B Ed Syllabus PDF

B.Ed.
SYLLABUS
Rashtra Sant Tukadoji Maharaj

Nagpur University, Nagpur
CBS : Bachelor of Education

(B.Ed.) CURRICULUM
(For Two Years)
CREDIT BASED SEMESTER

B.Ed. Curriculum
Semester - I to IV
With Effect From:- 2016-2017 &

Onwords
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Rashtrasant Tukadoji Maharaj Nagpur University, Nagpur
Direction No. 39 of 2016
Direction issued under section 14(8) of the Maharashtra Universities Act, 1994, relating to
Bachelor of Education, first to last semester in Credit based Semester Pattern for the award
of Degree of Bachelor of Education (Two years degree course), Full Time in the Faculty of
Education.
Whereas, the Maharashtra Universities Act No. XXXV of 1994 has come into force with effect
from 22nd July, 1994.
AND
Whereas, the National Council for Teacher Education (NCTE) vide its notification no.51-1/2014
dated 28/11/2014, issued (Recognition, Norms and Procedure) Regulation, 2014. The earlier
notification (Recognition, Norms and Procedure) Regulation, 2009 (NCTE) has been repealed.
AND
WHEREAS, National Council of Teacher Education (NCTE) notification No. 51-1/2014 dated
28/11/2014 accepted by the Maharashtra State and the RTM Nagpur University and came into the
force from 28/11/2014.
AND
Whereas, the Dean of the Faculty of Education has concurred with the recommendations of the
Board of Studies in Education in the Faculty of Education on 25th August 2015.
AND
Whereas, the Board of Studies in Education and faculty of Education at its meeting held on 25 th
August 2015., have decided to make amendments related to B. Ed. first to last semester, in Credit
basedSemester Pattern for award of degree of Bachelor of Education(Two years degree
course), of Full time in the Faculty of Education.
AND
Whereas, the Faculty of Education has consented to the draft direction for the award of B.Ed,
degree in its meeting held on 25th August 2015. This Direction shall come into force from the
date of its issuance.
Now, therefore, I, Dr. Pramod Yeole (Acting) Vice-chancellor of Rashtrasant Tukadoji
Maharaj Nagpur University, Nagpur in exercise of powers vested in me under section 14(8) of
the Maharashtra Universities Act, 1994, do hereby issue the following Direction pertaining to the
amendment as made for B.Ed., first to last semester in Credit based Semester Pattern for award of
B.Ed. Degree in the Faculty of Education.
1. This Direction shall be called ―Direction regarding Credit based Semester Pattern Scheme
and Examination leading to B.Ed., first to last semester in Credit based Semester Pattern in
the Faculty of Education, Rashtrasant Tukadoji Maharaj Nagpur University, Nagpur.
2. Subject to the compliance with the provisions of this Direction and any other Ordinance
which is in force from time to time shall be applicable.
3. Duration of course
The B.Ed. programme has been designed on the basis of the approved structure under the
NCTE Recognition Norms and Procedures, 2014. The B.Ed. programme shall be of
duration of two academic years spread over four semesters.
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4. WORKING DAYS
a. There shall be at least two hundred working days each year exclusive of the period of
examination and admission. The days shall be counted from last day of admission. Or
in accordance with any other norms as per policy of the NCTE/state Govt./University
whichever is applicable.
b. The minimum attendance of student-teachers shall have to be 80% for all course work
and practicum and 90% for school internship. Every candidate should have to
complete all the practical work to the satisfaction of the Head/Principal. He/She
should have obtained such certificate from the Head/Principal of the institute and
copy of the same to be submitted to the university by the institution on behalf of the
examinee.
5. ELIGIBILITY
a. Candidates with at least fifty percent mark (50%) either in the Bachelor‘s Degree and
/or in the Master‘s Degree in Science/Social Science/Humanity, Bachelor‘s in
Engineering or Technology with Specialization in science and mathematics with fifty
five percent marks (55%) or any other qualification equivalent thereto, are eligible for
admission to the programme.
b. The reservation and relaxation of SC/ST/OBC/PWD and other categories shall be as
per the rules of the Central Government/State Government, whichever is applicable.
c. The admitted candidate shall be allotted method subject by the principal of the
concerned college. The allotted methods should be in accordance with the subjects of
the candidate offered at S.S.C/H.S.S.C/Graduate/Additional graduate level/post
graduate level. For example .. Graduate from Information Technology, Environment
Science, Computer Science and Agriculture may be allotted Science
(Physics/Chemistry/Biology/mathematics) and candidates from social work may be
allotted Marathi/English/Economics methods.
6. ADMISSION PROCEDURE
i. Admission shall be made on merit on the basis of marks obtained in the
qualifying examination and/or in the entrance examination or in accordance
with any other procedure as per the policy of the State
Government/University.
ii. Fees of the B.Ed. program will be collected annually for first year in the
beginning of I semester (i.e. at the time of admission) and for II year in the
beginning of III semester.
7. EXAMINATION
a. B.Ed. is a full time regular course of two academic years spread over four semesters.
B.Ed. students can opt to answer in English or Marathi or Hindi medium. If the
Student has not completed theory courses, practicum and school internship he/she will
not be allowed to appear in the final theory B.Ed. examination.
3
b. In the theory First division with Distinction would be awarded to those students who
have secured 75% or more, First division would be awarded to those students who
have secured 60% to 74.94%, Higher Second division to those who have secured
55% to 59.94% and Second division to those scoring minimum of 50% to 54.94%
in total and at least 45% marks in each theory course and at least 50 % in each
practicum head separately.
c. The examiners for both theory and practicum of B.Ed. programme shall be appointed
from a panel of examiners prepared by The Board of Studies in Education. In no
circumstance the departure from this practice will be permitted.
d. In case of inflated markings in theory and practicum reported, the competent authority
of the university shall have the right to review the same with the help of experts duly
appointed for the purpose.
e. The marks of each semester examination for the B. Ed. Course (Theory, Practicum
and Sessional Work) will be converted into grades.
8. Grading System:
The marks secured by a student from maximum 100 will be converted into a letter
grade. The grade points are the numerical equivalent of letter grade assigned to a
student in the 07 points scale as given below in Table 01,
Table 01
Description
Range of Marks obtained
Letter Grade Point
out of 100 or Equivalent Grade
Fraction
90 -100 A+ 10 Outstanding
80-89 A 9 Excellent
70-79 B+ 8 Very Good
60-69 B 7 Good
55-59 C+ 6 Fair
50-54 C 5 Average
Less than 50 F 0 Dropped or Fail

Table 01 A
Grading system for Practical (EPC)
Range of Marks Grade Grade Point
obtained out of 50
45-49 A+ 5
4
40-44 A 4.5
35-39 B+ 4
30-34 B 3.5
25-29 C 3
Less 25 F 2.5
9. Calculation of Semester Grade Point Average (SGPA):
a. Performance in a semester will be expressed as Semester Grade Point Average (SGPA).

b. Cumulative performance of all the semesters together will reflect performance in the
whole programme and it will be known as Cumulative Grade Point Average (CGPA).
Thus CGPA is the real indicators of a student‘s performance.
The formula for calculation of SGPA and CGPA is given below:
01 The marks will be allotted in all examinations which will include college assessment
marks and the total marks for each Theory / Practical shall be converted into Grades as
per Table No.1
02 SGPA shall be calculated based on Grade Points corresponding to percentage of marks as

given in Table No. 01 and the Credits allotted to respective Theory / Practical shown in
the scheme for respective semester.
03 SGPA shall be computed for every semester as per formulae (1) and CGPA shall be
computed only in IV semester.
S𝐆𝐏𝐀=𝐂𝟏×𝐆𝟏+𝐂𝟐×𝐆𝟐 +⋯𝐂𝐧×𝐆𝐧 𝐂𝟏+𝐂𝟐+⋯+𝐂𝐧. . . . . . (1)
𝐂𝟏+𝐂𝟐+⋯+𝐂𝐧
Where:
C= Credit of individual Theory / Practical
G = Corresponding Grade Point obtained in the respective Theory /Practical.
n = Number of subject heads in a given semester
04 The CGPA shall be calculated based on SGPA of I to IV semester taken together as per
formulae (2)
𝐂𝐆𝐏𝐀= (𝐒𝐆𝐏𝐀)I×(𝐂𝐫)I+(𝐒𝐆𝐏𝐀)II×(Cr)II+ 𝐒𝐆𝐏𝐀)III×(𝐂𝐫)III+(𝐒𝐆𝐏𝐀)IV × (𝐂𝐫)IV . . . . . . (2)
(Cr)I + (Cr) II+ (Cr) III+(Cr) IV
Where:
(SGPA) I = SGPA of I Semester
(Cr) I = Total Credits for I Semester
(SGPA) II = SGPA of II Semester
(Cr) II = Total Credits for II Semester
(SGPA) III = SGPA of III Semester
(Cr) III = Total Credits for III Semester
(SGPA) IV = SGPA of IV Semester
(Cr) IV = Total Credits for IV Semester
SGPA = Semester Grade Point Average
5
CGPA = Cumulative Grade Point Average
i. The SGPA and CGPA shall be rounded off to 2 decimal points and reported in the
transcripts.
ii. CGPA equal to 8.25 and above shall be considered as equivalent to First Class with
distinction and CGPA equal to 6.75 to less than8.24 shall be considered as First Class
and so on..... as mentioned in table 02
iii. The cumulative grade point average will be calculated as the average of the SGPA of the
four semesters, as shown above.
10. STANDARD OF PASSING
i. To pass the final examinations of First Semester, a student is required to pass separately
in each of the theory and practical Courses. The student has to score at least 45% marks
in each course and 50% marks in aggregate.
ii. If the student is unable to pass the final examinations of first semester, he/she will be
allowed to join second semester but he/she has to reappear in failed subjects of first
semester along with the final examinations of second Semester. If the student fails to
pass in I and II semester still he/she can take admission in III semester but he/she has to
reappear in the failed subjects of I and II semester along-with the final exam of III
semester. However, for the fourth semester final examination, a student will not be
allowed to appear till the student passes all the courses of previous semesters i. e
semester I to III .
iii. The student has to score minimum 45% in each course and 50% in Aggregate to pass the
exam of each semester. Grace marks shall be awarded as per university rules.
iv. The class of passing and grade ( CGPA ) will be awarded on the basis of marks in the
theory examination conducted at the end of each semester ( Semester I to IV) and
marks/grade obtained in practicum ( Semester I to IV). For examination in practicum
the university shall appoint External Examiner as per rules.
v. No class will be awarded in the mark sheet of semester I to III examination; however,
SGPA shall be calculated for the same.
vi. CGPA will be calculated after clearing all the courses of semester I to IV and the
grades/class shall be awarded on the basis of following table.
The degree shall be awarded to the students on the basis of CGPA (Cumulative Grade
Point Average) of the four semesters‘ performance in the exams as give in Table 2
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Table 02
CGPA Division
8.25 or more First Class with distinction
6.75 to 8.24 First Class
6.25 to 6.74 Higher second Class
5.75 to 6.24 Second Class
Less than 5.75 Dropped or Fail
Equivalent percentage calculation will be based on the following formula:
Equivalent % = (CGPA – 0.75) x 10
11. Credits and Marks

 01 Credit = 25 Marks
 01 Credit = 15 Hours for theory course
 01 Credit = 60 Hours for EPC / 45 Hours for Internship
.
12. . The B.Ed. programme consists of Theory Courses, Practicum and School Internship.
a. Theory courses comprise perspective courses and courses in curriculum and pedagogy
studies.
b. In the practicum the focus is on engagement with the field. In the school internship
the focus is on sustained engagement with learners and the school including
engagement in continuous and comprehensive evaluation, school based innovative
practices and community based interaction.
c. There will be theory courses of 1200 marks (48 Credits) and Practicum comprising of
EPC (Enhancing Professional Competencies) of 450 marks (18 Credits) and
Internship I & II of 350 marks (14 Credits) spread over a period of two years in four
semesters.
The year wise and semester wise distribution of theory, practicum & internship programme
with the weightage in terms of marks (credits) are indicated in the following plan.
The following is the outline of the courses and its layout Year / Semester wise.
7
First Year izFke o”kZ
First Semester izFke lsesLVj
Course Code Course Title Mark Credits
s
101 Perspectives in Sociological and Philosophical bases of Education 100 4
102 Perspectives in Psychology of Teaching, Learning and 100 4
Development
103 Knowledge and Curriculum 50 2
104 Educational Technology and Computer assisted instruction. 100 4
Total 350 14
Practicum(EPC)
EPC 1 Practice in core teaching skills 50 2
a. Set Induction izLrkouk
b. Explanation O;k[;k
c. Illustrating with examples n`’VkUrhdj.k mnkgj.k lfgr
d. Questioning and probing iz”uhdj.k ,oa [kkstiw.kZ iz”u
e. Writing of behavioral objectives O;ogkjijd mn~ns”; ys[ku
f. Lesson planning & Unit planning ikB;kstuk ,oa vfUofr ;kstuk
fuekZ.k
g. Stimulus variation mn~nhiu & ifjorZu
h. Reinforcement and feedback izcyu ,oa izfriqf’V
i. Use of teaching aids including Black board writing
“;keiV~V ys[ku lfgr f”k{k.k lgk;d lkefxz;ksa dk iz;ksx
j. Sketching and drawing js[kkadu ,o a fp= fuekZ.k
k. Closure ikB lekiu
(At least eight skills are compulsory) de ls de vkB dkS”ky vH;kl
vko”;d
EPC 2 Reading and Reflection of any two of the texts of Indian 50 2
Educators as opted by The University department/ College.
a. Swami Vivekanand b. Mahatma Gandhi
c. Aurobindo d. Rabindra Nath Tagore.
e. Rashtrasant Tukadoji Maharaj f. Krishna Murti J.
g. Madan Mohan Malviya h. Acharya Narendra Dev
i. Rajarshi Shahu Maharaj j. Gyaneshwar Maharaj
k. Dr B.R. Ambedkar l. Mahatma Jyotiba Phule
m. Vinoba Bhave n. Vir Sawarkar
o. Gulab Maharaj p. Sant Ramdas
EPC 3 Drama and Art in Education 50 2

Total 150 6
Note:
 Total workload for theory is approximately 48 working days. Total minimum hours for theory
is 210 hours and total credit for theory is 14 (For Theory 1 hour is assigned per week per
8
 credit)
 Total EPC is of 52 days (total minimum hours for EPC is 360 hours for 06 credits. For
practical 4 hours is assigned per week per credit.)
  For Inter Semester Break (ISB) of four Week (30 days) duration.
 Total Credit for Semester-I is 20. (Theory 14+EPC 06)
Second Semester
f}rh; lsesLVj
Course Code Course Title Marks Credits
Theory course
201 Contemporary Indian Education 100 4
202 Assessment of Learning 100 4
203 Action Research in Education 50 2
204 Inclusive Education. 50 2
Total 300 12
Practicum(EPC)
EPC 1 Personality development with emphasis on -- 50 2
Understanding the self / Communication skill including
Language Use and improvement of speech.
EPC 2 Designing of assessment tools for achievement in 50 2
school related subject and administration of
psychological tests with a brief report there on.
Internship – I In the Internship for first year of 4 Weeks following 100 4
fo|ky; lEc)rk&I activities/ assignments will have to be undertaken.
a. School Visit: Two days for every School : primary /
upper primary and secondary and senior secondary
level schools. (One Week)
b. Observation: Observation of class room teaching,
Classroom and School sites including library, lab and
sports / extramural programmes within the school with
preparation of school profile as an outcome. (One
Week)
c. Skill development through simulated and micro
teaching sessions. (One Week).To be organised at
college level.
d. Improvising of teaching aids / exhibits / gadgets for
use in school. (One Week).To be done in workshop at
college level.
Total 200 8
Note:
Total workload for theory is approximately 48 working days. Total minimum hours for theory is 180
hours and total credit for theory is 12 (For Theory 1 hour is assigned per week per credit)
 Total EPC and internship is of 52 days (total minimum hours for EPC is
240 hours) for 04 credits. (For EPC 4 hours are assigned per week per
9
credit.) Internship (total minimum hours for Internship is 180 hours) for
04 credits (For Internship 3 hours is assigned per week per credit.)
 For Inter Semester Break (ISB) of six Week (45 days) duration.
 Total Credit for Semester-II is 20. (Theory 12+EPC 08)
Second Year
Third Semester r`rh; lsesLVj

Theory course
301 Pedagogy of School Subject – 1 100 4
302 Pedagogy of School Subject – 2 100 4
Total 200 08
Practicum(EPC)
EPC 1 Classroom/School/Community based research projects 50 2
and implementation
EPC 2 Intelligent use of ICT and development of power point 50 2
presentation including improvisation of teaching aids
and gadgets.
Internship – II In the Internship for second year of 16 weeks, following
fo|k y; activities / assignments will have to be undertaken.
lEc)rk&II a. A. The B.Ed. trainee will be attached to
primary/upper primary level schools for (Four Weeks),
to secondary level schools for (Ten Weeks) and to
senior secondary schools for (Two Weeks). The
purpose of the internship programme is to integrate
theoretical knowledge of courses in perspectives and
pedagogy with engagement in various sites such as the
school, the classroom, the community and the learner
and thereby ensuring a holistic development of teaching
competencies and skills needed for an effective teacher
professional of 21st century global world.
B. The activities undertaken during this programme of
school attachment will comprise of :
a. Observing teaching sessions of school teachers.
b. Teaching 40 lessons (Supervised by B.Ed. faculty).
c. Participation in school chores such as prayers,
assembly, organization of Co-Curricular activities.
d. Library and lab management (in cases of trainees
having to work with laboratories).
e. Excursion, Study tours etc. as part of the school
programme.
f. Community interactions including teacher-parent
meetings and visits to specific community centres.
Total 100 04
Note:
 Total workload for theory is approximately 48 working days. Total
10
minimum hours for theory is 120 hours and total credit for theory is 08
 (For Theory 1 hour is assigned per week per credit)
 Total EPC and internship is of 52 days (total minimum hours for EPC is
240 hours) for 04 credits. (For EPC 4 hours are assigned per week per
credit.) Internship (total minimum hours for Internship is 360 hours)
  For Inter Semester Break (ISB)
 of four Week (30 days) duration
 Total Credit for Semester-III is 12. (Theory 08+EPC 04)
Pedagogy of School Subjects – Course Code 301 and 302

