, Charlotte, NC : NCTM &
Information Age Publishing.
16. Mager, Robert (1962), Preparing Instructional Objectives, Palo
Alto, CA : Fearon.
17. Marshall, S.P. (1995) : Schemes in Problem solving. NY :
Cambridge University Press.
18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in
Secondary School. London : Routedge.
19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash
Brothers, Ludhiana.
20. Nickson, Marilum (2000) : Teaching and Learning Mathematics :
A Guide to Recent Research and its Applications. NY : Continuum.
21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics :
An International Perspective. Psychology Press.
22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton
University Press.
23. Sudhir Kumar (2006) : Teaching of Mathematics.
24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides.
25. UNESCO : Trends in Mathematics Teaching.
26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary
Mathematics. New York : McGraw Hill Book Comp.
27. Carey L.M. (1975) : Measuring and Evaluating School Learning.
Boston : Allyn and Bacon.
28. Copeland, R.W. (1979) : How Children Learn Mathematics ?
New York : McMillan Pub. Comp.
29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of
Maths in Secondary Schools, A Research Monograph. Delhi :
NCERT.
30. Davind Wood (1988) : How Children Think and Learn ? Oxford
U.K. : Blackwell Publishers Ltd.
31. Mathematics for Class VIII, 2008, NCERT, New Delhi.
32. Mathematics for Class VII, 2007, NCERT, New Delhi.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
33. Mathematics for Class VI, 2006, NCERT, New Delhi.
34. National Curriculum Framework - 2006, NCERT.
35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.
36. Position Paper of NCFon Habitat and Learning - 2005, NCERT.
37. Position Paper of NCF on Examination Reforms - 2005, NCERT.
38. Position Paper of NCF on Aims of Education - 2005, NCERT.
39. Position Paper of NCF on Gender Issues in Education - 2005,
NCERT.
40. Position Paper of NCF on Education and Peace - 2005, NCERT.
Journals :
1. Teaching Children Mathematics (TCM), NCTM, USA.
2. Mathematics Teaching in the Middle School (MTMS), NCTM,
USA.
3. Journal of Mathematics Teacher Education, Springer Netherlands.
Web Links :
1. Mathematics Thinking and Learning, Philadelphia, USA
2. http://www.mathforum.org/dr.math
3. http://www.sakshat.ac.in
4. http://web.utk.edu
5. http://www.confluence.org
6. http://www.natinalmathtrail.org
7. http://www.qsh.org/lists/hilites.html
8. http://www.kn.pacbell.com/wired/bluewebn
9. http://www.qsh.org/pr
10. http://www.education-world.com
11. http://www.nctm.org
Objectives :
After completion of the course student-teachers will be able to :
1. Understand the nature, scope, values and objectives of
teaching science at secondary level.
2. Appreciate that science is a dynamic and expanding body of
knowledge.
3. Understand various approaches of teaching - learning of
science.
4. Utilize the instructional material effectively in the teaching of
science.
5. Diagnose the gaps and misconception in learning science and
evolve remedial measures.
Unit - 1 : Nature, Scope and Objectives :
1.1 Concept, nature and scope of science.
1.2 Place of science in school curriculum.
1.3 Values of teaching science at school level.
1.4 Objectives of teaching science at secondary level.
Unit - 2 : Curriculum and Planning :
2.1 Principles of developing science curriculum at secondary level.
2.2 Analysis of science syllabi and textbooks of NCERT and
Rajasthan Board at Upper Primary and Secondary level.
2.3 Unit Plan and lesson plan.
2.4 Qualities and responsibilities of science teacher.
Unit - 3 : Methods & Approaches of Learning Science :
3.1 Pedagogical shift from science as fixed body of knowledge to
constructing knowledge.
PAPER - VIII
TEACHING OF SCIENCE
Course Code : BM-18-11
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
3.2 Learner centered methods - Demonstration method, Laboratory
method, Problem solving method, Heuristic method, Project
method, Inductive and Deductive method.
3.3 Inquiry approaches, Programme Instruction, Team teaching,
Workshop and Seminar.
Unit - 4 : Instructional Support System :
4.1 Multi Sensory Aids - charts, models, bulletin board, flannel
board, transparencies, Overhead projector, radio, T.V.,
computer.
4.2 Organisation of co-curricular activities - Science club, Science
fair, Field trips.
4.3 Use of community resources.
4.4 Concept, preparation and use of improvised apparatus.
Unit - 5 : Assessment and Evaluation :
5.1 Meaning and concept of assessment and evaluation.
5.2 Meaning, concept and construction of achievement test.
5.3 Meaning, concept and construction of blue print.
5.4 Continuous and comprehensive evaluation in science.
5.5 Tyes of test items - Essay type, Short-answer type and Objective
type.
Assignments (Anyone) :
1. Conduct at least one experiment from the science syllabus.
2. Construction, administration and interpretation of an
achievement test.
3. Mark the student with less than 60% in science, diagnose the
difficulties and give appropriate remedial measures too.
4. Prepare any one improvised apparatus.
5. Prepare a power point presentation on any sub unit of syllabus.
Reference Books :
1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,
Chandigarh.
2. Yadav, K. (1993) : Teaching of Life Science. Anmol Publishers,
Daryaganj, Delhi.
3. Yadav, M.S. (2000) : Modern methods of Teaching Science.
Anmol Publishers, Delhi.
4. Mangal, S.K. (1996) : Teaching of Science. Arya Book Depot,
New Delhi.
5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli
Publishers, Chandigarh.
6. Venkataih, S. (2001) : Science Education in 21st Century. Anmol
Publishers, Delhi.
7. Das, R.C. (1985) : Science Teaching in Schools. Sterling
Publishers Pvt. Ltd., New Delhi.
8. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai
Publishing Co.
9. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.
Sterling Publishers Pvt. Ltd., New Delhi.
10. Vinayak, Malhotra : Encyclopedia of Modern Methods of
Teaching Science. New Delhi : Crescent Publishing
Corporation.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives
On completion of the course the student-teacher will be able to :
1. To explain the nature and structure of Physical Science.
2. Understand the aims and objectives of teaching Physical
Science.
3. Apply various approaches and methods of teaching Physical
Science.
4. Organize various co-curricular activities.
5. Develop Low Cost experiments.
6. To acquire and learn specific laboratory skills to conduct
practical work in Physical Science.
7. Develop and use the techniques for evaluation of students'
performance.
8. Develop a blue print.
9. Plan lesson in Physical Science.
10. Critically evaluate the existing Physical Science.
UNIT-I : NATURE AND STRUCTURE OF THE DISCIPLINE
1.1 Nature and scope of Physical Science in daily life.
1.2 Contribution of Physicists in the development of Physical
Science.
1.3 Major landworks and contribution in the field of Physical
Science.
1.4 Aims and Objective of Teaching of Physical Science : General
and Specific.
1.5 Relation between Physical Science and other branches of
Science and Social Science.
PAPER - VIII
TEACHING OF PHYSICAL SCIENCE
Course Code : BM-18-12
1.6 Scientific Attitude : Concept, characteristics and role of teacher
in their development.
UNIT-II : PLANNING AND CURRICULUM
2.1 Principles of developing Physical Science curriculum at
Secondary Level.
2.2 Characteristics of an ideal text-book.
2.3 A critical study of present Physical Science text-book at
Secondary / Senior Secondary school.
2.4 Unit Plan and Lesson Plan.
2.5 Qualities of Physical Science teacher.
UNIT-III : METHOD AND APPROACHES OF PHYSICAL
SCIENCE
3.1 Approaches and Methods of Physical Science :
(a) Process Approach - Scientific method, Problem solving method.
(b) Activity based Approach- Project method, Laboratory method.
(c) Co-operative learning approach.
3.2 Physical Science Laboratory - Need, Importance, Design,
Maintenance of Apparatus, Equipment and Safety measures.
UNIT-IV : TEACHING-LEARNING RESOURCES IN PHYSICAL
SCIENCE
4.1 Audio-Visual aids - Chart, Models, Transparencies, OHP, T.V.,
Computer.
4.2 Use of Community (Local) resources and Preparing low cost
teaching aids.
4.3 Planning and Organization of Co-curricular activities : Science
Fair, Excusrions, Science Club.
UNIT-V : EVALUATION AND ASSESSMENT IN PHYSICAL
SCIENCE
5.1 Evaluation : Need, Concept and Importance of Evaluation in
Physical Science.
5.2 Tool and Techniques of Evaluation.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
5.3 Continuous and Comprehensive Evaluation in Physical
Science.
5.4 Preparation of Blue Print in light of NCF 2005.
5.5 Physical Science Teacher as a researcher - Action research and
case studies in Physical Science.
Assignments (Any One)
1. Life History of any three Nobel Prize winner in Physical Science.
2. Write a Critical Report After reading of textbook.
3. Prepare a improvised apparatus for secondary level students.
Reference Books
1. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai
Publishing Co.
2. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.
Sterling Publishers Pvt. Ltd., New Delhi.
3. Vinayak, Malhotra : Encyclopedia of Modern Methods of
Teaching Science. New Delhi : Crescent Publishing
Corporation.
OBJECTIVES
1. To understand the nature and scope of biological Science.
2. To understand the importance and objectives of biology as a
school subject and its place in the school curriculum.
3. To appreciate various approaches of learning biological
Science.
4. To understand meaning, concept and various types of
assessment.
5. To utilize the teaching learning material effectively in
teaching biological Science.
6. To understand the importance of biological Science
curriculum.
UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES
OF BIOLOGICAL SCIENCE
1.1 Historical development of biological Science.
1.2 Origin of life and evolution, biodiversity, eco-system, food
chain and food web, photosynthesis, factors affecting the
process of photosynthesis, concept and types of cell
division.
1.3 Nature, Scope and Objectives of teaching of Biological
Science, Taxonomy of educational objectives, writing
objectives in behavioural terms.
1.4 Place of Biology in school curriculum and its relationship
with other subjects.
UNIT-II : INNOVATIVE METHODS OF LEARNING
2.1 Activity based learning, collaborative learning, experintial
PAPER - VIII
TEACHING OF BIOLOGICAL SCIENCE
Course Code : BM- 18-13
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
learning, cooperative learning, concept mapping, peer
learning, facilitating learner for self-study.
2.2 Role of learners in negotiating and mediating learning in
biological science.
2.3 Equal partnership of learners with special needs.
UNIT-III : NEW TRENDS IN BIOLOGICAL SCIENCE
CURRICULUM
3.1 Principles of biological curriculum.
3.2 Analysis of text-books and biological science syllabi of
NCERT at Secondary and Higher Secondary stages.
3.3 Analysis of other print and non-print materials in the area of
biological science.
3.4 New trends in biological science curriculum - BSCS, Nuffield
Biological Science - O and A level.
3.5 Basic criteria of validity of biological science curriculum in
the light of NCF-2005.
UNIT-IV : PEDAGOGICAL ASPECTS AND LEARNING
RESOURCES IN BIOLOGICAL SCIENCE
4.1 Need and importance of unit plan and lesson plan.
4.2 Identification and use of learning resources in biological
science, exploring alternative sources.
4.3 Use of audio-visual materials and ICT experiences in
learning biological science.
4.4 Need, importance and planning for biology laboratory.
UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT
5.1 Meaning, concept, need and construction of achievement
test and blue-print.
5.2 Continuous and comprehensive evaluation in biological
science.
5.3 Tools and Techniques for testing qualitatively and
quantitatively.
5.4 Open Book Examination, Strengths and Limitations.
Assignments ( Any One)
1. Prepare a lesson plan by using fusion method of teaching.
2. Write a critical report after reading of school text-book.
3. Mark the student with less than 60% in biology diagnose the
difficulties and give appropriate remedy.
4. Establish biology science club in school and conduct at least
five activities related to biological science.
Reference Books
1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,
Chandigarh.
