1
DRAFT SYLLABUS FOR 3-YEAR INTEGRATED
B.Ed.-M.Ed. PROGRAMME, 2017-2020
(As per the NCTE Regulation 2014. Norms and Standards, Appendix-15)
The Gazette of India: Extraordinary, Part- III, Sec.4, Page-174-178
(CBCS cum Semester System with Credit HOURS)
SEMESTER I & SEMESTER II-2017-2018
SEMESTER III & SEMESTER IV-2018-2019
SEMESTER V & SEMESTER VI-2019-2020
SCHOOL OF EDUCATION, SAMBALPUR UNIVERSITY
JYOTI VIHAR – 768019, SAMBALPUR, ODISHA
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DRAFT SYLLABUS FOR 3-YEAR INTEGRATED
B.Ed.-M.Ed. PROGRAMME, 2017-2020
(As per the NCTE Regulation 2014. Norms and Standards, Appendix-15)
The Gazette of India: Extraordinary, Part- III, Sec.4, Page-174-178
(CBCS cum Semester System with Credit HOURS)
SEMESTER I & SEMESTER II-2017-2018
SEMESTER III & SEMESTER IV-2018-2019
SEMESTER V & SEMESTER VI-2019-2020
Developed & Designed By
Dr. Harihar Sarangi Dr. K. C. Pradhan (Subject Expert) (Program Coordinator)
HOD PG Deptt.Education HOD PG Deptt. Odia
GM University,Sambalpur, Sambalpur University,
Odisha,786004 Odisha,786019
Dr. Jubraj Khamari Dr. Sanjeet Kumar Tiwari (Subject Expert) (Subject Expert)
Assistant Professor Assistant Professor
MATS University, MATS University,
Raipur, (CG) 492004 Raipur, (CG) 492004
SCHOOL OF EDUCATION, SAMBALPUR UNIVERSITY
JYOTI VIHAR – 768019, SAMBALPUR, ODISHA
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DRAFT SYLLABUS FOR 3-YEAR INTEGRATED
B.Ed.-M.Ed. PROGRAMME, 2017-2020
(As per the NCTE Norms and Standards, 2014. Part- III, Sec.- 4 Appendix-15)
Preamble:
The Integrated B.Ed.- M.Ed. Programme is a three-year full-time professional
programme in education, without any option of intermediate exit before completing the 3-
years study. It aims at preparing teacher educators and other professionals in education,
including curriculum developers, educational policy analysts, educational planners and
administrators, school principals, supervisors and researchers in the field of education. The
completion of the programme shall lead to integrated B.Ed. – M.Ed. degree with
specialization in either elementary education (upto class VIII) or secondary education and
senior secondary education (upto class XII).
Context:
The integrated programme thus subsumes all curricular elements of B.Ed. and M.Ed.
The graduate of an integrated B.Ed.- M.Ed. programme should be equivalent in his/her
knowledge and competence, to a graduate of a 2-year M.Ed. programme. Further he/she
should have developed the professional competence and skills of a school teacher that a 2-
year B.Ed. programmeand and year M.Ed Programme .
While developing the detailed design of this syllabus, the recommendations as
advanced in the following documents have been taken into consideration:
National Curriculum Framework – 2005
Framework for implementation of Rashtriya Madhyamika Shiksha Abhiyan: A
scheme for Universalization of access to and improvement of quality at the
secondary stage, 2008
National Curriculum Framework for Teacher Education 2009
The Right of Children to Free and Compulsory Education Act 2009
Sarva Shiksha Abhiyan: Framework for implementation based on the Right of
Children to Free and Compulsory Education Act, 2009 (2011).
NCTE’s Curriculum Framework : Two Year M.Ed. Programme, 2014
Report of the NCTE Sub-Committee for Three Year Integrated B.Ed.-M.Ed.
Programme, 2014
NCTE’s Norms and Standards for the 3-year Integrated B.Ed.-M.Ed.
Programme, 2014
The following principles have guided the development of this course:
Reducing the gap between theory and practice,
Eliminating mismatch between post-graduate teacher education curriculum
and teacher education institution realities,
Inclusion of all relevant curricular components of 2-year B.Ed. and 2-year
M.Ed. programme
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Updating of curricular areas of teacher education in terms of enrichment of
content knowledge and pedagogical competence of prospective teacher
educators,
Using variety of approaches and methods for transaction of the course
contents,
Incorporating multi-modal strategies for effective, continuous and
comprehensive assessment of the performance of the prospective teacher
educators.
Course Objectives:
The 3-year Integrated B.Ed.-M.Ed. Course is a professional programme in the field of
Teacher Education which aims at preparing Teacher Educators and other professionals
including curriculum developers, educational policy analysts, planners, administrators,
supervisors, school Principals and researchers. The completion of the programme shall lead
to B.Ed.- M.Ed. Degree with specialization in selected areas focusing on both elementary and
secondary education.
The programme is designed to provide opportunities for the perspective Teacher
Educators to extend and deepen their horizontal of knowledge and understanding of
education and teacher education, develop research capacities, specialized in select areas etc.
The course includes both critical comprehension of theory as well as hands-on and field
based reflective practices, skills and competences.
The Syllabus for Three-year B.Ed.-M.Ed. programme is designed to attain the
following broad objectives. After the completion of the course the prospective teacher
educators shall:
Understand the central concepts, tools of inquiry, and structures of the
disciplines and can create learning experiences that make these aspects of
subject matter meaningful.
Understand how children learn and develop how they differ in their
approaches to learning and create learning opportunities that are adapted to
diverse learners and learning contexts.
Plan learning experiences that are based on learner's existing proficiency,
interests, experiences including misconceptions and errors and understand
how students come to view, develop and make sense of subject matter
contained in the learning experiences.
Use knowledge of effective verbal, nonverbal and media communication
techniques to foster active inquiry, collaboration, and supportive interaction in
the classroom.
Understand and use formal and informal assessment strategies to evaluate and
ensure the continuous intellectual, social and physical development of the
learner.
Develop sensibilities to identify problems for further probing and abilities to
conduct pure, applied and/or action research on the identified issues
concerning educational theory and practices.
Develop self-identity as a teacher educator through continuous experiences
and reflective practices that continually evaluate the effects of his/her choices
and actions.
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Modes of Transaction:
With a view to move away from theoretical discourses and lectures, the student-
teacher is required to be engaged in various kinds of learning experience. This programme
intends to provide him/her with the specific engagements that are spelt out under each course.
However, the nature of engagement of the perspective Teacher-Educator will be of the
following kinds:
Lecture-cum-Discussion Session: The teacher educator provides the
perspective Teacher-Educator a platform to review their experiences, helps
them to develop insights into the disciplinary knowledge base and to relate
them to the school realities.
Focused Reading and Reflection: Perspective Teacher-Educator would be
led to focus readings on various themes with questions inviting reflections
either individually or in small groups.
Observation-Documentation-Analysis: Simulated and real school/
community experiences would be arranged for the student teachers to observe,
document in the form of record/ journal/ diary and analyze with an intention to
revisit their own understandings or develop new insights.
Seminar Presentations: Students will undertake thematic/topical study,
prepare write-up and make seminar presentation followed by open-house
discussion with a view to enhance their knowledge base and repertoire of
skills in presentation.
Attachment to Teacher Education Institution: Learning experiences would
be provided through several teacher education institution-based practicum for
development of certain professional qualities and competencies. This would
include opportunities for planning and implementation of learning experiences
and strategies, and reflecting on their appropriateness and effectiveness.
Workshop : A series of learning experiences in a given performance area
would be provided to perspective Teacher-Educator in the form of workshop,
engaging them in modeling-practice-feedback sequence with a view to
developing specified competencies required for a teacher.
Panel Discussion: A series of panel discussions shall be planned on different
themes/issues relating to school education and teacher education and shall be
organized in the respective TEIs / University Department in which the
prospective teacher educators shall participate and each of them shall prepare
a brief report on the conclusion of each panel discussion session.
Group Work: On different dimensions of an issue/theme relating to curricular
components or concerning any emerging issues of school education and
teacher education, groups shall be formed among the prospective teacher
educators who would work on the theme and performance of each individual
group shall be reported.
Library Work: On specific theme/issue/problems relating to school education
and teacher education or on any other curricular issues, the prospective teacher
educators would be asked to consult library, collect information and prepare
their individual write-ups for seminar presentation and discussion.
Projects: Course related projects having contemporary concern shall be
assigned to individual prospective teacher educator to be completed within a
specified period of time with a report.
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Collaborative Presentations: The prospective teacher educators in groups
along with their allotted mentors shall work collaboratively on a theme and
prepare the report for seminar presentation.
School Visit and Sharing of Experiences: As per the requirements of the
School Internship programme included in the curriculum, school visits,
interaction with students, teachers and other stakeholders and sharing the
experiences with them and with peers shall be one of the core activities of the
prospective teacher educators. Similar visits to other teacher education
institutions, both ETEIs and STEIs, and interaction with student teachers,
teacher educators and other stakeholders shall be conducted and the
experiences shall be shared.
Sessional Work: Each course paper in this programme has theoretical as well
as practical component in the form of assignment which need to be conducted
as assessed internally in time. The topics for the sessional work listed under
each course are suggestive. The concerned teacher educator may assign any
other topic/issue relevant to the respective course.
Duration:
The 3 Year integrated B.Ed and M.Ed. Programme shall be a duration of three
academic years including two summers. Students shall be permitted to complete the
programme requirements of the 3 years programme within a maximum period of four years
from the date of admission to the programme.
The semester system shall be work out in term of credit hours based on the credit
system suggested in the curriculum frame work for the programme developed by NCTE and
keeping in the view the stipulated period of internship attachment in school, teacher
education institutions , organization relevant to the area of specialization , community work
and in the field based situation. The summer and inter- semester breaks of two academic
years should be utilized for field attachment or internship, other practicum activities and/ or
for taught courses. The credit allocation for school experience should be of at least 16 credits
and attachment to teacher education institution should be of 4 credits.
Working Days:
There shall be at least 215 working days in each year exclusive of the period of
admission and inclusive of classroom transaction, practicum, field study and conduct of
examination. In addition the summer session shall be utilizedfor in ternship /practicum/taught
courses . The institution shall work for a minimum of 36 hours in a week (5 or 6 days). The
total duration of the programme including summer sessions and inter semester breaks will be
roughly equivalent to 107 weeks of six days each totaling up to 640 days.
Attendance:
Minimum attendance shall be 80% for Theory Courses and Practicum and 90% for
Field Attachment.
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Eligibility:
Candidates seeking admission to the 3 years integrated B. Ed. And M.Ed. programme
should have the following qualification:
Essential: A Postgraduate degree in Science/ Social Science/Humanities from a recognized
university or institution affiliated to a recognized university with a minimum 55% marks or
equivalent grade.
Desirable: It is desirable that the candidates have a demonstrated interest and experience in
education.
COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
PART- I A & B -Theory Course Credit Marks
Internal External Total
A. Core Components 64 480 1120 1600
A.1 Perspective Courses 40 300 700 1000
Philosophy of Education
(4 Weeks)=(144 hours)
PC-1 Introduction to
Philosophy of Education 4 30 70 100
PC-2 Advanced Study in
Philosophy of Education 4 30 70 100
Sociology-History-
Political Economy of
Education
(4 Weeks)=(144 hours)
PC-3 Sociology of Education
4
30
70
100
PC-4 Historical, Political and
Economic
Perspectives of
Education
4
30
70
100
Psychology of Education
(4 Weeks)=(144 hours)
PC-5 Introduction to
Educational Psychology 4 30 70 100
PC-6 Advanced Educational
Psychology 4 30 70 100
Education Studies
(4 Weeks)=(144 hours)
PC-7 Issues in Concerns in
Education 4 30 70 100
PC-8 Contemporary Concerns
in Education 4 30 70 100
Curriculum and
Pedagogy Studies
(4 Weeks)=(144 hours)
PC-9 Pedagogical Process and
Practices
4
30
70
100
PC-10 Curriculum
Development
4
30
70
100
8
A.2 Research, Tools and Self Development (RTS) 16 120 280 400
Research in Education
(4 Weeks)=(144 hours)
RTS-1 Introduction to
Educational Research 4 30 70 100
RTS-2 Advanced Educational
Research 4 30 70 100
Self - Development Skill
& ICT
(4 Weeks)=(144 hours)
RTS-3 Self Development Skill-
Meditation & Yoga, Arts
& Crafts and Theatre.
4
30
70
100
RTS-4 Communication Skill-
and ICT In Education 4 30 70 100
A.3. Teacher Education Courses (TEC) 8 60 140 200
Teacher Education
(4 Weeks)=(144 hours)
TEC-1 Perspectives in Teacher
Education 4 30 70 100
TEC-2 Issues, Challenges and
Research in Teacher
Education
4
30
70
100
B. Specialization Components 32 240 560 800
B.1 Content Cum Pedagogy of School Subjects 16 120 280 400
Content Cum Pedagogy(any1)
Languages:
1.Odia. 2. English
3.Hindi 4.Sanskrit
(4 Weeks)=(144 hours)
CCP-1 Contents cum Pedagogy
Elementary School Stage 4 30 70 100
CCP-2 Contents cum Pedagogy
Sec. & Higher Sec. Stage
4
30
70
100
Content Cum Pedagogy(any1)
1.Social Science
2.Physical Science
3.Biological science
4.Mathematics
(4 Weeks)=(144 hours)
CCP-3 Contents cum Pedagogy
Elementary School Stage
4
30
70
100
CCP-4 Contents cum Pedagogy
Sec. & Higher Sec. Stage
4
30
70
100
B.2 Selected Thematic Areas (any two) 8 60 140 200
1. Curricullum Pedagogy &
Assessment
2. Economic & Planning in
Education
3. Elementary Education
4. Secondary & Higher
Secondary Education
5. Higher Education
(4 Weeks)=(144 hours)
STA-1 Specialization 1 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
STA -2 Specialization 2 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
B.3 Elective Course Areas(any two) 8 60 140 200
1. Study of Policies in
Education
2. Educational Administration
&Management
3. Gender study In Education
4. Inclusive Education
5. Educational Technology &
ICT
(4 Weeks)=(144 hours)
ECA-1 Specialization 1 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
ECA -2 Specialization 2 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
(48 Weeks)=(1728 hours) TOTAL THEORY COURSE 96 720 1680 2400
9
PART- II C -Practical Course Credit Marks
Internal External Total
C.1 Research Activity (RA) 16 120 280 400
Dissertation, Viva-voce
on Dissertation, Seminar
& School Observation
(17 Weeks)=(612 hours)
RA-1 School Observation &
Observing Children 4 30 70 100
RA-2 Dissertation Work on a
Selected Problem 4 30 70 100
RA-3 Academic Professional
Writing & Seminar
Presentation
4
30
70
100
RA-4 Dissertation Submission 4 30 70 100
C.2 Practicum Activity (PA) 8 60 140 200
Workshops, Seminars,
Projects and Curriculum
Transaction
(12 Weeks)=(432 hours)
PA-1 Hand on Experience for
Curriculum Transaction 2 15 35 50
PA-2 Organization of seminar on
taught course 2 15 35 50
PA-3 Organization of Work -shops
on taught course 2 15 35 50
PA-4 Project development for
Curriculum Transaction 2 15 35 50
C.3 Internship Activity (IA) 16 120 280 400
Class Room Teaching
Practice on both School
Subjects Practice and
Observation &
Assignment
(16 Weeks)=(576 hours)
IA-1 Class Room Teaching
Practice on Subjects-1 4 30 70 100
IA-2 Class Room Observation
&focused on Assignment. 4 30 70 100
IA-3 Class Room
Teaching Practice on
Subjects-2
4 30 70 100
IA-4 Final Teaching on both the
School Subjects 4 30 70 100
C.4 Attachment Activity (AA) 8 60 140 200
1. Community work
(2 Weeks)=(72 hours)
2. Work: In-Service &
Pre- Service Teacher
Preparation Context
(4 Weeks)=(144 hours)
3. Exposure work other
than School.
(4 Weeks)=(144 hours)
4. Thematic/focused area
work.
(4 Weeks)=(144 hours)
AA-1 Working With Community 2 15 35 50
AA-2 Working in In-service &
Pre –Service Teacher
Preparation context.
2
15
35
50
AA-3 Exposure Curriculum /or text book agency, policy
making body, state
education department
relevant to educational
practice other than
School.
2
15
35
50
AA-4 Working in a field situation
related to the thematic or
focus area
2
15
35
50
(59 Weeks)=(2124 hours) TOTAL PRACTICAL COURSE 48 400 800 1200
10
COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
PART-I A & B - Theory Courses Credit Marks
Internal External Total
A. Core Components 64 480 1120 1600
A.1 Perspective Courses (PC) 40 300 700 1000
A.2 Research, Tools and Self Development (RTS) 16 120 280 400
A.3. Teacher Education Courses (TEC) 8 60 140 200
B. Specialization Components 32 240 560 800
B.1 Content Cum Pedagogy of School Subjects 16 120 280 400
B.2 Selected Thematic Areas (any two) 8 60 140 200
B.3 Elective Course Areas (any two) 8 60 140 200
(48 Weeks)=(1728 hours) TOTAL THEORY COURSE 96 720 1680 2400
PART- II C -Practical Course Credit Marks
Internal External Total
C.1 Research Activity (RA) 16 120 280 400
C.2 Practicum Activity (PA) 8 60 140 200
C.3 Internship Activity (IA) 16 120 280 400
C.4 Attachment Activity (AA) 8 60 140 200
(59 Weeks)=(2124 hours) TOTAL PRACTICALCOURSE 48 360 840 1200
(48 Weeks)=(1728 hours) TOTAL THEORY COURSE 96 720 1680 2400
(59 Weeks)=(2124 hours) TOTAL PRACTICAL COURSE 48 360 840 1200
(107 Weeks)=(3852 hours) THEORY & PRACTICAL 144 1080 2520 3600
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COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
SEMESTER- I, SESSION 2017-2018
PART- I A & B -Theory Course Credit Marks
Internal External Total
A. Core Components 08 60 140 200
A.1 Perspective Courses 08 60 140 200
Philosophy of Education
(2 Weeks)=(72 hours)
PC-1 Introduction to
Philosophy of Education 4 30 70 100
Sociology-History-
Political Economy of
Education
2 Weeks)=(72 hours)
PC-3 Sociology of Education
4
30
70
100
B. Specialization Components 08 60 140 200
B.1 Content Cum Pedagogy of School Subjects 08 60 140 200
Content Cum Pedagogy(any1)
1.Odia 2.English
3.Hindi 4. Sanskrit
(4 Weeks)=(144 hours)
CCP-1 Contents cum Pedagogy
Elementary School Stage 4 30 70 100
CCP-2 Contents cum Pedagogy
Sec. & Higher Sec. Stage
4
30
70
100
(8 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
PART- II C -Practical Course Credit Marks
Internal External Total
C.1 Research Activity (RA) 04 30 70 100
Dissertation, Viva-voce
on Dissertation, Seminar
& School Observation
(4 Weeks)=(144 hours)
RA-1 School Observation &
Observing Children
4
30
70
100
C.2 Practicum Activity (PA) 2 15 35 50
Workshops, Seminars,
Projects and Curriculum
Transaction
(3 Weeks)=(108 hours)
PA-1 Hand on Experience for
Curriculum Transaction
2
15
35
50
C.4 Attachment Activity (SA) 2 15 35 50
1.Community work
(2 Weeks)=(72 hours) AA-1 Working With Community
2
15
35
50
(9 Weeks)=(324 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(09 Weeks)=(324 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(17 Weeks)=(612 hours) THEORY & PRACTICAL 24 180 420 600
12
COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
SEMESTER- II, SESSION 2017-2018
PART- I A & B -Theory Course Credit Marks
Internal External Total
A. Core Components 16 120 280 400
A.1 Perspective Courses 08 60 140 200
Psychology of Education
(2 Weeks)=(72 hours)
PC-5 Introduction to
Educational Psychology 4 30 70 100
Curriculum and
Pedagogy Studies
(2 Weeks)=(72 hours)
PC-9 Pedagogical Process and
Practices
4
30
70
100
A.2 Research, Tools and Self Development (RTS) 08 60 140 200
Research in Education
(2 Weeks)=(72 hours) RTS-1 Introduction to
Educational Research
4
30
70
100
Self - Development Skill
& ICT
(2 Weeks)=(72 hours)
RTS-3 Self Development Skill-
Meditation & Yoga, Arts
& Crafts and Theatre.