Pedagogy of two school subject have to be selected from the following groups subject to
condition that He/she must have studied the subject at secondary / higher secondary /
graduation/ post graduation level:
fuEufyf[kr laoaxksZa esa ls fdUgha nks fo’k;ksa dk p;u djuk gS
fo|kfFkZus og fo"k; ek/;fed @ mPp ek/;fed Lukrd @ LukrdksRrj Lrj ij v/;;u
fd;k gks%
Group A Language Group B Social science Group C Science Group D Science 2
1. Hindi teaching 1. History teaching 1 Physics teaching 1 Biology teaching
2 Marathi teaching 2. Geography teaching 2 Chemistry 2 Mathematics
teaching teaching
3. Sanskrit teaching 3. Civics teaching 3 Home Science
teaching
4. English teaching 4. Economics teaching
5 Pali teaching 5 Commerce teaching
6 Urdu teaching 6 Music teaching
Fourth Semester
prqFkZ lsesLVj

Theory course
401 Environmental Education in Indian perspective 100 4
402 Gender, School and Society 50 2
403 &404 Any two of the following – 200 08
a. Guidance and counselling in school
b. School management
c. Value education and moral ethics
d. History of Indian Education.
350 14
Practicum(EPC) Assessment of Internship I-Year & II-Year with 250 10
teaching lesson
EPC 1 Scouting and Guiding – Under the guidance of an 50 2
authorized trainer with certification.
EPC 2 Yoga Education – Under the guidance of a formally 50 2
11
trained yoga expert with certification from the
concerned institution.
Total 350 14
Note:
Total workload for theory is approximately 48 working days. Total

minimum hours for theory is 210 hours and total credit for theory is 14
(For Theory 1 hour is assigned per week per credit)
Total EPC and internship is of 52 days (total minimum hours for EPC is 240
hours) for 04credits. (For EPC 4 hours are assigned per week per credit.)
Internship (total minimum hours for Internship is 90 hours and *360 Hours for
Exam) for 10 credits (For Internship 3 hours is assigned per week per credit.)
Total Credit for Semester-IV is 28. (Theory 14+EPC 14)
As soon as possible after the examination, the board of examination shall

publish a list of successful examinees and the degree shall be awarded on the
basis of First to Fourth semester taken together.
13.I further direct that the aforesaid revised Direction shall come into force
from the date of issuance and shall remain in force till the relevant
Ordinance comes into force in accordance with the provisions of
Maharashtra Universities Act, 1994 and the relevant provisions published by
this Direction shall be repealed from the existing Directions.
14.Direction No 17 of 2015 which is existing at present is hereby repealed with
this revised direction.
Sd/-
Dr. Pramod Yeole
(Acting)Vice-Chancellor,
Nagpur
Dated : 15/06/2016
B.Ed.
12
First Semester
Course 101 – Perspective in Sociological and Philosophical bases of Education
Credit-04 Marks 100
Objectives- After completing this course, the student will be able to :

1. Explain the educational implications underlying the thoughts of great thinkers.
2. Analyze the concepts of education and teaching.
3. To make a distinction among different schools of Educational Philosophy and their
teaching implication.
4. To analyze the role of different agencies for social change, different dimensions of
social change and factors affecting social change.
5. To understand the role of education in economic development and the need of
educational planning.
6. To explain the role of education in national integration, international understanding,
human values and human rights.
Unit-1-
A. Education & Philosophy- Meaning, Relation, Different forms of education and new
approach to philosophy; Branches of Philosophy- Metaphysics, Epistemology and
Axiology and their Educational implications.
B. Indian Philosophy and Education: Upanishidic Educational Philosophy; Importance,
Nature and its relevance. Importance of Buddhist Educational Philosophy- Nature and
Educational Implications.
Unit-2-
A. Reflections on various schools of Educational Philosophy– Idealism, Naturalism,
Realism and Pragmatism in terms of Aims of education, curriculum, teaching
methods and student-teacher relationship.
B. Indian and Western Educational Philosophers- Arvindo Ghosh, J Krishnamurthy
Mahatma Gandhi, Russo and John Dewey, Radhakrishnan, Rashtrasant Tukadoji
Maharaj: Important implications for designing an effective educational system of
Education.
Unit- 3 -
A. Education and Contemporary Indian society: Education as a factor of social change,
Role of family, school and community in social change, Social system and education,
meaning of social system, functional and structural sub-systems, role of education in
social system.
B. National integration and international understanding- meaning, aim, role of education,
Human rights: Meaning, Aim, Relevance and implications Development of
democracy and role of education, Fundamental Rights and Fundamental Duties in the
constitution and role of education in realization of these.
Unit- 4 –
A. Educational planning and Economic development- Meaning of educational planning,
Role of educational planning. The new planning policy in India : Economic
development: meaning, aims, role of education in economic development ; concept of
education as human investment and educational implications.
B. Culture and Education- meaning, difference between civilization and culture, role of
teaching in re-establishing culture. Value– meaning, Indian values and role of teacher
in instilling Indian Values.
Transactional strategies
The course will be transacted through discussions based on cases, interactive lectures, group
discussions, quizzes and at least four assignments on each of the four units.
13
Reference Books-
1. Chaube, S.P. &Chaube, Akhilesh.: Philosophical and Sociological Foundation of
Education, Vinod Publication,Agra.
2. Pandey, K.P. : Perspectives in Social Foundations of Education. Vishwavidyalaya
Prakashan,Varanasi.
3. Pandey, R.S. : Education in emerging Indian Society, Vinod Publication, Agra.
4. Sharma, R.N. : Philosophy and Sociology of Education, Surjeet Publication.
5. Vazhayti, Joy : Reflections on the Philosophy of Education, N.C.E.R.T.
6. Moharil ,S.& Parasher, G. S. Sawarkar Sahitya Shaikshanik Tatwagyan,New bismah
Kitabghar, New Delhi
7. Makade, S. & Parasher, G. S. Rashtrasant Tukadoji Maharajanche Shaikshanik mulya,
Sandesh prakashan New Delhi
8. Bharote,A.& Parasher, G. S. Acharya Vinoba Bhave Shaikshanik Chintan New
bismah Kitabghar, New Delhi
9. Kadu,S. .& Parasher, G. S. Gulab Maharaj Yanche shaikshanik TatwagyanNew
bismah Kitabghar, New Delhi
10. Barde, S. & Parasher, G. S. Bharat Ratna Dr. Baba Saheb Ambedkar shaikshanik
chintan ,New bismah Kitabghar, New Delhi
11. Lohkare , S. & Parasher, G. S. Dasbodhache shaikshanik tatvagyan va Jeevan mulya
,New bismah Kitabghar, New Delhi
12. Kazi, S. & Parasher G.S.:Muslim Samaj mein Stri shiksha, Sandesh Prakashan, new
Delhi
13. वंजारी शशी व दे व वसुधा. (२००८). उदायोन्मुख समाजातीऱ शशक्षण .नागऩूर : ववसा बुक्स.
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Course 102 - Perspectives in Psychology of Teaching, Learning and Development
Credit-04 Marks 100
Objectives- After taking this course, the student will be able to :
1. Comprehend the meaning, scope and the relevance of Educational Psychology.
2. Explain and understand the intellectual, social and emotional changes that occur
during different developmental stages.
3. Make a difference between various stages and levels of teaching.
4. Differentiate between the focus of concern in the different theories of learning.
5. Work out the implications of the concept of intelligence, its different theories.
6. Analyze the concepts of personality & adjustment.
7. Explain the different categories of mentally retarded children and their educational
implications.
Unit-1-
A. Psychology of teaching: meaning, scope, Indian & Western concept and its relevance
from the point of view of teachers, Stages in teaching: Pre active, Interactive & Post
active, Levels in teaching: memory level, understanding level and reflective level.
B. Psychology of development: meaning of development, difference between
development & growth, characteristics related to cognitive, social and emotional
development during childhood &adolescence and their educational implications.
Unit-2-
A. Psychology of learning: meaning, factors affecting learning, transfer of learning:
meaning, types and its educational implications, Motivation: meaning, various
techniques for motivating the students.
B. Theories of learning: Classical, Operant, Gestalt and Cognitive theory of Piaget and
Bruner, Main features and their educational implications.
Unit-3-
A. Psychology of intelligence: meaning, concept, theories of intelligence: cognitive,
associative and punitive. IQ, EQ and SQ: their implications for organizing teaching-
learning processes. Use of intelligence tests and its limitations. Indian concept of
intelligence.
B. Psychology of Adjustment: meaning, process of adjustment, characteristics of a well
adjusted person. Stress: concept, coping mechanism and its educational implications
for teacher & learner .Ensuring wellness life style: determinants of wellness and
scales to measure wellness life style.
Unit-4-
A. Psychology of personality: meaning, its Indian and Western conceptualizations:
development of personality, measurement of personality.
B. Psychology of exceptional children: creative, gifted, slow learner and mentally
retarded children their characteristics and implications for providing education.
Practical work-
A. Case study of an exceptional child and submission of a report thereon.
B. Preparation of two write ups / presentation on any two recent developments in the
field of psychology.
Discussions based on case studies, observations of classroom and school related participation
of specific cases, modular presentations, administration and use of psychological tests of
intelligence, creativity, personality, adjustment and wellness life style scales, Interactive
seminars and buzz sessions.
15
Reference Books–
 Dutta, N.K. : The Psychological Foundation of Education, Doaba house, Delhi, 1974.
 Hurlock, E.C : Psychological development a life span approach, Tata Mc Graw Hill‘s,
5th edition1983.
 Kundu, C.L. : Educational Psychology, Sterling Publication, 1983.
 Misra, K.S. :Emotional Intelligence: Concept Measurement and Research, Associate
for Education Studies, Allahabad, 2007.
 Pandey, K.P. : Advanced Educational Psychology, Viswavidhyalaya Prakashan 2007.
 Sharma, N. :Understanding Adolescence, NBT, India 2003..
 Urade, K, Parasher G.S. & Chouhan J.G. : Bioelectro Magnetic of Human Behaviour,
Kitabi Dunia ,New Delhi
 Vaishnav,R & Mehta,R. :Academic anxiety and parental Aspiration in Adolescents
LAP Lambert Academic Publishing Deutschland ,Germany 2013
 Vaishnav,R & Khare,K.: Kishor Awastha me Akramakta Parivar Evam Vidyalay ki
Bhumika , Sandesh Prakashan New Delhi
 Vaishnav,R & Khobragade,S. :Bal Gunhegari (Juvenile delinquency) Sandesh
Prakashan New Delhi
 Vaishnav,R & Shrivastav,A : Juvenile Diabetes and Cognitive performance of
Students, Lambert Academic Publishing Deutschland ,Germany 2013
 Vaishnav,R & Jagtap,A : Shaikshanik Sampadnala Prabhavit karnare Ghatak,
Sandesh Prakashan New Delhi
 Dandapani, S. (2001), A textbook of Advanced Educational Psychology. New Delhi:
Anmol Publications.
 Dandekar W. N., (1981), Psychological Foundations of Education, Ed.2, MacMilan
Company, Delhi.
 Dandekar, W. N., (1970), Fundamentals of Experimental Psychology, 3rd ed.Moghe
Prakashan, Kolhapur.
 Dandpani S. Advanced Educational Psychology -.Anmol Publication Pvt.Ltd., New
Delhi - 2000.
 Dash, M. (1988). Educational Psychology. Delhi: Deep and Deep Publication.
 Dunn, R. (1983). Can students identify their own Learning Styles? Educational
Leadership,40, P.P. 60-62.
 Duric, L. (1975). Performance of Pupils in the Process of Instruction. Bratislava,
SPN, P.P. 54-90.
 Duric, L. (1990). Educational Sciences: Essentials of Educational Psychology.
International Bureau of Education, UNESCO, New Delhi, Sterling Publishers, P. 81.
 Fontana, D. (1995). Psychology for Teachers (3rd edition). The British Psychological
Society, London: McMillan in association with BPS Books
 Gage, N.L. & Becline, D.C., (1975), Educational Psychology, Rand N.C. Nally
College, Chicago.
 Kuppuswamy, Advance Educational Psychology.
 Mangal S.K. Advanced Educational Psychology -.Prentice Hall of India Pvt.Ltd.,
New Delhi -1999.
 Mathur S.S.(1975), Educational Psychology, Agra: Vinod Pustak Mandir.
 Rastogi, K. G., Educational Psychology, C.I.E. Delhi University, Meerut: Rastogi
Publication.
16
 Travers, John F., (1970), Fundamentals of Educational Psychology, Pensylvainia,
International Text-book Co.
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17
Course 103 – Knowledge and Curriculum
Credit-02 Marks 50
1. Explain and understand the epistemological basis of education.
2. Analyse the basis of ‗knowledge‘ and ‗information‘ processing contexts in teaching
and learning.
3. Differentiate between content and process in educational contexts.
4. Plan instructional designs keeping in view the various levels of knowledge.
Unit-1- Epistemological Concerns

A. Knowledge and Information: Meaning and difference between knowledge and
information and their implications for teaching and learning in schools.
B. Process of knowledge creation: Western and Indian views- Inter disciplinary
perspectives.
Unit-2- Approaches and Designs of Curriculum development
A. Relating curriculum to knowledge development: various approaches to curriculum
design -behaviorist, cognitivist and constructivist perspectives.
B. Developing a curriculum for a specific stage: structure and constraints in developing a
structure.
Unit-3- Curriculum transaction
A. Direct and Indirect curriculum transactional strategies: Difference between the two,
Focus on a few selected strategies such as interactive discussions, team teaching,
inquiry training, experiential learning and brain storming etc.
B. Determinants of effective curriculum transaction.
- The teacher
- The learner
- The school
- The community
Unit-4- Curriculum for catering Learner Diversity
A. Learner need- diversity in terms of sociological perspectives: Addressing the
diversities in a school related site.
B. Issues of congruence between need of learners and the content & process stressed
through the curriculum.
The course will be transacted with the help of multiple pedagogic procedures such as :
- Interactive discussions including group discussions.
- Brainstorming sessions
- School visit based reflective discussions
- Projects – individual & group based.
Reference Books–
 Borich, Gary D. : Effective teaching methods–Research Based Practice: Pearson 7th
edition, 2012
 Allan, Ornatein C. :Teaching: Theory into Practice: Allyn & Bacon, 1995.
 Pandey, K.P. :Shikshan Bywahar ki Technology : Vishwavidyalaya Prakashan, 2010 .
 Kumar, K. :What is worth Teaching? (3rd edition) orient Blackswan (2004)
 Holt, J. :How children fail (Rev.ed.) Penguin, 1964.
 Vaishnav, R. : Learner Controlled Instruction, Lambert Academic Publishing
Deutschland, Germany 2013
18
Course 104 - Educational Technology and Computer Assisted Instruction
Credit-04 Marks 100
Objective- After taking this course, the student will be able to:
1. Understand the concept of Educational Technology and its linkage with modern
technological devices.
2. Plan and organize T-L systems effectively with Educational Technology Support.
3. Adopt the Educational Technology approach for optimizing learning outcomes.
Unit-1-
A. Educational Technology : Concept, Development of ET and its ramifications :
Hardware, Software and system‘s approach , role of media in instruction, ICT
(Information and Communication Technology) and its application for optimizing
learning outcomes.
B. Behaviorist and Constructivist perspectives for development and design of ET.
Unit-2-
A. Models of teaching: Basic teaching model; concept attainment model and the Indian
model of development and learning.
B. Behaviour modification techniques: Simulation, micro teaching and sensitivity
training procedures: ensuring holistic development.
Unit-3-
A. Communication as a process ; Components of a communication process in teaching :
Ensuring effective communication in the classroom with the help of ET, Instructional
communication: communication models
B. Planning, organizing, monitoring and controlling in T-L systems, Instructional
objective, Designing of Instructional media : Developing unit plans, lesson plans and
exercises to optimise learning outcomes.
Unit-4-
A. Examples of ET Approach: Programmed Instructional Approach, Personalised
systems of Instruction; Use of Televised teaching and learning.
B. Use of Computer in teaching: computer assisted teaching and learning, computer
literacy and computer programming, developing modules for computer-aided
learning. Word processing, internet accessing and use of Edu-sat, Virtual classroom,
e-learning New developments in computer-assisted learning and teaching.
The course will be transacted with the help of diverse strategies/methods such as : modular
presentations, power-point presentations involving intelligent use of ICT, programmed
instructional material and projects prescribed individually and in groups.
Reference Books-
 Bhatnagar, R.P : Educational Technology and Management, Layal Publication, Meerut.
 Chauhan, S.S. : Innovations in Teaching-Learning Process.
 Pandey, K.P. : Modern Concepts of Teaching Behaviour, Vishwavidyalaya Prakashan, Varanasi.
 Vaishnav ,R. & Parasher G.S. : Computer Aided Instructional Design in Education, Kitabi
 Duniya, New Delhi (2010)
 Vaishnav,R. : Learner Controlled Instruction , Lambert Academic Publishing Deutschland,
 Germany 2013
 Sharma, R.A. : Technological Foundation of Education, R.Lal Publication, Meerut.
 Vanaja, M. : Educational Technology, Neel Kamal Publication, New Delhi.
 MHRD : National Policy on Information & Communication technology in school Education GOI
(2012).
19
First Semester
Practicum (EPC)
1S-EPC 1 Practice in core teaching skills –
a. Set Induction
b. Explanation
c. Illustrating with examples
d. Questioning and probing
e. Writing of behavioral objectives
f. Lesson planning & Unit planning
g. Stimulus variation
h. Reinforcement and feedback
i. Use of teaching aids including Black board writing
j. Sketching and drawing
k. Closure
(At least eight skills are compulsory)
1S-EPC 2 Reading and Reflection of any two of the texts of Indian Educators as opted by
The
University department/ College.
a. Swami Vivekanand
b. Mahatma Gandhi
c. Aurobindo
d. Rabindra Nath Tagore.
e. Rashtrasant Tukadoji Maharaj
f. Krishna Murti
g. Madan Mohan Malviya
h. Acharya Narendra Dev
i. Rajrishi Shahu Maharaj
j. Gyaneshwar Maharaj
k. Dr B.R. Ambedkar
l. Mahatma Jyotiba Phule
m. Vinoba Bhave
n. Vir Savarkar
o. Gulab Maharaj
p. Dasbodh
20
1S -EPC 3 : Drama and Art in Education
Background:
Transformational education involves reflection, introspection and action, with a deep

relationship between the head, heart and hand. The National curricular Framework
2005(NCF) reminds us that the school curriculum must integrate various domains of
knowledge, so that the curriculum encompasses all, and is not separated from the co-
curricular or extra-curricular. This has significant implications for the role of art, music and
drama in education, to nurture children‘s creativity and aesthetic sensibilities.
Learning is enhanced through drama in education (John, Yogin and Chawla 2007) which
helps learners to extend their awareness through multiple perspectives to look at reality
through fantasy and to predict everyday situations in order to cope with unpredictable
unsettling experiences.
The course on drama and art in education also helps in understanding the self and as a form
of self-expression for enhancing creativity. The components of fine art aim to develop
aesthetic sensibilities in students-teachers and learn the use of art in teaching learning.
(Prasad,1998).
Course Objectives-
The students will:

 Be oriented towards basic concept of Music, Drama, Fine Arts, Dance and other
literary activities such as Elocution, Debate, Quiz etc.
 Develop understanding of local art forms, Music, Plays.
 Develop ability to organize various programs of music, drama and other literary
activities like Quiz, Essay Writing, and Debate.
 Enhance the aesthetic sense by means of these activities.
 Appreciate performance done by others and give proper feedback.
 Understand the need of Music, Drama and other creative, co-scholastic activities in
individual and social life.
Orientation Sessions:
Unit-I:
 Introduction: Meaning, Objectives and Significance of Music, Drama and other
Creative, Co-scholastic Activities for an Individual.
 Importance of Music in Life, Types and Styles of Indian Music.
 Voice training, ear-training, correct posture of singing.
 Role of Drama as a form of self-expression.
Unit-II:
 Introduction of Fine Arts, its Types.
 Introduction of Dance (Indian Classical and Folk).
 Identifying interests of students through auditions, Dance-Step test and acting ability
test.
21
Unit-III:
 Introduction of Literary Activities
 Its types & styles
Activities
1. Musical Activities:
 Solo singing (Indian &western)
 Group singing (Indian &western)
2. Fine Arts:
 Sketching
 On the spot painting
 Photography
 Rangoli
 Mehendi
 Poster making
3. Dance:
 Solo Dance (Indian dance forms)
 Group Dance (folk and tribal dances)
 Creative Dance
 Choreography
4. Literary Activities:(Hindi/ English and Sanskrit)
 Essay writing
 Poetry
 Elocution
 Debate
 Quiz
5. Theatre:
 One Act Play
 Expressions
 Mime
 Mimicry
 Skit
Note: Students are expected to choose two from the above mentioned 5 groups of
activities.
Evaluation:
The students will be evaluated on the basis of
1. Planning and execution of at least two from the 5 groups of activities.
2. Report writing: Write a report to describe the two activities you have chosen in not
less than 1000 words.
Transactional strategies:
The entire course will be transacted in workshop mode. 10 hours will be devoted to sessions
for conceptual orientation through discussion and demonstration. Remaining 50 hours will be
devoted to Practice Sessions based on the performance and aptitude of the students involving
22
performances, Attending Musical Programs / Plays / Dance Programs / musical record
listening sessions etc.
References::
 Dr. S. S. AwasthiSangeet Bodh

 GauriKuppaswami and M. Hariharan Teaching of Music
 SangeetVisharad by Vasant, HathrasPrakashan
 M. Clynes and J. Panksepp, Emotion, Brain, Immunity and Health by Editors-
Plenum, New York, 1980
 Fleur Griffiths, 2010 Supporting Children‘s Creativity through Music Dance, Drama,
and Art
 Co-Curricular Activities: A Pathway to Careers by Ferguson Publishing Company,
2001
 Ragini Devi, Dance Dialects of India MotilalBanarasidass Publishers, 1972
 Bharata Muni and Sriranga, The Natyashastra MunshiramManoharlal Publishers,
1999
 PhanishwarnathRenu, Panchlight Orient BlackSwan
 The Best of Premchandra: A Collection of 50 Best Short Stories, Cosmo Publication,
1997.
 Margaret S. Livingstone,Vision and Art, The Biology of seeing , David Hubel
Published May 2002
23
B.Ed.
Second Semester
Course 201 – Contemporary Indian Education
Credit-04 Marks 100

1. Analyse the role of various committees and commissions in the shaping of
contemporary Indian Education.
2. Explain the background of the present educational problems and their dimensions in a
proper perspective.
3. Reflect on the possible effective measures to address the educational problems at the
various levels of education.
4. Develop a critical perspective for revisiting various problem-ridden educational
exposures.
Unit-1- Scenario of Education
A. The scenario of present Indian Education in terms of quantitative and qualitative
dimensions with reference to general schooling and vocational education .
B. Quality concerns for the educational institutions: Quality parameters and their
observance.
Unit-2- Feature of school level Education in India
A. Educational systems at the primary and elementary levels of education: Issues of
access and retention: Interventions used to address them: SSA (Sarva Shiksha
Abhiyan) and universalization of enrolment: Hindrances in reaching the targets.
B. Educational systems at secondary and senior secondary level of education: The
Vocationalization of secondary level education; problems & measures to address
them.
Unit-3- Centrally sponsored Intervention & other Institutions for school Education
A. The Institutions created centrally to address the issues related to access, equality,
equity and quality: Novodaya and Central school systems and NIOS (National
Institute of Open Schooling) -their purpose and contributions to school education.
B. Interventions introduced with a view to ensure equality of educational opportunity
and Rights to Education: Enactments in this regard and their observance: Issues and
challenges.
Unit-4- Teacher preparation at the school level
A. Teacher Education Institutions at the primary, elementary and secondary level
education: Role of regulatory bodies like the NCTE and the function of Accreditation
agencies.
B. The Education Commissions & Committees in the post independence period: their
salient recommendations & the extent of implementation:
- Secondary Education Commission (1953)
- Education Commission (1964)
- New Education Policy (1986) and its revisions (1992)
- The Curriculum Framework (2005)
The course will be transacted on the basis of important excerpts drawn from various
education commissions in original and the discussions conducted on:
- Selected Readings of these from Education commissions‘ Reports.
- Various current issues in education.
- Reflective seminars/symposia.
24
- Critical/Creative presentations on selected themes relating to various levels of school
education.
Reference Books-
 Naik, J. P. : The Education Commission and after APH Publishing (1982).
 Kheva, De A. & Samson, M. &Kumar Shiva, A.K. : PROBE revisited : A report on
elementary education in India, Oxforduniversity press, New Delhi GOI (2011).
 Mudaliar, L.S. : Report of the secondary education commission (1953).
 GOI : Report of the education commission : Education and National
Developmentministry of education, New Delhi (1966).
 GOI : National Policy of Education (1986).
 GOI : National Policy on Education (As modified in 1992) (1998).
 NCERT : National Curriculum Framework (2005).
 Vaishnav ,R.&Bhoyar, M.: Urban Deprived Children under Sarva Shikha Abhiyan - A
research Monograph ,Sandesh Prakashan, New Delhi 2013
 Vaishnav,R. &Patil, P. : Apang Samaveshit shikshan ani Sava Shiksha Abhiyan, Sandesh
Prakashan,New Delhi 2015
25
Course 202 – Assessment of Learning
Credit-04 Marks 100
Objective – After completing this course, the student will be able to:
1. Differentiate between assessment and measurement.
2. Explain the conceptual basis of various types of assessment – Formative &
Summative.
3. Design various assessment tools for measuring learning outcomes.
4. Interpret assessment outcomes using NRT and CRT approaches.
5. Ensure reliability and validity of assessment tools.
Unit-1-
A. Measurement, Assessment and Evaluation: difference between the three in conceptual
terms, Different types of Measures: nominal, ordinal, interval and ratio, Preparing
assessment tools for learning outcomes at nominal, ordinal and interval levels.
B. Formative and Summative Assessment procedure for various teaching – learning
context- formal and non-formal.
Unit-2-
A. Characteristics of a good assessment tool: Determining reliability & validity of
assessment tools.
B. Designing classroom tests: unit tests and periodic tests: Writing behavioural
objectives and objective congruent test items, process of assessing difficulty and
discrimination power of test, Developing norms - institutional, local and regional.
Unit-3-
A. Interpretation of Assessment indicators: Z score & percentile rank based comparisons,
need and rationale, NRT (Norm referenced test) and CRT (Criterion referenced test).
B. Differentiating between assessment procedures for scholastic & Co-scholastic
domain, Assessment procedure for measuring attitude, interest and personality
characteristics.
C. CCE (Continuous and Comprehensive Evaluation): concept and procedure with
reference to scholastic & co-scholastic areas. Reporting of Assessment outcomes:
reporting formats and devices.
Unit-4- Statistical techniques for the analysis and interpretation of data

 Measures of central tendency & variability.
 Measures of relative position: percentiles and percentile ranks.
 Measures of correlation.
 Graphical representation of data and normal distribution.
Transactional strategies –
 Workshop on designing assessment tools for diverse groups of learners.
 Writing of test items & their validation through individual and group based projects.
 Individual and group projects on preparation of question papers for use as formative
and summative assessment tools.
 Critical evaluation of selected psychological tests on the basis on reliability and
validity.
26
Reference Books-
 Anastasi, A. : Psychological Testing, The Mc Millan Company, New York.
 Asthana, Bipin.: Measurement and Evaluation in Psychology and Education, Vinod
 Pustak Mandir,Agra.
 Bloom, B.S. : Taxonomy of Educational objectives, Hand Book I : Cognitive domain,
David McKay Company, New York.
 Ebel, R.L. : Measuring Educational Achievement, Englewood eliffs, N.J. : Prentice
HallInc.
 Freeman, F.S. : Theory and Practice of Psychological Testing, New York : holt Rinehart
andWinston.
 Garrett, H.E. : Statistics in Psychology and Education, Bombay: Vakils, Feffer and
Simons Pvt.Ltd.
 Gronlund, N.E.: Measurement & Evaluation in Teaching, The Mc Millan Company, New
York.
 Guilford, J.P. : Psychometric Methods, New York, Mc Graw Hill.
 Pandey, K.P. : Shaikshik Mapan tatha mulyankan : Vishwavidyalaya Prakashan, Varanasi
(2007)
 Harper, Edwin, A. &Harper Erika S.: Preparing objective examinations: A handbook for
teachers, students andexaminers : Prentice hall of India, PVT. Limited, New Delhi (1992)
 Thorndike, E.L. &Hagen, E.P. : Measurement & Evaluation in Psychology andEducation,
John Wiley and Sons,Inc. New York.
 Vaishnav R. Continuous And Comprehensive Evaluation System in the Schools of
Nagpur City (Research Monograph), Sandesh Prakashan New Delhi,2014
27
Course 203 - Action Research in Education
Credit-02 Marks 50
Objective – After taking this course, the student will be able to:
1. Explain the meaning and importance of action research with reference to Indian
schools.
2. Use various steps involved in action research in a school.
3. Design and implement school based action research project.
4. Use Action research strategy for improving school practices.
Unit-1- Meaning of fundamental, applied and action research, difference between

traditional(fundamental and applied) research and action research.
Unit-2- Action research for improving class room and school based programmes :
Illustrative example in specific areas for use of action research interventions in
teaching, learning, co-scholastic areas and organizational climate of a school.
Unit-3- Procedure of designing action research: Selection of problem, Formulation of
action hypotheses and developing a suitable design for testing of such
hypotheses, Evaluation of results in action research and their use.
Unit-4- Developing school based projects for action research ; Format of a project and
its implementation.
Determining intervention based effects in terms of pre-post comparison: Precautions needed.
Formulating an action research based report for the benefit of other practitioners.
The course will be transacted in a projected mode. Each student teacher will be required to
develop a short action research project individually and in groups under the guidance of
faculty members of the concerned teacher education department. The projects may be based
on school/classroom/community related problems in the areas of teaching/learning/evaluation
and environmental management.
Reference Books-
 Best, John W. : Research in Education, Prentice Hall, Inc.
 Corey, Stephen M. : Action Research to Improve School Practices, Bureau of
Publication,Teachers College, Columbia University, New York.
 Kerlinger, fred N. : Foundation of Behavioural Research, Surjeet Publication, 7 K,
KolhapurRoad Kamala Nagar, Delhi.
 Pandey, K.P.& Amita : Shiksha me Kriyatmak Anushandhan, Vinod Pustak Mandir,
Agra.
 Pandey, K.P. : Fundamentals of Educational Research, Vishwavidyalaya
Prakashan,Varanasi.
 Tuckman, Bruce W. : Conducting Educational Research, Harcourt Bruce Jovanovich, Inc.
 Pandey, K.P. & Amita : Action Research for teachers: Capacity Building Project:
Sponsoredby World Bank (U.P.)
28
Course 204 – Inclusive Education
Credit-02 Marks 50
1. Analyse the negative effects of the practices of exclusion.
2. Practice the values of inclusive education.
3. Organize the various practices and programmes at the school level to suit the
requirements of inclusive education.
4. Promote a culture of inclusive education in the classroom interactions.
Unit-1- Inclusive education

A. Meaning, Concept and need of inclusive education in the present context.
B. Identifying the policies & practices which hinder inclusive approach.
Unit-2- Domains of Inclusive education

A. Social, Economic and Gender discrimination.
B. Ability and Disability domain based Educational practices and discrimination.
Unit-3- Instruments of Inclusive Education

A. Policies and programmes at school level to promote inclusion and prevent exclusion.
B. Curriculum and teaching strategies to create an inclusive school.
Unit-4- Evaluation practices related to Inclusive Education

A. Areas of evaluation and assessment policies which hinder inclusive education.
B. Evolving a framework of policies for management of education at school level from
the perspectives of inclusiveness in areas such as physical/mental/social handicaps
and educational disabilities.
 Using Case methods to highlight the events of exclusion.
 Discussions on causes of exclusion and measures to mitigate their effect.
 Brainstorming sessions on promoting a culture of inclusive practices at school level.
 Reflective readings on excerpts from documents such as that of UNESCO.
Reference Books-
 Ladson, Billings, G. : Towards a theory of culturally relevant pedagogy : American
Educational Research Journal (1995).
 UNESCO : Policy guidelines on inclusion in education (2009)
 Parekh, B.C. : Rethinking multiculturalism: Cultural Diversity & political theory:
Palgrave (2000)
 Vaishnav ,R.& Bhoyar, M.: Urban Deprived Children under Sarva Shikha Abhiyan - A
research Monograph ,Sandesh Prakashan, New Delhi 2013
 Vaishnav ,R. &Patil, P. : Apang Samaveshit Shikshan ani Sarva Shiksha Abhiyan,
Sandesh Prakashan ,New Delhi 2015
 Vaishnav, R. & Bhujade, K. Teaching Strategies for Attention Deficit Hyper Activity
Disorder,Scholas Press, Germany 2014
29
 Govinda, R. : Who Goes to School? Exploring exclusion in Indian Education, Oxford
UniversityPress (2011).
 Vaishnav, R. & Gawalpanchi, R. Teaching Strategies for Mathametical Learning
Disability, Scholas Press, Germany 2015
 Rana, B. & Parasher G.S. : Effect of Inclusive education on children with special needs-A
study, Jolly Reprographics, New Delhi 2009
 Vaishnav, R. & Bhagat ,V. :Learning of Written Language and Hearing Impairment, LAP
Lambert Academic Publishing Deutschland ,Germany 2013
 Pathak, A., :Social Implications of schooling: knowledge, pedagogy and consciousness:
Aaker Books (2013)
 Nambissan, G.B. :Exclusion and discrimination in schools , Indian Institute of Dalit
Studies & UNICEF (2009)
30
Second Semester
Practicum (EPC)
2S- EPC 1 Personality development with emphasis on -- Understanding the self