2. Yadav, K. (1993) : Teaching of Life Science. Anmol
Publishers, Daryaganj, Delhi.
3. Yadav, M.S. (2000) : Modern methods of Teaching Science.
Anmol Publishers, Delhi.
4. Mangal, S.K. (1996) : Teaching of Science. Arya Book
Depot, New Delhi.
5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli
Publishers, Chandigarh.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives
After completion of the course student-teachers will be able to :
1. Understand the nature, scope and objectives of teaching Home
Science at Senior Secondary level.
2. Understand the importance of teaching Home Science in
school.
3. Understand various approaches of teaching learning of Home
Science.
4. Utilize the instructional material effectively in the teaching of
Home Science.
5. Evaluate student performances effectively with reliability and
validity.
UNIT-I : NATURE, SCOPE AND OBJECTIVES
1.1 Concept, Nature and Scope of Home Science.
1.2 Place of Home Science in School curriculum.
1.3 Objectives of Teaching Home Science at Senior Secondary
Level.
1.4 Correlation of Home Science with other subjects and school
activities.
UNIT-II : CURRICULUM AND PLANNING
2.1 Principles of Developing Home Science curriculum at Senior
Secondary level.
2.2 Factors affecting the selection and organization of Home
Science curriculum.
2.3 Analysis of Rajasthan State curriculum for Home Science.
2.4 Unit Plan and Lesson Plan.
2.5 Qualities and Responsibilities of Home Science teacher.
UNIT-III : METHODS AND APPROACHES OF TEACHING HOME
SCIENCE
3.1 Demonstration Method, Discussion Method, Project Method,
Problem Solving Method.
3.2 Inquiry Approach, Programme Instruction, Team Teaching,
Workshop, Seminar.
UNIT-IV : INSTRUCTIONAL SUPPORT SYSTEM
4.1 Multi-sensory Aids : Charts, Models, Bulletin-Board, Flannel
Board, Transparencies, Overhead Projector, Radio, T.V.,
Computer.
4.2 Organization of Co-curricular Activities - Home Science Club,
Field Trips.
4.3 Use of Community Resources.
4.4 Home Science Laboratory - Planning and Equipping Home
Science Laboratory Care and Maintenance of Equipment,
Safety Precaution for work in Home Science Laboratory.
UNIT-V : ASSESSMENT AND EVALUATION
5.1 Meaning and Concept of Assessment and Evaluation.
5.2 Preparation of Blue Print and Construction of Achievement Test.
5.3 Types of Test Items - Essay Type, Short Answer Type and
Objective Type.
5.4 Planning Objective based test items of different types.
Assignments (Any One) :
1. Planning and Organization of Home Science Laboratory.
2. Any handmade preparation of Stiching Printing, Tie and Die
(Minimum for samples).
3. Development of self-instructional material on any one topic of
PAPER - VIII
TEACHING OF HOME SCIENCE
Course Code : BM-18-14
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Home Science.
4. Development of computer assisted lesson in Home Science.
5. Use of current events in Home Science teaching.
6. To prepare design on the cloth by typing it with beads, marble,
glass, bangles, bittle caps etc. and make the following items :
(a) Cushion cover - 2
(b) Pillow cover - 2
(c) Table cloth
(d) Tray cover.
Reference Books
1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi :
Sterling Publisher Pvt. Ltd. (1987).
2. Chandra, Arvada Shah, Anupama Joshi, Uma (1995) :
Fundamentals of teaching Home Science, New Delhi : Sterling
Publishers.
3. Seshaih P.R. (2004) : Methods of Teaching Home Science,
Chennai - Manohar Publishers and Distributors.
4. Lakshmi, K. (2006) : Technology of Teaching Home Science,
New Delhi : Sonali Publishers
5. Yoday, S. (1997) : Teaching of Home Science. New Delhi :
Anmol Publishers.
6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of
teaching (8th Ed.), New Delhi : PHI Learning Private Limited.
PAPER - IX
PRE-INTERNSHIP (TWO WEEKS)
1. Orientation of Subject specific and general skills.
2. Development of Teaching learning material.
Note :
Pre-intership is mandatory for all pupil teachers. Without
participation further work will be not allowed.
Course Code : BM - 19
PAPER - X
INTERNSHIP (FOUR WEEKS)
1. Orientation of Subject specific and general skills through
school participation.
2. Development of Teaching learning material.
Note :
Internship is mandatory activities for all pupil teachers. Without
participation16 weeks internship work will be not allowed.
Course Code : BM - 20
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Course Code : BM - 21
2. Anjana Daul ( 2014) : Yoga Edcuation, New Delhi APH
publishin Corporation.
3. R.C. Sharma & Daur. M : An Introducation to Health and
physical Education, Tandon public cations.
4. Arun Dumar (2011 ) : Yoga Education (Hindi) Patiyla : Twenty
First Country publications.
5. lquhy dqekj O;kl % ;ksx f'k{kk] fnYyh] [ksy lkfgR; dsUnz
Objectives :
To enable the Student teachers to -
1. Know the Meaning of vauious Yoga Asnas and to apply in their
life.
2. Understand the importance of good posture and postural
deformities.
3. To Create interest for the practical of yoga sanas and
Meditation though which they learn the skill/ art of self control,
Control fatigue of routine life.
Unit - I Asans
1. Asana - (Definition & Classification) Different types of Asna.
padmasana, Vajarasana, Tadasana, Naukasana,
Bhujangasana, Salabhasana, Sarvangasnana, Savasana,
Makasasna, Pranam Mukthasana mandkasana mayurasana,
vakasna
Unit - II Pranayams
Defination, Different types of pranayam.
A. Anulom-Vilom B. Bramari C. Bhastrika
Unit - III Meditation
Unit - IV Bandhas
A. Jalandhar B. Uddiyan C. Mool Bandha
Unit - V Athletics - All Athlltics Activities
Reference Books:-
1. J.C. Aggarwal : Healthand physics Education, Shipra
Public casions
PAPER - XI
MEDITATION, YOGA AND SPORTS
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
PAPER - XII
Out Reach Programme
Course Code : BM-22
B.ED. - M.ED.
INTEGRATED
COURSE
II YEAR
Objectives:
* To develop feeling of self discipline and responsibility among students.
* To develop leadership qualities and imitativeness among students.
* To develop management and organization skills among students.
* To acquaint them with the cultural heritage of india.
* To sensitive them for social problems.
* To develop spiritual feelings and anesthetic sense among students.
* To develop scientific attitude among them through survey and exhibitions.
Activities :
1. Morning assembly
2. Yoga and Meditation
3. Spiritual talks
4. Social Survey
5. Rallies
6. Street Play
7. Manuvella
8. Camp Fire
9. Cultural Night
10. Visit to nearby places
11. Exhibitions based on social survey.
00 Syllabus B.Ed. - M.Ed.
Objectives :
After completion of this course, the students will be able to :
1. To develop Scientific Thinking among students.
2. To acquaint the students with the nature, concepts and types of
Research.
3. To enable the students with different conceptual issues of
Educational Research.
4. To enable the students to construct the Hypothesis.
5. To enable the students to search the sources of related literature.
6. To enable the students to select the appropriate Methods, Tools
and Technique according to Research Problem.
7. To enable the students to develop research Proposal.
Unit - 1 : Research Perspectives
1. Scientific thinking and scientific methods of enquiry.
2. Nature and concept of research, its need and significance.
3. Classification of Research - Basic, Applied and Action Research
and their characteristics.
4. Research paradigms in education, qualitative, mixed and
quantitative and their characteristics.
5. Aims of Educational Research.
Unit - 2 : Research Design
1. Related Literature - Uses, Sources of Educational Research,
Library Survey and Internet Surfing.
2. Research Problem - Identification, selection & definition, criteria
of a good research problem, formulation of research problem.
PAPER - I
EDUCATIONAL RESEARCH
Course Code : BM - 23
3. Hypothesis - concept, source and types, characteristics of a
hypothesis.
4. Variables - Concept and types.
5. Bibliography.
Unit - 3 : Methods of Educational Research
1. Survey method - Descriptive and Normative
2. Historical Method
3. Experimental Method
4. Case Study Method
Unit - 4 : Sampling a Sampling errors.
1. Meaning, Need and Importance of Sampling, Unit of Sampling,
Population and Sample.
2. Characteristics of a good sample.
3 Probability and non probability sampling.
4. Methods of selection of a sample : Random, Stratified,
Purposive, Cluster and Quota sampling.
5. Sampling errors.
Unit - 5 : Tools and Techniques of Data Collection
1. Construction & use of the following tools and techniques for data
collection - Questionnaire, Observation schedule, Sociometric,
Interview Schedule, Checklist, Rating scale, Attitude scale.
2. Item Analysis.
3. Concept of Reliability and its types.
4. Concepts of Validity and its types.
5. Resarch Proposal
Sessional Work :
The students may take any one of the following :
1. Develop research proposal on any research problem.
2. Prepare an action research plan.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
3. Construction and Try out of a research tool.
4. Review of an M.Ed. / Ph.D. Dissertation.
5. Abstract of two dissertations / thesis.
6. Seminar Presentation on any theme.
References :
1. Best, J.W. (1999) : Research in Education, New Delhi : Prentice
Hall of India Pvt. Ltd.
2. Borg, W.R. and Gall, M.D. (1983) : Educational Research - An
Introduction, New York : Longman, Inc.
3. Christensen, L. (2007) : Experimental Methodology, Boston :
Allyn & Bacon.
4. Clive Opie (2004) : Doing Educational Research - A Guide for
First Time Researchers. New Delhi : Vistar Publications.
5. Cohen, Lewis and Manion Lawrence (1994) : Research Methods
in Education, New York : Holt Rinehart and Winston Inc.
6. Flick, Uwe (1996) : An Introduction to Qualitative Research,
London Sage Publication 17.
7. Fraenkel, J.R., Wallen, N.E. (1996) : How to Design and
Evaluate Research in Education. New York : McGraw Hill.
8. Garret, H.E. (1958) : Statistics in Psychology and Education,
Longman's Green and Co., New York.
9. Jill Porter & Penny Lacey (2005) : Researching Learning
Difficulties - A Guide for Practitioners. Paul Chapman Publishing.
10. Kaul, Lokesh (1984) : Methodology of Educational Research,
New Delhi : Vikas Publications.
11. Keeves, John, P. ((Ed.) (1990) : Educational Research
Methodology and Measurement : An International Handbook,
New York : Pergamo Publishing.
12. Kerlinger, F.N. (1986) : Foundations of Behavioural Research,
Fort Worth, TX : Harcourt Bmce Jovanovich.
13. Kirkapatrick, D.L. (2005) : Evaluating Training Programmes : The
flour levels.
14. Pamela Maykut & Richard Morehouse (1994) : Beginning
Qualitative Research - Al Philosophic and Practical Guide.
Falmer Press, London : Washington D.C.
15. Scott, David & Usher, Robin (1996) : Understanding Educational
Research, New York : Rout Ledge.
16. Shank, G.D. (2002) : Qualitative Research. Columbus, Ott :
Merill, Prentice Hall.
17. Sharma, Bharti (2004) : Methodology of Educational Research.
New Delhi : Vohra Publishers and Distributors.
18. Sharma, R.A. (2006) : Advanced Statistics in Education and
Psychology. Surya Publication, Meerut.
19. Sharma, S.R. (2003) : Problems of Educational Research. New
Delhi : Anmol Publications Pvt. Ltd.
20. Stake, Robert E.(1995) : The Art of Case Study Research.
Thousand Oaks : C.A.: Sage.
21. Travers, Robert M.W. (1978) : An Introduction to Educational
Research (4th Edition), London : MacMillan.
22. Van Dalen, Debonald, B. and Meyer, William, J. (1979) : Under-
standing Educational Research : An Introduction. New York :
McGraw Hill.
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Objectives :
* To acquaint the student-teachers with the need and importance
of educational studies.