4
30
70
100
(8 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
PART- II C -Practical Course Credit Marks
Internal External Total
C.2 Practicum Activity (PA) 2 15 35 50
Workshops, Seminars,
Projects and Curriculum
Transaction
(3 Weeks)=(108 hours)
PA-2 Organization of Seminar on
taught course
2
15
35
50
C.3 Internship Activity (IA) 4 30 70 100
Class Room Teaching
Practice on both School
Subjects Practice and
Observation &
Assignment
(4 Weeks)=(144 hours)
IA-1 Class Room Teaching
Practice on Subjects-1
4
30
70
100
C.4 Attachment Activity (SA) 2 15 35 50
2.Work: In-Service &
Pre- Service Teacher
Preparation Context
(4 Weeks)=(144 hours)
AA-2 Working in In-service &
Pre –Service Teacher
Preparation context.
2
15
35
50
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 8 60 120 200
(08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(19 Weeks)=(684 hours) THEORY & PRACTICAL 24 180 420 600
13
COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
SEMESTER- III, SESSION 2018-2019
PART- I A & B -Theory Course Credit Marks
Internal External Total
A. Core Components 8 60 140 200
A.1 Perspective Courses 8 60 140 200
Philosophy of Education
(2 Weeks)=(72 hours)
PC-2 Advanced Study in
Philosophy of Education 4 30 70 100
Psychology of Education
(2 Weeks)=(72 hours)
PC-6 Advanced Educational
Psychology 4 30 70 100
B. Specialization Components 8 60 140 200
B.1 Content Cum Pedagogy of School Subjects 8 60 140 200 Content Cum Pedagogy(any1)
1.Social Science
2.Biological science
3.Mathematics
4. Physical science
(4 Weeks)=(144 hours)
(4 Weeks)=(144 hours)
CCP-3 Contents cum Pedagogy
Elementary School Stage 4 30 70 100
CCP-4 Contents cum Pedagogy
Sec. & Higher Sec. Stage
4 30 70 100
(8 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
PART- II C -Practical Course Credit Marks
Internal External Total
C.2 Practicum Activity (PA) 2 15 35 50
Workshops, Seminars,
Projects and Curriculum
Transaction
(3 Weeks)=(108 hours)
PA-3 Organization of Work -shops
on taught course
2
15
35
50
C.3 Internship Activity (IA) 4 30 70 100
Class Room Teaching
Practice on both School
Subjects Practice and
Observation &
Assignment
(4 Weeks)=(144 hours)
IA-2 Class Room Observation
&focused on Assignment.
4
30
70
100
C.4 Attachment Activity (AA) 2 15 35 50
3. Exposure work other
than School.
(4 Weeks)=(144 hours)
AA-3 Exposure Curriculum /text
book agency, policy making body,
state education department
relevant to educational practice
other than School.
2
15
35
50
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 8 60 140 200
(08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(19 Weeks)=(684 hours) THEORY & PRACTICAL 24 180 420 600
14
COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
SEMESTER- IV, SESSION 2018-2019
PART- I A & B -Theory Course Credit Marks
Internal External Total
A. Core Components 16 120 280 400
A.1 Perspective Courses 8 60 140 200
Education Studies
(2 Weeks)=(72 hours) PC-7 Issues in Concerns in
Education
4
30
70
100
Curriculum and
Pedagogy Studies
(2 Weeks)=(72 hours)
PC-10 Curriculum
Development
4
30
70
100
A.2 Research, Tools and Self Development (RTS) 8 60 140 200
Research in Education
(2 Weeks)=(72 hours) RTS-2 Advanced Educational
Research
4
30
70
100
Self - Development Skill
& ICT
(2 Weeks)=(72 hours)
RTS-4 Communication Skill-
and ICT In Education
4
30
70
100
(8 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
PART- II C -Practical Course Credit Marks
Internal External Total
C.1 Research Activity (RA) 4 30 70 100
Dissertation, Viva-voce
on Dissertation, Seminar
& School Observation
(4 Weeks)=(144 hours)
RA-2 Dissertation Work on a
Selected Problem
4
30
70
100
C.3 Internship Activity (IA) 4 30 70 100
Class Room Teaching
Practice on both School
Subjects Practice and
Observation &
Assignment
(4 Weeks)=(144 hours)
IA-3 Class Room Teaching Practice
on Subjects-2
4
30
70
100
(8 Weeks)=(288 hours) TOTAL PRACTICAL COURSE 8 60 140 200
(08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(08 Weeks)=(288 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(16 Weeks)=(576 hours) THEORY & PRACTICAL 24 180 420 600
15
COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
SEMESTER- V, SESSION 2019-2020
PART- I A & B -Theory Course Credit Marks
Internal External Total
A. Core Components 16 120 280 400
A.1 Perspective Courses 8 60 140 200
Sociology-History-
Political Economy of
Education
(2 Weeks)=(72 hours)
PC-4 Historical, Political and
Economic Perspectives of
Education.
4
30
70
100
Education Studies
(2 Weeks)=(72 hours)
PC-8 Contemporary Concerns
in Education 4 30 70 100
A.3. Teacher Education Courses (TEC) 8 60 140 200
Teacher Education
(4 Weeks)=(144 hours)
TEC-1 Perspectives in Teacher
Education 4 30 70 100
TEC-2 Issues, Challenges and
Research in Teacher
Education
4
30
70
100
(8 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
PART- II C -Practical Course Credit Marks
Internal External Total
C.1 Research Activity (RA) 4 30 70 100
Dissertation, Viva-voce
on Dissertation, Seminar
& School Observation
(4 Weeks)=(144 hours)
RA-3 Academic Professional
Writing & Seminar
Presentation
4
30
70
100
C.2 Practicum Activity (PA) 2 15 35 50
Workshops, Seminars,
Projects and Curriculum
Transaction
(3 Weeks)=(108 hours)
PA-4 Project development for
Curriculum Transaction
2
15
35
50
C.4 Attachment Activity (AA) 2 15 35 50
4. Thematic/focused area
work.
(4 Weeks)=(144 hours)
AA-4 Working in a field situation
related to the thematic or focus area
2
15
35
50
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 8 60 140 200
(08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(19 Weeks)=(684 hours) THEORY & PRACTICAL 24 180 420 600
16
COURSE OUTLINE OF
3-YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020
SEMESTER- VI, SESSION 2019-2020
PART- I A & B -Theory Course Credit Marks
Internal External Total
B.2 Selected Thematic Areas (any two) 8 60 140 200
1. Curricullum Pedagogy &
Assessment
2. Economic & Planning in
Education
3. Elementary Education
4. Secondary & Higher
Secondary Education
5. Higher Education
(4 Weeks)=(144 hours)
STA-1 Specialization 1 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
STA -2 Specialization 2 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
B.3 Elective Course Areas(any two) 8 60 140 200
1. Study of Policies in
Education
2. Educational Administration
&Management
3. Gender study In Education
4. Inclusive Education
5. Educational Technology &
ICT
(4 Weeks)=(144 hours)
ECA-1 Specialization 1 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
ECA -2 Specialization 2 Elementary, Sec. &
Higher Sec School Stage
4
30
70
100
(8 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
PART- II C -Practical Course Credit Marks
Internal External Total
C.1 Research Activity (RA) 4 30 70 100
Dissertation, Viva-voce
on Dissertation, Seminar
& School Observation
(5 Weeks)=( 180 hours)
RA-4 Dissertation Submission
4
30
70
100
C.3 Internship Activity (IA) 4 30 70 100
Class Room Teaching
Practice on both School
Subjects Practice and
Observation &
Assignment
(4 Weeks)=(144 hours)
IA-4 Final Teaching on both the
School Subjects
4
30
70
100
(9 Weeks)=(324 hours) TOTAL PRACTICAL COURSE 8 60 140 200
(08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(09 Weeks)=(324 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(17 Weeks)=(612 hours) THEORY & PRACTICAL 24 180 420 600
17
COURSE OUTLINE OF
3- YEAR INTEGRATED B.ED. - M.ED. DEGREE PROGRAMME,
SESSION 2017-2020 (CBCS cum Semester System with Credit HOURS)
(As per the NCTE Regulation 2014. Norms and Standards, Appendix-15) 1 week=6 days=36 hours
(3 years)=(107 Weeks)=
(642 days)= (3852 hours)
3 years Integrated B.Ed. & M. Ed.
Total Theory & Practical Courses
Six Semesters:- 2 Semesters / Year
96+48
=(144)
Credits
1080 Internal
marks
2520 External
marks
3600 Total
marks
1. SEMESTER- I, SESSION 2017-2018 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(09 Weeks)=(324 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(17 Weeks)=(612 hours) THEORY & PRACTICAL 24 180 420 600
Week , Days & Hours 17 weeks=102 days=612 hours Credit Internal External Total
2. SEMESTER- II, SESSION 2017-2018 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(19 Weeks)=(684 hours) THEORY & PRACTICAL 24 180 420 600
Week , Days & Hours 19 weeks=114 days=684 hours Credit Internal External Total
215
3. SEMESTER- III, SESSION 2018-2019 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(19 Weeks)=(684 hours) THEORY & PRACTICAL 24 180 420 600
Week , Days & Hours 19 weeks=114 days=684 hours Credit Internal External Total
4. SEMESTER- IV, SESSION 2018-2019 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(08 Weeks)=(288 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(16 Weeks)=(576 hours) THEORY & PRACTICAL 24 180 420 600
Week , Days & Hours 16 weeks=096 days=576 hours Credit Internal External Total
5. SEMESTER- V, SESSION 2019-2020 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(11 Weeks)=(396 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(19 Weeks)=(684 hours) THEORY & PRACTICAL 24 180 420 600
Week , Days & Hours 19 weeks=114 days=684 hours Credit Internal External Total
6. SEMESTER- VI, SESSION 2019-2020 (08 Weeks)=(288 hours) TOTAL THEORY COURSE 16 120 280 400
(09 Weeks)=(324 hours) TOTAL PRACTICAL COURSE 08 60 140 200
(17 Weeks)=(612 hours) THEORY & PRACTICAL 24 180 420 600
Week , Days & Hours 17 weeks=102 days=612 hours Credit Internal External Total
18
PC-1 Introduction to Philosophy of Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Course Objectives:
To enable the learners to;
The meaning, functions and relationships of philosophy and education.
The major postulates of different schools of philosophies and their
relevance for aims, methods, curriculum and role of teacher in an
education system.
Indian philosophies, modern and western theories and their relevance to
education.
Unit I. Introduction to Philosophy of Education
1. Meaning and functions of philosophy (of different areas).
2. Relationship between philosophy and Education.
3. Meaning and functions of philosophy of Education.
4. National values as enshrined in Indian Constitution and their educational
implications.
5. NPE-1986 and its revision and modifications.
Unit –II : Schools of Philosophy :
Major schools of philosophy with special reference to their ontology,
epistemology and their educational implications for aims, methods,
curriculum, values, discipline and role of teacher:
(i) Idealism
(ii) Realism
(iii) Naturalism
(iv) Pragmatism
Unit – III : Indian Philosophies and Modern Theories of Education :
Major Indian philosophies and their educational implications for aims,
teaching method, curriculum, values, discipline, place of teacher and pupil.
19
(i) Sankhya
(ii) Vedic / Vedanta
(iii) Buddhist,
(iv) Jainism
(v) Islam
Western theories of education (with special reference to the concept of
reality, knowledge and values), and their educational implications for aims,
methods, curriculum, values,
discipline and role of teacher :
(i) Reconstructionism
(ii) Existentialism
(iii) Marxism
(iv) Philosophic Analysis
(v) Progressivism
Unit IV. Knowledge, Values and Curriculum
- Meaning, Nature and Sources of knowledge
- Philosophical Bases of Curriculum
- Meaning and Hierarchies of Values
- Value Education
Unit V. Social Philosophy of Education
- Democracy & Education
- Freedom & Authority in Education
- Equality vs Equity in Education
20
PC-2 Advanced Study in Philosophy of Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Course Objectives:
To enable the learners to;
1. Understand and explain the nature and functions of educational
philosophy.
2. Understand the concept and meaning of philosophy and branches of
philosophy.
3. Understand and explain six schools of Indian Philosophy.
4. Understand and explain philosophical thoughts of some Indian and
western prominent educational thinkers.
Unit – I. Philosophy and Education
Meaning of Philosophy and Education; Relationship between Education &
Philosophy. Nature, Scope and Functions of Philosophy of Education.
Significance of Philosophy in Understanding Educational Practices and
Problems.
Unit – II. Indian Schools of Philosophy
Yoga Philosophy, Sankhya Philosophy, Vedanta Philosophy, Vaisheshika
Philosophy, Nyaya and Mimansa Philosophy with special reference to the
Concepts of Knowledge, Reality and Values and their Educational
Implications.
Educational Thoughts of Indian Thinkers-
M.K. Gandhi: Aims of Education, Curriculum, Methods and Basic
Education
Swami Vivekananda: Aims of Education, Curriculum, Methods, Man
making Education.
Sri Aurobindo Ghosh: Aims of Education, Curriculum, Functions and
Integral Education.
21
Jiddu Krishnamurthi: The Concept of Self, Aims of Education,
Characteristics of Integral Learning, Methods of Teaching and
Concept of an Ideal School.
Unit-III. Western Educational Philosophies:
Thoughts and educational implications revealed by western schools of
philosophy -Idealism,
Naturalism, Realism, Pragmatism, Existentialism, Humanism and logical
positivism
Educational Thoughts of Western Thinkers-
Plato, Herbert Spencer, John Dewey, Rousseau
Unit-IV: Indian Constitution and Policy frame work for Education
Constitutional Values & Aims of education
a) Preamble of the constitution
b) Fundamental Rights and Duties
c) Directive principles of State Policy
(Implications of the above with respect to aims of education- Justice,
Liberty Equality & Fraternity)
Policy Frame work for Public Education
a) Right to Education,
b) Sarva Shiksha Abhiyan,
c) Rashtriya Madhyamik Shiksha
Unit V- Education Commission, Recommendations, Issues and
Innovations in Education:
Education Commission & Recommendations
a) Indian Education Commission -1964- 66
b) National Policy of Education - 1986
c) Rammurthy Review Committee1992
a) Tracing Colonial Education (1835- 1947)
b) Globalization, Liberalization& Privatization - Implications for Education
c) Open & Distance Learning – Concept & Characteristics
22
Issues and Innovations in Education
(a) Autonomy in Higher Education – Meaning, Purpose
(b) Quality in Education – Assessment and Enhancement
(c) Multicultural Education – Meaning, Purpose – Need and Principles of
teaching and learning in multicultural society
(d) Human Rights and Education – Human Rights Education, Concept,
Types and Need, Governments’ Legislation to ensure Human Rights
Education
(e) Emerging perceptions in Value Education, nurturing values as an
instrument to counter terrorism.
23
PC-3 Sociology of Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completing this course the pupils will understand:
The meaning, functions and relationship of Sociology and education.
The structure of Indian society for initiating social engineering through
education.
The nature, types and characteristics of culture with a view to develop
cohesiveness & tolerance in a heterogeneous society.
The social ideologies and a critical analysis of these ideologies for the
solution of social problems in India.
Unit – I: Sociology as a frame of reference in Education:
1. Meaning of sociology and its various functions with special reference to
its relevance to the society.
2. Relationship between sociology and education.
3. Education as a social sub-system :its structure and functions.
4. A critical analysis of National Educational Policy in Sociological
Perspective (NPE 1986 and its revision thereafter).
Unit – II: Relationship of Society and Education:
1. Society: its structure, functions and interdependence with education.
2. Social Stratification, Social Mobility socialization and Acculturation.
3. Culture: definition, types and characteristics. Social change,- education
as a catalyst for social change, constraints against social change in India.
5. The concept of equality of educational opportunity and social equity,
with special reference to Indian society – caste, religion, ethnicity, class
and regional imbalances.
Unit – III: Social Interactions and Culture
Group Dynamics, Socialization of the Child.
24
Concept of Social Stratification and its Educational Implications.
Meaning and Nature of Culture; Cultural Processes and its Educational
Implications. Role of Education in Cultural Change.
Unit – IV : Major social Ideologies and their relevance to Education
1. An understanding and critical appraisal of the following social ideologies
and their educational implications.: Democracy, Socialism, Secularism,
Modernization and national Integration.
2. Education of the socially and economically disadvantaged sections of the
society with special reference to minorities, scheduled castes, scheduled
tribes, women and rural population.
Unit – V: Equality and Excellence in Education
Education as related to Social Equity and Equality of Educational
Opportunities. Problems of Education in Current Socio-Economic Scenario.
Education of the Socially and Economically Disadvantaged Sections of the
Society with special reference to Scheduled Castes and Scheduled Tribes,
Women and Rural Population. Education as related to Democracy and
freedom, Equality of educational opportunity, Education of socially and
economically disadvantaged sections of the society with reference to SC,
ST, Women and rural population.
25
PC-4 Historical, Political and Economic Perspectives of
Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:-
Enhance the awareness about the relationship and impact of society,
economy and culture on Education.
Understand about the changes in socio-economic environment of the
country and its impact on the Education.
Understand about international agencies working for the development of
the Education.
Know some of the prominent social thinkers with special reference to their
contribution for social reform.
Unit I – Sociology and Education
Conceptual framework of Sociology, Educational Sociology and Sociology
of Education: Need and scope of Sociology of Education, Functions and
Significance of Sociology of Education and Historical development of
teacher Education in India
Unit II Processes in Social System and Education
Socialization process of the child – Critical appraisal of the role of school,
parents, peer group and community, Social mobility and social control in
reference to Educational development, Role of Education in social change
with special reference of Indian social institutions (Caste, class, religion and
region)
Unit III- Development of Indian Education System
A brief history of pre and post independence education system,
Development of Education system in 21st century.
26
Democracy: Meaning, Values, salient features of democracy and Education,
Constitutional provisions for education in India, Means and measures for
promoting equality and equity for marginalized section of Society.