/Communication skill including Language Use and improvement of speech.
2S- EPC 2 Designing of assessment tools for achievement in school related subject and
administration of psychological tests with a brief report thereon.
Internship – In the Internship for first year of 4 Weeks following
activities/assignments will have to be undertaken.
a. School Visit: Two days for every School : primary / upper primary and secondary
level schools. (One Week)
b. Observation: Observation of class room teaching, Classroom and School sites

including library, lab and sports / extramural programmes within the school with
preparation of school profile as an outcome. (One Week)
c. Skill development through simulated and micro teaching sessions. (One Week)
d. Improvising of teaching aids / exhibits / gadgets for use in school. (One Week)
31
B.Ed.
Third Semester
Pedagogy of School Subjects – Course Code 301 and 302
Credit-04
Marks 100
Pedagogy of two school subject have to be selected from the following groups subject to
condition that He/she must have studied the subject at secondary / higher secondary /
graduation/ post graduation level:
The admitted candidate shall be allotted method subject by the principal of the concerned
college. The allotted methods should be in accordance with the subjects of the candidate
offered at S.S.C/H.S.S.C/Graduate/Additional graduate level/post graduate level. For
example .. Graduate from Information Technology, Environment Science, Computer Science
and Agriculture may be allotted Science (Physics/Chemistry/Biology/mathematics) and
candidates from social work may be allotted Marathi/English/Economics methods.
Group A Language Group B Social science Group C Science Group D Science 2

1. Hindi teaching 1. History teaching 1 Physics teaching 1 Biology teaching
2 Marathi teaching 2. Geography teaching 2Chemistry teaching 2Mathematics teaching
3. Sanskrit teaching 3. Civics teaching 3 Home Science
teaching
4. English teaching 4. Economics teaching
5 Pali teaching 5 Commerce teaching
6 Urdu teaching 6 Music
32
CP 301 and 302 :Pedagogy of School Subject
CP 301A: ENGLISH
Course Objectives-
The Student will be able to:
 Understand the importance of teaching English in India
 Justify the place of English language in school curriculum.
 Understand the aims and objectives of teaching English language at Secondary and
higher secondary stage.
 Be familiar with different methods and approaches of teaching English
 Understand various skills of teaching.
 Design effective evaluation strategy for evaluating various language competencies of
English language
Unit-I: Introduction of English Education

A. English language – Nature Perspective.
B. Functional , Cultural and Literary roles
C. Objectives of English teaching.
D. Three language formula.
E. The place & importance of English language in school curriculum
F. Formulation of General and Specific Objectives
Unit-II: Methods and Planning the Teaching of English

A. Teaching Learning methods of language.

Translation Method

Direct Method

Bilingual Method

Dr. West‘s New method

The Substitution Method
B. Approaches of teaching English- -
 Structural Approach
 Communicative Approach
C. Meaning of planning, importance of planning
D. Types of planning (i) year plan (ii) unit plan (iii) individual lesson plan
E. Teaching Skill: Introduction, Explanation, Probing question, Stimulus Variation and
Closing achiever.
F. Co-curricular activities in the subject-importance need and organisation
Unit-III: Evaluation and Subject Analysis

A. Construction of Unit test.
B. CCE, its procedure, assessment formats (FA, SA) and practices for English
learning in schools.
C. CCE based reporting (scholastic and co-scholastic) and role of the English teacher
in developing linkages amongst child, school, English curriculum and community.
Concept of PSA (Problem Solving ability) and OTBA ( open Text based
assessment)
D. Curriculum and syllabus – concept and types
33
E. Content Analysis and text Book Analysis
Unit-IV: Learning Resources

A. Concept, need and importance of learning resources
B. Traditional learning resources; their merits and demerits (Handbook, Workbooks)
C. Technological based learning resources; their merits and demerits.
D. Aspects of Linguistic Behaviour: Language as a rule-governed behavior and linguistic
variability; Pronunciation-linguistic diversity, its impact on English, pedagogical
implication.
Unit-V: Language Skills

A. Need and importance of study skills
B. Categorization of Language skills
 Reading skill
 Speaking skill
 Listening skills
 Writing skill
C. Linguistic System: Basic concept in phonology, morphology, syntax and semantics;
Discourse
Unit-VI: Language Teacher
A. Qualities of effective English teacher, disposition and attitude.

B. Importance of in-service training programs/ Conferences/ Seminars/ Workshops
for Professional Growth of English teacher
C. Importance of agencies for Professional growth of language teacher: NCERT,
SCERT, DIET
MODE OF TRANSACTION:
The course content transaction will include the following:
 Planned lectures infused with multimedia /power-point presentations.
 Small group discussion, panel interactions, seminars, group discussions, cooperative
teaching and team teaching, selection of most favourable and suitable mode.
SESSIONAL WORK:
* Test: best one out of two unit tests
* Assignment: Anytwoof the following:
 Development of Power point based Lesson plan on different approaches
OR
 Development of instructional materials ICT Based: linear, branching and mathetic
Programming
AND
 Development of appropriate teaching learning materials for teaching different
contents of English language
 Collection of theme based essays, poems, plays, source materials
 Assignments and their presentation on prescribed topics
 Constructing objective based test items of different types
34
References:
 Allen & Campbell: Teaching English as a second language, TMH Edition.
New Delhi: Tata McGraw Hill Publishing Company.
 Baruah, T.C.: The English Teacher‘s Handbook. New Delhi: Sterling
Publishers Pvt. Ltd.
 Bechhold, H. F. and Behling: The Science of Language and the Art of
Teaching, Charles Scribners Sons, New York.
 Billows, F. L.: The Techniques of Language Teaching, London Longman.
 Bista, A.R.: Teaching of English. Agra: Vinod Pustak Mandir
 Bright, J.A.: Teaching English as Second Language. London: Long Man
Group.
 Catarby, E. V.: Teaching English as a Foreign Language in School
Curriculum India, New Delhi, NCERT.
 Chaudhary, N.R.: Teaching English in Indian Schools. New Delhi: H..
Publishing Corporation.
 Content Cum Methodology of English - Dr. C.H. Surywanshi
 Content Cum Methodology of English - Patil and Vaze
 Doughty, Peter: Language ‗English‘ and the Curriculum. Schools
Counselling Programme in Linguistic and English Teaching.
 English Language Teaching in India - Kudchedkar S.
 Jain, R.K.: Essentials of English Teaching. Agra: Vinod Pustak Mandir,
Agra.
 Kela, John: Teaching English. London: Methuen & Company.
 Kohli, A.L.: Teaching English. New Delhi: Dhanpat Rai and Sons.
 Language Testing - Labo Robert
 Morris, I.: the Art of Teaching English as a Living Language. London:
The English Book Society and McMillan Co. Ltd.
 NCERT: Reading in Language and Language Teaching Book I,
Publication div. NCERT, New Delhi.
 Newton and Handley: A Guide to Teaching Poetry. London: University of
London Press.
 Pandey, K.P. Teaching of English in India, Varanasi: Vishwavidyalaya
Prakashan, Varanasi.
35
CP 301A: MARATHI
Course Objectives-
 Understand the importance of teaching Marathi in India
 Justify the place of Marathi language in school curriculum.
 Understand the aims and objectives of teaching Marathi language at Secondary and
 Be familiar with different methods and approaches of teaching Marathi
 Understand various skills of Marathi language.
 Select appropriate teaching strategy for teaching of Marathi language.
Marathi language
Unit-I: Introduction of Marathi Education

A. Marathi language – Nature Perspective.
B. Functional, Cultural and Literary roles
C. Objectives of Marathi teaching.
E. The place & importance of Marathi language in school curriculum
Unit-II: Methods and Planning The Teaching Of Marathi

A. Teaching Learning methods of Marathi language.
B. Techniques of teaching of Marathi language.
Closing achiever.
F. Co-curricular activities in the subject-importance need and organisation.

B. CCE, its procedure, assessment formats (FA, SA) and practices for Marathi
C. CCE based reporting (scholastic and co-scholastic) and role of the Marathi teacher
in developing linkages amongst child, school, Marathi curriculum and community.
assessment)

variability; Pronunciation—linguistic diversity, its impact on Marathi, pedagogical
36
implication.

 Reading skill
 Speaking skill
 Writing skill
Discourse
A. Qualities of effective Marathi teacher, disposition and attitude.

for Professional Growth of Marathi teacher
SCERT, DIET
SESSIONAL WORK:
* Assignment: Any two of the following:
* Development of Power point based Lesson plan on different approaches
OR
 Development of instructional materials ICT Based: Linear, branching and mathetic

Programming
AND
contents of Marathi language
References::
आकोऱकरऩाटणकर. - मराठीचेअध्याऩन
डाांगेचांद्रकुमार.- मातभ
ृ ावेचअ
े ध्याऩन
शाठे द. त्र्यां .-मराठीभावेचअ
ऩाटीऱऱीऱा.- मातभ
ृ ावेचअ
प्रा. कांु डऱेम. बा -मराठीचेअध्याऩन
37
CP 301 A :HINDI
Course Objectives-
 Understand the importance of teaching Hindi in India
 Justify the place of Hindi language in school curriculum.
 Understand the aims and objectives of teaching Hindi language at Secondary and
 Be familiar with different methods and approaches of teaching Hindi
 Understand various skills of Hindi language.
 Select appropriate teaching strategy for teaching of Hindi language.
 Understand text book of Hindi language.
Hindi language
Unit-I: Introduction of Hindi Education

A. Hindi language – Nature Perspective.
B. Functional, Cultural, Literary roles and its role in national integration.
C. Objectives of Hindi teaching.
E. The place & importance of Hindi language in school curriculum
Unit-II: Methods and Planning the Teaching of Hindi

A. Teaching Learning methods of Hindi language.
B. Techniques of teaching of Hindi language
Closing achiever.

B. CCE, its procedure, assessment formats (FA, SA) and practices for Hindi learning
in schools.
C. CCE based reporting (scholastic and co-scholastic) and role of the Hindi teacher in
developing linkages amongst child, school, Hindi curriculum and community.
assessment)

38
variability; Pronunciation—linguistic diversity, its impact on Hindi, pedagogical
implication.

 Reading skill
 Speaking skill
 Writing skill
Discourse

A. Qualities of effective Hindi teacher, disposition and attitude.
for Professional Growth of Hindi teacher.
SCERT, DIET
SESSIONAL WORK:
* Development of Power point based Lesson plan on different approaches
OR
Programming
AND
contents of Hindi language
References:
जीतयोगें द्र .- हषांदीभावाशऴसण
मख
ु जीश्रीधरनाथ - राष्ट्रभावा .
त्रिऩाठी, करुणाऩती - भावाशऴसण
शशांग, शावळिी - हषांदीशऴसण
शशांग, शावळिी - राष्ट्रभावाकाअध्ययन (मषाराष्ट्रशभाऩुणे)
39
CP 301 A: Sanskrit
Objectives :

1. To understand the place of Sanskrit as a source language of all the Indian Languages
and language of culture.
2. To unable him to understand different methods and approaches of teaching Sanskrit in
Secondary school.
3. To develop him adequate skill in the use of various audio visual aids, useful in the
teaching of Sanskrit.
4. To help him in diagnosing pupils difficulties and outcomings in achievement of
language skills and suggest remedies.
5. To help him to understand and use the techniques of evaluation in Sanskrit.
Unit – I:
a. Place of the subject in school curriculum An importance of the subject and cultural ,
historical, practical, technological etc.
b. Co- relation of subject with other school subjects and disciplines .
c. Aims and objectives of teaching the subject..
d. Objectives of teaching the subject and their specifications.
e. Objectives of teaching the subject as per syllabus of Maharashtra Board of Secondary
& Higher Secondary Education
Unit- II :
Study of following methods with reference to the contents at secondary level.
a. Various methods of teaching the subject, brief acquaintance with the following
historical methods :
i. Gurukul methods.
ii. Pathshala methods
iii. Dr. Bhandarkar Method
iv. Grammar and translation Metod
v. P.I.
b. Various models, methods and techniques in the teaching of subject.
1. Direct method
2. Structural approaches applied to Sanskrit
3. Inductive techniques of teaching grammar
4. Models of Teaching as applicable to some topics in Sanskrit.
Unit – III:
a. Study of the prescribed courses of Secondary and higher secondary classes in the
subject with reference to principles of curriculum construction.
b. Criteria of a good text books of the subject. Critical study of the text book of the
subject with respect to the above criteria. Teachers hand book – need and contents.
Unit – IV:
a. Instructional aids is the subject. Their uses in classroom teaching in order to make the
teaching of Sanskrit popular.
b. Workbooks, need and contents.
c. Preparing an annual plan , Unit Plan, and daily by lesson plan
40
d. Problem and difficulties in the teaching of subjects.
Unit – V:
Tools of evaluation- preparation and uses.
a. Construction of unit test in the subject and blue print.
b. Other tools.
c. Qualifications and essential qualities, professional; growth.
d. Subject teacher association: need and programme.
Unit- VI:
a. Co-curricular activities in the subject, importance, need and activities.
b. The subject laboratories, its importance, needs , necessary equipments.
c. Diagnostic and remedial teaching in the subject.
d. Value oriented teaching
MODE OF TRANSACTION
 Planned lectures infused with multimedia / power-point presentations.
 Small group discussion, panel interactions, seminars, group discussion, cooperative
teaching and team teaching, selection of most faviourable and suitable mode.
Sessional Work in Sanskrit (Any Two)

i. Prepare / develop Blue print.
ii. Prepare / develop unit test.
iii. Prepare / develop CAI (Two lessons)
iv. Book Project.
Reference Books :
1. Dr. Ramshakal Pandey : Sanskrit Shikshan
2. Dr. Mrs. PratibhaSudhirPendke : Sanskrit Adhyapan
41
CP 301 A: Pali
Objectives :
1. To understand the place of Pali as a source language of culture .
2. To unable the student teacher to understand the objectives of studying Pali in
Secondary & Higher Secondary school.
3. To develop the basic skills related with the subject.
4. To acquaint him with various methods and approaches of teaching Pali in Secondary
& Higher Secondary school.
5. To develop him adequate skill in the use of various teaching aids in Pali.
6. To help him in diagnosing pupils difficulties and outcomings in achievement of
language skills and suggest remedies.
7. To help him to understand and use the techniques of evaluation in Pali
8. To develop among the student teacher positive attitude towards the subject.
Unit – I:
a. Place and importance of Pali in school curriculum.
b. Co- relation of Pali with other school subjects
c. Role of Pali in international integration
d. Aims and objectives of teaching Pali with particular reference to the objectives given
in syllabus of Maharashtra Board of Secondary & Higher Secondary Education.
e. Classroom objectives and specifications of teaching pali.
Unit –II:
Study of following methods with refrence to the contents at secondary level.
a. Various methods of teaching the subject :
b. Grammer and translation methods.
c. Source methods
d. The bilingual approach
e. Project
f. Problem solving
g. Various techniques in the teaching of subject.
i.Narration. II. Illustration. III. Dramatisation. Iv. Question answers . v. Inductive and
deductive technique of teaching grammer.
Unit – III :
a. Critical analysis of the prescribed text book for Secondary & Higher Secondary
classes on the basis of – i. Criteria of good textbooks ii. Principles of curriculum
construction.
b. Content analysis of any two topic/ unit based on facts , concepts , principles and
morals
Unit – IV :
a. Importance , preparation and use of instructional aids in teaching of Pali.
Pictures charts OHP transparencies , film strips, slides , tape recorder , computer
assisted instructions, program learning material, model.
b. Use of dictionary and other reference books , use of internet
c. Needs and importance of students workbooks, teachers handbook.
Unit V :
42
a. Preparation of :i. Annual plan ii. Unit plan iii. Lesson plan
b. Problems and difficulties in the teaching of Pali.
Tools of evaluation : preparation and uses.
a. Construction of unit test in Pali.
b. Other tools
c. Interview. Questionnaire, checklist , rating scale, socialized procedures , achievement
test , different type of questions – essay type, short answer and objective type. Kinds
of objective type test , internal assessment .
d. Pali teacher association essential qualities and their professional growth.
e. B. Pali teacher association – need and programmes to be undertaken.
Unit- VI:
a. Co-curricular activities in the subject, importance, need and activities .
b. Language laboratories – need , importance organisation and essential equipment.
c. Language skills – listening , speaking, reading and writing. Importance and
development of these skills.
d. Diagnostic and remedial teaching in Pali .
e. Value oriented teaching .
f. Contribution of the following literary person in spreading and development of Pali
literature.
i. Acahrya Buddhaghosh, Acahrya Buddhadatta, Acahrya Dhammapal, Acahrya
Nagsen, Acahrya Katyayan , and Moggalayan, Bhadant Anand Kaushallyayan,.
MODE OF TRANSACTION
Sessional Work in Pali (Any Two)
i. Preparation of annual plan for one class
ii. Preparation of unit plan of any one unit.
iii. Construction of unit test with blue print, its administration, analysis of the result and
suggesting remedial measures.
iv. Preparation of one instructional material for teaching of Pali(CAI)
v. To enlist the problems concerned with teaching of Pali and to prepare on action
research project plan to solve the problem.
vi. A critical study of the textbook with reference to syllabus of Pali.(As per the Board).
vii. Content analysis of any two topics / unit based of fact concepts, principles and morals.
Reference Books :
1. ―PaliSahityaKaItihas‖, Hindi SahitysaSammelan, Prayag :UpadhyayaBharatsingh.
2. ―Pali Hindi Kosh‖ Dr.BhadantAnandKaushallyayan.
3. PaliAdhyapanPaddhati‖Dr. MaltiBodele
43
CP 301 A: URDU
Course Objectives-
 Understand the importance of teaching Urdu in India
 Justify the place of Urdu language in school curriculum.
 Understand the aims and objectives of teaching Urdu language at Secondary and
 Be familiar with different methods and approaches of teaching Urdu
 Understand various skills of Urdu language.
 Select appropriate teaching strategy for teaching of Urdu language.
 Understand text book of Urdu language.
Unit-I: Introduction of Urdu Education

A. Urdu language – Nature Perspective.
B. Functional, Cultural, Literary roles and its role in national integration.
C. Objectives of Urdu teaching.
D. The place & importance of Urdu language in school curriculum
E. Formulation of General and Specific Objectives
F. Eminent personalities in Urdu: Maulvi Abdul Haq Munshi Prem Chand, Mirza
Ghalib, Dr.Iqbal, M.Abulkalam Azad.
Unit-II: Methods and Planning the Teaching Of Urdu

A. Teaching Learning methods of Urdu language.
B. Techniques of teaching of Urdu language.
Closing achiever.

B. CCE, its procedure, assessment formats (FA, SA) and practices for urdu learning in
schools.
C. CCE based reporting (scholastic and co-scholastic) and role of the Urdu teacher in
developing linkages amongst child, school, Urdu curriculum and community.
assessment)
variability; Pronunciation—linguistic diversity, its impact on Urdu, pedagogical
44
implication.