* To study the various educational commissions and policies in
broad perspective.
* To study the structure of school education, higher education and
vocational education.
* To familiarize with the institute of national importance.
* To study the structure and functions of different governing
bodies.
* To study the contemporary issues.
* To know the review of different commissions documents of
education.
Unit - 1 : Foundational Perspectives of Educational Studies
1.1 Introduction to Educational studies.
1.2 Study of various policies in Education.
(A) J-sergeant commission
(B) Curzon's policy
(C) Macaulay's Education policy.
Unit - 2 : Study of Educational Commissions and
Documents Critical Analysis
2.1 Kothari Commission and National Education Policy, 1986.
2.2 Dalors Commission.
2.3 NCF - 2005.
2.4 NCFTE - 2009.
PAPER- II
EDUCATIONAL STUDIES
Course Code : BM - 24
Unit - 3 : Structure of Indian Education
3.1 Structure of School Education in India in the light of RBSE,
CBSE.
3.2 Structure of Higher Education and Vocational Education in India.
3.3 Types of Universities in India - Central, State, Deemed, Private.
3.4 Institute of National Importance - Vishva Bharti, BHU.
Unit - 4 : Structure and Functions of Governing Bodies
4.1 International Level - UNESCO, UNICEF.
4.2 National Level - MHRD, NCERT, NUEPA, NAAC, UGC, NCTE.
4.3 State Level - IASE, SIERT, CTE, DIET.
Unit - 5 : Contemporary Issues and Education
5.1 Human Rights and Education, concept, types and need,
Governments, Legislation to ensure Human Rights Education.
5.2 Peace as a Social Security : concept, need and role of education
in promotion of peace.
5.3 Multi-cultural Education : meaning, purpose, need and principles
of teaching and learning in multicultural society
5.4 Right to education.
Assignment / Field Work :
1. Panel discussion on any sub-unit of syllabus.
2. ICT based paper presentation on any theme of syllabus.
3. Seminar organization on any current issue.
4. Review of recommendations of any education commission.
5. Review of any national / international level educational book.
6. Review of any national / international educational documents.
References :
1. Agarwal, B.C. (2000) : Higher Education through television - The
Indian Experience, New Delhi, Concept Publishing Co.
2. Agarwal, H.O. (1983) : Implementation of Human Rights,
Covenents with special reference to India.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
3. Agarwal, R.S. (1987) : Human Rights in modern worlds. Chetna
Publication.
4. Banaras University Inquiry Committee (1957) : Govt. of India,
New Delhi.
5. Bhyrappa S.L. (1968) : Values in Modern Indian Educational
thoughts. NCERT, New Delhi.
6. Dr. S. Radha Krishana : 'Bhartiya Darshan', Rajpal & Sons,
Kashmiri Gate, New Delhi.
7. Govt. of India (1964-66) : Report of the Education Commission.
8. Govt. of India (1986) : National Policy on Education.
9. Govt. of India (1990) : Review of NPE (1986) Rammrity
Committee.
10. Mukherji S.N. (1962) : Administration of Education in India.
Acharya Book Depot, Baroda.
11. Munshi K.M. : Cultural History of India. Bhartiya Vidya Bhawan,
Bombay.
12. NCERT (2000) : National Curriculum Framework for school
education, Publication Division, NCERT, New Delhi.
13. NCERT (2005) : National Curriculum Framework-2005,
Publication Division, NCERT, New Delhi.
14. NCTE (2009) : National Curriculum Framework for Teacher-
Education, New Delhi, NCTE.
15. Religious and Moral Instruction Committee (1959) : Govt. of
India, New Delhi (1960).
16. RTE (2009) : Right to children to free and Compulsory Education
Act, GOvt. of India.
17. Saxena, N.R.S. (1981) : Principle of Education, Loyal Book
Depot.
Objectives
1. To develop understanding of some key concepts - gender,
gender bias, gender stereo-type, equity, equality and
patriarchy.
2. Become aware of the processes of socialization at home
school and society.
3. To understand the theories on gender and education and
their application in the Indian Context.
4. Understand the gender issues in family, school and society.
5. To understand the role of Mass Media, Gender Sensitivity
and the policies as strategies for change.
UNIT-I : Key Concepts In Gender
1.1 Gender, Sex
1.2 Gender Stereotyping
1.3 Patriachy, Gender bias
1.4 Equity and Equality
1.5 Difference between Sex and Gender
1.6 Difference between reproductive rights and sexual rights
UNIT-II : Nature And Process Of Socialization
2.1 At home - family as a social institution, Parenting style and
their impact; Transmission of Parental values.
2.2 Society - Neighborhood, family and their socialization
functions.
2.3 At school - Relation between school and society.
Role of schooling in developing values Relation between
home, Community and School.
PAPER - III
GENDER STUDIES
Course Code : BM-25-1
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Social Differentiation among women in educational context
by caste, religion and region etc.
UNIT-III : Gender Studies
3.1 Theories on Gender and Education and the application in
the Indian and Western context -
3.1.1 Socialization theory - Theory of charles cooley, Theroy of
Freud, Psychoanalysis, theory of Durkheim 'Group
competition, Theory of Mead' Social analysis.
3.1.2 Theories related with faminity and masculinity.
3.1.3 Structural theory
3.1.4 Deconstructive theory
UNIT-IV : Gender Issues / Biases
4.1 in the family
4.2 in the school
4.3 in the society
UNIT-V : Strategies For Change
5.1. Role of family in developing gender parity.
5.2. Policy and management in the school.
5.3. Role of Media in developing gender parity.
5.4 Gender Sensitivity.
Assignments (any one) :
1. Field visit to schools, to observe the schooling process from
gender perspective.
2. A comparative study of daily routine of the girl and a boy from
the same family.
3. Content analysis of two text books of school with respect to
gender.
4. Development of a project on the organizational climate of
two schools single sex and co-education school.
5. Debates and discussion on violation of rights of girls and
women.
Reference Books
1. Geetha, V. (2007) : Gender, Stree : Calcutta.
2. Pandey, K.P. (1983) : Perspectives in Social Foundation of
Education, Ghaziabad : Amitabh Prakashan.
3. Bussalo (2009) : Gender Aspects of the Trade and Poverty
Nexus : A Macro-Micro Approach (English): Palgraus
MacMillan, U.K.
4. Mathur, A. (2007) : Gender and Development in India 01,
Gyan Book Pvt. Ltd.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives
1. To sensatized the student-teachers about learners of special
need.
2. To understand student-teachers about role and
responsibilities towards special need learners.
3. To acquaint student-teachers about constitutional
provisions for special need children.
4. To sensatize the student-teacher about the problems of
learners.
5. To develop competencies and commitment among student-
teachers.
6. To inculcate values among student-teachers.
UNIT-I : Perspectives Of Inclusive Education
1.1 Historical background of Inclusive Education.
1.2 Concept and Meaning of Inclusive Education.
1.3 Need of Inclusive Education.
UNIT-II : Constitutional Provisions & Educational Policies For
Special Learner
2.1 Constitutional provisions for special Learner.
2.2 Education Policy.
2.3 Right to Education - 2009.
UNIT-III : Inclusive School And Teacher
3.1 Role of Teachers in Inclusive School.
3.2 Challenges for Teachers in Inclusive Education.
3.3 Competencies and Commitment among teachers in light of
Inclusive Education.
UNIT-IV : Learners In Inclusive Education
4.1 Identification of Learners Need.
4.2 Classification of Special Need Learners.
4.3 Motivational techniques for special Need-Learners.
UNIT-V Facilitates For Special Need Learners
5.1 Governmental level.
5.2 NGO's.
5.3 Family and Community.
Assignment (Any One)
1. Visit to a inclusive school and prepare a report.
2. A study of inclusive school plan and compare with high
excellent school.
3. Design and evaluate and inclusive education programme
4. A study of any one N.G.O. Promoting inclusive education
5. A study of any special teacher training college or institution
and prepare a report.
Reference Books
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3. Corinne Roth : Learning Disobjectics, Allyan & Bacon,
USA Smith.
4. Walson Robert : Psychology of the Child, John Willey &
Sons, New Delhi
5. Bigge, M.L. (7982) : Learning theories for Teacher, New
York, Harper & Row.
6. Corbett Jenny - Supporting inclusive education,
Routledge Falmer, 2001.
PAPER - III
INCLUSIVE EDUCATION
Course Code : BM - 25-2
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives :
1. To understand the meaning, concept and scope of
Educational Technology.
2. Understand phases and levels of teaching.
3. Acquaint with the concept of Instructional Design.
4. Develop understanding of Bloom's Taxonomy.
5. Acquaint with the different kinds of models of teaching.
6. Use different aspects of teacher communication in strength-
ening academic competencies of elementary school
students.
7. Understanding of the concept evaluation of learning
outcomes.
8. Acquaint with the concept of NRT and CRT in evaluation of
learning outcomes.
Unit-I : Educational Technology :
1.1 Concept, scope and importance of Educational Technology.
1.2 Types of Educational Technology.
1.3 Role of Educational Technology at Elementary Stage -
pedagogic processes and enhancing quality learning
outcomes.
1.4 System Approach - concept and importance.
Unit-II : Teaching and Learning :
2.1 Concept and nature of teaching and learning.
2.2 Phases of teaching.
2.3 Levels of teaching - memory level, understanding level and
reflective level.
2.4 Content analysis and its principles.
Unit-III : Instructional Design :
3.1 Concept and characteristics of Instructional Design.
3.2 Components of Instructional Design : Individualized
instruction (programmed instruction), small group
instruction and large group instruction.
3.3 Need of Instructional design at elementary stage.
3.4 Categorization of instructional objectives in taxonomic
categories of Cognitive, Affective and Psychomotor
domains.
3.5 Concept, characteristics and types of programmed learning.
Unit-IV : Communication :
4.1 Concept, aims and principles of communication.
4.2 Process of communication and its components.
4.3 Types of communication.
4.4 Skills and methods of effective communication.
4.5 Use different aspects of teacher communication in
strengthening academic, competencies of elementary
school students.
Unit-V : Models of teaching and evaluation of learning
outcomes:
5.1 Assumptions and fundamental elements of teaching model.
5.2 Types of teaching models : Ausubel's Advance Organizer
Model and Bloom's Mastery Learning Model and Bruner's
Concept Attainment Model.
5.3 Concept of evaluation of learning outcomes.
5.4 Concept, characteristics and difference between Norm
Referenced Test (NRT) and Criterion Referenced Test
(CRT).
Assignments any One
1. Development of the one of the following frames : Linear
programme and Branching programme.
2. Handling of any one of the following audio-visuals aids :
PAPER - III
EDUCATIONAL TECHNOLOGY
Course Code : BM - 25-3
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Transparency, Operating of Overhead Projector, Film
Projector or Slide Projector.
3. Writing instructional objectives of five lessons of your choice
of any class and any subject.
4. Presentation on sub topic of the syllabus by using power
point.
5. Prepare ten NRT items or CRT items to assess learning
outcomes of students.
Reference Books :
1. Abbott, C. (2001). ICT : Changing Education. UK :
Psychology Press.
2. Huang, R. and Kinshuk, Jon K. Price (2014) : ICT
inEducation in Global Context : Emerging Trends Report
2013-14. Heidelberg : Springer.
3. Khan, N. (2004). Educational Technology. New Delhi : Rajat
Publications.
4. Kozma, R.B. (2003). Technology, Innovation and
Educational Change : A Global Perspective. A report of the
second information technology in education study. Module
2. International Society for Technology in Education.
5. Mambi, Adam, J. (2010). ICT Law Book : A Source Book for
Information and Communication Technologies. Tanzania :
Mkukina Nyota Publishers Ltd.
6. Mangal, S.K. & Mangal, Uma (2010). Essentials of
Educational Technology. New Delhi : PHI Learning Pvt. Ltd.