NPE (1986), Revised NPE (1992), Plan of Action (1992), National
Curriculum Framework (2005), National Knowledge Commission (2005),
Right to Education (2009) Yashpal Committee (‘Renovation and
Rejuvenation of Higher Education’2009)
Unit IV- Education in Cultural context
Concept and characteristics of culture, Nature and role of education in
cultural change, Cultural lag – concept, major factors and effect on
education of cultural lag, Indian society with reference to multi-lingual and
multi- cultural diversity.
Unit V- Economics of Education
Education as an investment, Effect of social stratification on economics of
Indian education, Education as an instrument of enhancing cohesion in the
context of diversity, Education as a tool of modernization in Indian context.
27
PC-5 Introduction to Educational Psychology
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
To develop understanding of the psychological bases of Education.
To understand the Cognitive, Affective and Conative development of
children.
To develop the understanding of the theories of Personality and their use in
the development of learner’s Personality and its measurement..
To understand the Changing Concept of Intelligence and it’s applications.
To understand the theories of Learning and their Utility in the Teaching
Learning Process.
To understand the Concept and Process of teaching.
Unit-I Introduction to Psychological Basis of Education
Educational Psychology: Concept; Concern and scope of Educational
Psychology. Major schools of psychology and their contribution to
education-Structuralism, Associationism, Behaviorism, Gestalt, Psycho-
analytic, Humanistic and Constructivist.
Unit-II Child Development and its theories
Growth and Development – Concept, Principles, Sequential stages of
Development- Specific Characteristics and problems of each Stages,
Factors influencing development – genetic, biological, environmental and
physical and their relative role, Theories of development:
- Piaget’s Cognitive development
- Freud’s Psycho-sexual development
- Erikson’s psycho-social development
- Kohlberg’s moral development
28
Unit- III Learning
Learning: Concept ,its Kinds , factors influencing learning, Theories of
Learning:
- Operant conditioning (Skinner)
- Hierarchy of Learning (Gagne)
-Information processing (Donald Norman)
- Mastery learning (Bloom)
- Hull’s reinforcement theory
- Toleman’s theory of learning
- Lewin’s field theory
- Constructivism & learning.
- Brain base learning.
- Educational implications of above theories of learning
UNIT-IV Intelligence
Intelligence and cognitive abilities, Nature and Theories of Intelligence-
Guilford S.I model, Howard Gardner’ Theory of multiple intelligence:
Measurement of Intelligence – Verbal, Non-Verbal, Paper Pencil-
Performance, Individual and Group, Emotional Intelligence-concept and
nature, Goleman’s Theory of Emotional Intelligence and Triarchic Theory
of Stenberg.
UNIT-V Motivation and Creativity
Correlates of learning-Maturation. Aptitude, Attitude and abilities,
Motivation- concept and types, Theories of Motivation-Maslow, Herzberg,
Role of Motivation in Learning, Creativity – Nature , Process ,Identification
,fostering and Guiding Creative Children, Techniques for development of
Creativity- Brain-Storming, Attribute listing.
29
PC-6 Advanced Educational Psychology
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
To develop understanding of the psychological bases of Education.
To understand the Cognitive, Affective and Conative development of
children.
To develop the understanding of the theories of Personality and their use in
the development of learner’s Personality and its measurement..
To understand the Changing Concept of Intelligence and it’s applications.
To understand the theories of Learning and their Utility in the Teaching
Learning Process.
To understand the Concept and Process of teaching.
Unit I- Understanding Nature & Nurture
Development of Human Behavior: Interaction of Heredity and Environment
Factors influencing Development- Genetic, Biological, Environmental and
physical and their relative role. Theories of Development related to heredity
and environment- Piaget’s Cognitive Theory, Erik Erikson’s Psychosocial
Theory, Kohlberg’s moral development.
Unit II- Personality Determinants
Concept, Development (Self Concept and self esteem) Structure and
Dynamics of personality, Theories of personality – Trait and type theories -
Allport, Eysenck; Psychoanalytic theory of Freud, Erickson; Behavioral
Approach- Miller , Dollard and Bandura; Humanistic approach- Roger,
Maslow. Assessment of Personality-Projective and Non Projected
techniques
30
Unit III- Individual Differences
Concept of Nature and nurture, Principles of individual differences,
Implications in Education
Unit IV- Adjustment and Group Dynamics
Concept and Mechanism of Adjustment, determinant of adjustment, Group
Dynamics, Interpersonal relation, Sociometric techniques, Socio-emotional,
climate of the classroom and its influence on teacher characteristics.
Unit V- Mental Health, Stress and Conflicts
Concept of Mental Health, Characteristics of Mentally healthy Person-
Preventive, constructive and curative measures, Mental Conflicts ,Psychotic
disorders, Psychotherapy, Defense Mechanisms and stress management.
31
Education Studies
PC-7 Issues in Concerns in Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives
On completion of this course, the students will be able to:
• understand the nature of education as an area of study with
interdisciplinary knowledge base;
• understand the emerging nature of educational theories by making
linkages between the theoretical understanding and practices
and/or field experiences;
• reflect on the basic parameters of school education (i.e., the
learner, the teacher, the teaching-learning process, pedagogy, the
school context, the larger societal context, the support systems
and various connections and interconnections between these
parameters);
• appreciate that research would help to enhance efficiency,
effectiveness, quality and excellence in the system of school
education.
Unit I-Basic Theoretical Understanding about Education as a Field of
Study
• Educational paradigms - empirical, interpretive and critical
perspectives.
• Critical appraisal of education as a discipline.
• Epistemological and axiological issues in education.
• Procedures of linking theoretical and conceptual understanding
about education drawn from various disciplines cognate to the
education like Philosophy, Sociology, Psychology, Management,
32
different social and behavioural sciences with school and
classroom practices and/or field experiences.
• Methodology of linking school subjects with pedagogy.
• Challenges of theorizing education.
• Formulating Aim of Education in the context changing socio-
economic and cultural perspectives.
• Vision of school/classroom process and the teacher.
Unit II-Process of Education
• Process of education and learning
• Pedagogy
• Andragogy
• Forms of learners engagement in the process of knowledge
construction.
• Understanding the changing profile of the teachers/teacher educators.
• Use of local knowledge in the process of learning.
• Activities for development of critical perspectives.
• Teacher’s reflection on his own practices.
Unit III- Learning, Cognition and Development
• Perspectives of human development: Piaget, Vygotsky and
Constructivist perspectives.
• Concept of holistic development
• Knowledge about the students: cognition and adolescent
development.
• Learning, thinking and problem solving in the context of school and
outside school.
• Language development and learning.
• Learning environment.
• Individual differences.
• Cultural functions of education- diffusion, acculturation.
• Multiculturalism, cultural conflict, ethnicity and diversity.
33
Unit IV- Curriculum Development, Transaction and Evaluation
• Foundations of curriculum- curriculum as lived experience; curriculum
as socially organized knowledge.
• Principles of curriculum construction.
• Approaches to curriculum construction- dialogic and social
constructivist approaches; differentiated curriculum; diversity and
equity challenges in curriculum.
• Development of Textbook and related materials.
• Transaction of Curriculum.
• Emerging perspectives of evaluation.
Unit V- Issues in Education
• Globalization and education
• Equal opportunities in education, access and reservation in education.
• Quality concerns in education- national and international perspectives
in India.
• Language and medium of instructions
• Education for health and well being
• Assessment of learning and examination
• Peace and human right education.
• Policy of inclusion
• Education of the disadvantaged
• Support system in education.
• Indian educational diaspora and educational disparities: region, caste,
tribe, gender, and rural-urban location.
• Education, political socialization and citizenship.
• Education and quality of life.
• Changing social structure and its bearing on education.
34
Education Studies
PC-8 Contemporary Concerns in Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Unit-I : Contemporary Issues Relating to School Education
- Right to Education Act, 2009 - Sarva Shiksha Abhiyan (SSA)
- Rashtriya Madhyamik Shiksha Abhiyan (RMSA)
- ICT in Schools - Learning without Burden
Unit-II : Emerging Trends & Issues in Higher Education
‐ Implications of Liberalization, Privatization and Globalization for Higher
‐ Education
‐ Access, Quality, Relevance and Equity in Higher Education
‐ Recommendations of National Knowledge Commission on Higher
Education
‐ Community College ‐ Autonomous College
‐ Assessment and Accreditation of Institutions of Higher Education
Unit III- Education as Interdisciplinary Knowledge
Interdisciplinary nature of education; relationships with disciplines/subjects
such as philosophy, psychology, sociology, management, economics,
anthropology etc. connecting knowledge across disciplinary boundaries to
provide a broad framework for insightful construction of knowledge.
Contribution of science and technology to education and challenges ahead.
Axiological issues in education : role of peace and other value, aesthetics in
education. Dynamic relationship of education with the political process.
Issues related to planning, management and monitoring of school and
teacher education
Unit IV- Changing Political Context of Education : School Context
Multiple schools context-rural/urban, tribal, schools affiliated to different
boards.
35
Changing role of personals in school management: teachers, headmaster,
and administrators.
School as site of curricular engagement.
Teacher’s autonomy and academic freedom.
(Discussion on these issues with the help of case studies and examples).
School as sites for struggle and social change.
Unit V – Support System of Education
Principles and guidelines in organizing the supports systems
Department of public instruction, ministry and other government agencies,
academic institutes : role, involvements, issues related to control and
autonomy.
Complementarily in participation of different stakeholders in school
education-role of media, use of technology, NGOs, civil society groups,
teacher organization, family and local community.
Supports to curricular engagement in schools
Monitoring an evaluation of schools.
36
PC-9 Pedagogical Process and Practices
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
Know the meaning and concept of the term Pedagogy
Comprehend the difference between the terms Andragogy and Pedagogy
Understand the importance of Critical pedagogy in teaching & learning
process.
Understand the meaning, concept and importance of Assessment,
Know about assessment process in different levels of school education
Know the distinction between Assessment for learning and assessment of
learning
Find out the difference between Assessment, Testing, Measurement and
Evaluation
Acquaint with CBCS System (Credit Based Choice System)
Unit I - Meaning & Concept of Pedagogy:-
Concept of Pedagogy
Difference between Pedagogy and Andragogy
Understanding Child Centered Pedagogy.
UNIT II- Selected Pedagogies
Process of knowledge construction for development of concepts,
understanding, logical, reasoning, critical thinking and problem solving.
Forms of learner’s engagement, Pedagogical Analysis of the subject
content, Critical Pedagogy- critical analysis of the Pedagogy prescribed in
the Educational thoughts of Paul Freire.
37
UNIT III Assessment in Teaching Learning
Concept and importance of Assessment, difference between Assessment,
Testing, Measurement and Evaluation, Importance of assessment in
teaching learning process, Perspective on assessment of learning in a
constructivist paradigm Formal Assessment, Classroom assessment
Techniques(CAT) Assessment of teaching proficiency, criterion tool and
techniques.
UNIT IV: Techniques of Assessment
Self assessment by students, by teacher, peer assessment, assessment of
teacher by students, Distinction between Assessment for learning and
assessment of learning; School-Based Assessment, comprehensive and
dynamic assessment procedures Continuous & Comprehensive Evaluation:
perspectives and practices.
Unit V Assessment Tools and Role of feedback
Assessment tools and their characteristics, Constructions of Assessment
tools
Credit Based Choice System:-Concept, features and significance of CBCS,
Assessment tools and their characteristics, construction of assessment tools,
Advantages and disadvantages of CBCS. Types of teacher feedback
(written comments, oral); Peer feedback, Place of marks, grades and
qualitative descriptions, Using assessment feedback for furthering learning.
38
PC-10 Curriculum Development
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:-
After completion of course, the prospective teacher educators will be able
to:
To define curriculum and identify the components of curriculum
To develop an understanding about important principles of curriculum
development.
To understand the basics, design, process and techniques of curriculum
development.
To acquaint with curricular implementation and process of curricular
evaluation.
To understand issues and trends in curricular development.
To understand Pedagogy in teaching-learning process.
Unit I:- Nature, Types And Domains of Curriculum
Concept and meaning of curriculum, Bases of determinants of Curriculum:-
Philosophical, Social and Psychological. Types of Curriculum:-Subject
centered, Learner Centered, Community centered, Activity Based, Broad
Field Curriculum and Core Curriculum. Humanistic curriculum :
characteristics, purpose, role of the teacher, psychological basis of
humanistic curriculum, Domains of Curriculum:-objectives, content,
learning experiences.
Unit II:- Theories, Models And Evaluation of Curriculum
Theories:-Nicholls and Nicholls – 1972 Model, Miel’s Dynamic model,
Need assessment Model, Futuristic Model, Curriculum evaluation: nature
and need, Approaches to curriculum evaluation (formative & summative
evaluation).
Evaluation Model - Metfessel-Michael evaluation model and Provu’s
discrepancy model.
39
Unit III Principles of Curriculum Development
Concept & principles of Curriculum Development, Curriculum planning;-
procedure, techniques and Levels of Curriculum planning, Grass-root level
planning, Issues in Curriculum planning, Curriculum Implementation.
UNIT IV: - Curriculum Development in India
NCF 2005, NCFTE 2009, Role of UGC, NCERT and SCERT in curriculum
development. NCTE Guidelines for different Courses (B.Ed./M.Ed.) 2014
Unit V Issues and Trends in Curricular Development
Centralized v/s decentralized Curricular. Concept of Uniform Pattern and
Multidisciplinary Approach. Emerging trends and thrust areas of research in
curriculum studies: National International Perspectives, Curriculum for
distance Mode: Distinctive Features, Self Learning Material and
Instructional Strategies management.
40
RTS-1 Introduction to Educational Research
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
Understand the concept of research and educational research.
Understand the types and methods of educational research,
Understand the steps involved in educational research,
Review the educational research articles
Understand the use of different tools and techniques in educational
research
Understand the role and use of statistics in educational research
Develop a research proposal
Unit I – An Introduction to Educational Research
Sources of knowledge, scientific method of inquiry
Meaning and nature of educational research, its need and scope
Types of educational research – basic and applied, qualitative and
quantitative, their characteristics, Research paradigms - positivism and anti-
positivism, Interdisciplinary approach to Educational Research, Hurdles in
Educational Research, Priority Areas of Educational Research in India
Unit II – Steps of Educational Research
Identification of a research problem- sources, criteria, selection, definition,
Review of literature- sources, critical evaluation, Formulation of
hypotheses- types of hypothesis, Finalization of research design- variables,
sampling, Collection of data- tools and techniques, Analysis of data-
qualitative and quantitative, Interpretation and report of results
Unit III – Sampling
Concept of population and sample, Characteristics of a good sample,
Methods of sampling – probability and non- probability, Errors in sampling
41
Unit IV – Tools of Data Collection
Characteristics of a good research tool, Steps of developing a good research
tool, Types of research tools and their uses – questionnaire, schedule,
interview, rating scale, inventory, field notes, observation, tests, score
cards, check list, sociometric techniques.
Unit V – An Introduction to Basic Statistical Techniques
Graphical representation of data, Types of data – nominal, ordinal, interval
and ratio, Descriptive and inferential statistics, Measures of central
tendency – mean, median, mode, Measures of variability – range, quartile
deviation, standard deviation, Measures of relative position – percentile,
percentile rank, standard scores (Z and T)
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RTS-2 Advanced Educational Research
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
Understand the various methods of educational research
Understand the role and use of statistics in educational research
Use the library, Internet services and other sources of knowledge for
Educational research purposes
Select the appropriate statistical methods in educational research
Use computers for data analysis.
Write a research report
Unit I – Major Approaches to Educational Research
Historical research – characteristics, uses, types, sources of data, criticism
of data, Descriptive research - characteristics, uses, types, Experimental
research – experimental designs, experimental validity
Unit II –Some New Approaches to Educational Research
Action research
Grounded theory
Ethnography
Phenomenology
Naturalistic inquiry
Mixed methods
Unit III – Advanced Statistical Techniques
Normal probability curve- characteristics, applications, Parametric and non-
parametric tests, Test of significance – one tailed and two tailed, Type I and
Type II errors, Parametric tests - t-test, Pearson’s product moment
correlation, ANOVA, Non-parametric tests - Sign test, chi-square test,
Spearman’s rank order correlation, Mann-Whitney U-test
43
Unit IV – Use of computers for data analysis
Encoding and decoding data
Using EXCEL, SPSS, QDA for data analysis
Unit V– Writing a Research Report and Research Paper
Essential elements of report writing – format, style
Writing references – APA style, online, offline
Steps in writing a research paper
44
RTS-3 Self Development Skill- Meditation & Yoga, Arts & Crafts and
Theatre.
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives
To enable the learners to;
Define philosophy of meditation and yoga.
Describe the socio-moral base of yoga.
Understand the scientific basis and therapeutic values of Yoga.
Classify yoga and list its instruments.
Explain medical aspects of yoga in terms of improving mental health and
reducing stress
Understand the concept of self-development.
Understand the Arts and Crafts.
Develop different life skills (social, emotional and cognitive).
UNIT 1: Concept and Significance of Meditation and Yoga
Concept, Goals and Philosophy of Yoga. Relaxation and Meditation for
maintaining good Mental Health, Socio-Moral Bases of Yoga - the
universal code of Socio-Moral restraints and Personal Observances leading
to ideal adjustments in life and the final Goal, Ashtanga Yoga of Patanjali;
Yamas and Niyamas, Asanas, Pranayama, Pratyahara, Dharana, Dhyana
and Samadhi, Therapeutic and Psychological Value of Yoga
UNIT 2: Yoga Education
Concept, Need and Significance of Yoga Education, Objectives of Yoga
Education, Holistic Approach of Yoga Education, Place of Yoga in School
Curriculum in India in Current Scenario.
45
UNIT 3: Pillars of Education and Life Skills
Concept of Four Pillars of Education: Learning to Know, Learning to Do,
Learning to Live Together, Learning to Be. Life Skills: Concept,
Components and Types of Life Skills; Importance of Emotional, Social and
Thinking Skills. Importance of Life Skills for Growing Minds. Need for
Life Skills Education.
UNIT 4: Methods of Developing Various Life Skills
Methods and Techniques of Developing Emotional and Social Skills among
Children: Story Telling, Role Playing, Group Discussion, Community
Service, Educational Trips, Incidental Teaching, Problem Solving
Technique, Project Work. Methods and Techniques of Developing
Thinking Skills among Children: Socratic Method, Problem Solving,
Debates, Riddles and Puzzles, Seminars, Quizzes, Brain Storming,
Inductive-Deductive Method and Extempore Activities. Significance of
Yogic Exercises in Developing Life Skills among Children. Practices of
Theatre and Dramas.
Campus Beautification in Schools
Garden and Gardening: Purpose of Establishing Garden in Schools and
Home.
Steps for Establishing Garden in School and Home. Role of Gardening in
Environmental Protection; Creating Environmental Awareness through
Gardening.
Medical First Aid
Meaning of First Aid; Injuries and Common Physical Hazards in School
and Home. Ways of First Aid for Fractures, Burning, Poisoning, Wounds,
Sun Stroke, Vomiting, Diarrhea, Bites, Drowning, High Blood Pressure and
Low Blood Pressure. First Aid in the Science Laboratory; Constituents of
First Aid Box in School and at Home.
46
Unit – 5 Art and Craft Centered Education
Meaning of Art and Craft Centered Education, Methods for Art and Craft
Teaching; Influence of Arts on Children’s Development, Various Kinds of
Craftwork: Paper & Cardboard Work and Making of Household Articles.
47
RTS-4 Communication Skill- and ICT in Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
Understand the Communication Skills.