 Reading skill
 Speaking skill
 Writing skill
Discourse.

A. Qualities of effective Urdu teacher, disposition and attitude.
for Professional Growth of Urdu teacher.
SCERT, DIET.
SESSIONAL WORK:
OR
Programming
AND
contents of Urdu language
References:
 Abdul Gaffar Madholi Urdu Sikhane Ka Jamia Tareqa.
 Ahmand Hussain.Tadreese Urdu
 Ahsam Siddiqui.Fune Taleem.
 Dr. Jameel Urdu Adab Ki Tareekh.
 Dr.Mohd. Ikram Khan, Mashqui Tadvees Kyon Our Kaise- Maktabe Jamia Malia,
Delhi.
 Manohar Sahaje. Taleem Dene ka Fun
 Moinuddin Tadrees-E-Urdu-, (For B.Ed).
45
 Moinuddin, Hum Urdu Kaise Padhaen - Maktaba Jamia, Delhi.
 Moulvi Saleem Urdu Kaise Padhaen -.Chaman Book Depot, Delhi.
 Padhane Ka Maza-Muriel Wasi N.C.E.R.T., New Delhi.
 Salamatuallah. Ham Kaise Padhaen –
46
CP 301/302 D: BIOLOGICAL SCIENCE
Course Objectives-
:
 Understand the Place and importance of Biological science in teaching and
curriculum.
 Understand the concepts and principles of Biological Science and select appropriate
methods to teach Biological Science.
 Understand the concepts, Approaches, Strategies and Techniques.
 Understand the planning of teaching of Biological sciences.
Unit – I: Biological Science Curriculum

A. Place and importance of the subject Biological sciences in school curriculum.
B. Aims and objectives of teaching Biological sciences as given in the Maharashtra state
board of secondary and higher secondary education syllabus.
C. Class-room objectives and their specifications of teaching the Biological sciences.
D. Bloom‘s taxonomy of educational objectives, learning experiences for achieving
specified behavioral outcomes.
E. Globalization and Biological sciences; Professions in the area of biological sciences.
F. Contribution of eminent scientists in the development of the Biological sciences
Darwin, Mendel, Louis Pasteur, Hargovind Khurana, andJ. C. Bose.
Unit – II: Pedagogy of Biological Science Teaching

A. Concepts of Approaches Strategies and Techniques:
 Inductive-Deductive
 Constructivist Approach
B. Various methods of teaching of Biological sciences:
1) Laboratory; 2) Heuristic; 3) Project;
4) Analytical and Synthetic 5) Problem solving.
C. Strategies:
1) Giving examples accompanied by a reason, comparing and contrasting, giving counter
examples, discovering or exploring various options for solving the problems,
formulation of conjecture and generalizations through several illustrations home
assignment, self study, supervised study.
2) Teaching Skill: Introduction, Explanation, Probing question, Stimulus Variation and
Closing achiever.
Unit – III: Curriculum Transaction

A. Teaching of Biological Sciences: Concept and Principle
B. Preparation of Year plan, unit plan and lesson plan
C. Selecting appropriate strategies related to various topics included in secondary classes
of the Maharashtra Secondary Board for biological science.
Unit–IV: Co-curricular activities and Teaching Aids

A. Co-curricular activities in Biological sciences: its need, importance and organization –
i) Field trip, ii) Science club, iii) Science museums, iv) Science fair.
B. Biological sciences laboratory: need, importance, organization, essential equipment.
47
C. Teaching aids: concept, importance and use of blackboard, charts, models, slides, film
strips, OHP, TV, LCD -projector.
Unit-V:Text Book and Biological Science Teacher

A. Criteria of a good text – book, critical study of the text-book of Biological Science.
B. Need and contents of teacher‘s – hand book, students work-book in biological
sciences
C. Biological science Teacher: essential good qualities, professional growth, and
biological science teachers association. Qualities, professional growth
D. Position paper on ―Teaching of science‖ by NCERT (2006)
Unit-VI: Assessment of learner

A. Purpose of Biological Science evaluation. Assessment based Evaluation in Biological
Science.
B. Construction of a unit-test along with blue print.
C. Preparation and use of other tools of evaluation in Biological sciences.
D. Diagnostic and remedial teaching in Biological sciences
E. CCE, its procedure, assessment formats (FA, SA) and practices for Biological
Science learning in schools.
F. CCE based reporting (scholastic and co-scholastic) and role of the Biological
Science teacher in developing linkages amongst child, school, Biological Science
curriculum and community. Concept of PSA (Problem Solving ability) and OTBA
( open Text based assessment)
SESSIONAL WORK:
OR
 Development of instructional materials ICT Based: Linear, branching and
mathematical Programming
AND
contents .
 Collection of source materials
 Assignments and their presentation on prescribed topics.
 Constructing objective based test items of different types.
References:
 Agrwal D.D.: Modern Methods of Teaching Biology, New Delhi: Sorup and Sons,
2002
 Amin, J. A. (2011). Training science teachers through activities; towards
constructivism. USA: Lap –lambert publishing house.
48
 Bhatt. Puran Chand: Science process skills in teaching and learning, New Delhi:
Commonwealth publication,
 Chunavala, S. (2006). Science Education: A Trend Report. In NCERT (Eds.), Sixth
Survey of Educational Research (1993-2000). New Delhi: NCERT.
http://www.exploratorium.edu/ifi/resources/researches/constructivism.html
 Das R. C.: Science Teaching in Schools, New Delhi: Sterling Publishers Pvt. Ltd.,
1905.
 Edward, Chand Fisher R. L.: Teaching elementary school science,Gangasaran and
sons.
 Harlen, W. and Elstgeest, J. (1992). UNESCO Sourcebook for Science in the
Primary School: A Workshop Approach to Teacher Education. UNESCO.
 Heiss, E. D. (1961). Modern science teaching. New York: Macmillan Company.
 Kumar, A. (2004). ―Science education on a slippery path‖ Retrieved August 26
2006, from: http://www.hbcse.orghttp://insa.acpservers.com/html/home.asp
 Mangal S. K.: Teaching of science, New Delhi: Arya Book Depot, 1992.
 Nanda V.K.: Science Education Today, New Delhi: Anmol Publications Pvt. Ltd.
 Prasad, J. (1999). Practical aspects in teaching of science. New Delhi: Kanishka
Publication.
 Ravi Kumar S.K.: Teaching of Biology, Jaipur: Mangal Deep Publications.
 Rawat M. S.: Biology teaching, Agra: Sahitya Prakashan, 1996.
 Saundars, H.N. (1967). The Teaching of General Science in Tropical Secondary
School.London: Oxford University Press
 Sharma B.M. and Sharma A.S.: Encyclopedia of Education in 21st Century Science
– Education, Volume – 8, New Delhi: Commonwealth Publication.
 Sharma R. C.: Modern Science Teaching, Delhi: Dhanpat Rai and Sons, 1995.
 Siddiqui Najma N. and Siddiqui M: Teaching of Science Today and Tomorrow,
Delhi: Doaba House.
 Sood J. K.: Science Teaching, Agra: Vinod Pustak Mandir, 2003.
 Vaidya N.: Science teaching for the 21 century, New Delhi: Deep and Deep
Publications.
 Yadav K. :Teaching of Life Science, New Delhi: Anmol Publications.
 Yadav Seema and Singh A.K.: Teaching of Life Science, New Delhi: Dominant
Publications.
 कदम, बोंदाडे: ऴास्त्िअध्याऩनऩद्धती,ऩुणे: नूतनप्रकऴन.
 कदम. चा., बोंदाडेकै. मु.: ऴास्त्िआऴययुक्तअध्याऩनऩद्धती,ऩुणे: नूतनप्रकऴन.
 गद्रे , ज. रा. :ऴास्त्िचेअध्याऩन
 शोषनीमो. प्र. : ऴास्त्िकशेशऴकळाळे
 अनारशे, हदघे, ऩाटणकर: ऴास्त्िचेअध्याऩन
 षकीमप्रभाकर:ऴास्त्िअध्याऩन
49
CP 301/302D: MATHEMATICS
Course Objectives-
Student will be able to:
 Understand the Place and importance of Mathematics in teaching and curriculum.
 Understand the concepts and principles of Mathematics and select appropriate
methods to teach Mathematics.
 Understand the concepts, Approaches, Strategies and Techniques.
 Understand the planning of teaching mathematics.
Unit–I: Mathematics Curriculum

A. Place and importance of the subject Mathematics in school curriculum.
B. Aims and objectives of teaching Mathematics as given in the Maharashtra state board
of secondary and higher secondary education syllabus.
C. Class-room objectives and their specifications of teaching the Mathematics.
E. Globalization and Mathematics s; Professions in the area of Mathematics.
F. Contribution of eminent scientists in the development of the Mathematics
Bhaskaracharya, Aryabhatta, Ramanujan, Shakuntala Devi and Euclid, Pythagorus
and Rene – descarte
Unit–II: Pedagogy of Mathematics Teaching

B. Various methods of teaching of Mathematics:
1) Laboratory; 2) Heuristic; 3) Project;
C. Strategies:
a. Giving examples accompanied by a reason, comparing and contrasting, giving counter
examples, problem posing and solving, discovering or exploring various options for
solving the problems, formulation of conjecture and generalizations through several
illustrations oral work, written work, drill work, home assignment, self-study,
supervised study.
b. Teaching Skill: Introduction, Explanation, Probing question, Stimulus Variation and
Closing achiever.
Unit–III: Curriculum Transaction

A. Teaching of Mathematic: Concept and principle and vedic maths
of the Maharashtra Secondary Board for Mathematics.
Unit-IV: Co-curricular activities and Teaching Aids

A. Co-curricular activities in Mathematics: its need, importance and organization –
B. Mathematics laboratory: need, importance, organization, essential equipment.
50
Unit-V: Text Book and Mathematics Teacher
A. Criteria of a good text – book, critical study of the text-book of Mathematics.
B. Need and contents of teacher‘s – hand book, students work-book in Mathematics
C. Mathematics Teacher: essential good qualities, professional growth, and Mathematics
teachers association.
D. Position paper on ―Teaching of Mathematics‖ by NCERT (2006)

A. Purpose of Mathematics evaluation. Assessment based Evaluation in Mathematics.
C. Preparation and use of other tools of evaluation in Mathematics.
D. Diagnostic and remedial teaching in Mathematics.
E. CCE, its procedure, assessment formats (FA, SA) and practices for Mathematics
F. CCE based reporting (scholastic and co-scholastic) and role of the Mathematics
teacher in developing linkages amongst child, school, Mathematics curriculum and
community. Concept of PSA (Problem Solving ability) and OTBA ( open Text
based assessment)
SESSIONAL WORK:
OR
Programming
AND
 Students will visit the school organize a mathematics exhibition and poster
presentation of scientific concepts.
 Students will visit the school and identify various components in mathematics
laboratory and other related activities.
 Preparation of Teaching aids: Preparation of low cost and no cost learning teaching
aids on any topic.
 Identification of problems and conduct action research.
References:
 Anice, J. (2008). Methods of Teaching Mathematics. New Delhi: Neelkamal
Publications.
 Butler and Wren. The teaching of Secondary Mathematics, New York: McGraw
Hill Book Company.
 Butler, C. H., Wren F. L. and Banks, J. H. (1971). The teaching of Secondary
Mathematics. New York: McGraw Hill.
51
 Coney, T. J., Davis, G. J., and Hen Derson, K. B. (1975). Dynamics of Teaching
Secondary School Mathematics. Boston: Houghton - Mifflin co.
 Davis David, R. (1960). Teaching of Mathematics, Addison Wesley Publications.
 Dharambir & Agrawal, V.N. The Teaching of Mathematics in India.
 Ediger, M., and Rao, B. (2000). Teaching Mathematics successfully. New Delhi:
Discovery Publishing House.
 Ediger, Marlow (2004). Teaching Math Successfully, Discovery Publication.
 James, Anice (2005). Teaching of Mathematics, Neel Kamal Publication.
 Kapur, S.K. (2005). Learn and Teach Vedic Mathematics, Lotus Publication.
 Kidd, P. K., Myers, S. S., Cilley David, M. (1970). The Laboratory Approach to
Mathematics. Chicago: Science Research Associates Inc.
 Koehler, M. J. & Mishra, P. (2008). Introducing technological pedagogical content
knowledge. In AACTE Committee on Innovation and Technology
(Eds)., Handbook of technological pedagogical content knowledge (TPACK) for
educators . New York: Routledge.
 Kothari, R. G., and Shelat, P. H. (2011). Mathematical weaknesses among
secondary school students. Germany: VDM Verlag Publishers.
 Kumar, S. (1993). Teaching of Mathematics. New Delhi: Anmol Pub. Pvt.
 Mottershead, L. (1978). Sources of Mathematical discovery. Oxford: Basil black
Wall.
 National curriculum framework (2005). New Delhi: NCERT.
 National curriculum framework for teacher education (2000). New Delhi: NCERT.
 National curriculum framework for teacher education (2009). New Delhi: NCERT.
 Nickson, M. (2006). Teaching and Learning Mathematics: A Guide to Recent
Research and its Application. London: Continuum
 Packiam, S. (1983). Teaching of Modern Mathematics: A New Approach. New
Delhi: Doaba House.
 Pandya, B. (2007). Teaching of Mathematics. Agra: Radha Prakashan Mandir.
 Paul, C. (2008). Teaching Mathematics: Developing as a Reflective Secondary
Teacher. New Delhi: Sage Publication.
 Prabhakaran, K.S. Concept attainment model of Mathematics teaching, Discovery
Publications.
 Rao, N. M. (2007). A Manual of Mathematics Laboratory. New Delhi: Neelkamal
Publications.
 Ravat, M. S., and Agrawal, M. (1986). Ganit Shikshan. Agra: Vinod Pustak
Amandir.
 Rechard Copelard(1975). How Children Learn Maths: Teaching Implications of
Piaget‘s Research, Macmillan: New York.
 Richard Courant & Herbert Robbins (1941). What is Mathematics, Fai Lawn:
Oxford University press.
 Servais, W., and Varga, T. (Ed.) (1971). Teaching School Mathematics. A
UNESCO Source Book. UNESCO, Penguin books.
 Shah G. B. (1964). New Dimensions in teaching of Mathematics. Baroda: CASE.
 Shultz. The Teaching of Mathematics.
 Sidhu, K. B. (1974). The Teaching of Mathematics. New Delhi: Sterling Pub. (p).
Ltd. (LB 1646 14 54)
 Singh, H., Avtar, R., and Singh, V. P. (2008). A Handbook for Designing
52
Mathematics
 Tyagi, S.K. (2004). Teaching of Arithmetic, Commonwealth Publications.
 XXXIII Yearbook (1970). The Teaching of Secondary School Mathematics,
Washington: NCTM.
 ओकअ. ळा.शत्यळतीराऊल (१९९१), गणणतस्त्ळरूऩअध्ययन-अध्याऩन, ऩुणे: नूतनप्रकाऴन.
 आऩटे मो. (१९९३). गणणताच्याऩाऊऱखण
ु ा, डोंत्रबळऱीअश्ळमेघप्रकाऴन
 बाऩटभा. गो. कुऱकणीवळ. ना. - गणणतअध्ययनआणणअध्याऩन, ऩुणे: व्हषनशप्रकाऴन.
 शभांताडेवळ., जगताऩष.ना., बोंदाडेकै. ( १९९३).
आऴययुक्तअध्याऩनऩद्धतीशोऱाऩूर:आऴयप्रकाऴन.
 दे ऴमुखळ. ऩा.(१९७२). गणणताचेअध्याऩन, ऩुणे: मॉडननबुकडेऩोप्रकाऴन.
 जगताऩष. ना.(१९९१). गणणतअध्याऩनऩद्धती, ऩुणे: नूतनप्रकाऴन.
53
CP 301/302B: COMMERCE
Course Objectives-
 To enable students to understand commerce subject and its correlation with other
subjects.
 To make students aware about different types of planning for teaching
 To make students understand the different methods for teaching of Commerce
 To enable students to use different techniques in teaching of commerce
 To enable students to understand importance of evaluation commerce
Unit-I: Commerce Subject & its Correlation with other subjects