7. Mehra, V. (2004). Educational Technology. New Delhi : S.S.
Publishers.
8. Pelgrum, Willem J., and Law, Nancy (2003). ICT in
Education Around the World : Trends, Problems and
Prospects (Volume 77 of Fundamentals of Educational
Planning). International Institute for Educational Planning :
UNESCO.
9. Sharma, R.A. (2006). Technological Foundations of
Education. Meerut : R. Lall Book Depot.
10. Vrasidas, C., Zembylas , M. and Glass, Gene V (2009). ICT
for Education, Development and Social Justice : Current
Perspective on applied information technologies. Centre for
the Advancement of Research & Development in
Educational Technology.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
and their role and functions.
4.3 Agencies of Teacher Education at District Level - DIET.
Unit 5 : Issues, Problems and Research Trends in Teacher
Education
5.1 Maintaining standards in Teacher Education - Admission Policies
and Procedures. (At State Level)
5.2 Recruitment of Teacher Educators and problem.
5.3 Research Trends in Teacher Education.
Assignment / Practicum :
1. Visit and study History any Teacher Education Institution.
2. PPT Presentation on any current issue of Teacher Education.
3. Write a Term Paper on any Related Issue.
4. Visit and prepare a report on any agency of Teacher Education
(Role and Functions).
5. Organize a seminar on any related theme.
6. Attend a National / International Seminar and report on it.
7. Write an Article on an issue of Teacher Education and Publish in
a Journal.
References :
1. Arora, G.L. (2002 : Teachers and their teaching. Delhi : Ravi
Book.
2. Chaurasia Gulab (2000) : Teacher Education and Professional
Organizations. Delhi : Authors Press.
3. Kundu, C.L. (1998) : Indian Year Book on Teacher Education.
New Delhi : Sterling Publishers Pvt. Ltd.
4. Mohanty Jagannath (2000) : Teacher Education in India.
5. Rajput, J.S. ( ) Encyclopedia of Teacher Education.
Objectives :
* To understand Historical Background of teacher education.
* To acquaint the Admission Procedure and curriculum structure in
Rajasthan State.
* To understand the Problems and Research trends in Teacher
Education.
* To acquaint the National and State Level Agencies of Teacher
Education.
Unit - 1 : Historical Perspectives of Teacher Education
1.1 Development of Teacher Education in India.
1.2 Pre-Independence Period in India.
1.3 Post-Independence Period in India.
1.4 Modern India.
Unit - 2 : Concept of Teacher Education
2.1 Meaning and Nature of Teacher Education.
2.2 Need and Scope of Teacher Education.
2.3 Changing context of Teacher Education in the Indian Scenario.
Unit - 3 : Curriculum and Admission Procedure
3.1 Admission Procedure at different levels of Teacher Education.
3.2 Curriculum Structure at different levels of Teacher Education.
3.3 Curriculum Reforms.
Unit - 4 : Agencies of Teacher Education
4.1 Agencies of Teacher Education at State Level, their role and
function.
4.2 Agencies of Teacher Education at National & International Level
PAPER - IV
TEACHER EDUCATION - I
Course Code : BM - 26
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
PAPER - V
PEDAGOGY OF SCHOOL SUBJECT -2
Course Code : BM- 27
Note :
Candidate will opted any one pedagogical subject from syllabus
of first year. This subject will be different from subject which was
selected by candidate in first year. pedagogical subjects will be
selected according to graduation subject.
PAPER - VI
SCHOOL INTERNSHIP (16 WEEKS)
Course Code : BM- 28
Note :
------------------------------------
PAPER - VII
DISSERTATION
Course Code : BM- 29
Note :
Candidate will select any one research problem related to education.
He will present in departmental research seminar. After finalization of
research Topic he will present research design & research tool in
departmental research seminar
PAPER - VIII
DRAMA AND ART EDUCATION
Course Code : BM-30
Objectives :
1. Gain insight into the concept of Drama and Art in Education.
2. Trace the development of Drama and Art in India.
3. Understand basics of different art forms
4. Enhance artistic and aesthetic sensibility among learners to
enable them to respond to the beauty of different Art forms
through genuine exploration experience and free expression.
5. Enhance skills for integrating different Art forms across school
curriculum at secondary level.
6. Enhance awareness of the rich cultural heritage, artists and
artisans.
Unit-1 : Appreciation of Arts
1.1 Meaning and concepts of Arts and aesthetics and its significance
at secondary level of school education.
1.2 The difference between Education in Arts and Arts in Education.
1.3 Identification of different, performing Art forms and artists; dance,
music and musical instrument, theatre, puppetry, etc.
1.4 Knowledge of Indian Contemporary Arts and Artists; Visual Arts.
1.5 Indian festivals and its artistic significance.
Unit-2 : Visual Arts and Crafts (Practical)
2.1 Experimentation with different materials of Visual Arts, such as
pastel, poster, pen and ink, rangoli materials, clay, etc.
2.2 Exploration and experimentation with different methods of Visual
Arts like Painting, Block printing, Collage, Clay modelling, Paper
cutting and folding etc.
2.3 Paper framing and display of Art works.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Unit-3 : Performing Arts : Dance, Music, Theater and Puppetry
3.1 Listening/viewing and exploring regional art forms of music,
dance, theatre and puppetry.
3.2 Listening/viewing to live and recorded performances of classical
and regional art forms.
3.3 Planning a stage setting for a performance by the student
teacher.
Assignments (Any One) :
Theme-based projects from any one of the curricular areas
covering its social, economic, cultural and scientific aspects
integrating various Arts and Craft forms.
Textbook analysis to find scope to integrate Art forms either in the
text or activities or exercises.
Documentation of the processes of any one Art or Craft form with
the pedagogical basis such as weaving or printing of textiles, making
of musical instruments, folk performances in the community, etc. -
how the artist design their products, manage their resources,
including raw materials, its marketing, problems they face, to make
them aware of these aspects of historical, social, economic,
scientific and environmental concerns.
Student-teacher should prepare at least five lesson plans in their
respective streams of subjects (Science/Maths/Social Sciences/
Languages etc.) while integrating different art forms.
Reference Books
1. Jefferson, B. (1559) : "Teaching Art to Children" Allyan & Bacon
Inc. Boston.
2. Jeswani, K.K. : "Teaching and Appreciation of Art" Atma Ram &
Sons.
3. Read, Herbert (1929) : "An Introducation to Art Education D.
Appleton & Co.
4. Lowen Feld, V (1957) : Creative and mental Growth The
Macmillam Comp. New York
5. Mc Donald, R. : Art as Education, Henry Holt & Company, New
York
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4300 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives :
To acquaint student-teachers with their local surroundings
through Historical, Geographical, Educational, Cultural, Literary,
Environmental, Industrial, Political and Agricultural Study.
Activities :
The student teacher will opt any area of study according to
his interest.
Areas of Interest :
- Historical
- Geographical
- Agricultural
- Educational
- Cultural
- Literary
- Environmental
- Industrial
- Political
PAPER - IX
WORKING WITH COMMUNITY
Course Code : BM - 31
PAPER - X
CULTURAL AND LITERARY DEVELOPMENT OF LEARNERS
Objectives :
1. To search hidden talent of pupil teachers.
2. To develop Self Confidence of pupil teachers.
3. To become more creative in ideas and work of pupil teachers.
4. To develop sports man spirit in pupil teachers.
5. To develop efficient team work in pupil teachers.
6. To develop better co-ordination and understanding among
pupil teachers.
Outcomes :
1. The hidden talent of pupil-teacher blooms.
2. Their self-confidence rises.
3. They become more creative in their ideas and work.
4. A true sportsman spirit is developed.
5. They also become efficient in working with team.
6. It also result in better co-ordination and understanding among
pupil-teacher.
7. It will also help pupil-teacher to organize their activities in other
school.
8. Through these activities they are able to make this society
aware.
9. They become more innovative in their work.
10. They become able to express their views and ideas.
Course Code : BM-32
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Activities :
1. Talent Search 2. Get Together
3. Solo Song 4. Duet Song
5. Solo Dance 6. Pair Dance
7. Nair Art 8. Mehandi
9. Rangoli 10. Debate
11. Poster-Making 12. Essay Writing
13. Extemporary 14. Fancy Dress
15. Without Gas Cooking 16. Annual FunctionB.ED. - M.ED.
INTEGRATED
COURSE
III YEAR
00 Syllabus B.Ed. - M.Ed.
ASSESSMENT FOR LEARNING
Paper - I
Objectives :
1 To gain a critical understanding of issues in assessment and
evaluation.
2 To understand Key concepts, such as formative and summative
assessment and evaluation.
3 To acquaint with different kinds and forms of assessment that
aid student learning.
4 To use of a wide range of assessment tools and learn to select
and construct these appropriately.
5 Evolve realistic, comprehensive and dynamic assessment
procedures.
Unit-1 Assessment and Evalution
1.1 Concept of Assessment and Evaluation.
1.2 Difference between Assessment and Evaluation.
1.3 Distinction between 'Assessment of Learning' and 'Assessment
for Learning'.
1.4 Purposes of Assessment
1.5 Formative and Summative Evaluation
1.6 Continuous and Comprehensive Assessment
Unit-2 Assessment of Learning
2.1 Assessment tools
2.2 Kinds of tasks : projects, assignments, performances
2.3 Kinds of test and their construction
2.4 Observation of learning processes by self, by peers, by teachers
2.5 Self-assessment and peer-assessment.
Course Code : BM-33
2.6 Quantitative and Qualitative aspects of assessment : Appro-
priate tools for each.
Unit-3 : Data Analysis, Feedback and Reporting
3.1 Concept and use of Statistics.
3.2 Statistical Tools - Percentage, Graphical Representation,
Frequency distribution, Measures of Central - Tendency,
standard deviation.
3.3 Feedback as an essential component of formative assessment.
3.4 Type of Teacher Feedback (Written, comments, oral), Pear
Feedback.
Unit-4 : School-Based Assessment and Evaluation Policie
Practices and Possibilities
4.1 Impact of examination - driven schooling on pedagogy : content-
confined, information focused testing; Memory centric teaching
and testing on school culture
4.2 De-linking school-based assessment from examinations : Some
possibilities and alternate practices.
Unit-5 : Directions for Examination Reform
5.1 Flexibility in examination ( Open book and on line examination)
5.2 Improving quality and range of questions in exam papers.
5.3 Including school-based credits
5.4 Role of ICT in examination
Assignments (Any one) :
1. Write a report on current practices of assessment and
evaluation at the upper primary, secondary / sr. secondary
stage.
2. Analysis the question papers of any subject in the light of
knowledge, understanding and application.
3. Develop question paper to assess all the aspects of teaching.
4. Analysis answers given by the learner for one particular
question.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
5. Observation of the record of CCE maintained by upper primary
school teachers and its report presentation.
Reference Books :
1. Care, Esther, Mc Gaw, Barry & Griffin, Patrick (2012).
Assessment and teaching of 21st century skills. New York :
Springers.
2. Gardner, John(2012). Assessment and learning -2nd edition.
New Delhi : SAGE Publication India Pvt. Ltd.
3. Glaser, R. Cowdewsky N. & Pellegrino J.W. (Eds) (2010)
knowledge what students know the science and design of
educational assessment National Academy press.
4. Glathorn, A.A. (1998). Performance Assessment and Standard-
based curricual : the Achievement Cycle. Larchmont, NY : Eye
no Education
5. Gredler, M.E. (1999). Classroom Assessment and Leaning.
USA : Longman
6. Hanna, G.S., & Dettmer, P.A. (2004). Assessment for effective
teaching : Using context-adaptive planning. Boston, MA :
Pearson A & B.