Understand the scope of ICT and its applications in teaching learning.
Acquire knowledge and understanding about National Policy on ICT in
School Education.
Identify the challenges in integration of ICT in school education.
Understand computer fundamentals.
Apply different Hardware Technologies in Modern Educational Practices.
Familiarize with the new trends in ICT.
Apply different e-resources for educational purposes.
Comprehend the electronic systems and apply them in education
Make the students familiar with new trends, techniques in education for
achieving the goals of effective teaching and learning.
Get acquainted with emerging trends in E.T. along with resource centres of
E.T. & e-learning.
UNIT- I Communication Skills:
Concepts and Process of Communication, Principles of Communication,
Modes and Barriers of Communication. Models of Communication.
Classroom Communication (Verbal and Non-Verbal).
Oral presentation, Group discussion, Creative writing, translation, précis
writing, reporting, Collage, poster and displays, Interview preparation,
Communication training, Language proficiency
48
UNIT II Information and Communication Technology (ICT)
Concept of Information & Communication Technology (ICT), Role of ICT
in Teaching Learning Context. Applications of Information and
Communication Technologies: Classroom and ICT; Professional
development and ICT; School management and ICT. Emergence of new
information technology- convergence of computing and
telecommunications.
UNIT III E- Learning and Web learning
Concept, nature and characteristics of E-learning. Promotion and
Organization of E-learning, The Internet and the World Wide Web:
Information, services and functions of the Internet and the Web; Web
learning. E-content: design, development, standards, learning objects and
reusability, and authoring tools.
UNIT- IV Multimedia in Education
Concept of Multimedia. Meaning of text, graphics, animation & audio-
video. Integrating multimedia in Education, Power-Point Presentations:
Common features of presentations, their functions and use; Using
presentations in the classroom Use of different Software. Components,
Working and Uses of Over Head Projector ( OHP ), Movie Projector,
Liquid Crystal Display (LCD) Projector, Digital Liquid Display (DLP)
Projector. Components, Working and Uses of Computers in Teaching-
Learning Process. Educational Applications of Audio-Video Recording
Instruments and Closed Circuit Television (CCTV)
UNIT- V Emerging Trends in Educational Technology
Teleconferencing, E-mail, Internet, Website, Academic and Research
content on the web: Online journals and abstraction services; Online
Learning, online courses and learning management systems, Blended
49
Learning and Problems of implementing new technologies. Virtual
Classroom - Concept, Elements, Advantages and Limitations, Smart
Classroom – Concept, Elements, Advantages and Limitations, EDUSAT -
Concept, Elements, Advantages and Limitations, Online Learning
Resources: e- Library, Websites, Apps, and Web 2.0 Technology.
50
TEC-1 Perspectives in Teacher Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
Gain insight and reflect on the concept of teaching and the status of
teaching as a profession
Understand the roles and responsibilities of teacher educators
Use various methods of teaching for transacting the curriculum in schools
Critically examine the role and contribution of various regulating bodies
and support institutions for improving quality of teacher’s education
Reflect on the issues and problems related to teacher education in the
country
Unit I- Concept and Meaning of Teacher Education
Meaning, nature and scope of teacher education, Distinguishing between
teacher training and teacher education, The need and importance of teacher
education, Aims and objectives of teacher education at various levels
Unit II- Teacher Education System in India
Historical development of teacher education in India, Types of Teacher
Education Institutions in India, Recognition, assessment and accreditation
of Teacher Education Institutions: Role of UGC, NCTE, ,NAAC, NCERT,
SCERT and various other central and state regulating bodies,
Recommendations of various commissions on Teacher Education: Hansa
Mehta, Committee, Kothari Commission, National Policy on Education,
NKC, NCF, NCFTE etc.
Unit III- Components of Teacher Education
Components of Teacher Education- Common core (foundation courses),
Specialization and pedagogy, school based practicum and internship,
relationship and weightage given to theory and practical work, Evaluation,
Internal Assessment, External Evaluation, New techniques of Evaluation,
51
Choice Based Credit System (CBCS) Relationship of Teacher Education
Institution with Practice Schools
Unit IV- Pre- service and in-service Teacher Education
Pre- service and in-service teacher education in India, Professional
development of teachers- need and importance, Programmes for
professional development of teachers, Continuing education of teacher
educators: Institutional mechanism and provisions for the continuing
education of teacher educators.
Unit V. Student Teaching and Selected Techniques of Teacher
Education.
Role of Student Teaching in Teacher Education Programme. Organisation
of Student Teaching; various patterns: internship, integrating theory and
practice. Supervision and Evaluation of Student Teaching, Simulation,
Programmed Learning
52
TEC-2 Issues, Challenges and Research in Teacher Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able
to:
Gain insight and reflect on the concept of teaching and the status of
teaching as a Profession.
Understand the roles and responsibilities of teacher and teacher educators.
Critically examine the role and contribution of various regulating bodies
and support Institutions for improving quality of teacher’s education.
Develop understanding of various strategies of teacher’s professional
development.
Gain insight into the status of teacher in-service education in the country.
Unit – I Meaning and Concept of Teacher Education
Historical Perspective of Teacher Education in India. Aims and Objectives
of Teacher Education with special reference to Kothari Commission, NPE;
PoA 1992 at ;
(i) Elementary Level
(ii) Secondary Level
(iii) College Level
Unit – II Teacher and Teaching Profession
Teachers’ Changing Role and Responsibilities. Concept of Profession;
Teaching as a Profession, Professional Ethics and Code of Conduct for
Teachers. Role and Responsibilities of Teachers and Teacher Educators.
Teacher Appraisal and Accountability.
53
Unit – III Pre-Service Teacher Education
Concept, Nature, Objectives and Scope of Pre-Service Teacher Education.
Components of Pre-Service Teacher Education - Basic Components,
Specialization Areas, Practicum Internship, Co-Curricular Activities,
Working with the Community and Work Experience, Role of DIET’s and
CTE’s in Pre-Service Teacher Education. Issues, Concerns and Problems of
Pre-Service Teacher Education.
Unit – IV Continuing Professional Development of In-Service Teachers
Concept, Scope, Objectives and Importance of Continuing Professional
Development of In-Service Teachers. Organization of Training, Appraisal
of Training Material and Modules. Cascade and Split Model followed in In-
Service Training of Teachers under SSA and RMSA. Role of DIETs, BRCs
and CRCs in In-Service Teacher Training. Role of UGC – HRD Centers in
Professional Development of Teachers at Higher Education Level.
Unit V- Pertinent Issues and Research in Teacher Education
Teacher Education in the global perspective, TQM in teacher education
Integrating technology in teacher education, Preparing teachers for
inclusive classrooms, Research and innovations in teacher education,
Challenges in teacher education. Teaching as a profession, professional
ethics of a teacher. Professional Organizations for various levels and their
roles. Performance Appraisal of Teachers. Trends of Research in Teacher
Education in India
54
CCP-1 Contents cum Pedagogy Elementary School Stage
(Odiya)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of Course the student will be able to-
• understand the different roles of language;
• understand the relation between literature and language;;
• develop creativity among learners;
• understand the use of language in context, such as grammar and
vocabulary;
• understand the importance of home language and school
language and the role of mother tongue in education;
• use multilingualism as a strategy in the classroom situation;
• develop an understanding of the nature of language system;
• understand constructive approach to language teaching and learning;
• develop an insight into the symbiotic relationship between
curriculum syllabus and textbooks;
• develop and use teaching aids in the classroom both
print and audio-visual material, and ICT (internet and
computer technology);
• understand the process of language assessment;
UNIT – I
1) Importance of Teaching Mother – tongue in the life and education of an
individual.
2) Importance of Phonetics for language teachers.
3) Spoken and written Odiya standard and Colloquial. The influence of
local dialects on speech habits.
55
UNIT – II
(1) Aims and objectives of Teaching Odiya at Primary level in the context
of emerging national needs in Post- independent period.
(2) Aim and objectives of Teaching Grammar – Needs and importance.
UNIT – III
Principles and Procedures of Teaching the following branches of
Odiya language and Literature in primary and secondary level:
(a) Prose – Detailed and non – detailed.
(b) Poetry.
(c) Different types of composition, correction of composition work.
(d) Grammar.
UNIT – IV Methods of Teaching Odiya
(a) Traditional and Modern methods
(b) Play way
(c) Dramatisation
(d) Project
UNIT – V
(1) Developing skills with reference to:
(a) Creative Writing
(b) Assignment
(2) Evaluation: Types of Evaluation Types of Tests, Blue – print.
(3) Audio-visual aids for teaching Oriya language.
56
CCP-2 Contents cum Pedagogy Sec. & Higher Sec. Stage
(Odiya)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
On completion of the course, the student teachers will be able to:
Understand the concept, importance and objectives of mother tongue at
secondary stage;
Know different skills and strategies of language teaching learning;
Know different elements in language;
Decide appropriate pedagogic approaches of language teaching and apply
in teaching Odia;
Demonstrate a critically reflective attitude towards text books and resource
materials in teaching Odia;
Prepare subject specific lesson plan for improvement of language skills;
Plan and construct test to assess language skills and content areas;
Use the pedagogical tools like concept map for language learning
Use the modern technology for effective language teaching and
Reflect on the practical issues of language teaching and deal with these
issues effectively.
Unit-I Odia as Mother Tongue in School Curriculum
Importance of Mother Tongue in the life and education of an Individual,
Place of mother tongue in school curriculum in Odisha in the context of
NPE(1986) and NCF-2005, Aims and objectives of teaching Oriya in
secondary schools.
Unit-II: Skills and Strategies of Language Learning
Basic language skills and interrelation between skills; Reading – mechanics
of reading, type of reading, silent reading. Loud reading, intensive reading,
extensive reading, qualities of good reading, importance of pronunciation,
pause, punctuation and recitation; Writing – organization of the writing
57
skill, thinking and expression, creative writing, styles of writing; Linguisics
in Odia Language;Elements of language(Sound,Vocabulary and structure
Unit-III Curriculum and Pedagogic Approaches to Language Teaching
and Learning:
Methods for developing text-book supplementary instructional materials
and teachers handbook in Odia; Nature and characteristics of a good
textbook in MIL (Odia) Different methods and approaches of teaching
Odia; Prose, poetry, grammar and composition: reading and composition
method, recitation and narration method and interactive-communicative
approach, Constructive learning situation. Pedagogiocal analysis for
creating different learning situations
Unit-IV Planning for Teaching Mother Tongue and Assessment (Odia)
Preparation of unit plan, Preparation of lesson plan on Odia from
constructivist point of view, Learning materials and learning activities,
Assessment of objective based learning process, Assessment of specific
language skills, Types of evaluation: Formative and summative, Preparation
of test items-Essay type,, short answer and objective type, Diagnosis of
learning difficulties and organization of remedial teaching and portfolio
assessment
Unit-V: Pedagogical tools and resources for language teaching
Concept mapping techniques; Concept map as tool for learning new
vocabulary and comprehending texts; Tools for information processing,
assimilating and synthesizing in meaningful ways that signifies language
for context learning; Teaching aids and their relevance for effective
transaction; Use of audio visual aids; Use of multimedia and ICT for
language teaching
TRANSACTION MODE
Panel discussion, symposia, lecture cum discussion, interactive sessions,
field practices, group work presentations and problem solving sessions.
58
CCP-1 Contents cum Pedagogy Elementary School Stage
(English)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of Course the student will be able to-
• understand the different roles of language;
• understand the relation between literature and language;
• understand and appreciate different registers of language;
• develop creativity among learners;
• understand the role and importance of translation;
• examine authentic literary and non-literary texts and develop insight
and appreciation;
• understand the use of language in context, such as grammar and
vocabulary;
• develop activities and tasks for learners;
• understand the importance of home language and school
language and the role of mother tongue in education;
• use multilingualism as a strategy in the classroom situation;
• develop an understanding of the nature of language system;
• understand about the teaching of poetry, prose and drama;
• identify methods, approaches and materials for teaching English at
various levels in the Indian context;
• understand constructive approach to language teaching and learning;
• develop an insight into the symbiotic relationship between
curriculum syllabus and textbooks;
59
• develop and use teaching aids in the classroom both
print and audio-visual material, and ICT (internet and
computer technology);
• understand the process of language assessment;
• understand need and functions of language lab;
UNIT I: ROLE OF LANGUAGE
LANGUAGE AND SOCIETY: Language and Gender; Language and
Identity; Language and Power; Language and Class (Society).
LANGUAGE IN SCHOOL: Home language and School language; Medium
of understanding (child’s own language); Centrality of language in
learning; Language across the curriculum; Language and construction of
knowledge; Difference between language as a school- subject and language
as a means of learning and communication; Critical review of Medium of
Instruction; Multilingual classrooms; Multicultural awareness and language
teaching.
CONSTITUTIONAL PROVISIONS AND POLICIES OF LANGUAGE
EDUCATION : Position of Languages in India; Articles 343-351, 350A;
Kothari Commission (1964-66); NPE- 1986; POA-1992; National
Curriculum Framework-2005 (language education).
UNIT II: POSITION OF ENGLISH IN INDIA
• ROLE OF ENGLISH LANGUAGE IN THE INDIAN CONTEXT:
English as a colonial language,
• English in Post-colonial times; English as a language of knowledge;
Position of English as second language in India; English and Indian
languages; English as a link language in global context; challenges of
teaching and learning English.
60
UNIT III: AN OVERVIEW OF LANGUAGE TEACHING
1. DIFFERENT APPROACHES/THEORIES TO
LANGUAGE LEARNING AND TEACHING
(MT&SL)
• Philosophical, social and psychological bases of approaches to
Language acquisition and Language learning; inductive and deductive
approach; whole language approach; constructive approach; multilingual
approach to language teaching (John Dewey, Bruner, J. Piaget, L.
Vygotsky, Chomsky, Krashen), and Indian thought on language teaching.
2. A CRITICAL ANALYSIS OF THE EVALUATION OF
LANGUAGE TEACHING METHODOLOGIES:
• Grammar translation method, Direct method, Structural-
situational method, bilingual method, communicative approach.
UNIT IV: NATURE OF LANGUAGE
1. ASPECTS OF LINGUISTIC BEHAVIOUR: Language as a rule-
governed behaviour and linguistic variability; Pronunciation—linguistic
diversity, its impact on English, pedagogical implication; Speech and
writing.
2. LINGUISTIC SYSTEM: The organisation of sounds; The structure of
sentences; The concept of Universal grammar; Nature and structure of
meaning; Basic concept in phonology, morphology, syntax and
semantics; Discourse.
UNIT V: ACQUISITION OF LANGUAGE SKILLS
1. Grammar in context; vocabulary in context
2. Acquisition of language skills: Listening, speaking, reading and
writing.
• Listening and Speaking: Sub skills of listening: Tasks;
Materials and resources for developing the listening and
speaking skills: Storytelling, dialogues, situational conversations,
61
• role plays,
• simulations, speech, games and contexts, language laboratories,
pictures, authentic materials and multimedia resources
Reading: Sub skills of reading; Importance of understanding the
development of reading skills; Reading aloud and silent reading;
Extensive and intensive reading; Study skills, including using
thesauruses, dictionary, encyclopedia, etc.
• Writing: Stages of writing; Process of writing; Formal and
Informal writing, such as poetry, short story, letter, diary, notices,
articles,
• reports, dialogue, speech, advertisement, etc; Reference skills;
Study skills; Higher order skills.
62
CCP-2 Contents cum Pedagogy Sec. & Higher Sec. Stage
(English)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of Course the student will be able to-
• understand the different roles of language;
• understand the relation between literature and language;
• understand and appreciate different registers of language;
• develop creativity among learners;
• understand the role and importance of translation;
• examine authentic literary and non-literary texts and develop insight
and appreciation;
• understand the use of language in context, such as grammar and
vocabulary;
• develop activities and tasks for learners;
• understand the importance of home language and school
language and the role of mother tongue in education;
• use multilingualism as a strategy in the classroom situation;
• develop an understanding of the nature of language system;
• understand about the teaching of poetry, prose and drama;
• identify methods, approaches and materials for teaching English at
various levels in the Indian context;
• understand constructive approach to language teaching and learning;
• develop an insight into the symbiotic relationship between
curriculum syllabus and textbooks;
• develop and use teaching aids in the classroom both print and audio-
63
visual material, and ICT (internet and computer technology);
• understand the process of language assessment;
• understand need and functions of language lab;
UNIT I: LANGUAGE, LITERATURE AND AESTHETICS–I
Different Creative forms of English Language: Understanding different
forms of literature; Literature in the school curriculum: Needs, objectives and
relevance; Role and relevance of media in school curriculum; Translation:
Importance and need, Translation as a creative activity: through examples of
translated texts into English from different Indian languages.
UNIT II: LANGUAGE, LITERATURE AND
AESTHETICS–II
Teaching of Different Forms of English Literature: Poetry, Prose, Drama:
The relative importance of Indian, classical, popular, and children’s
literature in English; Developing tasks and materials for study skills in
English literary forms; The study of contemporary Indian, Asian,
European and African literature; Lessons planning in prose, poetry and
drama at various school levels.
UNIT III : DEVELOPMENT AND ANALYSIS OF SYLLABUS
AND TEXTUAL MATERIALS
Understanding the relationship between curriculum, syllabus and
textbook; Selection of materials; Development of activities and tasks;
Connecting learning to the world outside; Moving away from rote-
learning to constructivism; Teacher as a researcher. (Develop meaningful
strategies keeping in view the needs of the learners.)
UNIT VI: TEACHING-LEARNING MATERIALS AND AIDS:
Print media; Other reading materials. such as learner chosen texts,
Magazines, News papers, Class libraries, etc., ICT– audio-visual aids
including CALL programmes; Radio, T.V., Films; Planning co-curricular
activities (discussion, debates, workshops, seminar etc.); Language labs,
etc.
64
UNIT V: ASSESSMENT–ITS ROLE AND IMPORTANCE:
Progress and assessment of development of language; Continuous and
comprehensive evaluation; Techniques of evaluation—oral, written,
portfolio; Cloze test, Self evaluation; Peer evaluation; Group evaluation.
Typology of questions; Activities and tasks (open-ended questions, MCQ,
true and false etc.) reflecting—Problem solving, creative and critical
thinking, Enhancing imagination and environmental awareness. Feedback to
students, parents and teachers.
65
Content cum Pedagogy: - Language
(TEACHING OF HINDI)
CCP-1 Contents cum Pedagogy Elementary School Stage
•
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•
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70
CCP-2 Contents cum Pedagogy Sec. & Higher Sec. Stage
(TEACHING OF HINDI)
100
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74
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75
Content cum Pedagogy: - Language
(TEACHING OF SANSKRIT)
CCP-1 Contents cum Pedagogy Elementary School Stage
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives: After completion of the course student teacher will:
Understand the importance of Sanskrit language and Its Contribution
to Indian culture and emotional integration.
Understand the aims and objectives of teaching Sanskrit
Prepare objectives based lesson plans and implements them.
Understand the basic skills of language learning
Understand the principles of curriculum construction of Sanskrit
Understand that Different Methods of teaching Sanskrit and use
them in practice teaching.
Understand the importance of appropriate instructional materials and
co- curricular activities and use them in the practice teaching.
Understand the importance of evaluation, prepare and use different
tools of evaluation in language.