A. Meaning, Nature and Importance of Commerce as a subject
B. Scope of Commerce in School curriculum
C. Objectives of teaching Commerce at higher secondary stage.
D. Correlation - Concept, Importance & Types
E. Correlation of Commerce subject with other school subjects.
Unit-II: Methods and Planning the Teaching Of Commerce

A. Teaching Learning methods of Commerce.
B. Techniques of teaching of Commerce
Closing achiever.

A. Purpose of commerce evaluation. Assessment based Evaluation in commerce
B. Construction of Unit test.
C. CCE, its procedure, assessment formats (FA, SA) and practices for Commerce
D. CCE based reporting (scholastic and co-scholastic) and role of the Commerce
teacher in developing linkages amongst child, school, Commerce curriculum and
based assessment)
E. Curriculum and syllabus – concept and types

A. Co-curricular activities in Commerce: its need, importance and organization –
B. Need, Importance, Activities and Role of teacher of Commerce Club
Unit -V: Learning Resources

B. Technological based learning resources; their merits and demerits.
C. Criteria of a good text – book, critical study of the text-book of commerce.
D. Need, contents, merits and demerits of teacher‘s – hand book, students work-book in
commerce
E. Commerce teachers association.
54
Unit-VI: CommerceTeacher
A. Qualities of effective Commerce teacher, disposition and attitude.
for Professional Growth of Commerce teacher
C. Importance of agencies for Professional growth of Commerce teacher: NCERT,
SCERT, etc.
SESSIONAL WORK:
OR
 Development of instructional materials ICT Based: Linear, branching and mathematic
Programming
AND
contents.
 Prepare a list of activities to be undertaken in commerce club
 Create a commerce club in higher secondary and implement some activities under it.
 Preparation of Blue Print and Question Paper in commerce subject.
 Organise some commercial activities in schools or in your department and prepare a
report on the same
References:
 Aggarwal, J.C.(2010). Teaching of Commerce: Vikas Publications house Pvt. LtdNew
Delhi
 Bhaskara Rao, Digumarti, (2004) Methods of Teaching Commerce:Discovery
Publishing House, New Delhi.
 Lulla B.P. (1990). Teaching Commerce in Secondary Schools: M.S.U., Baroda.
 P.C. Segwalkar &Sarlekar(2000): The structure of Commerce. Kitab Mahal. Allahabad
 Rao, S. Teaching Commerce in Multipurpose Secondary Schools.
 Rao, S. (1995). Teaching of Commerce, New Delhi: Publications Pvt. Ltd
 Seema Rao., (2004). Teaching of Commerce: Anmol Publications Pvt. Ltd., New Delhi.
 Umesh, rana A (2009). Methodology of Commerce Education: Tandon Publications,
New Delhi
 शक्शेना, उदयगीर - ळाणणज्यशऴसण
 शशांग, इकबाऱ - ळाणणज्यकाअध्ययन
 गाजरे ,नानकर - ळाणणज्यअध्याऩनऩद्धती, ऩण
ु े : नत
ू नप्रकाऴन.
 गोयऱएम. एऱ. - ळाणणज्यशऴसण, रोषतक: शांदीऩप्रकाऴन
 शशांषराजऩाऱ - ळाणणज्यशऴसण, आग्रा: वळनोदऩस्त्
ु तकमांहदर
55
CP 301/302:Pedagogy of School Subject
CP 301/302 C: PHYSICS
Course Objectives-
Student teacher will be able to:
 Understand the Place and importance of Physical Sciences in teaching and
curriculum.
 Understand the concepts and principles of Physical Sciences and select appropriate
methods to teach Physical Sciences.
 Understand the concepts Approaches Strategies and Techniques.
 Understand the planning of teaching Physical Sciences.
Unit–I: Physical Science Curriculum

A. Place and importance of the subject Physical Science in school curriculum.
B. Aims and objectives of teaching Sciences as given in the Maharashtra state board of
secondary and higher secondary education syllabus.
C. Class-room objectives and their specifications of teaching the Physical sciences.
E. Globalization and Physical sciences; Professions in the area of Physical science.
F. Contribution of eminent scientists in the development of the Physical Science
Archemedes, Gallilio, Newton, Raman, and Homi Bhabha. Boyle, Rutherford,
Mendelief, Madam Qurie, Prafulchandra Ray.
Unit–II: Pedagogy of Physical Science Teaching

B. Various methods of teaching of Physical Science sciences:
1) Laboratory 2) Heuristic 3) Project
C. Strategies:
 Giving examples accompanied by a reason, comparing and contrasting, giving counter
examples, discovering or exploring various options for solving the problems,
formulation of conjecture and generalizations through several illustrations home
assignment, self study, supervised study.
 Teaching Skill: Introduction, Explanation, Probing question, Stimulus Variation and
Closing achiever.
Unit–III: Curriculum Transaction

A. Teaching of Physical Science: Concept and Principle
of the Maharashtra Secondary Board for Physical Sciences.

A. Co-curricular activities in Physical sciences: its need, importance and organization –
B. Physical sciences laboratory: need, importance, organization, essential equipment.
56
Unit-V: Text Book and Physical Science Teacher
A. Criteria of a good text – book, critical study of the text-book of Physical science
B. Need and contents of teacher‘s – hand book, students work-book in Physical sciences
C. Physical science Teacher: essential good qualities, professional growth, and Physical
science teachers association.
D. Position paper on ―Teaching of science‖ by NCERT (2006)

A. Purpose of Physical Science evaluation. Assessment based Evaluation in Physical
Science.
C. Preparation and use of other tools of evaluation in Physical sciences.
D. Diagnostic and remedial teaching in Physical sciences
E. CCE, its procedure, assessment formats (FA, SA) and practices for Physical
Science learning in schools.
F. CCE based reporting (scholastic and co-scholastic) and role of the Physical
Science teacher in developing linkages amongst child, school, Physical Science
curriculum and community. Concept of PSA (Problem Solving ability) and OTBA
( open Text based assessment)
SESSIONAL WORK:
OR
Programming
AND
contents.
 Collection of source materials
References:
 Agarkar, S. C. (2005). An Introductory Course on School Science Education.
Mumbai: HBCSE, TIFR.
 Bhat, B.D. and Sharma, S.R. (1993). Methods of Science Teaching. New Delhi:
Kanishka Publishing House.
 Das, R.C. (2009). Science Teaching in Schools. Sterling, New Delhi
 Gary D. Borich (2012). Effective teaching methods. Noida: Dorling Kindersley
India Pvt. Ltd.
 Gupta, S. K. (1985). Teaching of physical science in secondary schools, New Delhi
57
 Gupta, V. K. (1995). Teaching and Learning of Science and Technology. New
Delhi: Vikas Publishing House Inc.
 Kalra, R. M. (1976). Innovations in Science Teaching. Bombay: Oxford Publishing
 Kalra, R. M. (1976). Innovations in Science Teaching. Bombay: Oxford
Publishing.
 Khirwadkar, A. (2003). Teaching of Chemistry Modern Method. New Delhi:
Sarup& Son‘s.
 Mangal, S.K. (1997), Teaching of Science, Arya Book Depot.
 Mani R. S. (1998) Model of Lesson Planning: Some Reflections. Recent
Researches in education and Psychology, 3(III-IV), P.P. 87-90.
 Mani, R. S. (1998). Objectives of Teaching Chemistry in Schools. C.A.S.E.,
Department of Education, Vadodara, The M. S. University of Baroda (unpublished
mimeographed instructional material).
 Mani, R. S. (2001). New Approaches of Teaching Science. Recent Reserches in
Education Psychology, 6(I-II), 1-6.
 Mani, R. S. (2012). Mobile Science and Technology Development of Skills in
Science and Technology. Education and Society, (I).
 Mathur, R. C. (1992). A Source book of Science Projects. New Delhi: Arya Book
Dept.
 Nanda V.K. (1997). Science Education Today. New Delhi: Anmol Publication Pvt.
Ltd.
 NCERT (2013). Pedagogy of Science:Text Book for B.Ed. part I, NCERT, New
Delhi.http://www.ncert.nic.in/departments/nie/desm/publication/pdf/phy_sci_partI.
pdf
 Newbold, B. T., & Holbrook, J. (1992). New Trends in Chemistry Teaching.
 Rawat, D.S. (1981): Teaching of Science. Agra: Vinod Pustak Mandir,.
 Sharma, R.C. (2002), Science Teaching, Dhanpat Rai Publication.
 Sonders, H.N. (1971), Science Teaching in Senior Secondary Schools, Oxford &
IBH Publishing Company.
 Text Books of Chemistry prescribed by Gujarat State textbooks board and Central
board.
 Tobin, K.: The practice of Constructivism in Science Education, Lawrence
Erlbaum Associates, NJ, 1993.
 Tony L., Matt C., Bernie K. and Judith T., 2010.Teaching Science Sage Publication
India Pvt .Ltd.
 UNESCO, New Delhi, Sterling Publishers Inc., (First India reprint, 1993).
 UNESCO. (1964). UNESCO source Book for Science Teaching. Paris: UNESCO.
 UNESCO. (1964). UNESCO source Book for Science Teaching. Paris: UNESCO.
 Vaidya, (1999). Science Teaching for 21st Century, Deep & Deep Publications
 Vaidya, N. (1996). Science Teaching for the Twentyfirst Century. New Delhi:
Deep and Deep Publications.
 Venkataiah, S. (2002): Teaching of Science. Anmol Publisher Pvt. Ltd., New Delhi
 Waddington, D. J. (1987). Teaching School Chemistry. New Delhi: Sterling
Publishers Inc.
 Yadav, M. S. (1993). Teaching of Chemistry, New Delhi: Anmol Publications.
58
CP 301/302 B: ECONOMICS
Course Objectives-
 To understand economics subject and its correlation with other subjects.

 To make students aware about different types of planning for teaching
 To enable students to understand importance of content analysis
 To make students understand the different methods for teaching of Economics
 To enable students to use different techniques in teaching of Economics
 To enable students to use evaluation technique in Economics
Unit-I: Economics Subject & its Correlation with other subjects

A. Meaning, Nature and Importance of Economics as a subject
B. Scope of Economics in School curriculum
C. Objectives of teaching Economics at secondary stage.
D. Correlation - Concept, Importance
E. Correlation of Economics subject with other school subjects.
Unit-II: Methods and Planning The Teaching of Economics

A. Teaching methods of Economics.
B. Techniques of teaching of Economics
Closing achiever.

B. CCE, its procedure, assessment formats (FA, SA) and practices for Economics
C. CCE based reporting (scholastic and co-scholastic) and role of the Economics
teacher in developing linkages amongst child, school, Economic curriculum and
based assessment)

A. Co-curricular activities in Economics: its need, importance and organization –
B. FieldTrip: Importance , procedure & Role of Teacher
Unit-V:LEARNING RESOURCES
C. Criteria of a good text – book, critical study of the text-book of Economics.
Economics
59
E. Position paper on ―Teaching of Social science‖ by NCERT (2006)
UNIT-VI: ECONOMICSTEACHER
A. Qualities of effective Economics teacher, disposition and attitude.
for Professional Growth of Economics teacher
C. Importance of agencies for Professional growth of Economics teacher: NCERT,
SCERT, etc.
SESSIONAL WORK:
* Test:best one out of two unit tests
OR
Programming
AND
 Group work on the preparation of lesson plans in Economics
 Group work on content Analysis
 Preparation on different types of Assignment in Economics
 Conducting Seminar in Economics Class.
 Preparation of different list of Community Resources which can be used for teaching
of Economics
 Critical Analysis of Economics Text Book.
 Conducting sample surveys
 Preparation of Blue Print and Question Paper in Economics subject
References:
 Aggarwal J.C: Teaching Of Economics, A Practical Approach‖ Vinod Pustak Mandir.
Agra-2
 Bhatia & Bhatia 1994 ―The Principles & Methods of Teaching‖ Doaba house, Delhi –
 110006.
 Dhillon S; Chopra K.: Teaching Of Economics.
 Gupta R.P. ― Teaching Methods‖ Vinod Pustak Mandir, Agra-2
 Joyce, B. & Weil, M: Models of Teaching. Prentice Hall Inc., New Jersey, 1979.
 Kanwar, B.S.: Teaching of Economics. Ludhiana: Educational Publishers, 1970.
 Knoph, J.H.: the Teaching of Elementary Economics. New York: Holt Rinehart and
Winston, 1965.
 Mustafa M, 2005,‖ Teaching of Economics New Trends and Challenges‘ Deep &
 Deep Publications Pvt. Ltd F-159, Rajouri Garden, New Delhi-110027.
 N.R. Saxena: Teaching of Economics, R Lall Book Depot, Meerut.
 Natarajan S. 1993,―Introduction to Economics of education‖, sterling publications
 Private Limited.
60
 Oliver, J.M.: The Principles of Teaching Economics. New Delhi: Heinmann
Educational Books Ltd., 1975.
 Pal, H.R and Pal, R.: Curriculum – Yesterday, Today and Tomorrow. Kshipra, New
Delhi, 2006.
 Pal, H.R.: Methodologies of Teaching & Training in Higher Education. Delhi:
Directorate of Hindi Implementation, Delhi University, 2000.
 Prof. Rai B.C. (1991 ) ― Techniques of Teaching‖ Prakashan Kendra Luckhnow-7
 Sansanwal, D.N. & Singh, P.: Models of Teaching. Society for Educational Research
& Development, Baroda, 1991.
 Sansanwal, D.N.: Jerk Technology. Journal of Indian Education, Vol. XXVI, No. 1,
2000, pp 17 – 22.
 Sharma Kadambari: Teaching of Economics.
 Siddiqui M.H.: Teaching of economics, APH Publications Corporation.
 Sindhu H.S.: Teaching of economics, Tandon Publications, Books Market, and
Ludhiana-141008.
 Yadav Amita, 1999, ―Teaching of Economics‖ Anmol Publications Pvt. Ltd., New
 Delhi.
 Saxena Mishra Mahonty (2004) ―Teaching of Economics‖ Surya publication, Meerut.
 Saxena Mishra Mahonty (2004) ―Teaching of Social Studies‖ Surya publication,
 Suryapublication, Meerut.
 Tyagi, G.D.: Arthshastra Shikshan. Agra: Vinod Pustak Mandir, 1981.
 Weil, M & Joyce, B.: Information Processing Models of Teaching. Prentice Hall Inc.,
New Jersey, 1979
61
CP 301/302 B: GEOGRAPHY
Course Objectives-
 To understand the nature and structure of Geography.
 To enable the student trainees to understand the objectives of teaching Geography at
Secondary schools.
 To enable the student trainees to know the importance of teaching Geography at the
secondary School level.
 To enable the student trainees to know the methods, and approaches for organizing
Geography curriculum.
 To develop in the student trainees skills to organize Geography curriculum.
 To enable the student trainees to understand the need for different types of planning
needed in the Geography instruction.
 To enable the student trainees to understand the various evaluation techniques in
Geography.
Unit-I: Geography Subject & its Correlation with other subjects

A. Meaning, Nature and Importance of Geography as a subject
B. Scope of Geography in School curriculum
C. Objectives of teaching Geography at secondary stage.
E. Correlation of Geography subject with other school subjects.
Unit-II: Methods and Planning The Teaching of Geography

A. Teaching methods of Geography.
B. Techniques of teaching of Geography
Closing achiever.

B. CCE, its procedure, assessment formats (FA, SA) and practices for Geography
C. CCE based reporting (scholastic and co-scholastic) and role of the Geography
teacher in developing linkages amongst child, school, Geography curriculum and
based assessment)

A. Co-curricular activities in Geography: its need, importance and organization –
B. Field Trip: Importance , procedure & Role of Teacher
Unit-V:Learning Resources
62
C. Criteria of a good text – book, critical study of the text-book of Geography.
Geography
E. Position paper on ―Teaching of social science‖ by NCERT (2006)
Unit-VI: Geography Teacher

A. Qualities of effective Geography teacher, disposition and attitude.
for Professional Growth of Geography teacher
C. Importance of agencies for Professional growth of Geography teacher: NCERT,
SCERT, etc.
SESSIONAL WORK:

OR
Programming
AND
 Students will analyze Geography text books of different boards like Maharashtra state
board and CBSE boards.
 Students will analyze the content organization in the Geography curriculum.
 Students will do the content analysis and write the general and specific objectives for
different contents.
 Students will prepare lesson plans using different approaches and methods of
teaching.
 Students will prepare plans for Geography laboratory, field trips and other activities.
References:
 Shaida B.D., Sharma J.C. - Teaching of Geography, Dhanpat Rai & Sons, Delhi.
 Mukherji S.P. - Geography and Education, Jiwan Jyoti prakashan, Darjeeling.
 Varma O.P. & Vedanayagan E.G.-Geography Teaching, sterling publishers, Jallander.
 Arora K.I. - Teaching of Geography, Prakash Brothers, Ludhiyana.
 Barnard - Principles and practice for Geography Teaching, University tutorials Press,
London.
 Pary H.K.-Becoming Better Teacher-Micro Teaching Approach, Sahitya
Mudranalaya, Ahmadabad.
 Britain, Department of Education and Science, (1972), New Thinking in School
Geography, Her Majesty's stationery office, London.
63
 Britain ministry of Education, (1960), Geography and Education, Her Majesty's
stationery office, London.
 Faizgrive (U.L.P.): Geography in School.
 Gopaill G.R. (1973), The Teacher of Geography, MacMillon Education Ltd., London.
 Hall, David, (1976), Geography and the teacher, George Allen and Unwin Ltd.,
London.
 Macnee, E.A., (1951), The teaching of Geography, Geoggiey Cambridge, Bombay.
 Morrin, John W., (1968), Methods of Geographic Instruction, Blaisdell Publishing
co., Massachusetts.
 UNESCO, (1965), Source Book for Geography Teaching, Longmans, Green and Co.,
London.
 Varma, O.P.(1975), Geography Teaching, Sterling publishers, New Delhi.
 बाऩटत्रब. जी. (१९६९), भूगोऱअध्ययनआणणअध्याऩनऩुणे: हषीनशप्रकाऴन
 ऩाटणकर, ना. वळ.(१९५४) भूगोऱचेअध्याऩनऩुणे: मोडननबुकडेऩो.
 ऩोंसेळ. बा. भूगोऱअध्याऩनऩद्धती, ऩुणे: नूतनप्रकाऴन
 शाांगऱेऴैऱजा, दृष्ट्टीसेऩातस्त्ऩेऴऱमेथडभग
ू ोऱ, ऩण
ु े : नत
ू नप्रकाऴन
 शमश्राआत्मानांद - भग
ू ोऱशऴसणऩद्धती.
64
CP 301/302 B:HISTORY
Course Objectives-
 To enable the student trainees to understand the nature and structure of History.
 To enable the student trainees to understand the objectives of teaching History at
Secondary schools.
 To enable the student trainees to know the importance of teaching History at the
secondary School level.
 To enable the student trainees to know the methods, and approaches for organizing
History curriculum.
 To develop in the student trainees skills to organize History curriculum.
 To enable the student trainees to understand the need for different types of planning
needed in the History instruction.
 To enable the student trainees to understand the various evaluation techniques in
History.
Unit-I: History Subject & its Correlation with other subjects

A. Meaning, Nature and Importance of History as a subject
B. Scope of History in School curriculum
C. Objectives of teaching History at secondary stage.
E. Correlation of History subject with other school subjects.
Unit-II: Methods and Planning the Teaching of History

A. Teaching methods of History.
B. Techniques of teaching of History
Closing achiever.

B. CCE, its procedure, assessment formats (FA, SA) and practices for History
C. CCE based reporting (scholastic and co-scholastic) and role of the History teacher
in developing linkages amongst child, school, history curriculum and community.
assessment)

A. Co-curricular activities in History: its need, importance and organization –
B. FieldTrip: Importance , procedure & Role of Teacher
Unit -V:Learning Resources

65
C. Criteria of a good text – book, critical study of the text-book of History.
History
E. Position paper on ―Teaching of social science‖ by NCERT (2006)
Unit-VI: History Teacher

A. Qualities of effective History teacher, disposition and attitude.
for Professional Growth of History teacher
C. Importance of agencies for Professional growth of History teacher: NCERT,
SCERT, etc.
SESSIONAL WORK:
OR
Programming
AND
 Students will analyze History text books of different boards like Maharashtra state
board and CBSE boards.
 Students will analyze the content organization in the History curriculum.
 Students will do the content analysis and write the general and specific objectives for
different contents.
 Students will prepare lesson plans using different approaches and methods of
teaching.
 Students will prepare plans for History field trips and other activities.
References:
 Ballard M., (1979), New Movement in the study Teaching of History, Temple Smith,
London.
 Kochhar S.K. (1966), Teaching of History, Sterling Publishers Private Limited.
 N.C.E.R.T. (1970), Teaching History in Secondary Schools Publisher, Delhi.
 Singh D.R., (1959), The Teaching of History and Civics Jallandar, University
Publications.
 The teaching of history: V.P.Ghale.
 Teaching of History: Nirmal Yadav.
 Teaching of history: B.D.Shaida & Saheb singh.
 The teaching of history: S.K.Koachar.
 Vajreswari R., (1973), Handbook of History Teachers Allied Publishers, Bombay.
 ननरां तरब. भा. - इनतषाशाचेअध्याऩनऩुणे: मोडननबुकडेऩो.
66
 ऩत्कीमा. श्री.-इनतषाशाचेअध्याऩन
 बेदरकरकृ. द.- इनतषाशाचेअध्याऩनाच्याहदऴाऩुणे: ननलकांठप्रकाऴन
 घाटे वळ.द.- इनतषाशऴास्त्िआणणकऱा
 नतळारीशशां. ष. (१९८७)- इनतषाशाचेअध्याऩन, ऩुणे: नूतनप्रकाऴन
 घाटे वळ.द.(१९५८)- इनतषाशाचेअध्याऩन, ऩुणे: दे ऴमुखप्रकाऴन
 दन
ु ाखेअरवळांद (२०००)- इनतषाशाचेअध्याऩन, ऩुणे: नूतनप्रकाऴन
 ऩत्कीमा. श्री.(१९८०)-इनतषाशाचेअध्याऩनऩद्धतीळतांि; औरां गाबाद: शमशऱांदप्रकाऴन
 हठगले एश. एश. (१९७१) - इनतषाशकशाशऴकाळाळकशाशऴकळाळा;अषमदनगर:शष
ु ाशप्रकाऴन
67
CP 301/302 B: MUSIC
Objectives :
1. To enable the student-teachers to understand the place of Music in the

Secondary School curriculum.
2. To make him understand different methods of learning music.
3. To develop adequate skills in the use of various teaching aids in Music
4. To help the student teachers in diagnosing Pupils difficulties and defects in

achievement of Music skills.
5. To help the student-teacher to understand the technique of evolution in Music.
6. To enable the student teacher to organize and supervise music related,

activities.
7. To develop a board understanding and attitude towards the role of music in

social, economic, cultural and technological life.
Unit-I
a. Development of music as an independent subject.
b. Contribution of eminent musicians for this development.
c. The place and scope of music in Secondary School curriculum.
d. Importance of music in Secondary Schools and its relation with other subject.
e. Objective of teaching music at Secondary levels.
Unit-II Study of the following methods with reference to the contents at

secondary level--
a) Various methods of teaching music for theory of Indian Music, Lecture,
Demonstration, Discussion, Projects etc.
b) Practical Demonstration, Drill method.
Unit-III
a) Learning experiences through different agencies of education, formal and
informal.
b) Preparation of instructional material for teaching music.
c) Teaching aids and devices : Model charts, Films/Strips, Radio, T.V., Tape
Recorder, Magazines.
d) Setting up of a music room with necessary equipment.
Unit-IV
Preparation of Annual plan the unit plan and daily lesson plan
68
a) Preparation and criteria of framing syllabus for music.
b) Criteria of a good text book in music and study of present text book, Work
books and reference books.
c) Evaluation procedures-diagnostic and remedial teaching. Test procedures,
Knowledge of achievement test and unit tests.
.
Unit-V
a) Co-curricular activities useful in the teaching of music
b) Importance and practice of different types of songs.
National songs, Folk songs, Prayers, Marching Songs.
Unit-VI
Qualities of a good music teacher, His professional Equipments the place of voice
culture etc. for his professional growth.
Practical / Assignment (Any one of the following)

1) Prepare / Develop Blue Print
2) Prepare / Develop Unit Test
3) Prepare / Develop CAI (two lessons)
4) Book Project.
Book recommended :
1. G. E. Ranade : Hindustani Music.

2. P. Samba Moorthy : the Teaching of Music
3. Scottish Education Deptt. : Music in Secondary School
4. UNESCO: Music in Education.
5. Indian New Delhi : Music Journal.
6. Basic Concepts in Music Education : 57th Year Book of the National Society
for the Study of Education, U.S.A.
69
CP 301/302 C: Chemistry
Objectives:
1. It make the student teacher familiar with the objectives of teaching Chemistry.
2. To enable him to analyse the syllabus in Chemistry.
3. To enable him to use various methods and techniques of teaching Chemistry
effectively and efficiently.
4. To develop in him adequate skills in the preparation and use of suitable teaching aids
in Chemistry.
5. To help him to organise co-curricular activities in Chemistry.
6. To enable him to prepare and use appropriate tools of evaluation in Chemistry.
7. To enable him to interpret the results of various tools in Chemistry.
Unit – I
a. Place and importance of Chemistry in the school curriculum.
b. Correlation of Chemistry with other school subjects and the environment.
c. Aims and objectives of teaching Chemistry with particular reference to the objectives
given in the syllabus of the Maharashtra Board.
d. Class room objectives and specifications of teaching Chemistry.
Unit – II
a. Various methods of teaching Chemistry.
1. Lecture, 2. Demonstration, 3. Laboratory, 4. Heuristic, 5. Project, 6. Analytical and
Synthetic, 7. Inductive and Deductive, 8. Problem solving or assignment.
b. Various useful techniques in teaching Chemistry.
Unit – III
a. Study of the prescribed courses in Chemistry for Secondary and Higher Secondary of
Maharashtra Board with reference to principles of curriculum.
b. Criteria of a good text book, critical study of the text books prescribed for secondary
and higher secondary classes.
Unit – IV
a. Instructional aids in Chemistry. Their importance and use in day-to-day classroom
teaching.
b. Need and contents of work-book for students, teachers hand-books and laboratory
manual in Chemistry.
Unit – V
a. Preparation of : 1. Annual plan, 2. Unit Plan, 3 Lesson plan of Chemistry.
b. Problems and difficulties in day-to-day teaching of chemistry.
c. Construction of unit test in Chemistry
d. Preparation and use of various tools of evaluation in Chemistry.
Unit – VI
a. Science teacher – his requisite qualifications, qualities, professional growth.
b. Science teachers association-their need and programme undertaken.
c. Co-curricular activities in Chemistry-their need, importance and organisation.
d. Chemistry laboratories – need, importance, organisation, essential equipment.
e. Diagnostic and remedial teaching in Chemistry.
70
f. Contribution of the following scientists in the development of Chemistry: Boyle,
Mendeleef, Avogadro, Madam Curie.
MODE OF TRANSACTION
teaching and team teaching, selection of most faviourable and suitable mode.
SESSIONAL WORK
 Prepare / Develop Blue Print
 Prepare / Develop Unit Test
 Prepare / Develop CAI (two lessons)
 Book Project
REFERENCE BOOK
1. Methodology and Teaching Science: Mrs. Devyani Shinde, Urban Art Publication,
Divn – Hyderabad.
71
CP 301/302 D: HOME SCIENCE
OBJECTIVES:
1. To enable the student-teacher to understand the place of the Home Science in the
Secondary School syllabus.
2. Familiarize the students with laboratories in various areas of Home Science.
3. To make her to understand different methods of learning Home Science.
4. To Develop adequate skills in the use of various teaching aids in Home science
Unit – I
a. Place and importance of Home-Science in School Curriculum
b. Co-relation of Home-science with other school subjects such as History, Geography,
Civics, Economics, Maths and General Science.
Unit – II
a. Aims and objectives of teaching Home Science such as utilitarian aims, the
intellectual aims, the social aims, the National aim and Practical aim, to develop good
work habits to develop democratic citizenship creation of proper altitude.
b. Class room objectives and their specifications of Home-Science such as knowledge,
Understanding, Application of knowledge skill, attitude, Personality trait, interest,
Appreciation.
Unit – III Study of the following methods with reference to the contents at secondary
test –
a. Various method of teaching Home-Science-Demonstration Method, Laboratory
Method, Problem-solving and project method, field trips, Lecture method, Heuristics
method, group work.
b. Various useful techniques in teaching Home Science. Observation and imitation, Oral
and written, Drill review and supervised study, Self Study including programmed
instruction, team teaching, micro teaching.
Unit – IV
a. Study of the prescribed courses from Secondary and Higher Secondary classes in
Home Sciences with references to Principles of curriculum such as child centeredness
elasticity and variety, community centeredness, integration and unit approach,
Creativity, Conservation, activity Principle of forward look. Recent Trends in
curriculum construction.
b. Critical study of Text book of Home Science with respect of criteria of good Text
books of Home Science.
c. Student‘s Work books, teachers hand outs, its need and content.
Unit – V
a. Instructional aids in Home Science such as picture, display boards, photographs,
charts, diagrams, graphs, posters, flash cards, cartoons, specimen, television, slides,
models, radio, film strip, projector, other instructional material, its importance and
their use in class room.
b. Students teaching work books, teaching handbooks, its need and contains.
c. Preparing Annual plan, unit plan, lesson plan in Home Science.
d. Problems and difficulties in the teaching of Home Science.
72
Unit – VI
a. Subject teacher qualifications, essential qualities, professional growth, subject teacher
associations, need and importance.
b. Co-curricular activities in Home-Science.
1. Fair and exhibition
2. Home science committee
3. Home work
4. Field trips and excursions, its importance and need organisation of these activities.
c. Subject rooms / labs – its importance and need of essential equipment.
d. Diagnostic and remedial teaching in Home Science.
e. Including values through teaching of Home Science.
MODE OF TRANSACTION
SESSIONAL WORK
 Book Project
REFERENCE BOOK
1. Alkinson Elizabeth – Teaching of Domestic Science.
2. DEPSE-Teaching Home Science in Secondary schools (NCERT)
3. Smt. G. P. Sheti, Smt. D. P. Sar – Home Science.
73
CP 301/302 B: CIVICS
OBJECTIVES
1. To help a student teacher in developing civic consciousness, sense of a patriotism,
National integrity and International understanding.
2. To help him in developing spirit of Democracy and social co-existence.
3. To acquaint him with various methods of teaching civics.
4. To help him to use proper teaching aids and evaluative tools.
Unit – I
a. Place and importance of the subject in the School Curriculum.
b. Correlation of the subject with the following school subjects; 1. History, 2.
Geography, 3, Commerce, 4. Psychology, 5. Anthropology, 6. Sociology.
c. Aims and objectives of teaching civics.
d. Objectives of teaching civics and their specifications
Unit – II Study of the following methods with reference to the contents at secondary
level
a. Study of various methods of teaching Civics : 1. Lecture methods, 2. Project method,
3. Problem solving, 4. Dalton plan, 5. Methods of socialised relation, 6. Survey
method
b. Various techniques in the teaching of Civics: 1. Questioning, 2. Text-book approach,
3. Formatization, 4. Role playing, 5. Observation.
Unit – III
a. Study of the prescribed courses in the subject of Secondary and Higher Secondary
classes with reference to the Principles of curriculum construction.
b. 1. Criteria of a good book of the subject.
2. Critical study of text book with reference to the above criteria.
Unit – IV
a. Preparing annual plan, unit plan and lesson plan.
b. Problem and difficulties in the teaching of Civics
c. Instructional aids in the subject and their use and importance in classroom teaching.
d. Students workbooks teachers hand out its need and content.
Unit – V
a. Construction of unit test in civics.
b. Other tools of evaluation – preparation and use.
c. Subject teacher-his qualifications, essential qualities and his professional growth.
d. Subject teacher Associations their need and programmes.
Unit – VI
a. Co-curricular activities in the subject-their need, importance and organisation.
b. Subject room – its importance and essential equipments.
c. Diagnostic and remedial teaching.
d. Bloom‘s views regarding Mastery Learning
e. Areas to be decided in civics for value oriented teaching, the class room.
MODE OF TRANSACTION
74
SESSIONAL WORK
 Book Project
REFERENCE BOOK
1. शौ .ननमनऱाऩाहटऱ -नागररकऴास्त्िाचेअध्याऩन.
2. शत्शांगी–नागररकऴास्त्िशऴसण
3. त्यागी-नागररकऴास्त्िएळांअध्ययनकीशऴसा .
75
Third Semester
Practicum (EPC)
3S -EPC 1 Classroom/School/Community based research projects and implementation.
3S- EPC 2 Intelligent use of ICT and development of power point presentation including
improvisation of teaching aids and gadgets.
Internship – II
In the Internship for second year of 16 weeks, following activities / assignments will have to
be undertaken.
A. The B.Ed. trainee will be attached to primary/upper primary level schools for(Four
Weeks), to secondary level schools for (Ten Weeks) and to senior secondary schools
for (Two Weeks). The purpose of the internship programme is to integrate theoretical
knowledge of courses in perspectives and pedagogy with engagement in various sites
such as the school, the classroom, the community and the learner and thereby
ensuring a holistic development of teaching competencies and skills needed for an
effective teacher professional of21stcentury global world.
B. The activities undertaken during this programme of school attachment will comprise
of :
a. Observing teaching sessions of school teachers.
b. Teaching 40 lessons (Supervised by B.Ed. faculty).
c. Participation in school chores such as prayers, assembly, organization of co-
curricular activities.
d. Library and lab management (in cases of trainees having to work withlaboratories).
e. Excursion, Study tours etc. as part of the school programme.
f. Community interactions including teacher-parent meetings and visits tospecific
community centres.
76
B.Ed.
Fourth Semester
Course 401 - Environmental Education in Indian Perspective
Credit-04 Marks 100
Objectives - After studying this course, the student will be able to :
1. Know the meaning of Environment, its different dimensions, pollution and the role of
teacher in its prevention.
2. Understand the importance of Environment in traditional Indian society.
3. Understand the aim of Environmental education, its importance, factors affecting it
and the expectations of teacher training institutes related to Environmental education.
4. Use different strategies to make the Environmental education effective.
5. Identify the role of teachers in solving the problems related to Environmental
education.
6. To assess the role of Indian values in Environmental management and education.
Unit-1-
A. Environment: meaning, different dimensions and components. Environmental
pollution: meaning and kinds, Environmental degradation, role of the teacher in
prevention of environmental pollution, environment in the Indian society.
B. Ideas of Gandhi, Tagore and J. Krishnamurti in relation to environmental protection.
Unit-2-
A. Environmental Education: meaning, objective, need and importance. Factors
influencing environmental education, expectation from environmental education and
teachers training institute.
B. Various resources of environmental education and methods of its use. Role of mass
communicationin propagation of environmental education.
Unit-3–
A. Strategies for making the environmental education effective– lecture, discussion,
project, simulation & simulation games, problem solving, enquiry & field work and
their uses and limitations.
B. Evaluation and conducting of the programmes of environmental education and
difficulties encountered there in: the role of action research in solving Environmental
problems.
Unit-4–
A. Role of Indian values in environmental education, responsibilities of teachers in
development of environmental awareness.
B. Environmental education based on environmental management and community:
meaning of environmental management, effects and evaluation.
C. Importance of population education and health education with reference to
environmental education.
Practical work-
1. Collection of Statements and ideas related to Environment and its Conservation from
Indianliterature.
2. Construction of Project based on Environmental Education/ Pollution Control.
77
The course will be transacted through interactive lecture, discussions, problem solving
enquiry andfield work for making the environmental education effective.
Reference Books-
 Chitrabhanu, T.K. : Environmental Education, Authors Press, Delhi.
 Goyal, M.K. : Essential Environment, RSA International, Agra.
 Nagi, G.K. : et al. Noise Pollution, Common Wealth Publisher, New Delhi,1999.
 Pandey, G.N. : Environment Management Vikas Publishing House Pvt, 1997.
 Raj, Shalini : Teaching of Environmental Education, I.V.Y Publication, New Delhi.
78
Course 402 – Gender, School and Society
Credit-02 Marks 50
1. Relate the issues of gender in school and social practices in a correct perspective.
2. Identify the gender related discriminatory practices in educational context.
3. Explain the classroom situations having potential for gender based discrimination.
4. Indicate the stand taken in policy documents in respect of gender, education and
society.
Unit-1- Conceptual Concerns