7. http://www.differencebetween.com/difference-between
assessment-and-vs-evaluation/
8. Likert, R,. (1932). A technique for the measurment of Attitude.
Archives psychology. 40
9. Linn, Robert and Norman E. Gronland (2000); Measurment and
Assessment in teaching 8th edition, by prentice Hall, Inc,
Pearson Education, Pearson Education, Printed in USA
10. Mehrens, W.A. & Lehman, I.J. (1991). Measurement and
Evaluation in Education and psycholgy (8th ed.) : chapter 10:
Describing educational Data.
11. Oosterhof, A. (1994). Classroom Applications of Educational
measurement (Second Edition), New York : Macmillan College
Publishing Company Inc.
12. Payne, D.A. (2003). Applied Educational Assesment. New
Jersey, Engle wood Cliffs : Prentic Hall Inc.
13. Shefered (2000) the Role of assessment in learning culture :
educational researcher
14. Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio
Assessment in the Reading-Writing classroom. Norwood, M.A. :
Christopher-Gordon publishers.
15. Ved Prakash, et.al. (2000); Grading in Schools, NCERT,
Published at the publication Division by the secretary, NCERT,
Sri Aurbindo Marg, New Delhi
16. Wright, Robert J. (2008) New Delhi : Educational Assessment-
Tests and Measurements in the Age of Accountability. Sage
Publication Pvt. Ltd.
17. Wyatt Smith, Clair : Cumming, Joy (Eds.) (2009). New Delhi :
Educational Assessment in the 21st Century. Springer.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives :
.
1. To understand nature of educational data.
2. To develop the vision to carry out qualitative and quantitative
research.
3. To apply important qualitative and quantitative statistical
techniques for analyzing and interpreting research data.
4. To use computers to code and analyze data
Unit- I Educational Data
1.1 Nature of educational data: Quantitative and Qualitative.
1.2 Organization and analysis of qualitative data.
1.3 Organization, presentation and analysis of quantitative data.
1.4 Approaches to Qualitative data Analysis.
Unit - II Testing of Statistical hypothesis
2.1 Mean and Standard division, 2.2 Percentile and Correlation
2.3 Significance of difference between two mean's
One Way and Two way Analysis of Variance (ANOVA) Analysis
of covariance
Unit - III Basic Statistics
3.1 Descriptive and Inferential statistics
3.2 Normal probability curve- characteristics and application
3.3 Parametric and non-parametric tests
3.4 Test of significance – one tailed and two tailed
3.5 Type I and Type II errors
Unit - VI Correlation in measurement
4.1 Correlation, meaning, types and estimation of product
moment correlation coefficient.
4.2 Partial and multiple correlation.
Biserial, Point Biserial Correlation.
Unit - V Computer Software for Data Analysis and Report
Writing
5.1 Overview of computer software for data analysis
5.2 Coding of data and data entry in computer software and
Microsoft Excel
5.3 Analysis of scores using computers
1 The preliminary section
Title page,
A Acknowledgment page,
B Preface, list of contents, tables and figures.
2 The main body
A The medium of report
B Rules of thesis / Dissertation
C Abstract, Summery
Assignments (Any One)
• Write a paper on the measures of central tendency and
variability.
• Write a paper on the various methods of finding correlation
coefficient.
• Analysis of any data using the Excel.
• Write an abstract of any Ph.D. Thesis.
• Prepare cover page and write preface of any problem of you
choice
Reference Books
1 Asthana, H.S. &Bhushan, B.: Statistics for Social Sciences.
Prentice Hall of India (2007)
Best, John W. : Research in Education
Paper - II
STATISTICS IN EDUCATIONAL RESEARCH
Course Code : BM-34
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
2 Dalen, Deobold B. Van: An Introduction to Educational
Research.
3 Edwards, A. L. Statistical Methods for Behavioural
Sciences, New York: Holt,
4 Ferguson, G. A Statistical Analysis in Psychology and
Education, New York: McGraw
5 Fisher, R.: Designs of Experiments.
Fisher, R.A. Statistical Methods for Research Workers, New
York: hafner Publishing
6 Garret, H.E. Statistics in Psychology and Education,
Bombay: Vakils
Garrett, H.E.: Statistics in Education and Psychology.
7 Good, C.V.: Introduction to Research.
8 Guilford, J. P. & B. Fruchter. Fundamental Statistics in
Education and Psychology,
9 Guilford, J.P.: Fundamental Statistics in Psychology and
Education.
10 Keeves, John P. (Ed.): Educational Research, Methodology
and Measurement : An
11 Kerlinger, Fred N.: Foundations of Behavioural Research.
Lindquist, E. F. Statistical Analysis in Educational Research,
Boston: Houghton
13 McNemar, Q. Psychological Statistics, New York: Henry Holt
& co.
14 Mouley, George J.: The Science of Educational Research.
Myros J.K.: Fundamentals of Experimental designs.
15 Siegel, S. Non Parametric Statistics for Behavioural
Sciences, New York: McGraw Hill.
Course Objectives :
1. To acquaint students about Inservice Teacher Education Programme.
2. To acquaint students about the State and National Agencies of Teacher Education with reference to Quality Control.
3. To introduce students about Internship Program in the light of NCFTE 2009 Guidelines.
4. To acquaint students about Regulation of National Council for Teacher Education in the light of Recruitment of Teacher Educators.
5. To know the Innovative Practices in Teacher Education.
Unit-I : Pre Service Teacher Education in India
1.1 A review of the understanding development on teacher notes & function Pre Service Teacher education - concept.
1.2 Structure, curriculum and modes of Pre-Service Teacher Education Nature, Objective and Scope.
1.3 Structure of teacher education curriculum and its vision in curriculum document of NCTE & NCTFT. Or
1.4 Component of Pre-service Teacher Education.
Unit - II : Content of Teacher Education
2.1 Theory of Teacher education and its duration.
2.2 Practical activities to be conducted during the training.
3.3 Instructional Methods in Teacher Education :- Seminar, Workshop, Lecture and discussion, Panel discussion Brain Storming.
2.4 Instructions methods in teacher education.
UNIT-III : Internship in Teacher Education
3.1 Internship - Meaning objectives, Importance, Organization
Paper - III
TEACHER EDUCATION-II
Course Code : BM - 35
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
and activities.
3.2 Principles of Organizing Internship Programme.
3.3 Difficulties in Organizing Internship and measures to make effective internship programme.
3.4 Significance and supervision of internship.
UNIT-IV : Issues and Problems of Teacher Education.
4.1 Major Issues in Teacher Education.
4.2 Quality Management and maintaining standards in Teacher Education.
4.3 Privatization, Globalization and Autonomy in Teacher Education.
4.4 Problems in Teacher Education.
UNIT-V : Innovative Practices In Teacher Education And Research Trends
5.1 Concept and need of innovation.
5.2 Co-Operation and collaborative Teacher Education.
5.3 Construct visit and reflective Teacher education.
5.4 Rashtriya Madhanic Shiksha Abhiyan (RMSA), Objectives and Functions.
Assignments any One :
1. PPT Presentation on any current issue of Teacher Education.
2. Write a Term Paper on any related issue.
3. Visit and prepare a report on any agency of teacher education. Prepare (Role & Function) report.
4. Organise a Seminar on any related theme.
5. Attend and present a paper in National / International Seminar and Report. (Presentation in class)
6. Write an Article on any issue of Teacher Education and Publish it in journal.
7. Group Discussion on any relevant issue of Teacher Education and Prepare Report.
8. Study and Analyze the Evaluation System of any Teacher
Education Programme (Universities of Rajasthan State).
9. Discuss CCE in class and preparae report.
10. Guidance and supervision of lessons Internship Programme.
Reference Book :
1. Arora, G.L. (2002) : Teachers and Their Teaching. Delhi, Ravi Book.
2. Chaurasia, Gulab (2000) : Teacher Education and Professional Organizations. Delhi, Authors Press.
3. Kundu, C.L. (1998) : Indian Year Book on Teacher Education. New Delhi, Sterling Publishers Privatization Ltd.
4. Mohanty, Jagannath (2000) : Teacher Education in India.
5. Rajput J.S. : Encyclopedia of Teacher Education, NCTE, New Delhi.
6. Dillon Justin and Maguire Meg. (1997) : Becoming A Teacher : Issues in Secondary Teaching, Buckingham, Open University Press.
7. Dunking Michael, J. (1987) : The International Encyclopaedia of Teaching and Teacher Education, Oxford, Pergamon Press.
8. Elahi, Nizam (1997) : Teacher's Education in India, New Delhi. APH Publishing Corporation.
9. McNergney, Robert F. and Herbert, Joanne M. (2001) : Foundations of Education : The Challenge of Professional Practice, Boston, Allyn and Bacon.
10. Misra, K.S. (1993) : Teachers and Their Education, Ambala Cantt., The Associated Publishers.
11. Murray, Frank B.(Ed) (1996) : Teacher Educator's Handbook : Building A Base for Preparation of Teachers, San Francisco, Jossey - Bass Publishers.
12. National Council for Teacher Education (NCTE) (1998) : NCTE Document, New Delhi, Published by Member Secretary, NCTE.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives :
After completing the course, the students will be able to :
* To Understand the concept of curriculum and curriculum
development.
* To Understand the foundations of curriculum.
* To Understand the principles of curriculum construction.
* To Understand factors affecting curriculum change.
* To Understand eclectic model of curriculum design.
* To Understand Taba's model of curriculum development.
* To aquaint old and new trends in curriculum development
Unit - 1 : Concept of Curriculum Development
1.1 Concept of curriculum development.
1.2 Epistemological, sociological and psychological foundations of
curriculum development :
(a) Curriculum framework - need and importance, ramification of
curriculum framework into curriculum, syllabus and textbooks.
(b) Different models of curriculum :
- Administration - Grass Root
- Demonstration - System Analysis
Unit - 2 : Nature, Purpose and Scope of Curriculum
Development
2.1 Nature, purpose and scope of curriculum development
2.2 Principles of formulating aims, specific content, defining
teaching, learning experiences and evaluation procedures.
Unit - 3 : Old and new trends in curriculum development
3.1 Role of teacher as a curriculum construction.
Paper - IV
CURRICULUM DEVELOPMENT
3.2 Indian experiment regarding curriculum organization - Shanti
Nikaten of Tagore, Gurukul System and Basic Education.
3.3 Indian School Curriculum and its re-constructure.
3.4 New trends in curriculum development.
Unit - 4 : Curriculum Design
4.1 Eclectic model of curriculum design
4.2 Taba's model of curriculum development
Unit - 5 : Curriculum Determinants
5.1 Concept of Curriculum change
5.2 Forces affecting Curriculum change
5.3 Obstacles of Curriculum change
5.4 Designing Curriculum change
Assignments (Any one) :
1. Critical analysis of M.Ed. curriculum of any University of
Rajasthan.
2. Read guideline for curriculum development given by NCTE for
two years Teacher-Education programme and prepare a report.
3. Analyse curriculum framework (NCF 2005, NCFTE 2009,
NCERT 2 yearTeacher Education curriculum) in the light of
broad determinants given in the syllabus.
4. Study the critical issues (according to the syllabus) involved in
the textbook of Science / Language / Social Science and prepare
a report.
5. Write a term paper on any sub-unit of the syllabus.
References :
1. Annuing, Angela (1995) : "A National Curriculum for the Early
Years". Open University Press, Buckingham, Philadelphia.
2. Audrey & Howard Nocoholls (1978) : Developing Curriculum - A
Practical Guide. George Allen & Unwin, Boston, Sydney,
London.
3. Denis Lawton (1986) : School curriculum planning. Hodder &
Stronghton, London, Sydney.
Course Code : BM-36
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
4. Edward, A. Krug (1960) : The Secondary School Curriculum.
Harper & Row Publishers, New York.
5. Erickson, H. Lynn (1998) : Concept-based curriculum and
instruction. Corwin Press, Inc.
6. Gakhar, S.C. (2009) : Curriculum Development, Panipat, N.M.
Publications.
7. Goodson, Iror, F. (1994) : Studying Curriculum. Open University
Press, Buckingham.