Imbibe the special qualities of Sanskrit teacher
Unit 1: Role of Language
Language and Society
Language and gender
Language and identity
Language and power
Language and peace
Language in School
Home language and the school language
Centrality of language in learning
Language across the curriculum
76
Difference between language as a school subject and language as a
means of learning and communication
Multilingual classrooms.
Position of Languages in India
Constitutional provisions and policies of language education (Articles
343- 351, 350A)
Kothari Commission (1964-66)
NPE-1986; POA-1992
National Curriculum Frameworks 1975, 1988, 2000,2005 (language
education);
Practicum
Discussion on
Position paper on the ' Teaching of Indian Languages'
Multilingualism as a Resource
Analysis of advertisements aired on Radio/ Television on
the basis of language and gender
Take a few passages from Science, Social-science and Maths
textbooks of Classes VI to VIII and analyse:
(i) How the different registers of language have been
introduced?
(ii) Does the language clearly convey the meaning of the
topic being discussed?
(iii) Is the language learner-friendly?
(iv) Is the language too technical?
(v) Does it help in language learning?
Now write an analysis based on the above issues.
Projects
Prepare a report on the status of language given in the Constitution
of India and language policies given in Kothari Commission, NPE-
1986 and POA-1992
Unit 2: Importance of Sanskrit Language: Nature and place of Sanskrit
In the secondary school curriculum.
Language families and Sanskrit language
Sanskrit language and Indian languages
Sanskrit language and literature
Socio-cultural and historical importance of Sanskrit language
77
Sanskrit as a modern Indian Language
Importance of teaching Sanskrit in India
Problems related to Sanskrit teaching at school level.
Practicum
Discussion on
Position of Indian language and Sanskrit.
Development of Sanskrit language.
Problems of teaching Sanskrit.
Projects
Prepare a report on the challenges faced by the teachers and the
learners in the teaching-learning process.
Unit 3: Aims and Objectives of Sanskrit Language Teaching
Aims and objectives of Sanskrit teaching at different levels (Primary,
Secondary and Higher Secondary levels)
Quality of Sanskrit teaching: Pre-class, in-class and after-class
Curriculum and Sanskrit Language
Place of Sanskrit at different levels of school education
(Primary, Upper Primary, Secondary and Higher Secondary
levels)
Place of Sanskrit in three language formula and its objective
Place of Sanskrit at Sanskrit pathshalas
Sanskrit Commission and Curriculum
Sanskrit Curriculum and textbooks at school level.
Practicum
Discussion on
Improvement of quality teaching at different levels.
Status of Sanskrit teaching at school level.
Three language formula and Sanskrit.
Sanskrit Commission report.
78
Projects
Visit five schools in the neighborhood and prepare a report on the
three language formula being implemented in the schools.
Do a survey of five schools in your neighborhood to find out:
(i) Level of introduction of Sanskrit
(ii) Textbooks used in the classroom
Prepare a brief report on Sanskrit Commission.
Prepare a report on textbooks in Sanskrit at school level.
Unit 4: Language Teaching
Different Approaches/Theories of Languages Learning
John Dewey (Constructivism)
J Piaget
L Vygotsky
Chomsky
Krashen
Theories of Indian Thinkers like Panini, Bhartrihari, schools of
Vyakarana, Mimamsa and Nyaya
Approaches of Sanskrit Language Learning
Direct Method
Traditional Method
Textbook Method
Communicative Approach
Grammar Translation Method
Inductive and Deductive Method
Audio-lingual Method
Total physical response
Eclectic Method
Practicum
Discussion on
Different methods of Sanskrit teaching at school level.
Projects
Do a comparative study of positive features and weaknesses of
different approaches to language learning.
79
Unit 5: Sanskrit Language Teaching Skills
Linguistic System: The organization of sounds; The structure of
sentence; The concept of universal grammar; Nature and structure of
meaning; basic concept in phonology, syntax and semantics; Speech
and writing; Discourse.
Grammar in Context; Vocabulary in Context;
Acquisition of Language Skill: Listening, speaking, reading and
writing.
Listening and Speaking: Sub skills of listening and speaking;
Tasks; Materials and resource for developing the listening and
speaking skills: Storytelling, dialogues, situational conversations,
role plays, simulations, speech, games and contexts, language
laboratories, pictures, authentic materials and multimedia
resources.
Reading: Sub skill of reading; importance of development of
reading skills; Reading aloud and silent reading; Extensive and
intensive reading; Study skills, including using thesauruses,
dictionary, encyclopedia, etc.
Writing: Sub skills of writing; Process of writing; Formal and
informal writing, such as poetry, short story, letter, diary, notices,
articles, reports, dialogue, speech, advertisement, etc. reference
skills; Study skills; Higher order skills.
Understanding of Skills
Application of Skills
Co-curricular Activities in Developing Language Skills: Importance
of co-curricular activities in the teaching Sanskrit Debate, Elocution,
completion, antyakshari, language game, essay writing, seminary, story
writing, samasyapoorti, singing, jokes, storytelling, exhibition,
Language laboratory structure and importance of language laboratory,
quiz and school magazine.
Practicum
Discussion on
Collect ten examples of Grammar in context from Sanskrit
textbooks of Classes VI to VIII and have a group discussion.
Read and reflect on text of Paniniya Shiksha for Standard
pronunciation of Sanskrit.
Prepare activities for listening, speaking, reading and writing. (5
Each).
Have a discussion on the topic 'difference between spoken and
written language'.
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Prepare an outline to conduct District/ State level Sanskrit
competition for school students.
Practicum during Internship
Talk to the student and find out the different languages that
they speak. Prepare a plan to use multilingualism as a strategy in the
Sanskrit classroom
On the basis of the Sanskrit textbooks (VI to XII), prepare a list of
topics and activities given on: (i) Language and gender (ii)
Language and peace and write a report on their reflection in the
textbooks.
Prepare four activities keeping in view 'Constructivism to a
Language classroom'
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CCP-2 Contents cum Pedagogy Sec. & Higher Sec. Stage
(TEACHING OF SANSKRIT)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives: After completion of the course student teacher will:
Understand the importance of Sanskrit language and Its Contribution
to Indian culture and emotional integration.
Understand the aims and objectives of teaching Sanskrit
Prepare objectives based lesson plans and implements them.
Understand the basic skills of language learning
Understand the principles of curriculum construction of Sanskrit
Understand that Different Methods of teaching Sanskrit and use
them in practice teaching.
Understand the importance of appropriate instructional materials and
co- curricular activities and use them in the practice teaching.
Understand the importance of evaluation, prepare and use different
tools of evaluation in language.
Imbibe the special qualities of Sanskrit teacher
Unit 1: Teaching of Different Forms of Sanskrit Literature
Teaching of prose
Teaching of poetry
Teaching of pronunciation
Teaching of grammar
Teaching of fables
Teaching of drama
Practicum
Discussion on the different presentations of teaching
Take two translations of any piece of creative writing. Read these
pieces and then translate the piece yourself in Sanskrit
Collect interesting folktales in Sanskrit
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Project
Prepare a collection of poems and stories in Sanskrit of your choice.
Unit 2: Importance of Lesson Plan
Lesson plan- Nature, objectives and needs
Lesson plan of prose, poetry, drama, story, and grammar
types of lesson plans
Teaching Skills - Introduction, Questioning, Blackboard writing,
Reading, Explanation, Reinforcement, Use of Audio-Visual Aids,
Pronunciation, Stimulus Variation and Exemplar.
Practicum
Discussion on the different types of lesson plans
Prepare a lesson plan on one lesson and have a discussion on that.
Organize a workshop/ seminar / conference on the topic-
'Improvement of Sanskrit Teaching at School Level' or any other
related topic.
Project
Review contemporary children's literature in Sanskrit
Unit 3: Development and Analysis of Syllabus and Textual Materials
Understanding the relationship between curriculum, syllabus and
textbook; Selection of materials; Development of activities and tasks;
Connecting learning to the world outside: Moving away from rote-
learning to constructivism: Teacher as a researcher. (Keeping in view the
needs of the learners to develop meaningful strategies)
Practicum
Do a comparative study of one textbook of Sanskrit from any class
(VI to VII) developed by any two states
Prepare an outline for the development of the textbook for the same
class for your state
Interview any member of the textbook development committee of
Sanskrit textbooks (NCERT/ SCERTs/ Rashtriya Sanskrit
Sansthan/ Sanskrit Universities/ State Boards).
Project
Review any two Sanskrit magazines for women.
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Unit 4: Teaching-learning Materials and Aids
Print media, other reading materials, such as learner-chosen texts,
magazines, newspapers, class libraries, etc. ICT, audio, video and audio-
visual aids, films, languages labs etc; Psychological perspectives of audio-
visual aids
Practicum
Collect magazines and newspapers in Sanskrit and have a
discussion on their language and presentation.
Prepare a list of audio-visual aids related to teaching of Sanskrit
and se them wherever necessary
Identify and prepare different types of teaching aids for children
with special needs (speech impaired)
Project
Prepare an outline of a school magazine in Sanskrit
Develop the material for school magazine based on your experience
during school experience practice
Unit 5: Assessment- Its Role and Importance
1. Progress and Assessment of development of language; Continuous
and comprehensive evaluation; Techniques of evaluation-oral,
written, portfolio, self evaluation; Peer evaluation; Group
evaluation.
2. Typology of Question; Activities and tasks (open-ended question,
MCQ, true and false, etc.) reflecting- Problem solving, creative and
critical thinking, enhancing imagination and environmental
awareness.
3. Importance of essay type questions in the evaluation of Sanskrit
language
4. Feedback to students, parents and teachers.
Practicum
Write a report on current practices of assessment and evaluation at
the Upper Primary Stage
Analyze the question papers of Sanskrit language (previous 3
years)- Classes X and XII (CBSE/ STATE BOARD) in the light of
new approach of assessment
Develop question paper for upper primary and secondary stage to
assess all the aspects of teaching Sanskrit
Analyze answers given by the learner for one particular question
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Select any ten questions from Class VI Sanskrit textbook which
lend a scope to the creativity of the learners
Study the key points of the Ist Term assessment of any student of
Class VI
Devise a strategy to incorporate the suggestions given in the Ist
Term report for the progress of the learner
Action Research
Prepare an outline for action research on the basis of your
experience of the difficulties faced during school experience
programme
Prepare the list of common errors in Sanskrit among students
Interview any Sanskrit expert regarding Sanskrit teaching
Prepare a newsletter in Sanskrit on the basis of your school
experience programme.
Collect 25 Subhasthitas of Sanskrit and analyze them.
Prepare 3 charts in Sanskrit teaching and explain their use in Sanskrit
teaching.
Prepare a report on the challenges faced by Sanskrit teacher.
Preparations of mini dictionary.
Techniques of Teaching Vocabulary In Sanskrit
Innovative ways of teaching composition and grammar in Sanskrit.
Reference Books:
Apte D.G 2000 : Teaching of Sanskrit - Bombay padma Publications
Hulkerikar G.S 1998 : The problems of Sanskrit teaching - Kolhapur
bharat book depot
Narasimharao K.V.V.L 1997 : Evaluation in language Education –
Mysore C.H.L Publications.
Patnayak P 1997 : Language curriculum mysore - C.H.L Publications
Ramashakal Pandeya 2000 : Sanskrit shikshan - Agra Pustakamandir
Ramavarmaraju K 2000 : The teaching of Sanskrit - Madras Sanskrit
Education Society
S.K Rao 2006 : Effective methods of teaching Sanskrit - Cyber tech
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CCP-3 Contents cum Pedagogy Elementary School Stage
(Social Science)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
To develop an understanding of the nature of Social Sciences, both
of individual disciplines comprising Social Sciences, and also of
Social Sciences as an integrated/ interdisciplinary area of study;
To acquire a conceptual understanding of the processes of teaching
and learning Social Sciences
To enable student teachers examine the prevailing pedagogical
practices in classrooms critically and to reflect on the desired
changes;
To acquire basic knowledge and skills to analyse and transact the
Social Sciences curriculum effectively following wide-ranging
teaching-learning strategies in order to make it enjoyable and
relevant for life;
To sensitize and equip student teachers to handle social issues and
concerns in a responsible manner, e.g., preservation of the
environment, disaster management, promoting inclusive education,
preventing social exclusion of children coming from socially and
economically deprived backgrounds, and saving fast depleting
natural resources (water, minerals, fossil fuels etc.).
UNIT I: SOCIAL SCIENCES AS AN INTEGRATING AREA OF
STUDY: CONTEXT AND CONCERNS
Distinguishing between Natural and Social Sciences: Major Social
Sciences disciplines in Schools. What is 'social' about various Social
Sciences? Uniqueness of disciplines vis-a-vis interdisciplinarity, Linking
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child's natural curiosity with natural phenomena like weather, flora and
fauna; spatial and temporal contexts; important social and economic issues
and concerns of the present-day Indian society. Multiple
perspectives/plurality of approaches for constructing explanations and
arguments.
UNIT II: TEACHING-LEARNING RESOURCES IN SOCIAL
SCIENCES
People as resource: The significance of oral data. Types of Primary and
Secondary Sources: Data from field, textual materials, journals, magazines,
newspapers, etc. Using the library for secondary sources and reference
material, such as dictionaries and encyclopaedias. Various teaching aids:
Using atlas as a resource for Social Sciences; maps, globe, charts, models,
graphs, visuals. Audio-visual aids, CD-Rom, multimedia, internet.
UNIT III: SOCIAL SCIENCES CURRICULUM FOR SCHOOLS
IN INDIA
Curriculum development process: National and State levels. Studying the
Social Sciences syllabus - aims and objectives, content organisation and
presentation of any State Board and CBSE for different stages of school
education.
UNIT IV: TEACHING-LEARNING OF GEOGRAPHY—SPACE,
RESOURCES AND DEVELOPMENT
Meaning, Nature and Scope of Geography: Current Trends, Teaching
and Learning Major Themes and Key Concepts in Geography
LOCATION: Absolute (Grid system of latitudes and longitudes) and
relative location: two ways of describing the positions of places and
people on the earth's surface. Differentiating between sites (location) and
situation (place).
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PLACE: Distinct physical and human characteristic of places that
distinguish one from the other.
MOVEMENTS: Interdependence and interaction across space,
migration of people, transport and communication; trade and commerce,
patterns of centres, pathways and hinterlands.
REGIONS: Formation and change.
The above content may be used to understand teaching, learning
strategies and skill development in Geography.
Developing Skills in Geography
Observation, recording and interpretation of physical and social features
and phenomena; Reading and interpreting geographical information
through tables, figures, diagrams, photographs; Map reading and
interpreting using scale (distance), direction, symbols, point, line and
area; Visual-to-verbal and verbal-to-visual transformation leading to
mental mapping; Identifying, constructing and asking geographical
questions; Developing and gathering relevant information and data and
analysing them to answer geographical questions and offering
explanations and interpretations of their findings; applying acquired
knowledge and skills for understanding the wider world and taking
personal decisions; taking up activities to study environmental
degradation in the local area and its preservation methods; studying any
disaster involving all factors at the local/global levels.
Teaching Strategies in Geography
Questioning; Collaborative strategies; Games, simulations and role
plays; Values clarification; Problem-solving and decision-making.
METHODS : Interactive verbal learning; Experiential learning through
activities, experiments; Investigative field visits based on students' own
interests with teacher's support as facilitator; Engagement with 'places' at
an emotional or sensory level using art, poetry and literature.
TECHNIQUES: Using textbooks and atlas as a part of oral lessons, non-
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oral working lessons; using medium and large scale maps; using pictures,
photographs, satellite imageries and aerial photographs; using audio-
visual aids, CDs, multimedia and internet; case study approach.
UNIT V: TEACHING-LEARNING OF ECONOMICS: STATE,
MARKET, AND DEVELOPMENT
As a branch of social science, economics is concerned with people. It
studies how to provide them with means to realise their potential. This unit
on economics deals with the broad themes of state, market, and
development. Market and state are interrelated as instruments of
development. The course endeavours to introduce the learners to key
economic concepts and issues that affect their everyday lives.
Meaning, Nature and Scope of Economics: Current Trends Key Concepts
in Economics
Scarcity and choice, opportunity cost, productivity, demand, supply and
market mechanism, Division of labour and specialisation.
Classification of Economic System
Capitalism, Socialism, mixed economy (case study: India)
Developmental Issues in Economics
Sustainable Development—economic growth and economic
development— indicators of measuring the well-being of an economy;
Gross Domestic Product; economic planning; Poverty; Food Security;
Price rise; Role and functions of Money—formal and informal financial
institutions and budget; Classification of Production Activities—primary,
secondary and tertiary;
Economic Reforms and Globalisation (discuss these developmental
issues with reference to India).
The above content may be used to undertstand the teaching, learning
strategies and skill development in economics.
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Teaching-Learning Methods in Economics
In addition to usual methods like lecture, discussion, storytelling, other
methods like problem-solving, simulation games, use of media and
technology, concept mapping, project and activities like field visits (e.g.
visit to a construction site for data on wages and employment), collection
of data from documents (e.g. Economic Survey, Five Year Plan),
analysing and interpreting data (using simple tables, diagrams and graphs)
can be undertaken. Self-study and collaborative learning activities should
be encouraged.
Teaching-Learning Materials
Using textbook, analysis of news (Newspaper, TV, and Radio);
documents (e.g. Economics Survey, Five Year Plan), Journals and News
Magazines.
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CCP-4 Contents cum Pedagogy Sec. & Higher Sec. School Stage
(Social Science)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
To develop an understanding of the nature of Social Sciences, both
of individual disciplines comprising Social Sciences, and also of
Social Sciences as an integrated/ interdisciplinary area of study;
To acquire a conceptual understanding of the processes of teaching
and learning Social Sciences
To enable student teachers examine the prevailing pedagogical
practices in classrooms critically and to reflect on the desired
changes;
To acquire basic knowledge and skills to analyse and transact the
Social Sciences curriculum effectively following wide-ranging
teaching-learning strategies in order to make it enjoyable and
relevant for life;
To sensitize and equip student teachers to handle social issues and
concerns in a responsible manner, e.g., preservation of the
environment, disaster management, promoting inclusive education,
preventing social exclusion of children coming from socially and
economically deprived backgrounds, and saving fast depleting
natural resources (water, minerals, fossil fuels etc.).
UNIT I: TEACHING-LEARNING OF HISTORY
Continuity and Change over Time and Historical Construction. This Unit
seeks to introduce student-teachers to some of the seminal issues and
concepts of social change in Indian and World History. It also aims to
explain how historians do History and how it ought to be done in schools.
It, therefore, focuses on constructivist pedagogy in History and the general
competencies that children are likely to develop through the study of
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History. Historical Methods, Evidence, facts, arguments, categories and
perspective; Distinctions between fact and opinion and between opinion,
bias and perspective; Evidence-based History teaching; Primary sources
and the construction of History Thinking in terms of problems for analysis
in History. Social Formations in History, Different social formations in
History and the periodisation of World History; The periodisation of Indian
History: Ancient, medieval, modern and contemporary societies State-
formation and different types of states in History Capitalism, Select Issues
of Social Change in Indian History Culture, social stratification and social
change in India; Caste and class in Indian society Shared religious cultures
and conflicts between religious communities in India, Gender differentials
and how these cut across caste and class structures as well as religious
communities. (Case Study: India)
The above content may be used to understand the teaching, learning
strategies and skill development in History. Interactive, constructivist and
critical pedagogies in History, Going beyond the textbook; Getting
children to craft little nuggets of History from primary sources
Encouraging children to think from first principle in History. The Lateral
Development of Different Skills, Observation of skills relating to primary
and secondary data; Observing coins, inscriptions (if available), the
material remains of the past and visuals; Helping children to read passages
from primary sources; Thinking about what all these sources might or
might not reveal Learning to analyse critically and to argue; Observing
how arguments have been made in the standard secondary sources and
how these muster facts and evidences Helping children to develop oral and
written expression.