A. The Indian perspective on gender and its implications for education.
B. School as an agency: Differentiating it from other agencies of socialization such as
family, hobbyclub, community and Activity Centers. Their role in developing
knowledge, attitude and skills.
Unit-2- Social System and the gender bias

A. Nature and characteristics of Indian society – Issues related to plurality in terms of
Caste, Creed andEconomic disparities.
B. Specific Areas in social system with reference to rural and urban habitat which
encourage genderbias: Measures to neutralize their negative effects.
Unit-3- School and gender bias

A. Co-education schools - Their strengths and weaknesses in the Indian Context.
B. Curriculum and teaching transactions: vulnerable areas for gender discrimination.
Unit-4- Interventions and measures for minimizing inequalities based on gender

A. The girl child in the Indian Society, measures to provide discrimination free school
system;Incentives for the education of girls.
B. The policy observations of a few selected Education Commissions on the education of
girls: Theextent to which they could be implemented.
 Readings and reflections on selected documents on education of women.
 Case presentations followed by discussions.
 Discussions/Seminars on themes having national relevance for education of women.
 Assignments in the form of Compositions and Creative writings highlighting the
predicaments ofthe girl child in India.
Reference Books-
 Nirantar : Textbook regimes: A feminist Critique of nation and identity, New Delhi.
(2010)
 Menon, N. : Seeing like a feminist India : Penguin (2012)
 Bhatt, H. : The diary of a school teacher, An Azim Premji University publication, New
Delhi. Batra, P. : Voice & Agency of teachers.
 Pandey, K.P. : Perspectives in Social Foundation of Education. (2010)
 Kushwaha, Madhu : Gender aur Shiksha, Ganga Sharan & Grand Sons, Varanasi.
79
Course 403 & 404 – A - Guidance and Counselling in School
Credit-04 Marks 100
Objective - After studying this course, the student will be able to:
1. Plan and organize guidance programmes in schools.
2. Conduct counselling sessions in school situation.
3. Use appropriate tools & technique for guidance & counselling sessions.
Unit-1-
A. Guidance: concept, need, objectives, scope and status of guidance in Indian context.
B. Principles and basic assumptions of guidance, various theories of guidance, modern
trends and problems of Guidance in Indian context.
Unit-2-
A. Kinds of guidance: educational, vocational and personal.
B. Needs of guidance for special children, Learning Disabled LD : ongoing efforts in this
field.
Unit- 3 -
A. Counselling: meaning, conceptual similarities and differences between guidance and
counselling, relevance of counselling in present context, organization of guidance and
counselling services in schools.
B. Techniques of counselling: directive, non-directive and eclectic counselling:
objectives, steps, characteristics and educational implications.
Unit- 4 -
A. Evaluation techniques used in guidance: standardized and non-standardized tests,
interview, observation, case study, autobiographical description, their merits and
demerits.
B. Formation of cumulative records - step and importance.
Transactional Strategies:
The course will be transacted mainly through practical work such as the following :
 Preparing the cumulative record of any two students by collecting data through case study
method.
 Conducting a counselling session based on the problem of two students by using
appropriatecounselling technique and preparation of report thereon.
Reference Books-
 Bhatia K.K. : Principles of Guidance and counseling. Kalyani Publication.
 David, A. : Guidance and Counselling. Com.W. Publication.
 Kochhar, S.K. : Educational and Vocational Guidance in secondary shells. Sterling
Publication.
 Vaishnav, R.& Joseph, J.: Group Guidance for Adolescents, Scholars Press, Deutsland ,
Germany 2014
 Vaishnav, R. & Bhujade ,K. :Teaching Strategies for Attention Deficit Hyperactivity
Disorder Scholars Press, Deutsland , Germany 2014
 Pandey, K.P. : Educational and Vocational Guidance in India. Vishvavidyalaya Prakashan
 Rao, S.N. : Counselling and Guidance, Tata Mcgraw hill, New Delhi.
 Traxler, A. E. &North, R. I. : Techniques of Guidance, Harper and Raw, New York.
80
Course 403 & 404 – B - School Managements
Credit-04 Marks 100
Objective- After Completing this Course, the student will be able to:
1. Understand the process of planning, organizing, controlling and evaluating aspects of
managerial concerns in school education and their implications.
2. Develop competencies in using the results of SWOT analysis for better management
of classroom and school system.
3. Acquire appropriate skills and competencies for imbibing effective transactional and
transformational leadership attributes.
Unit-1- Conceptual basis of school management

A. Basic management functions : planning, organizing, leading, motivating and
controlling and their implications for effective school management.
B. Using management functions for an effective classroom management in schools.
Unit-2- Needed Competencies for better school managements

A. Needed skills for conducting strength, weakness, opportunity and threat (SWOT)
analysis for improving school management.
B. The technique of ‗Can do‘ / ‗Will do‘, ‗Cannot do‘ / ‗Will not do‘ to enhance
competence in school/classroom management.
Unit- 3 – Total Quality Management approach for Schools

A. The concept of TQM and the scope for its application in school management.
B. Human resource development in schools.
Unit- 4 – Control and Evaluation mechanisms for better school system

A. The system of evaluation : accreditation and quality assurance : Institutions created to
watch quality concerns in school : organizational climate and ethos- ensuring positive
ambience within a school.
B. Improving the present system of inspection and supervision in schools: Participatory
managementand issues of accountability in school transactions.
 Case based study of exemplary practices in school management.
 Visits to schools with records of best practices.
 Developing case profiles of effective classrooms / schools.
Reference Books-
 Bhatia, K.K. &Singh, Jaswant : Principles and practice of school management, Tandaon
publications booksmarket, Ludhiana.
 Bhatnagar, R.P. &Agrawal, Vidya : Educational administration, Supervision, Planning &
financing, SuryaPublication, Meerut.
 Koortz, Harold &Weihrich, Heinz : Essential of management an international perspective,
Tata Mc Graw-HillPublishing Company Limited, New Delhi
 Sindhu, Kulbir Singh :School organization and administration, Sterling Publishing Private
Limited,New Delhi.
 Varshrey, G.K. : Organisation and Management, S. Chand and Company LTD., New
Delhi.
 Jivtode,P. & Vaishnav, R. Maharashtratil Vdyapeethache Shaikshanik Yogdan, Sandesh
Prakashan, New Delhi 2014
81
Course 403 & 404 – C - Value education and moral ethics
Credit-04 Marks 100
Objective- After Completing this course, the student will be able to:
1. Understand the value aspects of educational programmes and activities.
2. Appreciate the importance of value education at school level.
3. Develop an attitude favourable for imbibing moral ethics / Codes of conduct
necessary for teachingprofession.
4. Interpret the moral obligations implicit in the job of teaching.
Unit-1- Meaning and scope of value education

A. Meaning of values: axiological basis of human values and their relevance for
education.
B. Classification of values in terms of individual and social need and their hierarchy.
Unit-2- Pedagogy of values

A. Organizing instructional programmes in schools with focus on values specially human
values.
B. Strategies- direct and indirect for promotion of values in a school system.
Unit- 3 – Ethical concerns in teaching profession

A. Ethics of restraint, Ethics of virtue and Ethics of altruism: Context of education.
B. Making moral and character education effective.
Unit- 4 – Morality and teacher

A. Moral ethics : concept and connotation: why moral ethics is necessary for teaching
profession?
B. Professional ethics and the teacher : Moral obligations in teaching profession
specially in the globalera.
 Presentation of Cases and organizing discussions based on them.
 Visits to selected institutions in the community which play distinct role in value
inculcation.
 Interactive sessions based on readings and reflections.
Reference Books-
 Goyal, R.P. : Value Education and Human Rights, Published by Mahaveer & Sons, New
Delhi –
 Muthuja, Babu & Usharani, R. &Arun, R. K. : Peace and Value Education, Centrum
Press, New Delhi - 110002
 Reddy, Dayakara &Rao, Digumarti Bhaskara : Value oriented Education, Discovery
Publishing House, New Delhi-
 Thomas Kutty, P.G. &George, M. : Human Rights and Value in Education , Discovery
Publishing House PVT. LTD.,New Delhi.
 Chouhan, S. & Parasher G.S.: Religious and Moral Education in Shakspears Drama,
Sandesh Prakashan, New Delhi.
 Kazi, N.& Parasher G.S.:Naitik Shiksha Islam ke Sandarbh mein, Sandesh Prakashan,
New Delhi
 Kazi, S. & Parasher G.S.:Muslim Samaj mein Stri shiksha, Sandesh Prakashan, New
Delhi
82
Course 403 & 404 - D - History of Indian Education
Credit-04 Marks 100
Objectives- After studying this course, the student will be able to :

1. Explain the features of Ancient Indian Education.
2. Describe the development of elementary education in India and the main issues
related to it.
3. Describe the development of Secondary education in India and its main issues.
4. Offer comments on various problems related to Indian Education System.
Unit-1-
A. Ancient Indian Education: Vedic Education, Buddhist Education, Method of teaching,
characteristics, teaching and learning centers.
B. Development of Medieval Education: characteristics, methods of teaching and
organization of teaching.
C. British Education: Macaulay‘s Education plan, nature of education on the basis of
Wood‘sEducational dispatch. Their impact on programmes & policies in education.
Unit-2-
A. Recommendations of different commissions in the development of Education.
University Education commission (1948)
Secondary Education commission (1953)
Education commission (1964)
B. New Education Policy 1986 and recommendations relevant to present educational
policies, recommendations of National Knowledge Commission - 2005.
Unit-3-
A. Primary Education: Problem of Wastage and Stagnation, The intervention in respect
of the Universalisation of Primary Education. Yashpal committee.
B. Effectiveness of Programs run by informal and open schools, Burden in learning,
Minimum Learning level, improvement in examination system.
Unit-4-
A. Secondary Education: Historical perspective, Structure, Organization, General
problems,Vocationalisation of Education, Economic problems, Examination Reforms
upto secondary level.
B. Study of problems related to equality of educational opportunities, religious and value
education, women and adult Education.
Transactional Strategies:
The course will be transacted through practical work/ practical sessions such as:
 Preparation of educational quotes from Vedic and Buddhist literature.
 Collecting and writing down the information related to women of Vedic period.
 Collection of articles published in newspapers related to National Knowledge
Commission andothers.
Reference Books-
 Gupta Manju : Education in India. K.S.K.Publishers.
 Mukerji S.N. : Education in India: Today and Tomorrow. Vinod Pustak Mandir Agra.
 Ranga Rao, N.V.&Bhatia, K.K. : Teacher and Education in Emerging Indian Society.
Vinod Publishers, Meerut.
 Mukherjee, R.K. : Education in Ancient India.
 Agnihotri, R.K. : Multilingalism as a classroom resourse (1995)
83
Fourth Semester
Practicum (EPC)
4S- EPC 1 Scouting and Guiding – Under the guidance of an authorized trainer with
certification.
4S- EPC 2 Yoga Education – Under the guidance of a formally trained yoga expert with
certification from the concerned institution.
4S EPC2-: Yoga Education
Course Objectives-
The student teacher will be able to:

 Understand the basic concepts of Yoga.
 Understand the benefits of exercise, physical fitness and health related physical fitness.
 Understand and Perform different Asanas and Pranayama
 Understand the benefits of yoga for positive health
Unit-I: Introduction to Yoga and yogic practices
 Meaning , Aim , objectives and scope of yoga Education

 Historical development of yoga education
 Concept of ashtang or Raj yoga Importance of yogic exercises
 Health related physical fitness and yogic practices
Unit-II: Introduction to Yogic texts

Understanding Ashtang Yoga of patanjali
Meditational practices in patanjali yoga
Role of mind in positive health
Yogic principle of healthy living
Integrated approach of yoga for management of health
Unit-III Yogic Asanas/Pranayama/ Meditation:
 Asanas (Technique and Benefits)

 Pranayama (Technique and Benefits)
 Kriya, Mudra
Concentration /Meditation:
 Various Techniques of Meditation: Om chanting, Tratak etc.
 YogNidra
Suryanamaskar: All steps
The entire course will be transacted through workshop and demonstration methods and through
practice sessions.
84
SESSIONAL WORK:
1. Organise and manage yoga classes during internship at schools
References::
 Barrow and Mcgee, A Practical approach to measurement in physical education, Lea and
Febiger.
 Encyclopaedia of Yoga (No. 410) - Dr. Ramkumar Rai Chowkhamba Sanskrit Sansthan P.O.
No: 1008, Varanasi
 Kamlesh and Sangral, Methods in Physical Education, Tandon Publication Ludhiana
 Singh A. (2003). Essential of Physical Education, Ludhiana: Kalyani Publishers
 Swami SatyanandSaraswati, Surya Namaskar, Yoga Publication Trust, Mungerm Bihar, India
 Uppal A.K. and G.P. Gautam (2004). Physical Education and Health, Friends Publisher, New
Delhi
 Wuest and Bucher (1992). Foundation of Physical Education and Sports, 11th Edition, B.I.
Publication Pvt. Ltd, New Delhi
 Yoga explained - Bengal Lancer (No. 435) Chowkhamba Sanskrit SansthanP.O.No: 1008,
Varanasi
85

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B.Ed.

Rashtra Sant Tukadoji Maharaj

CBS : Bachelor of Education

CREDIT BASED SEMESTER

With Effect From:- 2016-2017 &

70-79 B+ 8 Very Good

Less than 50 F 0 Dropped or Fail

9. Calculation of Semester Grade Point Average (SGPA):

a. Performance in a semester will be expressed as Semester Grade Point Average (SGPA).

The formula for calculation of SGPA and CGPA is given below:

02 SGPA shall be calculated based on Grade Points corresponding to percentage of marks as

SGPA = Semester Grade Point Average

11. Credits and Marks

EPC 3 Drama and Art in Education 50 2

Third Semester r`rh; lsesLVj

Pedagogy of School Subjects – Course Code 301 and 302

Course Code Course Title Marks Credits

Total workload for theory is approximately 48 working days. Total

Total Credit for Semester-IV is 28. (Theory 14+EPC 14)

As soon as possible after the examination, the board of examination shall

Objectives- After completing this course, the student will be able to :

Unit-1- Epistemological Concerns

Transformational education involves reflection, introspection and action, with a deep

The students will:

 Dr. S. S. AwasthiSangeet Bodh

Objectives- After taking this course, the student will be able to :

Unit-4- Statistical techniques for the analysis and interpretation of data

Unit-1- Meaning of fundamental, applied and action research, difference between

Unit-1- Inclusive education

Unit-2- Domains of Inclusive education

Unit-3- Instruments of Inclusive Education

Unit-4- Evaluation practices related to Inclusive Education

2S- EPC 1 Personality development with emphasis on -- Understanding the self

b. Observation: Observation of class room teaching, Classroom and School sites

Group A Language Group B Social science Group C Science Group D Science 2

Unit-I: Introduction of English Education

Unit-II: Methods and Planning the Teaching of English

Unit-III: Evaluation and Subject Analysis

Unit-IV: Learning Resources

Unit-V: Language Skills

Unit-VI: Language Teacher

A. Qualities of effective English teacher, disposition and attitude.

Unit-I: Introduction of Marathi Education

Unit-II: Methods and Planning The Teaching Of Marathi

Unit-III: Evaluation and Subject Analysis

Unit-IV: Learning Resources

Unit-V: Language Skills

Unit-VI: Language Teacher

A. Qualities of effective Marathi teacher, disposition and attitude.

 Development of instructional materials ICT Based: Linear, branching and mathetic

Unit-I: Introduction of Hindi Education

Unit-II: Methods and Planning the Teaching of Hindi

Unit-III: Evaluation and Subject Analysis

Unit-IV: Learning Resources

Unit-V: Language Skills

Unit-VI: Language Teacher

The Student will be able to:

Sessional Work in Sanskrit (Any Two)