8. Hugh (1976) : Designing the Curriculum. Open Books, London.
9. Iron, K. Davies (1976) : Objectives in Curriculum Design.
McGraw Hill Book Co. Ltd., England.
10. Leece, Joseph & Others (1961) : The Teacher in Curriculum.
11. Lewy, Aneh (1991) : Studying Curriculum. Open University
Press, Buckingham.
12. Ornstein, Allen, C.A. : Curriculum Foundations, Principles and
Issues, Prentice Hall International Ltd., London.
13. Pratt, David (1980) : Curriculum Design and Development.
Harcourt Brace and World Inc., New York.
14. Romiszowski, A.J. (1986) : Designing Instructional System -
Decision Making in Course Planning & Design.
15. Saylor & Alexander (1960) : Curriculum Planning. Holt Linchart &
Winston, New York.
16. Smith, Stawey & Shores (1957) : Curriculum Development.
World Book Co.
17. Solomen, Pearl G. (1998) : The Curriculum Bridgo. Corwin Press
Inc.
18. Tyler, R.W. (1974) : Basic Principles of Curriculum and
Instruction. Open University Pub., London
19. Vernon, E. Anderson (1962) : Principles and Procedures of
Curriculum Improvement.
20. Zais, R.S. (1976) : Curriculum Principles and Foundations.
Harper & Row Pub., London.
Objectives :
1. To acquaint the student with the basic concepts and
practices adopted in educational measurement and
educational evaluation.
2. To help the student understand relationship between
measurement and evaluation in education.
3. To orient the student with tools and techniques of
measurement and evaluation.
4. To Develop skills and competencies required for
constructing, standardizing and using various tools and
tests for measuring both cognitive and non-cognitive
aspects / domains.
5. To make the students implement the appropriate statistic
measures on an educational data for its analysis.
6. To Evaluate educational problems through inferential
statistics.
Unit-I : Basics of Measurement
1.1 Measurement : Concept, relevance, function and scope.
1.2 Levels of Measurement.
1.3 Norm referenced and criterion referenced measurement.
1.4 Limitations of Test and Measurement.
Unit-II : Evaluation Process
2.1 Evaluation : Meaning, concept and characteristics,
Relationship between Measurement and Evaluation.
2.2 Basic principles and functions of evaluation.
Paper - V
MEASUREMENT AND EVALUATION AT
ELEMENTARY SCHOOL LEVEL
Course Code : BM-37-A1
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
2.3 Steps and process of evaluation, types of evaluation :
Formative vs. Summative.
Unit-III : Defining Instructional Objectives
3.1 Need of defining objectives and method of stating objective.
3.2 Inter-relation of evaluation, objectives and learning
experiences.
3.3 Taxonomy of Educational Objectives and Role of
measurement and evaluation.
3.4 Bloom's Taxonomy : Cognitive, Co-native and Affective
Domains.
Unit-IV : Tools of Measurement and Evaluation
4.1 Nature, Purpose and Types (Physical, Educational and
Psychological).
4.2 Questionnaires, Scales, Schedules and Inventories.
4.3 Subjective and Objective Tests; Performance, Sociological,
Projective and Special Tests (e.g. Snap Test).
4.4 Need and use of psychological test in Education and
Guidance.
Unit-V : Developments in Evaluation
5.1 Grading and Semester System
5.2 Continuous and Comprehensive Evaluation
5.3 Question Bank
5.4 Use of computers in education practicum - any one - prepare
a question bank on any two units prescribed. Visit to a
guidance or counseling center and write a report on usage &
utility of the Psychological test in education and guidance.
Reference Books :
1. Anastasi, A.: Psychological Testing (Fifth-21), Macmillan
Pub. Co., Inc., New York.
2. Arun Kumar Singh : Tests, Measurement and Research
Methods in Behavioral Sciences, New Delhi, Tata McGraw
Hill Publishing Co. Ltd., 1986.
3. Ebel, R.L. : Essential of Educational Measurement. Third
Will Prentice Hall Inc., New Jersey, (1970)
4. Ferguson, G.A.: Statistical Analysis in Psychology and
Education, McGraw Hill International Book Co. (1981).
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00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Objectives :
1. The student will gain ability to prepare and use psychological
test and different kinds.
2. They will be taught about the basic characteristics of a good
measuring instrument .
3. Handle various types of data and interpret results.
4. Will become skilled at Test Construction and Its
Standardization.
5. Students will learn about measuring various psychological
traits like aptitude, attitude, intelligence etc.
6. Participate in examination reforms and carry to examination
and evaluation work.
Unit-I : Basic Characteristics of a good Measuring Instrument
1.1 Usability and Objectivity
1.2 Validity and Reliability : Nature, Types and Problem of their
measures.
1.3 Scaling - standard scores, T scores, C scores.
Unit-II : Test Construction and Its Standardization
2.1 General principles of test construction and its
standardization.
2.2 Writing test items - objective, essay and interpretative.
2.3 Comparison of teacher made test and standardized test.
2.4 Item analysis & process of Test Standardization.
Unit-III : Measurement of Psychological Traits
3.1 Achievement, Interest and Intelligence
Paper - V
MEASUREMENT AND EVALUATION AT
SECONDARY SCHOOL LEVEL
3.2 Aptitude & Attitudes
3.3 Skills & Personality
3.4 Interpretation of the above test-scores and methods of
feedback to students.
Unit-IV : Correlation in Measurement
4.1 Correlation, its meaning, types how to estimate product
moment correlation coefficient.
4.2 Partial & Multiple correlations
4.3 Regression and Prediction.
Unit-V : Testing of Statistical Hypothesis
5.1 Significance of various statistical measures - Mean, SD,
Percentile and Correlation.
5.2 Significance of difference between two mean's.
5.3 One way and Two way Analysis of Variance (ANOVA),
Analysis of Covariance (ANCOVA).
5.4 Construction of a teacher made test for the measurement of
any one of these - Achievement / Aptitude / Attitude / Interest
/ Skills, Administration of the test constructed, its
interpretation and implications to students, teachers and
stakeholders.
References :
1. Agarwal, Y.P. (1998) : Statistical Methods, Sterling, New
Delhi.
2. Lindquist, E.F. : Statistical Analysis in Educational
Research. Calcutta, Oxford & IBH Publishing Co., 1970.
3. Garrett, H.E. : Statistics in Psychology and Education. Vikas
Peffer & Smara Co., Ins., New York.
4. Cronbach, L.J. : Essential of Psychology Trends, Harper
Row, New York.
5. Guilford, J.P. : Fundamental Statistics in Psychology and
Education, McGraw Hill (1965).
6. K.V.S. Sharma : Statistics made Simple Do It Yourself on PC.
Course Code : BM-37-A2
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
New Delhi, Prentice Hall of India Ltd., 2001.
7. M. Rajamanikaram. Statistical Methods in Psychological
and Educational Research. New Delhi, Concept Publishing
Company, 2001.
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Course Objectives :
1. To acquaint students with the concept of guidance and
counselling.
2. To acquaint them with different types of guidance at Elementary
School Stage - Educational, Vocational and Personal.
3. To make them understand the guidance for special children at
Elementary School level.
4. To describe the different services in the guidance programme.
5. To make them understand the role of Headmaster, Teacher and
Students for good guidance programme at Elementary School
stages.
UNIT-I : Guidance - Meaning, Objectives and Need
1.1 Meaning, Nature and Scope of Guidance.
1.2 Objectives of Guidance.
1.3 Need of Guidance.
1.4 Basic Principals of Guidance.
UNIT-II : Types of Guidance at Elementary School Level
2.1 Types of Guidance - Educational, Vocational and Personal
Guidance.
2.2 Educational Guidance - Concept and Objectives.
2.3 Vocational Guidance - Concept and Objectives.
2.4 Personal Guidance - Concept and Objectives.
UNIT-III : Counseling : Meaning, Objectives and Need
3.1 Meaning, Nature and Scope of Counselling.
Paper - VI
GUIDANCE AND COUNSELLING
AT ELEMENTARY SCHOOL LEVEL
Course Code : BM-38-A1
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
3.2 Objectives of Counselling.
3.3 Need and Principals of Counselling.
3.4 Difference between Guidance and Counselling.
UNIT-IV : Guidance and Counseling For Special Children at
Elementary School Level
4.1 Concept, Objectives and Need.
4.2 Types of Special Children.
4.3 Social, Physical and Educational Need of Children.
4.4 Pupil Teachers relations with special children.
UNIT-V : Guidance Programme at Elementary School Stage
5.1 Characteristics of a good guidance programme.
5.2 Outline of minimum guidance programme at Elementary
School Stage.
5.3 The role of Headmaster, Teacher Students and Parents for
good guidance programme at Elementary School Stage.
5.4 The future of Guidance and Counselling.
Assignment (Any One)
1. Critical study of guidance programme at Elementary School
stage.
2. Prepare a Term Paper on any topic related with the content
of this paper.
3. Write an article on the guidance and counselling at
Elementary School stage.
4. Role of the Teacher for good guidance or counselling
programme at elementary school stage.
Reference Books :
1. S.K. Chibber : Guidance and Educational Counselling,
Commonwealth Publishers, New Delhi, 2002.
2. S.R. Vashist : Vocational Guidance in Elementary School,
Anmol Publications Pvt. Ltd., New Delhi, 1993.
3. John. S. Koshy : Guidance and Counselling, Dominant
Publishers and Distributors, New Delhi, 2007.
4. B.N. Das : Guidance Services in Schools, Dominant
Publishers and Distributors, New Delhi, 2003.
5. Indu Dave and A.B. Phatak : Nidarshan ke mool tatwa,
Rajasthan Hindi Granth Academy, Jaipur, 1973.
6. S.K. Kochhar : Educational and Vocational Guidance in
Secondary Schools, Sterling Publishers Pvt. Ltd., 1984.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Course Objectives :
1. To acquaint students with the fundamentals of guidance and
counselling.
2. To acquaint them with guidance programme and services.
3. To make them understand the dynamics of guidance and
counselling.
4. To acquaint them with the principles and need of individual
analysis.
5. To acquaint them with the collection data of the individual.
6. To acquaint them with the latest researches in the guidance and
counselling.
UNIT-I : Fundamentals of Guidance and Counseling
1.1 Guidance - Meaning, Nature, Functions and Purposes.
1.2 Counselling - Meaning, Nature, Functions and Purposes.
1.3 Basic Principle of Guidance and Counselling.
1.4 Need and Types of Guidance and Counselling.
UNIT-II : Guidance Programme and Services
2.1 Characteristics of a good guidance programme.
2.2 Outline of minimum guidance programme at Secondary
School stage.
2.3 Guidance Services - Types, Need and Importance.
2.4 Dynamics of Counselling process.
UNIT-III : Dynamics of Guidance and Identification of
Individual
3.1 Dynamics of Guidance Process.
3.1.1 Major elements of individual guidance process.
3.1.2 Variability of individual characteristics.
3.2 Individual Analysis
3.2.1 Individual Analysis - its concept.
3.2.2 Need of individual analysis.
3.2.3 Principles of individual analysis.
UNIT-IV : Data Collection of the Individual
4.1 Information collection related to individual.
4.2 Types of testing devices - standardized and unstandardized.
4.3 Criteria of the test collection, Precautions in the use of tests.
4.4 Use of following in the guidance and counselling :
(a) Case study, (b) Interview, (c) Autobiography, (d) Rating
Scale, (3) Sociometery.
UNIT-V : Research In Guidance And Counselling
5.1 Importance of Research in guidance and counselling.
5.2 Types, Research - Qualitative, quantitative and
experimental.
5.3 Research trends related to guidance and counselling in
India.
5.4 Latest researches and future research possibility in the area
of counselling and guidance.
Assignment (Any One) :
1. Case Study of child or adolescent and guidance-counselling
based advice.