UNIT II: TEACHING-LEARNING OF POLITICAL SCIENCE
DEMOCRACY, DEVELOPMENT, AND DIVERSITY
The Unit on Political Science deals with the broad themes of democracy,
development, and diversity. These three interrelated themes are concerned
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with political, economic, and social aspects of our everyday life. The
contents in this unit contain key political concepts and issues. While
explaining them, teachers are expected to refer to both historical and
current events, processes and personalities from India and different parts of
the world. They are also expected to make references to key concepts in
the disciplines of Sociology, Economics, and Geography, so as to highlight
the interrelationship between Political Science and these disciplines. What
is Politics?
Political Science: Nature and scope, key concepts, current trends Elements
of State: Population, Territory, Government, and Sovereignty, Forms of
Government: Democratic (Liberal and Social), non-democratic, Rule of
Law, Authority, Power, Legitimacy, Civil Society, Citizenship, Rights,
separation of Powers, Organs of Government: Legislature, Executive, and
Judiciary. Constitutional Vision for a Democratic India .The making of the
Constitution of India Justice (with special reference to Social Justice and
Empowerment) Liberty, Equality, Dignity, Socialism, Secularism
(Relationship between State and Religion): Western and Indian Versions,
Fundamental Rights (Prohibition of discrimination; Rights of Dalits,
Tribes, minorities [Religious/Linguistic], Women and Children, the
Disabled) Directive Principles of State Policy (with special reference to
welfare of the people) Fundamental Duties. The Working of the
Government. Structures and Functions of the Government at different
levels Union, State/UT, District and Local Bodies (Panchayats and
Municipalities) Relationship among the three organs of the Government,
Relationship between the three levels of the Government, Democratic
decentralisation, citizen participation.Society and Political Processe ,
Elections, political parties, pressure groups Social movements: Dalit
movement, Tribal movement, Women's movement, environmental
movement; Role of media, Role of NGOs, RTI The above content may be
used to understand the teaching-learning strategies and skill development
in Political Science.
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Teaching-learning Strategies
The teaching-learning process needs to take into account the lived
experiences of student- teachers. The issues in this Unit can be introduced
by referring to the relevant items from daily newspapers (e.g. instances of
violation and protection of human rights). The contents are to be transacted
through participatory methods involving all participants. ‘Learning by
discussing’ is to be followed as a regular practice in the classroom. Social
inquiry approaches can be used in teaching, learning of Political Science.
The student-teachers may be encouraged to observe actual functioning of
the institutions of different local Government bodies in own district and
prepare reports as group projects. They may also be encouraged to
undertake field research, conduct in-depth interviews, and interpret field
data and critically understand political concepts.
Teaching-learning Materials: Constitution of India, atlas, political maps
(World, Asia, India, States, Districts), globe, two daily newspapers, news
magazines.
UNIT III: ASSESSMENT FOR LEARNING IN SOCIAL SCIENCES
Characteristics of Assessment in Social Sciences: Types of questions
best suited for examining/assessing/understanding the different aspect of
Social Sciences; Questions for testing quantitative skills, Questions for
testing qualitative analysis; Open-ended questions, Open-book tests:
Strengths and limitations, Evaluating answers: What to look for?
Assessing projects: What to look for? Continuous and Comprehensive
Evaluation (CCE) in Social Sciences.
UNIT IV: ANALYSIS OF SOCIAL SCIENCES TEXTBOOKS AND
QUESTION PAPERS
Analysing textbooks in Social Sciences in the light of the syllabus and
from the perspective of the child (Textbooks of the same class may be
taken up for all subjects in Social Sciences) Analysing question papers of
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any State Board/CBSE and NCERT's textbooks in the light of the subject
specific requirements in terms of understanding and skills.
UNIT V: INTER-DISCIPLINARITY THROUGH PROJECTS AND
FIELD VISITS
Projects in Social Sciences should be selected keeping in view the
interconnections between the various disciplines that constitute Social
Sciences. The interrelationship among various aspect of Social Sciences
may be visualised as follows:
Geography and Economics: Transport and communication in a region –
assessing current position with reference to development needs, History
and Political Science: Socio-political systems; Women's rights in society
Economics and History: Agrarian change in India; Industrialisation in
India.
History and Geography: Migration of people in a particular region—
nature of migration, past and present trends Political Science and
Geography: Sharing resources between regions/states and nations (e.g.
water)
Economics and Political Science: Family budget and impact of change in
prices of essential commodities.
These projects are just a few examples. Similar projects may be designed
by student- teachers for better understanding of various issues.
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CCP-3 Contents cum Pedagogy Elementary School Stage
(Physical Science)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After Completion of Course the Students will be able to:
• identify and relate everyday experiences with learning physical
science;
• appreciate various approaches of teaching-learning of physical
science;
• understand the process of science and role of laboratory in
teaching-learning situations;
• use effectively different activities/demonstrations/laboratory
experiences for teaching- learning of physical science;
• integrate in physical science knowledge with other school subjects;
• analyse the contents of physical science with respect to its
branches, process skills, knowledge organisation and other
critical issues;
• develop process-oriented objectives based on the content
themes/units;
• identify the concepts of physical science that are alternatively
conceptualised by teachers and students in general;
• explore different ways of creating learning situations in
learning different concepts of physical science
• formulate meaningful enquiry episodes, problem-solving
situations, investigatory and discovery learning projects based
on upper primary, secondary and higher secondary school
science/physics and chemistry
• facilitate development of scientific attitudes in learners;
• examine different pedagogical issues in learning physical science;
96
and construct appropriate assessment tools for evaluating learning
of physical science.
• Appreciate the fact that every child possesses curiosity about his/her
natural surroundings;
• Gain insight on the meaning and nature of physical science for
determining aims and strategies of teaching-learning;
• Appreciate that science is a dynamic and expanding body of
knowledge;
UNIT I: NATURE OF SCIENCE
Science as a domain of enquiry, as a dynamic and expanding body
of knowledge; Science as a process of constructing knowledge;
Science asinterdisciplinary area of learning (Thermodynamics,
Biomolecules, Surface Chemistry, etc.); Facts, concepts,
principles, laws and theories—their characteristics in context of
physical science (citing examples for each); Physical science for
environment, health, peace, equity; Physical sciences and society;
Contribution of eminent scientists—Isaac Newton, Dalton, Neils
Bohr, De Broglie, J. C. Bose, C. V. Raman, Albert Einstein, etc.
UNIT II: AIMS AND OBJECTIVES OF PHYSICAL
SCIENCE
Developing scientific attitude and scientific temper, Nurture the
natural curiosity, aesthetic senses and creativity in Science
(secondary stage)/ Physics and Chemistry (higher secondary
stage); Acquire the skills to understand the method and process of
science/physical science that lead to exploration, generation and
validation of knowledge in science/physical science; Relate
Science/Physics and Chemistry education to the environment
(natural environment, artifacts and people) and appreciate the
issues at the interface of science technology and society; Imbibe
97
the values of honesty, integrity, cooperation, concern for life and
preservation of environment, Solving problems of everyday life;
Know the facts and principles of science/physics and chemistry
and its applications consistent with the stages of cognitive
development of learners, (e.g. Mechanics, Heat, Electricity,
Magnetism, Light, Acid, Bases and Salts, Thermodynamics,
Metallurgy, Physical and Chemical Changes, Nature and States of
Matter, etc.); Specific objective of different content areas in
science/physics and chemistry.
UNIT III: EXPLORING LEARNERS
Motivating learners to bring his/her previous knowledge gained in
science/ physics and chemistry through
classroom/environment/parents and peer group; Cultivating in
teacher-learner the habit of listening to child; Generating
discussion, involving learners in teaching-learning process;
Encouraging learners to raise questions, appreciating dialogue
amongst peer group; Encouraging learners to collect materials
from local resources (soil, water, etc.) and to develop/fabricate
suitable activities in science/ physics and chemistry (individual or
group work); Role of learners in negotiating and mediating
learning in science/physical science.
UNIT IV: SCHOOL SCIENCE CURRICULUM (PHYSICAL
SCIENCE)
Trends in Science curriculum; Consideration in developing
learner-centred curriculum in physical science, Analysis of
science/physics and chemistry syllabi and textbooks of NCERT
and States (at upper primary, secondary and higher secondary
stage); Analysis of other print and non- print materials used in
various states in the area of physical science.
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UNIT V: APPROACHES AND STRATEGIES OF LEARNING
PHYSICAL SCIENCE
Pedagogical shift from science as fixed body of knowledge to
process of constructing knowledge, scientific method—
observation, enquiry, hypothesis, experimentation, data collection,
generalisation (teacher-educator will illustrate each taking
examples from specific contents of science/physics and chemistry,
such as Solutions, Colloids, Chemical Equilibrium,
Electrochemistry, Mechanical and Thermal Properties of Matter,
Reflection, Refraction, Wave Optics etc.); Communication in
Science/Physical science, Problem solving, investigatory
approach, concept mapping, collaborating learning and
experiential learning in science/ physics and chemistry (teacher-
learner will design learning experiences using each of these
approaches), facilitating learners for self-study.
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CCP-4 Contents cum Pedagogy Sec. & Higher Sec. School Stage
(Physical Science)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After Completion of Course the Students will be able to:
• identify and relate everyday experiences with learning physical
science;
• appreciate various approaches of teaching-learning of physical
science;
• understand the process of science and role of laboratory in
teaching-learning situations;
• use effectively different activities/demonstrations/laboratory
experiences for teaching- learning of physical science;
• integrate in physical science knowledge with other school subjects;
• analyse the contents of physical science with respect to its
branches, process skills, knowledge organisation and other
critical issues;
• develop process-oriented objectives based on the content
themes/units;
• identify the concepts of physical science that are alternatively
conceptualised by teachers and students in general;
• explore different ways of creating learning situations in
learning different concepts of physical science
• formulate meaningful enquiry episodes, problem-solving
situations, investigatory and discovery learning projects based
on upper primary, secondary and higher secondary school
science/physics and chemistry
• facilitate development of scientific attitudes in learners;
• examine different pedagogical issues in learning physical science;
100
and construct appropriate assessment tools for evaluating learning
of physical science.
• Appreciate the fact that every child possesses curiosity about his/her
natural surroundings;
• Gain insight on the meaning and nature of physical science for
determining aims and strategies of teaching-learning;
• Appreciate that science is a dynamic and expanding body of
knowledge;
UNIT I: LEARNING RESOURCES IN PHYSICAL SCIENCE
Identification and use of learning resources in physical science from
immediate environment (e.g. Natural pH Indicators, Soaps and
Detergents, Baking Soda, Washing Soda, Common Salts, Fruits, Fibre,
Pulleys, Projectiles, Lenses and Mirrors, Interconversion of one Form of
Energy to other, Propagation of waves in Solid, Liquid and Gas etc.),
exploring alternative sources; Improvisation of apparatus developing
science kit and laboratory in science (secondary stage), physics and
chemistry (higher secondary stage); Designing laboratories, textbooks,
audio-visual materials; Multimedia–selection and designing; Use of ICT
experiences in learning science/physics and chemistry; Using community
resources for learning science/physics and chemistry; Pooling of learning
resources in school complex/block/district level, handling hurdles in
utilisation of resources.
UNIT II: TOOLS AND TECHNIQUES OF ASSESSMENT FOR
LEARNING PHYSICAL SCIENCE
Performance-based assessment, developing indicators for performance-
based assessment in science/physical science, learners' records of
observations, field diary; Oral presentation of learners work, Portfolio;
Assessment of project work in science/physical science; Assessment of
participation in collaborative learning; Construction of test items in
science/physical science and administration of tests; Developing
assessment framework in science/physics and chemistry; Assessment of
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experimental work in science/physics and chemistry; Exploring content
areas in physical science not assessed in formal examination system and
their evaluation through various curricular channels; Encouraging teacher-
learners to examine variety of methods of assessments in science/ physical
science; Continuous and comprehensive evaluation–appreciating
evaluation as ongoing teaching- learning process and through overall
performance of child.
UNIT III: PLANNING FOR TEACHING-LEARNING OF
PHYSICAL SCIENCE
Identification and organisation of concepts for teaching-learning of
science/ physics and chemistry (on different topics, such as Motion,
Work and Energy, Matter and their Measurements, Carbon and its
Compounds, Periodic Properties of Elements, Atomic Structure, Dual
Nature of Matter and Radiation, etc.) developing them; Identifying and
designing teaching-learning experiences; Organising activities, laboratory
experiences, making groups; Planning ICT applications in learning
science/physics and chemistry.
UNIT IV: PHYSICAL SCIENCE–LIFELONG LEARNING
Every child has natural curiosity of observation and drawing conclusion;
Identification and application of physical and chemical phenomenon in
day-to-day life and human welfare, facilitating learning progress of
learners with various needs in science/physics and chemistry; Ensuring
equal partnership of learners with special needs; Stimulating creativity and
inventiveness in science; Organising various curricular activities, such as
debate, discussion, drama, poster making on issues related to science/
physics and chemistry; Organising events on specific day, such as Science
Day, Environment Day, etc.; Planning and organising field experiences,
Science club, Science exhibition, nurturing creative talent at local level
and exploring linkage with district/state/central agencies.
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UNIT-V: PROFESSIONAL DEVELOPMENT OF
SCIENCE/PHYSICS/CHEMISTRY TEACHERS
Professional development programmes for science/physics and chemistry
teachers; Participation in seminar, conferences, online sharing,
membership of professional organisations; Teachers as a community of
learners, collaboration of schools with universities; Journals and other
resource materials in science/physical science education; Role of reflective
practices in professional development of physics and chemistry teachers;
Field visit to industries, mines, refineries; National Laboratories, power
stations, science centres; etc.; Teacher as a researcher: Learning to
understand how children learn science— action research in physical
science.
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CCP-3 Contents cum Pedagogy Elementary School Stage
(Biological Science)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After Completion of Course the Students will be able to:
• develop insight on the meaning and nature of biological science for
determining aims and strategies of teaching-learning;
• appreciate that science is a dynamic and expanding body of
knowledge;
• appreciate the fact that every child possesses curiosity about his/her
natural surroundings
• identify and relate everyday experiences with learning biological
science;
• appreciate various approaches of teaching-learning of biological
science;
• explore the process skill in science and role of laboratory in
teaching– learning;
• use effectively different activities/experiments/demonstrations/
laboratory experiences for teaching–learning of biological science;
• integrate the biological science knowledge with other school
subjects;
• analyse the contents of biological science with respect to its
branches, process skills, knowledge organisation and other
critical issues;
• develop process-oriented objectives based on the content
themes/units;
• identify the concepts of biological science that are
alternatively conceptualised by teachers and students in
general;
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• explore different ways of creating learning situations for different
concepts of biological science;
• formulate meaningful inquiry episodes, problem-solving situations,
investigatory and
• discovery learning projects based on upper primary, secondary
and higher secondary stages, facilitate development of scientific
attitudes in learners;
• examine different pedagogical issues in learning biological science;
• construct appropriate assessment tools for evaluating learning of
biological science;
• stimulate curiosity, inventiveness and creativity in biological
science;
• develop ability to use biological science concepts for life skills; and
• develop competencies for teaching, learning of biological
science through different measures.
UNIT I: NATURE AND SCOPE OF BIOLOGICAL SCIENCE
Science as a domain of enquiry, dynamic body of knowledge and as a
process of constructing knowledge; Biological Science for environment
and health, peace, equity; History of biological science, its nature
aknowledge of biological science independent of human application;
Origin of life and evolution, biodiversity, observations and experiments in
biological sciences; Interdisciplinary linkages, biological sciences and
society.
UNIT II: AIMS AND OBJECTIVES OF BIOLOGICAL SCIENCE
Developing scientific attitude and scientific temper; Nurture the natural
curiosity, aesthetic senses and creativity in biology; Acquire the skills to
understand the methods and process that lead to exploration;
Generalisation and validation of scientific knowledge in biological
science; Relate biology education to environment (natural environment,
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artifacts and people) and appreciate the issues at the interface of science
technology and society; Imbibe the values of honesty, integrity,
cooperation, concern for life and preservation of environment; Solving
problems of everyday life; Know the facts and principles of biology
and its applications consistent with the stages of cognitive development
of learners; Specific objective of different content areas in biology.
UNIT III: EXPLORING LEARNERS
Motivating learner to bring his/her previous knowledge in
science/biology gained through classroom/environment/parents and
peer group Cultivating in teacher-learner the habit of listening to child;
Generating discussion, involving learners in teaching-learning process,
encouraging learners to raise questions, appreciating dialogue amongst
peer groups, encouraging learners to collect materials from local
resources and to develop/fabricate suitable activities in biological
science (individual or group work); Role of learners in negotiating and
mediating learning in biology.
UNIT IV: SCHOOL SCIENCE CURRICULUM (BIOLOGICAL
SCIENCE)
Trends in Science curriculum; Consideration in developing learner-
centred curriculum in biology; Analysis of textbooks and biology
syllabi of NCERT and States/UTs at upper primary, secondary and
higher secondary stages; Analysis of other print and non-print
materials in the area of biological science used in various states.
UNIT V: APPROACHES AND STRATEGIES OF LEARNING
BIOLOGICAL SCIENCE
Pedagogical shift from science as fixed body of knowledge to process
constructing knowledge, scientific method - observation, enquiry,
hypothesis, experimentation, data collection, generalisation (teacher-
educator will illustrate taking examples from different stage-specific
content areas keeping in mind the variation, e.g. structure and
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function, molecular aspects, interaction between living and non living,
biodiversity, etc.); Communication in biological sciences; Problem
solving, investigatory approach, concept mapping, collaborative
learning, and experiential learning in biological science (teacher-
learner will design learning experiences using each of these
approaches); Facilitating learners for self-study.
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CCP-4 Contents cum Pedagogy Sec. & Higher Sec. School Stage
(Biological Science)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After Completion of Course the Students will be able to:
• develop insight on the meaning and nature of biological science for
determining aims and strategies of teaching-learning;
• appreciate that science is a dynamic and expanding body of
knowledge;
• appreciate the fact that every child possesses curiosity about his/her
natural surroundings
• identify and relate everyday experiences with learning biological
science;
• appreciate various approaches of teaching-learning of biological
science;
• explore the process skill in science and role of laboratory in
teaching– learning;
• use effectively different activities/experiments/demonstrations/
laboratory experiences for teaching–learning of biological science;
• integrate the biological science knowledge with other school
subjects;
• analyse the contents of biological science with respect to its
branches, process skills, knowledge organisation and other
critical issues;
• develop process-oriented objectives based on the content
themes/units;
• identify the concepts of biological science that are
alternatively conceptualised by teachers and students in
general;
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• explore different ways of creating learning situations for different
concepts of biological science;
• formulate meaningful inquiry episodes, problem-solving situations,
investigatory and
• discovery learning projects based on upper primary, secondary
and higher secondary stages, facilitate development of scientific
attitudes in learners;
• examine different pedagogical issues in learning biological science;
• construct appropriate assessment tools for evaluating learning of
biological science;
• stimulate curiosity, inventiveness and creativity in biological
science;
• develop ability to use biological science concepts for life skills; and
• develop competencies for teaching, learning of biological
science through different measures.
