B Ed Syllabus
B Ed Syllabus
B Ed Syllabus
KAMESHWARANAGAR, DARBHANGA
Two- Year
Bachelor of Education (B.Ed.) Programme
(Syllabus)
1
LALIT NARAYAN MITHILA UNIVERSITY
KAMESHWARANAGAR, DARBHANGA
Scheme of Study
1st Year
ANNUAL DISTRIBUTION OF COURSES
Course No. Course Name Credit Theory Practicum* Full Marks
Course 1 Childhood and Growing Up 4 80 20 100
Course 2 Contemporary India and Education 4 80 20 100
Course 3 Learning and Teaching 4 80 20 100
Course 4 Language across the Curriculum 2 40 10 50
Course 5 Understanding Disciplines and Subjects 2 40 10 50
Course 6 Gender, School and Society 2 40 10 50
Course 7a Pedagogy of School Subject-Part-I 2 40 10 50
Course EPC1 Reading and Reflecting on Texts 2 40 10 50
Course EPC2 Drama and Art in Education 2 40 10 50
Course EPC3 Critical Understanding of ICT 2 40 10 50
Total 26 520 130 650
* Engagement with the Field: Tasks and Assignments for Courses1-6 & 7a
2nd Year
ANNUAL DISTRIBUTION OF COURSES
Course No. Course Name Credit* Theory Practicum** Full Marks
Course 7b Pedagogy of School Subject-Part-II 2 40 10 50
Course 8 Knowledge and Curriculum 4 80 20 100
Course 9 Assessment for Learning 4 80 20 100
Course 10 Creating an Inclusive School 2 40 10 50
Course 11 Optional Course*** 2 40 10 50
Course EPC4 Understanding the Self 2 40 10 50
School Internship 10 250
- -
Total 26 320 80 650
*One Credit is equal to 16 hours for theory and for practicum 32 hours
**Engagement with the Field: Tasks and Assignments for Courses 7b & 8-10
***Each student-teacher will take One Optional Paper
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FIRST YEAR
Course 1: Childhood and Growing Up
Course Objectives:
The student-teachers will be able to
1. Develop an understanding of the notions of childhood and adolescence;
2. Develop an understanding about the impact/influence of socio cultural context in shaping
human development, especially with respect to the Indian context;
3. Develop an understanding of dimensions and stages of human development and developmental
tasks ;
4. Understand the range of cognitive capacities among learners;
5. Appreciate the critical role of learner differences and contexts in making meanings, and draw
out implications for schools and teachers;
6. Understand socialization and its role in identity formation of a child;
7. Understand identity formation and its determinants;
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c) School as a site of identity formation in teacher and students
d) The influence of media, technology and globalization on identity formation
Sessional Work
• Assignment (Any two of the following) (Concerned teacher can devise assignment as per
requirement of the course)
Suggested Readings:
• Benjafield, J.G. (1992). Cognition, Prentice Hall, Englewood Cliffs.
• Brown, J.S., Collins A and Dugrid, P (1989). Situated Cognition and the Culture of Learning,
Educational Researcher; 32-42.
• Denise Pope (2001), Doing School: How we are creating a Generation of Stressed Out,
Materialistic, and Miseducated Students. New Haven: Yale University Press.
• Gagné, R. M. (1985) The Conditions of Learning and Theory of Instruction (4th edition). New
York: Holt, Rinehart and Winston
• Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books,
New York.
• Jeanne, Ellis Ormrod. Educational Psychology: Developing Learners. Fourth Edition
• Jeffrey Arnett (2007), Adolescence and Emerging Adulthood: A Cultural Approach. (3rd. ed.).
Upper Saddle River, N.J.: Pearson.
• Lindgren, H.C. (1980). Educational Psychology in the Classroom Oxford University Press,
New York.
• Patricia A. Alexander, Philip H. Winne (2006) Handbook of Educational Psychology
• Sarangapani M. Padma(2003.), Constructing School Knowledge :An Ethnography of learning
in an Indian Village, Sage Publication
• Sturt Mary, Oakden, E.C. (1999) Modern Psychology and Education, Routledge.
• Vygotsky, L.S. Mind in Society, Harvard University Press: Cambridge, 1978. Chapter 6.