2. Prepare a Term Paper on any topic related with the content
of this paper.
Paper - VI
GUIDANCE AND COUNSELING AT
SECONDARY SCHOOL LEVEL
Course Code : BM-38-A2
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
3. Prepare a PPT on any sub-unit of the syllabus.
4. Role of the Headmaster, Teacher and student for good
guidance or counselling programme.
5. Review of researches in counselling or guidance. (Last five
years).
References :
1. Pre Pasaricha : Guidance and Counselling in Indian
Education, NCERT, New Delhi, 1976.
2. C.H. Miller : Foundations of Guidance, Harper and Row,
New York, 1961.
3. I Dave : The basic essentials of counselling, Sterling
Publishers Pvt. Ltd., New Delhi, 1982.
Course Objectives :
1. To enable students to learn basic concept of educational
administration.
2. To acquaint the students with the elements of the elementary
educational administration.
3. To acquaint student with the role of school Headmaster as a
good manager.
4. To acquaint students with the different school resources like
human and physical.
5. To provide students with the knowledge of administrative
process, decision-making and leadership of school
headmaster.
UNIT-I : Educational Administration and School as A
Organization
1.1 Meaning and Nature of Administration.
1.2 Scope and importance of educational administration.
1.3 School as a organization - structure, level, school
organizational climate.
1.4 Conceptual difference between - Education administration
and Education management.
UNIT-II : Administration of Primary and Upper Primary
Education
2.1 Agencies involved in the administration of Primary and
Upper Primary level.
2.2 Role of State government in the administration of Primary
and Upper Primary level.
Paper -VII
EDUCATIONAL ADMINISTRATION AND
MANAGEMENT AT ELEMENTARY SCHOOL LEVEL
Course Code : BM-39-A1
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
2.3 Role of local bodies in the administration of Primary and
Upper Primary education.
2.4 Administrative problem of Primary and Upper Primary
schools.
UNIT-III : School Educational Leadership
3.1 Concept, Nature and Styles of leadership.
3.2 Leadership traits : Responsible, innovative, imaginative,
visionary.
3.3 Leadership skills at school level - POSDCORB.
3.4 The role of school headmaster as a leader.
UNIT-IV : Decision-Making and Principal as A Change Agent
4.1 Concept and Nature of decision-making.
4.2 Decision-making process.
4.3 Resources management - (a) human resources, (b) physical
resources.
4.4 Principal role as a Manager - Staffing, curricular and co-
curricular activities.
UNIT-V : Financial Planning And School Environment
5.1 Role of following bodies in financing education - (a) Govt. of
India, (b) State Government, (c) Local bodies, (d) Private
agencies.
5.2 Sources of educational finance - (a) Govt. grant, (b) State
govt., (c) Donation, (d) Foreign aids.
5.3 Characteristics of good school environment.
5.4 Factor affecting school environment.
Assignment any One
1. Term paper on selected theme from the course.
2. Case study of effective Govt. School.
3. A study of leadership of school principal.
4. A study of decision-making process of school principal.
Bibliography
1. Campbell, R.F. and Gregg, R.T. (Ed.) : Administrative
Behaviour Education (Sharped).
2. Coladrei, A.P. and Gatzel, J.W. : The Use Theory in
Educational Administration (Monograph), Standford
University, 1950.
3. Heneray, H.B. : Changing concepts in Education
Administration, University of Chicago Press, 1955.
4. Moehlman : School Administration, McGraw Hill, 1946.
5. Sears, J.B. : The Nature of Administrative Process, McGraw
Hill, 1950.
6. A.S.A. : Staff Relation in Educational Administration, 33rd
Year Book, 1955.
7. Mort Paul, R.: Principles of School Administration, McGraw
Hill, 1956.
8. Johna, R.L. and Masphe, E.L. (Ed.): Problems and Issues in
Public Finance, T.O., 1952.
9. Adilph and Turner Harold, E.: Supervision for Change and
Innovation, Houghton Miffin Company, 1970.
10. Shukla, P.O. : Administration of Education in India, Vikas
Publishing House Pvt. Ltd., New Delhi.
11. Castcller William : The Personnel function in Educational,
The Macmillan Company, New York, 1971.
12. Kimbrough, B., Ralph Michael & Nunnery : Educational
Administration (an introduction), Macmillan Publishing Co.
Inc., New York, 1976.
13. Gupta, L.D. : Education Administration at College Level,
Oxford and IBH Publishing Co., New Delhi, 1983.
14. Mohan, G. and Haberti, H.R. : Contemporary Educational
Administration, Macmillan Publishing Co. Inc., New York,
1982.
15. Harling, Paul (Ed.) : New Directions in Educational
Leadership, The Falmer Press, London, 1984.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Course Objectives :
1. To introduce concept of education management.
2. To enable students to become effective manager of school
administration and management.
3. To enable student to become agent of change in various aspect
of education i.e. - curriculum construction, classroom
management, planning and policies.
4. To acquaint student with role of centre state and local agencies
of educational development.
5. To acquaint student with concept and method of supervision.
6. To acquaint students with different role of principal as a
administrator or manager.
7. To acquaint student with various decision-making process in
institution.
UNIT-I : Introduction of Educational Management - Concept,
Process and Functions
1.1 Concept, Need, Nature of Educational Management.
1.2 Role of Principal at Secondary level -
- Planning School Programmes
- Institutional Planning
- Implementation of different strategies.
1.3 Organizing : Instructional Programme, Curricular and Co-
curricular programme, Evaluation of school programme.
1.4 Modern development of education management in India.
Paper - VII
EDUCATIONAL ADMINISTRATION AND
MANAGEMENT AT SECONDARY SCHOOL LEVEL
UNIT-II : Organizational Climate and Conflict Management
2.1 Organizational Climate : Concept, Types and Organizational
development.
2.2 Different levels of educational organization.
2.3 Conflict - Concept and Characteristics.
2.4 Conflict management : Areas of conflict, Pressure group and
Principal role to remove conflicts.
UNIT-III : Quality Management and Supervision
3.1 Institutional Planning - Concept and Importance.
3.2 S.W.A.T. Analysis - Concept, Need, Importance.
3.3 Communication and Supervision Skills : Concept, Need and
Importance.
3.4 New trends and techniques of modern supervision.
UNIT-IV : Decision-Making Process and New Trends in
Educational Management
4.1 Decision : Meaning, Nature and Need.
4.2 Decision-making process in organization
4.3 Levels of decision :
(a) High : Central, State, Departmental.
(b) Medium : Principal and Incharge.
(c) Low : Personal Decision.
4.4 Modern trends in educational development.
UNIT-V : Machinery of Educational Management and Finance
Management
5.1 Central Machinery, State Machinery and local bodies.
5.2 Educational Finance - Concept and Importance.
5.3 Financial Planning - Construction and Process of Financial
Control
5.4 Education Cost and its Calculation : Unit Cost, Additional
Cost and Institutional Cost.
Course Code : BM-39-A2
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Assignment (Any One)
1. Write a term paper of any topic.
2. Study any problem related to educational management.
3. Case study of effective organization / school.
4. Review research paper of any educational management
area.
Reference Books :
1. Anastasi, A.: Psychological Testing (Fifth-21), Macmillan
Pub. Co., Inc., New York.
2. Arun Kumar Singh : Tests, Measurement and Research
Methods in Behavioral Sciences, New Delhi, Tata McGraw
Hill Publishing Co. Ltd., 1986.
3. Ebel, R.L. : Essential of Educational Measurement. Third
Will Prentice Hall Inc., New Jersey, (1970)
4. Ferguson, G.A.: Statistical Analysis in Psychology and
Education, McGraw Hill International Book Co. (1981).
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Course Objectives :
1. To acquaint students with the need, scope and objectives of
elementary education.
2. To acquaint students with recommendations of various
committees.
3. To acquaint students with DPEP, SSA and RTE Act 2009.
4. To understand the role of NCERT, DIET, SIERT in Elementary
Education Planning.
5. To understand the role of Panchayats and Community in
Elementary Education Planning.
6. To acquaint students with concept, Principles and approaches
of educational planning.
7. To acquaint students with economics of elementary education.
8. To acquaint students with Govt. Programmes and Projects.
UNIT-I : Introduction of Elementary Education
1.1 Need, Scope and Objectives of elementary education.
1.2 Historical perspectives of Elementary Education in India.
1.3 Recommendation of various committees and commission :
secondary education commission, Kothari Commission,
Yashpal Committee and NCF - 2005.
UNIT-II : Policy Perspectives And Elementary Education In
Rajasthan
2.1 District Primary Education Programme and decentralization
of educational planning.
Paper -VIII
ELEMENTARY SCHOOL LEVEL POLICY,
ECONOMICS AND PLANNING
Course Code : BM-40-A
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
2.2 SSA and Elementary Education for Equity and Quality.
2.3 Rights of Children for free and compulsory education (RTE
Act, 2009).
UNIT-III : Planning and Administration of Elementary
Education
3.1 Role of Govt. in Elementary Education - (a) Central Level
Agency (NCERT) (b) State Level Agency (SIERT, DIET).
3.2 Role of Panchayats and Community involvement in
Elementary Education Planning.
3.3 Mid-Day Meal.
UNIT-IV : Educational Planning at Elementary Level
4.1 Concept, Need and Goals of Educational Planning.
4.2 Principles of Educational Planning.
4.3 Approaches of Educational Planning.
4.4 Educational Planning in India since Independence.
UNIT-V : Economics of Elementary Education
5.1 Meaning, Aims and Scope of Economics of Elementary
Education.
5.2 Education and Economic development.
5.3 Central and State level expansion on Elementary Education.
5.4 Govt. Programmes and Projects (Lok Jumbish
Shikshakarmi Project, Kasturba Gandhi Shiksha Yojana).
Assignments (Any One ):
1. Survey of child rearing practices of the community.
2. Case study of a school or some innovative practice under
SSA.
3. Visit a school and prepare report on enrolment, retention of
girl students and give suggestions for improvement.
4. Prepare a PPT on any sub unit of the syllabus.
Reference Books:
1. NCERT, National Curriculum Framework (NCF) 2005.
NCERT : New Delhi.
2. Sharma, R.K. : Elementary Education. Radha Prakashan
Mandir, Agra-2.
3. Kothari Commission.
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00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
UNIT-II : Perspectives and Context of Elementary Education
2.1 Developmental characteristics and nroms - Physical,
Cognitive process and abilities, language development,
socio-emotional development during early and late
childhood.
2.2 Influence of home, school and community related factors on
child's development.
2.3 Conceptual analysis of the concepts in elementary
education like learner / learning centered approach, activity
centered approach, freedom and discipline, reflection on
present practices.
\UNIT-III : Development of Elementary Education
3.1 Nature of Elementary Education
3.2 Mahatma Gandhi and Rabindranath Tagore on Elementary
Education, Constitutional provision for Education.
3.3 Principle related to Elementary Education.
3.4 Right to Education Act.
UNIT-IV : Uee, Objectives and Challanges
4.1 Concept, Objective, Meaning and Justification of UEE.
4.2 Critical appraisal of current status of UEE.
4.3 Access and Enrolment of different types of learner issues
and challenges.
4.4 Achievement levels of different types of Learners - status
and issues.
4.5 Differently abled children - types, access, issues and
challanges, critical appraisal of inclusive education as a
solution.
UNIT-V : Curriculum and Evaluation
5.1 Principles of Elementary School Curriculum.
5.2 Evaluating Of Work Experience Art Education, Health &
Physical Education, 10 Regular, Mathematical, EV and
Natural Science in Elementary.
Paper - VIII
ELEMENTARY SCHOOL LEVEL - STRUCTURE
STATUS AND CONCERN
Course Objectives :
On completion of this course, the students will be able to :
1. Understand the context of Elementary Education.
2. Understand the concept, objectives, rationale, challenges and
extent of success of universal elementary education.