UNIT I: PLANNING FOR TEACHING-LEARNING OF
BIOLOGICAL SCIENCE
Identification and organisation of concepts for teaching-learning of
biology; Determining acceptable evidences that show learners,
understanding; Instructional materials required for planning teaching-
learning of biological science and learners' participation in developing
them; Identifying and designing teaching-learning experiences; Planning
field visits, Zoo, Sea shore life, Botanical garden, etc.; Organising
activities, laboratory experiences, making groups, planning ICT
applications in learning biology.
UNIT II: LEARNING RESOURCES IN BIOLOGICAL SCIENCE
Identification and use of learning resources in biological science from
immediate environmental, exploring alternative sources; Developing
science kit and biological science laboratory; Designing biology
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laboratory; Planning and organising field observation; Collection of
materials, etc.; Textbooks, audio-visual materials, multimedia-selection
and designing; Use of ICT experiences in learning biological science;
Using community resources for biology learning; Pooling of learning
resources in school complex/block/ district level; Handling hurdles in
utilisation of resources.
UNIT III: TOOLS AND TECHNIQUES OF ASSESSMENT FOR
LEARNING BIOLOGICAL SCIENCE
Performance-based assessment; Developing indicators for performance
assessment in biological sciences; Learners record of observations; Field
diary, herbarium and collection of materials; Oral presentation of learners
work in biological science, Portfolio; Assessment of project work in
biology (both in the laboratory and in the field), Assessment of
participation in collaborative learning; Construction of test items (open-
ended and structured) in biological science and administration of tests;
Developing assessment framework in biological science; Assessment of
experimental work in biological science; Exploring content areas in
biological science not assessed in formal examination system and their
evaluation through various curricular channels; Encouraging teacher-
learners to examine a variety of methods of assessments in biological
science; Continuous and comprehensive evaluation.
UNIT IV: BIOLOGICAL SCIENCE – LIFELONG LEARNING
Nurturing natural curiosity of observation and drawing conclusion;
Facilitating learning progress of learners with various needs in biology;
Ensuring equal partnership of learners with special needs; Stimulating
creativity and inventiveness in biology; Organising various curricular
activities, such as debate, discussion, drama, poster making on issues
related to science/biology; Organising events on specific day, such as
Earth Day, Environment Day, etc.; Planning and organising field
experiences, Science club, Science exhibition; Nurturing creative talent at
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local level and exploring linkage with district/state/central agencies.
UNIT V: PROFESSIONAL DEVELOPMENT OF BIOLOGY
TEACHER
Professional development programmes for science/biology teachers;
Participation in seminar, conferences, online sharing membership of
professional organisation; Teachers as a community of learners;
Collaboration of school with colleges, universities and other institutions;
Journals and other resource materials in biology education; Role of
reflective practices in professional development of biology teachers; Field
visits, visit to botanical garden, science park, science centre, zoo, National
Laboratories etc.; Teacher as a researcher: Learning to understand how
children learn science– action research in biological science.
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CCP-3 Contents cum Pedagogy Elementary School Stage
(Mathematics)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives: After Completion of Course the Students will be able to:
develop insight into the meaning, nature, scope and objective of
mathematics education;
appreciate mathematics as a tool to engage the mind of every
student;
appreciate mathematics to strengthen the student's resource;
appreciate the process of developing a concept;
appreciate the role of mathematics in day-to-day life;
learn important mathematics: mathematics is more than
formulas and mechanical procedures;
channelize, evaluate, explain and reconstruct their thinking;
see mathematics as something to talk about, to communicate
through, to discuss among themselves, to work together on;
pose and solve meaningful problems;
appreciate the importance of mathematics laboratory in learning
mathematics;
construct appropriate assessment tools for evaluating mathematics
learning;
develop ability to use the concepts for life skills;
stimulate curiosity, creativity and inventiveness in mathematics;
develop competencies for teaching-learning mathematics through
various measures
focus on understanding the nature of children's mathematical
thinking through direct observations of children's thinking and
learning processes; and examine the language of mathematics,
engaging with research on children's learning in specific areas.
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UNIT I: NATURE AND SCOPE OF MATHEMATICS
Meaning and scope of mathematics, A mathematical
theorem and its variants—converse, inverse and contra-
positive, proofs and types of proofs, Difference between
proof and verification; Deductive nature of mathematics;
History of mathematics with special emphasis on teaching
of mathematics, contribution of Indian mathematicians.
Aesthetic sense in mathematics and beauty in mathematics.
UNIT II: EXPLORING LEARNERS
Cultivating learner's sensitivity like intuition, encouraging
learner for probing, raising queries, appreciating dialogue
among peer -group, promoting the student's confidence
(Carrying out examples from various mathematical content
areas, such as Number Systems, Geometry, Sets, etc.).
UNIT III: AIMS AND OBJECTIVES OF TEACHING SCHOOL
MATHEMATICS
Need for establishing general objectives for teaching
mathematics; Study of the aims and general objectives of
teaching mathematics vis-a-vis the objectives of school
education; writing specific objectives and teaching points
of various content areas in mathematics like Algebra,
Geometry, Trigonometry, etc.
UNIT IV: SCHOOL MATHEMATICS CURRICULUM
Objectives of curriculum, principles for designing
curriculum, designing curriculum at different stages of
schooling, Some highlights of curriculum like vision of
school mathematics, main goal of mathematics education,
core areas of concern in school mathematics, curricular
choices at different stages of school mathematics
education, construction of syllabi in various disciplines of
mathematics, for example, Algebra, Geometry, etc.;
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Pedagogical analysis of various topics in mathematics at
various level of schooling—Arithmetic (Development of
Number Systems), Algebra, Trigonometry, Statistics and
Probability, etc.
UNIT V: APPROACHES AND STRATEGIES IN TEACHING
AND LEARNING OF MATHEMATICAL CONCEPTS
Nature of concepts, concept formation and concept assimilation, Moves in
teaching a concept— defining, stating necessary and/or sufficient
condition, giving examples accompanied by a reason. Comparing and
contrasting; Giving counter examples; Non-examples; Planning and
implementation of strategies in teaching a concept like teaching of
algebra, geometry, trigonometry, mensuration, etc.; Difference between
teaching of mathematics and teaching of science.
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CCP-4 Contents cum Pedagogy Sec. & Higher Sec. School Stage
(Mathematics)
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After Completion of Course the Students will be able to:
develop insight into the meaning, nature, scope and objective of
mathematics education;
appreciate mathematics as a tool to engage the mind of every
student;
appreciate mathematics to strengthen the student's resource;
appreciate the process of developing a concept;
appreciate the role of mathematics in day-to-day life;
learn important mathematics: mathematics is more than
formulas and mechanical procedures;
channelize, evaluate, explain and reconstruct their thinking;
see mathematics as something to talk about, to communicate
through, to discuss among themselves, to work together on;
pose and solve meaningful problems;
appreciate the importance of mathematics laboratory in learning
mathematics;
construct appropriate assessment tools for evaluating mathematics
learning;
develop ability to use the concepts for life skills;
stimulate curiosity, creativity and inventiveness in mathematics;
develop competencies for teaching-learning mathematics through
various measures
focus on understanding the nature of children's
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UNIT I: PLANNING FOR TEACHING-LEARNING
MATHEMATICS
Organisation of concepts for teaching-learning of mathematics. Stating
instructional objectives, identifying learning experiences, appropriate
strategies, teaching aids (Using low-cost material – preparation of various
activities, such as verification of algebraic identities, surface areas and
volumes of cube, cuboids, cylinder, cone, sphere, conic sections, etc.);
ICT applications; Evaluation tools and learners participation in
developing instructional materials, etc.
UNIT II: LEARNING RESOURCES IN MATHEMATICS
Textbooks audio-visual multimedia–Selection and designing; Using
community resources for mathematics learning, pooling of learning
resources in school complex/block/district level, handling hurdles in
utilising resources.
UNIT III: ASSESSMENT AND EVALUATION
Informal Creative Evaluation: Encouraging learner to examine a variety
of methods of assessment in mathematics so as to assess creativity,
problem-solving and experimentation/activity performance; Appreciating
evaluation through overall performance of the child; Self and peer
evaluation.
Formal Ways of Evaluation: Variety of assessment techniques and
practices Assessing Product Vs Process, Knowing Vs Doing In practice of
midterm/terminal examination, practising continuous and comprehensive
evaluation to test regular programmes/achievements of learner.
Assessment Framework Identifying and organising components for
developing framework of question paper at different stages of learning;
Framing questions based on concepts and sub concepts so as to encourage
critical thinking, promote logical reasoning and to discourage
mechanical
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manipulation and rote learning; Framing of open-ended questions providing the
scope to learners to give responses in their own words; Framing of conceptual
questions from simple questions.
UNIT IV: MATHEMATICS FOR ALL
Identifying learners strength and weaknesses; Activities enriching mathematics
learning – assisting learning, supplementary text material, summer
programmes, correspondence course, mathematics club, contests and fairs,
designing mathematics laboratory and its effective use, recreational
activities—games, puzzles and riddles in mathematics, cooperative learning
ensuring equal partnership of learners with special needs, stimulating creativity
and inventiveness in mathematics.
UNIT V: PROFESSIONAL DEVELOPMENT OF MATHEMATICS
TEACHERS
Types of in-service programme for mathematics teachers; Role of mathematics
teacher's association; Journals and other resource materials in mathematics
education; Professional growth—participation in
conferences/seminars/workshops.
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STA- Specialization
Elementary, Sec. & Higher Sec School Stage
1. Curriculum Pedagogy & Assessment
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
To define curriculum
To identify the components of curriculum
To describe the various principles of curriculum development
To explain various determinants of curriculum
To describe and analyse various approaches to curriculum development
To explain and compare various types of curriculum
To State the meaning of curriculum development
To State major issues to be addressed through curriculum
To Describe various modes of curriculum development
To Explain various considerations for curriculum development.
To Describe various guiding principles for selection and organisation of
learning experiences.
Unit I – Nature, Principles and Determinants of Curriculum
Meaning and concepts of curriculum; Curriculum as a body of organized
knowledge, inert and live curriculum, Components of curriculum: objectives,
content, transaction mode and evaluation, Philosophical and ideological basis of
curriculum, Principles of integration, Theories of curriculum development,
Preservation of culture, Determinants of curriculum
Unit II – Approaches and types to Curriculum development
Subject centred, Core curriculum, Learner centred, Curriculum frameworks of
school education and teacher education, Humanistic curriculum: characteristics,
purpose, role of the teacher, psychological basis of
humanistic curriculum, Social reconstructionist curriculum.
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Unit III. Curriculum Design & Development
Phases of Curriculum process: Need assessment, Formulation of aims, goals and
objectives, Selection of content, Selection of learning experience - Vertical and
horizontal organization of content and learning experience, Concept and Criteria
of Curriculum Development: Scope, Sequence, Relevance etc, Components of
Curriculum Design, Types of Curriculum Design, Subject-Centred, Activity-
cum-Experience Centred, Undifferentiated and Differentiated, Core Curriculum,
Curriculum Development: Steps and Process
Unit IV. Instructional Materials, Curriculum Transaction and Innovations
in Curriculum
Text book and Allied Instructional Materials, Preparation and Evaluation of Text
Book, Analysis of Curricular Content-Designing units, Suitable Presentation
Modes, Teacher as Curriculum Practitioner, Instructional Planning for Effective
Teaching Patterns of Curriculum Designing: Centralised and Decentralised
Curriculum Designing – Levels of Curriculum Designing – Advantage and
Limitations of Centralised and Decentralised Curriculum Designing –
Curriculum Change and Innovations - Context of Curriculum Change and
Innovations – Strategies and Models for Curriculum Change and Innovations –
Planning and Executing the Change.
UNIT - V: CURRICULUM EVALUATION
Concept, Definition, Need, Importance and Sources of Curriculum Evaluation –
Approaches of Curriculum Evaluation: Bureaucratic, Autocratic, Democratic,
Norm-referenced and Criterion – referenced Evaluation – Qualitative and
Quantitative Evaluation – Functions of Curriculum Evaluation – Forms of
Evaluation: Formative and Summative Evaluation – Focuses of Evaluation –
Methods of Curriculum Evaluation: Evaluation during curriculum development
and Evaluation during curriculum implementation – Continuous and
Comprehensive Evaluation – Models of Curriculum Evaluation: Tyler’s
Objectives-Centred Model – Stufflebeam’s CIPP Model and Robert Stake’s
Congruence – Contingency Model.
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STA- Specialization
Elementary, Sec. & Higher Sec School Stage
2. Economic & Planning in Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
On completion of the course the students will be able to:
• identify the need, scope and purpose of educational planning in terms of
national and community needs,
• develop the skills in planning and using a variety of administrative
strategies,
• explain the role and contribution of different agencies/ contribution in
educational planning,
• to help them determine and implement objectives of planning on the basis
of individual needs of the students.
Unit I- Economics and Concept, Need and Process of Educational Planning
Meaning, Nature and Scope of Economics: Current Trends Key Concepts in
Economics
Scarcity and choice, opportunity cost, productivity, demand, supply and
market mechanism, Division of labour and specialisation.
Classification of Economic System
Capitalism, Socialism, mixed economy (case study: India)
Developmental Issues in Economics
Sustainable Development—economic growth and economic development—
indicators of measuring the well-being of an economy; Gross Domestic
Product; economic planning; Poverty; Food Security; Price rise; Role and
functions of Money—formal and informal financial
institutions and budget; Classification of Production Activities—primary,
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secondary and tertiary;
Economic Reforms and Globalisation (discuss these developmental issues
with reference to India).
The above content may be used to undertstand the teaching, learning
strategies and skill development in economics.
Teaching-Learning Methods in Economics
In addition to usual methods like lecture, discussion, storytelling, other
methods like problem-solving, simulation games, use of media and
technology, concept mapping, project and activities like field visits (e.g. visit
to a construction site for data on wages and employment), collection of data
from documents (e.g. Economic Survey, Five Year Plan), analysing and
interpreting data (using simple tables, diagrams and graphs) can be undertaken.
Self-study and collaborative learning activities should be encouraged.
Teaching-Learning Materials
Using textbook, analysis of news (Newspaper, TV, and Radio); documents
(e.g. Economics Survey, Five Year Plan), Journals and News Magazines.
• Concept and nature of Educational Planning.
• Need and importance of Educational Planning.
• Types of Educational Planning; Process of District level planning including
Micro level planning exercise; Institutional planning.
• Critical view of Educational Planning in India.
Unit II- Principles and Techniques of Educational Planning
• Guiding principles of educational planning
• Methods and techniques of planning.
• Approaches to Educational Planning.
� Social demand approach
� Man-power approach
� Return of Investment approach
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Unit III- Planning Mechanisms
• Perspective planning at central, state and local levels: concepts of macro
and micro planning.
• Priorities to be given at central and state levels.
• Perspective plan for education in the 11th
Five Year plan.
• District level planning: recent initiatives in planning at district level.
• Institutional Planning.
• Institutional structures and functions: NUEPA, SIEMATs, SCERTs and
DIETs.
Unit IV- Planning Machineries
• Central
• State
• District
• Institutional Planning
Unit V- Five year Plan in education
• Beginning of Five year plans-its historical background.
• Main features of five year plans with special reference to education.
• Impact of five year plans on education.
• Five year plans-merits and demerits.
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STA- Specialization
Elementary, Sec. & Higher Sec School Stage
3. Elementary Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
On completion of this course the students will be able to:
• develop an understanding of underlying principles of curriculum
development and evaluation at elementary stage
• reflect on the need and importance of work experience, art education and
health and physical education
• understand the importance of teaching of language and mathematics at
elementary level
• develop the capability to use effectively various methods and approaches of
teaching language, mathematics and EVS elementary level
• develop research insight for curriculum development in elementary
education.
Unit I– Principles of Elementary School Curriculum
• Concept, components and determinants of curriculum; principles of
curriculum construction, criteria for selection and organisation of content
and learning activities; different perspectives to curriculum and their
synthesis – behaviouristic, cognitive and constructivist; evaluation of
curriculum – formative and summative; techniques and tools of assessing
cognitive abilities, affective learning, skills and processed and motor
abilities. The relevance to NCF, 2005 and autonomy in developing
curriculum with regard to local specific issues and challenges.
Unit II–Work Experience, Art Education and Health & Physical Education
• Place of Work Experience in curriculum, objectives, planning and
organisation of learning experiences, methods, media and activities,
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teacher’s role, evaluation - issues and challenges in evaluation of co-
scholastic areas
• Place of Health and Physical Education in the elementary school
curriculum; objectives – knowledge, skills, attitudes; content and process
of health and physical education; instructional strategies; conditions for
effective motor learning; evaluation in health and physical education –
issues
• Evaluation of different programmes in elementary schools – work
experience, art education, health & physical education
Unit III– Language(s)
• Place of language in elementary school curriculum, objectives of teaching
mother-tongue/language(s) - listening, reading, speaking and writing;
psycho- linguistic and socio-linguistic aspects of language learning and
factors influencing language development; listening skills: nature, types,
guidelines for teaching listening – listening sessions and activities;
speaking skills: attention to speaking skills, instructional setting and
situations; reading skills: speed at different levels of comprehension;
writing skills: writing and experience, developing writing skills, spelling
in the writing programme, developing handwriting skills.
• Evaluation and remedial teaching with reference to the above language
skills
Unit IV–Mathematics
• Place of mathematics in elementary school curriculum, objectives,
mathematical readiness of a child and its implications for teaching
• Content and process in learning mathematics; strategies for teaching
concepts, principles, computational and drawing skills and problem-
solving abilities in mathematics; laboratory approach to learning
mathematics, use of mathematics kit
• Evaluation of learning in mathematics; diagnosis and remediation of
difficulties in learning mathematics
• Preparation and use of different types of curricular material
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Unit V– Environmental Studies/ Social Sciences and Natural Sciences
• Need for developing environmental awareness, population awareness,
family welfare awareness; place of environmental studies/social sciences
and natural sciences in elementary school curriculum; objectives, content
and process in learning, organisation of learning experiences, observation,
investigation and exploration of the social world and environment of the
child, evaluation of student’s learning in EVS programme
• Preparation and use of different types of curricular material
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STA- Specialization
Elementary, Sec. & Higher Sec School Stage
4. Secondary & Higher Secondary Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
On completion of this course, the teacher will be able:
1. To understand the nature – scope and systems of secondary and Higher
secondary education.
2. To examine the status of development of secondary and Higher secondary
education in India after independence.
3. To examine the nature and objectives of Teacher Education.
4. To develop, understanding of various strategies of teachers Professional
Development.
5. To use various Methods and techniques for transaction of curriculum
Unit-I Secondary and Higher Secondary Education
1.1 Nature and Scope of Secondary and Higher Secondary Education.
1.2 Structure and Function of secondary and Higher Secondary Education.
1.3 Status of secondary and Higher secondary education in India.
1.4 Adolescence Education in Secondary/Higher Secondary Levels
1.5 Curriculum framework of Secondary and Higher Secondary Teacher
education Recommended by NCTE.