• Woolfolk, A.E. (2009) Educational Psychology (11th Edition) (My Education Lab Series)
Prentice Hall
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Unit-1: Constitutional Provisions and Education
a) Constitutional provisions of education
b) Policies and programmes for realizing the constitutional obligations
c) Universalization of Elementary education- issues and concerns, Role of SSA
d) Right to Education Act 2009
Sessional Work
• Assignment (Any two of the following) (Concerned teacher can devise assignment as per
requirement of the course)
1. Presentation on the reports and policies on USE
2. Analysis of school curriculum for integrating environmental concerns
3. Conduct surveys of various educational contexts (eg. Schools of different kinds) to identify
various forms of inequality
4. Individual or group projects to visualize feasible school-based strategies for contributing to
‘peace’ and ‘environmental conservation’
Suggested Readings:
• Anand, C.L. et.al. (1983). Teacher and Education in Emerging Indian Society, NCERT, New
Delhi.
• NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi
• Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.
• Govt. of India (1992). Programme of Action (NPE). Min of HRD.
• Mohanty, J., (1986). School Education in Emerging Society, Sterling Publishers.
• MacMillan, New Delhi.
• NCERT (1986). School Education in India – Present Status and Future Needs, New Delhi.
• Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
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• Ministry of Education. ‘Education Commission “Kothari Commission”. 1964-1966. Education
and National Development. Ministry of Education, Government of India 1966.
• National Policy on Education. 1986. Ministry of HRD, Department of Education, New Delhi.
• Seventh All India School Education Survey, NCERT: New Delhi. 2002
• UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University Press.
• UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring Report.
Paris.
• UNESCO’s Report on Education for sustainable development.
• Ministry of Law and Justice (2009) Right to Education. Govt of India
• Govt of India (1992) Report of Core group on value orientation to education, Planning
commission
• Arvind Kumar (2003). Environmental challenges of the 21st century, APH Publishing
corporation, New Delhi
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• Selecting the appropriate instructional approaches, strategies and learning
resources
• Preparation of a Plan: Unit Plan and Lesson Plan
b) Teacher roles and functions in the interactive phase - facilitating and managing learning;
Expository Strategy (Presentation-discussion-demonstration, the Advance Organizer Model),
Inquiry Strategy (Concept Attainment/ Concept Formation, Inductive Thinking, Problem Based
Learning/Project Based Learning)
Sessional Work
• Assignment (Any two of the following) (Concerned teacher can devise assignment as per
requirement of the course)
1. Study of instructional practices with reference to use of classroom skills
2. Classification of instructional objectives of a lesson under domains and levels
3. Writing instructional objectives for different content categories
4. Construction of Unit/Lesson Plan
5. Practice of skills in a simulated situation
Suggested Readings:
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Course 4: Language across the Curriculum
Course Objectives:
The student-teachers will be able to
1. Have a conceptual understanding of language;
2. Understand the language background of students as first or second language users of the
language used in teaching the subject;
3. Understand multilingualism in the classroom, school language and home language;
4. Develop sensitivity with respect to language diversity that exists in the classroom;
5. Understand the nature of classroom discourse
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Course Objectives:
The student-teachers will be able to
1. Understand the basic premises of subject/discipline
2. Understand the need for classification of human knowledge
3. Know required basic competencies for effective transaction of knowledge
4. Know how to enhance knowledge of the discipline
5. Importance of research for advancement of subject/discipline
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Unit 1: Basic Understanding of subject and disciplines
a) Human knowledge and need of classification of knowledge into subject/discipline- Language,
Social Science, Science and Mathematics
b) Difference between subject and discipline
c) Nature and scope of subject/discipline
d) Basic premises and philosophy of subject
e) Aim of subject/discipline for learners development in the national context
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Course Objectives:
1. Develop basic understanding and familiarity with key concepts- gender, gender bias, gender
stereotype, empowerment, gender parity, equity, and equality, patriarchy and feminism;
2. Understand the gradual paradigm shift from women’ studies to gender studies and some
important landmarks in connection with gender and education in the historical and
contemporary period;
3. Learn about gender issues in school, curriculum, textual materials across disciplines,
pedagogical processes and its intersection with class, caste, religion and region; and
4. Understand how gender, power and sexuality relate to education (in terms of access,
curriculum and pedagogy).
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Unit 3: Gender issues in Curriculum
a) Gender, culture and institution: Intersection of class, caste, religion and region
b) Curriculum and the gender questions
c) Gender and hidden curriculum
d) Gender in text and context (textbooks, classroom processes, including pedagogy)
e) Teacher as an agent of change
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
A student-teacher has to select two pedagogical subjects (each of 50 marks), one subject in
each year, from the following list. The choice of such subject will depend on the main papers which
they have studied at the graduation level/master level. Along with these, two languages cannot be opted
as pedagogical subjects. From this list itself learner has to choose second school subject under Course
7b in Second Year.