3. Develop an understanding of underlying principles of curriculum
development and evaluation at elementary stage.
4. Reflect on the need and importance of work experience, art
education, health, physical education and working with
community.
5. Develop the capability to use effectively various methods and
approaches of teaching language, mathematics and EVS at
elementary level.
6. Gain insight into the need and objectives of elementary teacher
education.
UNIT-I : Early Childhood Education : Concept and Issues
1.1 Concept, Scope and Significance of Early Childhood
Education.
1.2 Institutions for Early Childhood Care Education.
1.3 Curriculum for Young Children.
1.4 Program for Early Childhood Care Education, Planning,
Methods of Teaching Activities, Evaluation.
1.5 Inclusive Care and Education - Philosophy, Children with
special needs, classroom practices.
Course Code : BM-40-B
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Assignments (Any One)
1. Study the Elementary School Programme
2. Prepare Scrapbook
3. Prepare PPT on any related theme
Reference Books
1. Mishra, R C - Early Childhood Care and Education, APH
Publishing Corporation New Delhi.
2. Leeper- "good Schools For Your Young Children", The
Macmillan Company Landon.
3. Sharma, SN, "Elementary Education" Kanishka Publishers
New Delhi.
Paper - IX
SECONDARY AND SENIOR SECONDARY
SCHOOL LEVEL POLICY
ECONOMICS AND PLANNING
Course Objectives :
1. To acquaint students with need, scope and objectives of
secondary education.
2. To acquaint students with recommendation of various
committees.
3. To understand the role of NCERT & SIERT in secondary
education planning.
4. To acquaint students with SSA and RTE Act 2009.
5. To understand the role of secondary education and community
in secondary education planning.
6. To acquaint student with concept principles and approaches of
educational planning.
7. To acquaints student with economics of secondary education.
8. To acquaints students with Government Programmes and
Projects.
UNIT-I : Introduction of Secondary Education
1.1 Need, Scope and Objectives of Secondary Education.
1.2 Historical perspectives of Secondary Educations in India.
1.3 Recommendation of various committees and commission,
Secondary Education Commission, Kothari Commission,
NPE, NCF-2005.
UNIT-II : Policy Perspectives of Secondary Education In
Rajasthan
2.1 District and State Secondary Education Programme and
Decentralization of educational planning.
Course Code : BM-41-A
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
2.2 Rights of children for free and compulsory education (RTE
Act, 2009).
2.3 R.A.M.S.A. and Secondary Education.
2.4 Universalization of Secondary Education : Issues and
Challenges.
UNIT-III : Role of Government In Secondary Education
3.1 Central Level Agency - NCERT.
3.2 State Level Agency - DIET, SIERT, Shiksha Vibhag.
3.3 Role of Secondary Education and Community in Secondary
Education Planning and Financing.
UNIT-IV : Educational Planning at Secondary Level
4.1 Concept, Need and Goals of Educational Planning.
4.2 Principles of Educational Planning.
4.3 Approaches of Educational Planning.
4.4 Educational Planning in India since Independence.
UNIT-V : Economics of Secondary Education
5.1 Meaning, Aims and Scope of Economics of Secondary
Education.
5.2 Central and State level expansion on Secondary Education.
5.3 Government Programmes and Projects (Lok Jumbish,
Shiksha Karmi Project, Kasturba Gandhi, Shiksha Yojana).
Assignments (Any One)
Any one of the following :
1. A term paper on any of the issue related to Secondary
Education in India.
2. Prepare a PPT on any sub-unit of the syllabus and ICT
Presentation.
3. Write a Term Paper on any sub-unit of the syllabus.
4. A comparative study on the functioning of any two different
types of schools.
5. A study of implementation of government scheme related to
secondary education.
6. A study of implementation of recommendation of any
national documents on education.
Reference Books
1. HkVukxj] lqjs'k ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡] lw;kZ
ifCyds'ku] esjBA
2. 'kekZ] vkj-,- ¼1995½ % fo|ky; laxBu rFkk f'k{kk iz'kklu] lw;kZ
ifCyds'ku] esjBA
3. O;kl] gfj'kpUæ ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡]
vk;Z cqd fMiks] fnYyhA
4. ;ksxsUæ] thr HkkbZ ¼1977½ % 'kSf{kd ,oa fo|ky; iz'kklu] fouksn
iqLrd eafnj] vkxjkA
5. Bhatt, B.D. (2005) : Modern Indian Education : Planning and
Development, Kanishka Publishers, New Delhi.
6. Goel, S.L. and Goel, A. (1994) : Education Policy and
Administration, Deep and Deep Publications, New Delhi.
7. Govt. of India (1986) : National Policy on Education, Ministry
of HRD, New Delhi.
8. Gupta, V.K. and Gupta, Ankur (2005) : Development of
Education System in India, Vinod Publication, Ludhiana.
9. Inderjeet, K. and Raj Kumar (2006) : Development of
Educational System in India, 21st Century Publication,
Patiala.
10. M.H.R.D. (1986) : National Policy on Education and
Programme of Action, Govt. of India.
11. M.H.R.D. (1990) : Ram Murti Committee Report,
Department of Education, Govt. of India, New Delhi.
12. M.H.R.D. (1992) : Programme of Action, Department of
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Education, Govt. of India, New Delhi.
13. M.H.R.D. (1964-66) : Education and National Development
Report of Indian Education Commission, Govt. of India, New
Delhi.
14. Nayar, D.P. (1989) : Towards a National System of
Education, Mittal Publishing, New Delhi.
15. NCERT, National Curriculum Framework, 2005.
16. Singh, L.C. et al. (1990) : Teacher Education in India, New
Delhi, NCERT.
17. Sodhi, T.S. (2005) : Development of Education System in
India, Bawa Publications, Patiala.
18. Sharma, Ram Nath (2002) : Indian Education at Grassroots,
New Delhi.
Course Objectives :
After completion of the course, the student will be able to :
1. Develop an idea about the structure of Secondary education in
India.
2. Know about the historical development of Secondary education
in Pre and Post Independent India.
3. Understand the constitutional provisions, educational policies
and documents of secondary education.
4. Understand the management system of secondary education at
National and State level.
5. Know about the Quality Indicators of Secondary education.
6. Understand principles of Curriculum Development related to
secondary education.
UNIT-I : Structure of Secondary Education
1.1 Concept, Objectives and Functions of Secondary
Education.
1.2 Structure of Secondary Education in India.
1.3 Status of Secondary Education with reference to access
enrolment, syllabus and quality learning.
1.4 Vocationalization of Secondary Education in India.
UNIT-II : Development of Secondary Education In India
2.1 Historical Development of Secondary Education in India
with special reference to Pre and Post Independence Era.
2.2 Constitutional Provision for Secondary Education in India.
2.3 Policies and Documents related to Secondary Education -
Paper - IX
SECONDARY AND SR. SECONDARY SCHOOL
LEVEL STRUCTURE, STATUS AND CONCERN
Course Code : BM-41-B
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Mudaliar Commission, Kothari Commission, NPE-1986 and
NCF-2005.
2.4 Universalization of Secondary Education : Issues and
Challenges.
UNIT-III : Management of Secondary Education In India
3.1 Importance, functions and management of Secondary
Education in India.
3.2 Role of M.H.R.D., AND NCERT in Secondary Education
Management.
3.3 Management of Secondary Education in Rajasthan.
3.4 Privatization of Secondary Education.
UNIT-IV : Management at Institutional Level
4.1 Management of Secondary School with special reference of
Planning, Coordinating, Team Working and Visionary.
4.2 Role of Head / Principal and teachers in creating academic
culture and appropriate climate in school.
4.3 Aims, Objectives and Role of Secondary Education
Institution & in the special reference with NPE-1986 and
NCF-2005.
4.4 Criteria of Quality Secondary Education.
UNIT-V : Quality Concern in Secondary Education
5.1 Indicators of Quality at Secondary Education.
5.2 Professional development of Heads and teachers through
various In-service Training Programmes.
5.3 Capacity building of teachers at in-house / school level.
5.4 Team work and transparency in functioning among
teachers.
5.5 Total Quality Management (TQM) for Institutional Upliftment.
Assignments (Any One) :
1. A Term Paper on any of the issue related to Secondary
Education in India.
2. Two Abstracts on articles related to Secondary Education
published in some standard journals.
3. A survey of the evaluation practices in government and
private schools.
4. Prepare a PPT on any sub-unit of the syllabus and ICT
presentation.
5. Write a Term Paper on any sub-unit of the syllabus.
6. Visit a school and evaluate the role of school management
committee during last 2 years and prepare a report with
photographs.
7. Conduct a study on 'good practices' in various schools and
prepare a report including leadership, information system,
data management etc.
Reference Books :
1. HkVukxj] lqjs'k ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡] lw;kZ
ifCyds'ku] esjBA
2. 'kekZ] vkj-,- ¼1995½ % fo|ky; laxBu rFkk f'k{kk iz'kklu] lw;kZ
ifCyds'ku] esjBA
3. O;kl] gfj'kpUæ ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡]
vk;Z cqd fMiks] fnYyhA
4. ;ksxsUæ] thr HkkbZ ¼1977½ % 'kSf{kd ,oa fo|ky; iz'kklu] fouksn
iqLrd eafnj] vkxjkA
5. Bhatt, B.D. (2005) : Modern Indian Education : Planning and
Development, Kanishka Publishers, New Delhi.
6. Goel, S.L. and Goel, A. (1994) : Education Policy and
Administration, Deep and Deep Publications, New Delhi.
7. Govt. of India (1986) : National Policy on Education, Ministry
of HRD, New Delhi.
8. Gupta, V.K. and Gupta, Ankur (2005) : Development of
Education System in India, Vinod Publication, Ludhiana.
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
9. Inderjeet, K. and Raj Kumar (2006) : Development of
Educational System in India, 21st Century Publication,
Patiala.
10. M.H.R.D. (1986) : National Policy on Education and
Programme of Action, Govt. of India.
11. M.H.R.D. (1990) : Ram Murti Committee Report,
Department of Education, Govt. of India, New Delhi.
12. M.H.R.D. (1992) : Programme of Action, Department of
Education, Govt. of India, New Delhi.
13. M.H.R.D. (1964-66) : Education and National Development
Report of Indian Education Commission, Govt. of India, New
Delhi.
14. Nayar, D.P. (1989) : Towards a National System of
Education, Mittal Publishing, New Delhi.
15. NCERT, National Curriculum Framework, 2005.
16. Singh, L.C. et al. (1990) : Teacher Education in India, New
Delhi, NCERT.
17. Sodhi, T.S. (2005) : Development of Education System in
India, Bawa Publications, Patiala.
18. Sharma, Ram Nath (2002) : Indian Education at Grassroots,
New Delhi.
Objectives :
Students will be able to :
1. To develop scientific attitude among scholars.
2. To encourage them to write research papers.
3. To develop proposals for a project.
Activities :
1. Write and Publish Research Article in a Journal.
2. Prepare a Research Proposal on any thrust area of
Education and submit to supervisor.
2. Viva-Voce.
Paper - X
PROFESSIONAL WRITING
Course Code : BM-42
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
Note : Student Teacher will opt any one paper from core papers of
B.Ed. Syllabus and any one from methodological Papers for
internship program in teacher education institutions. He will
complete internship program in any teacher education institutions
with in one month duration. The students teacher will deliver lecturer
daily (one lecturer in core papers and one in methodological
papers).
Paper - XI
INTERNSHIP IN TEACHER
EDUCATION INSTITUTIONS
Objectives :
1. To enable the students to develop skills and competencies
for conducting rigorous, theoretically correct and practically
relevant research.
Activities Related to Research Work :
1. Data Collection
2. Data Analysis
3. Report Writing
4. Submission of Dissertation.
5. Viva-Voce. (External)
Paper - XII
DISSERTATION-II
Course Code : BM-43 Course Code : BM-44
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00