Unit-II Problems and challenges of secondary education
2.1 Problems and challenges related to universalisation of secondary
education.
2.2 Achievement of Equalization of Educational opportunities.
2.3 Issues of Quality in Secondary and Higher secondary education.
2.4 Classroom problems, discipline, under achievement, lack of motivation.
2.5 Intervention in relation to Access, Enrolment, Dropout.
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Unit-III Teaching and Learning Process in Secondary and Higher
Secondary Education
3.1 Techniques of Teaching at secondary stage and higher secondary stage.
3.2 Teaching Models – Group Methods – Team Teaching
3.3 Individualized instruction – programmed instruction.
3.4 Teaching for creativity
3.5 Classroom climate; Teacher – Pupil Interaction.
UNIT-IV Preparation of Teachers for Disadvantaged Group at Secondary
Stage
4.1 Role of Teachers working in Inclusive settings.
4.2 Role of resource teachers in developing and enriching academic skills
for higher learning.
4.3 Adaptations in Instructional objectives
4.4 Curriculum and co-curricular activities for meeting diverse needs of
children from sensory, intellectual, learning disabled, rural, tribal, girls,
SC, ST and Linguistic and other Minority Groups
4.5 Process of becoming a Secondary School Teacher.
Unit –V Teacher Education in India at Secondary and Higher Secondary
Level
5.1 Development of Teacher Education in India at Secondary and Higher
Secondary Level.
5.2 Recommendations of Various Commissions Concerning Teacher
Education.
5.3 Impact of NPE 1986 and POA on Teacher Education.
5.4 Role and Functions of IASE, CTE.
5.5 Pre-Service and In-Service Teacher Education: Concept, Nature and
Objectives
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STA- Specialization
Elementary, Sec. & Higher Sec School Stage
5. Higher Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
On completion of this course, the teacher will be able:
* aims, importance, availability, access, accountability and autonomy in
higher education.
* various problems of higher education in Indian and their solution.
* problems and to develop research skills
* a need and level of aspiration for higher education for national
development.
Unit I. Introduction to Higher Education:
- Need and importance of Higher Education.
- Aims and objectives of Higher Education.
- Historical development of Higher Education in India.
- Access and Equity in Higher Education.
- Definition and components of Higher Education.
- Meaning and Goals and Structure of Higher Education
- Policy perspectives and Emerging Trends in Higher Education
- Financing of Higher Education – Sources and Management of Finance
- Accountability in Higher Education : Meaning , types, standards and
importance.
- Autonomy in Higher Education : Concept, meaning , types, and importance
- Academic freedom and Educational responsibilities of Higher Education
Institutions
- Total quality management in Higher Education, concept, definitions, principles
and Importance.
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Unit II. Higher Education in historical Perspective
- Modern Higher Education in India- The Dispatch of 1854 and subsequent
development during the British Period
- Development of Higher Education in Free India- various Commission
Reports.
- National Policy on Education (Higher Education)- 1986, 1992 (Revised)
- Higher Education and Socio-Economic Development
Unit III. Curriculum in Higher Education
- Curriculum Planning
- Curriculum Development
- Curriculum Transaction
- Curriculum Evaluation
Unit IV. Management of Higher Education
- Ministry of Human Resource Development
- University Grants Commission
- Association of Indian Universities
- IGNOU and its role in Open Education
- Management of an Institution of Higher Learning
- Role of Teachers in Higher Education Institutions
- Quality and Quantity in Higher Education- Consideration
UNIT – V - Role of Higher Education and National Development
- Professional Role and responsibilities of University teachers
- Problems of planning, financing and management of Higher Education.
- Teacher Education at University stage : Role of Academic Staff College in
enhancing the quality of teachers.
- Globalization of Higher Education.
- Multi-media and Higher Education.
129
ECA- Specialization
Elementary, Sec. & Higher Sec School Stage
1. Study of Policies in Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
After completion of course, the prospective teacher educators will be able to:
Understand among about basic characteristics of Indian Society during different
periods.
Awareness about the developmental hierarchy and impact of history and polity
on Education.
Understand about the constitutional ideals of protective discrimination and
importance of social justice for modern Indian society.
Acquaint the different educational plans and policies
Awareness about the education in international perspectives
Unit I- Development of Indian Education System
A brief history of pre and post independence education system
Development of education system in 21st century.
Unit II- Democracy and Education
Democracy: Meaning, Values, salient features of democracy and Education,
Constitutional provisions for education in India
Means and measures for promoting equality and equity for marginalized section
of society
Unit III- Review of different Educational plans and policies-
NPE (1986), Revised NPE (1992), Plan of Action (1992), National Curriculum
Framework (2005), National Knowledge Commission (2005), Right to
Education (2009) Yashpal Committee ( ‘Renovation and Rejuvenation of Higher
Education’2009)
130
Unit IV- Changing Educational policy perspectives-
With reference to the focus on Liberalization, Privatization and Globalization
(LPG). With reference to Rashtriya Uchchtar Shiksha Abhiyan (RUSA),
Rashtriya Madhyamic Shiksha Abhiyan( RMSA), Public Private Partnership
(PPP)
Unit-V Design and Implementation of Educational Policies
Political factors influence different aspects of educational reforms, Low skill
jobs Vs. High educated job seekers, State and National level Educational Policy
designing bodies, Educational financing and its influence on implementation of
policies.
Covenants and Policies Promoting Inclusive Education- A Critique:-
International Declarations: Universal Declaration of Human Rights (1948),
World Declaration for Education for All (1990). International Conventions:
Convention Against Discrimination (1960), United Nations Convention on
Rights of a Child (1989), United Nations Convention of Rights of Persons with
Disabilities (UNCRPD) (2006), Incheon Strategy (2012). National Commissions
& Policies: Kothari Commission (1964), National Education Policy (1968),
National Policy on Education (1986), Revised National Policy of Education
(1992), National Curricular Framework (2005), National Policy for Persons with
Disabilities (2006).
131
ECA- Specialization
Elementary, Sec. & Higher Sec School Stage
2. Educational Administration & Management
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
1. To acquaint the student teachers with the concept and concerns of
educational administration.
2. To develop an understanding of the role of the headmaster and the
teacher in school management.
3. To enable the students to understand to concept at Importance of
communication and its possible barriers in educational administration.
4. To enable the student teacher to critically analyse the administrative
scenario In relation to the functioning of the other secondary
schools of the area.
5. To acquaint the student teacher with the scientific practices of educational
management and keep him to apply it in work situation.
UNIT-I
- Conceptual framework concept of educational administration.
- Concept of educational management human beings as inputs, process
and products inputs.
- Nature, objectives and scope of educational administration.
UNIT-II
- Role and functions of headmaster/teacher: Basic functions
administration planning, organizing directing and controlling.
- Maintenance of discipline, control management.
- Co-ordination and growth, development,
- Supervision and inspection, defects in the present supervision and
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inspection.
- Scope of educational supervision,
- Types of supervision.
- Providing guidance; leadership function,
- Crisis In management
- Decision making.
UNIT-III
- Communication in Educational Administration Role of communication
in effective management and administration.
- Methods of communication.
- Barriers of communication in educational administration.
- Overcoming barriers to communication and effective communication In
educational administration.
UNIT- lV
- Management of Schools: Role of headmaster in planning of school
activities, approaches to management - manpower approach, cost benefit
approach, social demand approach, social justice approach.
- Involvement of other functionaries and agencies In the preparation of a
plan.
- Delegation of authority and accountability.
- Role of the headmaster in monitoring, supervision and evaluation.
- Role of the headmaster in motivating the staff, in resolution of interpersonal
conflicts.
- Role of the headmaster In creating resources and managing financial
matters.
- Optimum use of available resources for growth and development of the
school.
- Staff development programmes.
- Role of teachers in school management and administration.
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UNIT-V
- Educational administration in the state: The administrative structure in
the field of education in the state.
- Control of school education in the state - a critical analysis.
- Functions of the state government in relation to secondary and
higher secondary schools.
- Functions of the board of secondary education in controlling secondary
schools.
- Problems of secondary school administration in government schools.
134
ECA- Specialization
Elementary, Sec. & Higher Sec School Stage
3. Gender Study in Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
1. Understanding the role of culture (apart from biology) as
determinants of gender distinction in social living
2. Awareness of factors that shape gendered roles in Indian society
3. Understand the problems of girl child education in our society
4. Developing a critical perspective on gender-based discrimination and its
effects
5. To provide an introduction to and the development of an
understanding of feminist approaches to the social and cultural
construction of gender.
6. To develop a critical understanding of inter sectionality, including an
awareness of gender and its complex intersections with other social and
cultural categories, including but not limited to caste, tribe, class,
sexuality and ability.
7. To equip the teacher with the ability to create more meaningful and
gender just experiences for her students.
Unit I: Gender: Key Concepts - Social Construction of Gender
Gender differences and Gender discrimination, Causes of discrimination,
measures to eradicate discrimination, Gender bias in curriculum, teachers and
educational institutions. Need of Gender studies for Teachers Teaching gender
sensitization practices in educational institutions.
i. Examining one’s own growing up as a boy or a girl
ii. Gender, sex, sexuality, patriarchy, masculinity and feminism
iii. Gender bias, gender roles and stereotyping, and its consequences
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iv. Gender and other forms of inequality in relation with (caste,
class, ethnicity, disability etc)
v. Female sex ratio and child sex ratio.
Unit II: Gender and Schooling
i. Schooling of girls (literacy rate, drop out rate, completion rate etc)
and reasons why girls are not able to complete schooling
ii. Why do girls feel uncomfortable in schools?
iii. Can schools be different so that more girls can be educated?
iv. Gender bias in curriculum, textbooks, analysis of hidden curriculum
v. Critical examination of school and classroom processes–
challenging gender biases and stereotypes
vi. Understanding relationships within the school – child-child,
teacher-child and teacher peer group relationships from the
perspective of gender
vii. Feminization of teaching profession
Unit III: Gender and Sexuality
i. Understanding sexuality (sexual orientation and sexual identity –
third gender) and the relationship between power and sexuality
ii Violence against women - empirical examples of the graded violence
against women, the impact of conflict and violence on the lives of
women, efforts to deal with the issue of violence against women
iii Legal (sexual and reproductive) rights of women
Unit IV: Psychological and Sociological Perspectives
i. Radical Feminist
ii. Socialist-Feminist
iii. Psychoanalytical and other perspectives
iv. Recent debates
Gender Identities and socialization practices in different types of families in
India. Gender Concerns related to access, enrolment, retention, participation and
overall achievement. Gender Issues in Curriculum. Gender, Culture and
Institution: Intersection of class, caste, religion and region. Construction of
136
gender in curriculum frameworks since Independence: An Analysis. Gender and
the hidden curriculum, Gender in text and classroom processes, Life skills and
sexuality. Gender Jarisprudences (in Indian Contest) Prenatal diagnosgtic
Technique Act, 1994. The draft sexual Law Reforms in India, 2000. Domestic
Violence Act, 2005, Reservation for Women, Supreme Court Verdict about
transgender.
Unit V: Strategies for Change and Creating Gender Inclusive Classroom
i. Policy and management
ii. In the school
iii. Women’s action groups
iv. Mass media
Developing positive self concept and self esteem among girls, Teaching
Learning Materials, Classroom transaction, Teacher as an agent of change.
Suggested themes for transaction of the content ( Group discussions
and review of case studies etc.)
i. Telling our own ‘gendered’ stories
ii. En-culturing ‘gendered’ roles in upbringing within different kinds
of families – case studies
iii. Gender issues in school education – case studies
iv. Gender issues manifest in contemporary public spaces – case studies
v. Responding to various forms of gender discrimination
137
ECA- Specialization
Elementary, Sec. & Higher Sec School Stage
4. Inclusive Education
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
On completion of this course the students will be able to:
understand the global and national commitments towards the education of
children with diverse needs,
appreciate the need for promoting inclusive practice and the roles and
responsibilities of all concerned personnel,
develop critical understanding of the recommendations of various commissions
and committees towards teacher preparation for inclusive education,
understand the nature of difficulties encountered by children and prepare
conducive teaching learning environment in inclusive schools,
analyze special education, integrated education, mainstream and inclusive
education practices,
appreciating the need for promoting inclusive practice and understanding the
roles and responsibilities of all concerned,
developing a positive attitude and sense of commitment towards actualizing the
right to education of all learners,
seeking parental and community support for utilizing available resources for
education in inclusive setting.
Unit I – Introduction to Inclusive Education
Difference between special education, integrated education and inclusive
education, Advantages of inclusive education for the individual and society.
Recommendation of education commissions and committees on restructuring
policies and practices to respond to diversity in educational
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situations. National and international initiatives for inclusive education, Current
laws and policy perspectives supporting IE for children with diverse needs
Unit II-preparation for Inclusive Education
Concept and meaning of divers needs, Educational approaches and measures for
meeting the diverse needs- concept of remedial education, special education,
integrated education and inclusive education. Brief account of existing special,
integrated and inclusive education services in India, Building inclusive learning
friendly classrooms, overcoming barriers for inclusion, Creating and sustaining
inclusive practices, Role of teachers, parents and other community members for
supporting inclusion of children with divers needs.
Unit III- Children with Diverse Needs and utilization of Recourses
Definition and characteristics of children with sensory (hearing, visual and
physically challenged) intellectual (gifted, talented and children mentally
challenged children), developmental disabilities (autism, cerebral palsy, learning
disabilities), social and emotional problems, scholastic backward ness,
underachievement, slow learners, children with special health problems,
environmental / ecological difficulties and children belonging to other marginal
groups. Importance of early detection, functional assessment for development of
compensatory skills, Role of teachers working in inclusive settings and resource
teacher in developing and enriching academic skills for higher learning.
Adaptations in instructional objectives, curriculum and co-curricular activities
for meeting divers needs to children form sensory, intellectual, learning disabled
rural, tribal, girls, SC ST and linguistic and other minority groups. Identifying
the required resources for children with varied special needs
Unit IV – curriculum adaptations and evaluation for children with diverse
needs
Concept meaning and need for curriculum adaptations for children with sensory
(hearing, visual and physically challenged) intellectual (gifted, talented and
children mentally challenged children), developmental disabilities (autism,
cerebral palsy, learning disabilities), social and emotional problems, scholastic
backwardness, underachievement, slow learners, children with special health
139
problems, environmental /ecological difficulties and children belonging to other
marginal groups. Guidelines for adaptation for teaching / practicing science,
mathematics, social studies, languages, physical education yoga, heritage arts
theatre, drama etc. in inclusive settings. Utilization of records / case profiles for
identification, assessment, and intervention for inclusive classrooms, Techniques
and methods used for adaptation of content, laboratory skills and play material
Unit V-Teacher Preparation for Inclusive Education
Skills and competencies of teachers and teacher educator for secondary
education in inclusive settings. Roles, responsibilities and professional ethics of
an inclusive education teacher and teacher educators. Evaluation and follow up
programmers for improvisation of teacher preparation programmes in inclusive
educational programmes. Role of different national and international agencies
{institutions, universities} in promoting inclusive education.
140
ECA- Specialization
Elementary, Sec. & Higher Sec School Stage
5. Educational Technology & ICT
Internal Assessment: 30 External Assessment: 70 Total Marks: 100
Objectives:
On completion of this course the students will be able to:
• understand the nature and scope of educational technology and also
about the various forms of technology,
• understand the systems approach to Education and communication theories
and modes of communication,
• know the instructional design and modes of development of self learning
material
• develop the ability for critical appraisal of the audio-visual media,
• develop basic skills in the production of different types of instructional
material,
• know the recent innovations and future perspectives of Education
Technology.
Unit I- Nature and Scope
• Educational technology-concept, product Vs process;
• Forms of educational technology: teaching technology, instructional
technology and behaviour technology;
• Approaches of educational technology: Hardware and Software;
• Transactional usage of educational technology: integrated, complementary,
supplementary standalone (independent);
• Historical development – programmed learning stage; media application stage
and computer application stage;
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• Major institutions of educational technology in India – CIET, EMMRC
(AVRC, EMRC and MCRC), IGNOU, SIET, Consortium for Educational
Communication (CEC), UGC, their role in education.
Unit II- Systems Approach to Education and Communication
• Systems Approach to Education and its Components: Goal Setting, Task
Analysis, Content Analysis, Context Analysis and Evaluation Strategies;
• Instructional Strategies and Media for Instruction.
• Effectiveness of Communication in instructional system; Communication-
Modes, Barriers and Process of Communication.
• Education and Training: Face-to-face, Distance and other alternative modes
Unit III- Instructional Design
• Instructional Design: Concept, Views.
• Process and stages of Development of Instructional Design.
• Overview of Models of Instructional Design- ADDIE Model; Instructional
Design for Competency Based Teaching: Models for Development of Self
Learning Material, Researches on Instructional Design-a review.
Unit -IV Audio Visual Media in Education
• Audio-visual media – meaning, importance and various forms.
• Audio/Radio: Broadcast and audio recordings - strengths and Limitations,
criteria for selection of instructional units, script writing, pre-production,
post-production process and practices, use of RCCP in teaching, Role of
AIR/Gyanvani, Audio Conferencing and Interactive Radio Conference.
• Video/Educational Television: Telecast and Video recordings - Strengths and
limitations, Use of Television and CCTV in instruction and Training,
• Teleconferencing, Video Conferencing, SITE experiment, countrywide
classroom project and Satellite based instructions, Gyandarshan and SIET
programmes.
• Use of animation films for the development of children’s imagination.
• Use of Audio-Visual Media in Education by CIET, IGNOU, SIET, UGC-
CEC, EDUSAT and other institutions.
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Unit V- New Horizons of Educational Technology
• Recent innovations in the area of ET interactive video – Hypertext, video-
texts, optical fiber technology – laser disc, computer conferencing, etc.
• Procedure and organization of Teleconferencing/ Interactive video-
experiences of institutions, open schools and open universities.
• Recent experiments in the third world countries and pointers for India with
reference to education.
• Recent trends of Research in Educational Technology and its future with
reference to education.
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DRAFT SYLLABUS FOR 3-YEAR INTEGRATED
B.Ed.-M.Ed. PROGRAMME, 2017-2020
(As per the NCTE Regulation 2014. Norms and Standards, Appendix-15)
The Gazette of India: Extraordinary, Part- III, Sec.4, Page-174-178
(CBCS cum Semester System with Credit HOURS)
SEMESTER I & SEMESTER II-2017-2018
SEMESTER III & SEMESTER IV-2018-2019
SEMESTER V & SEMESTER VI-2019-2020
Developed & Designed By
Dr. Harihar Sarangi Dr. K. C. Pradhan (Subject Expert) (Program Coordinator)
HOD PG Deptt.Education HOD PG Deptt. Odia
GM University,Sambalpur, Sambalpur University,
Odisha,786004 Odisha,786019
Dr. Jubraj Khamari Dr. Sanjeet Kumar Tiwari (Subject Expert) (Subject Expert)
Assistant Professor Assistant Professor
MATS University, MATS University,
Raipur, (CG) 492004 Raipur, (CG) 492004
SCHOOL OF EDUCATION, SAMBALPUR UNIVERSITY
JYOTI VIHAR – 768019, SAMBALPUR, ODISHA
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