Under 7a in the first year, a student has to select any one pedagogy subject from the following list:
1. Pedagogy of Modern Indian Language (Hindi, Urdu, Maithili or Bengali; any one)
2. Pedagogy of English
3. Pedagogy of Classical Language (Sanskrit)
4. Pedagogy of Physical Science
5. Pedagogy of Social Science
6. Pedagogy of Commerce
7. Pedagogy of Home Science
8. Pedagogy of Computer Science
1. Learning language
a) Child development and its relationship to language
b) The nature of the language (Mother tongue), its sound system, vocabulary system,
structure and its writing system.
c) Principles and problems of teaching the mother tongue.
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b) Teaching methods used in teaching language; Paradigm shift in teaching-learning of
the subject viz. constructivist approach
c) Learning in Groups- Cooperative and collaborative learning, addressing needs of
heterogenous classroom
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Suggested Readings:
Flower, R.P. Language and Education
Habolot, P. Language Learning
Oad, L.K. Hindi Shikshanmein Truti Nidan evam Upchar
Pandey, R.S. Hindi Shikshan
Quirk, R. The study of the Mother Tongue
Singh, N.K. Madhyamik Vidyalayonmein Hindi Shikshan
Sharma, D.L. Hindi Shikshan Prashikshan
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3. Strategies for learning subject matter content in English
a) Critical understanding of various strategies in teaching –learning of Sanskrit Learning
by exposition, inductive-deductive, guided discovery, cognitive apprenticeship,
learning by scaffolding
b) Teaching methods used in teaching of English; Paradigm shift in teaching-learning of
the subject viz. constructivist approach
c) Learning in Groups- Cooperative and collaborative learning, addressing needs of
heterogenous classroom
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as
per requirement of the course)
1. Designing learning activities, appropriate strategies, selecting/preparing learning
resources; assessment techniques and tools, etc.
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and
processes and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher
(content, exercises, activities, activities, activities and overall presentation of the book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or
lesson plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and evaluation
of the diagnostic and remedial strategies adopted by the teacher in a nearby school
Suggested Readings:
Agnihotri, R.K. &Khanna, A.L. (Ed.).English Language Teaching in India- issue and Innovations.
Allen, H.B. & Campbell, R.N. Teaching of English as a second Language
Bright, J.A.&Megreger, G.P. Teaching English as a second Language
Chaudhary, N.R. Teaching English in Indian Schools
Frishy, A.C. Teaching English
Hornby, A.S. Teaching of structural words
Mukalel, J.C. Approaches to English Language Teaching
Varghese, B.V. Modern methods of Teaching English
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2. Organizing Teaching-Learning in Sanskrit
a) A Sanskrit teacher
b) Understanding of classroom communication
c) Critical understanding of Sanskrit curriculum , syllabus and textbook
d) Planning for teaching-learning inSanskrit
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Suggested Readings:
Apte, G.D. &Dongre, P.K. Teaching of Sanskrit insecondary schools
Chaturvedi, S.P. Sanskrit Shikshan
Mishra, P.S. Sanskrit Shikshan
Pandey,R.S. Sanskrit Shikhan
Triothi, R.N. Sanskrit AdhayapanVidhi
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b) Learning of Mathematics- Constructivists perspectives of teaching Mathematics
emphasizing Piaget and Vygotsky, critical and realistic Mathematics education
c) Curriculum reform in Mathematics – Critical appraisal of NCF- 2005, BCF 2008 in the
context of Mathematics teaching, Need for standards for school Mathematics
d) Contextual Issues- Learning Mathematics without burden,developing democracy and
equity through Mathematics, Child mathematician , developing scientific attitude
2. Organizing Teaching-Learning in Mathematics
a) A Mathematics teacher
b) Understanding of classroom communication
c) Planning for teaching-learning in Mathematics- analysis of aim and general objectives
of teaching Mathematics vis-à-vis the objectives of secondary education, lesson and
unit plans
d) Critical understanding of Mathematics curriculum , syllabus and textbook
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Suggested Readings:
Cooney, Thomas J. and Others (1975).Dynamics of Teaching Secondary School Mathematics, Boston:
Houghton Mifflin.
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Driscoll,M., Egan, M., Nikula, J., &DiMatteo, R. W. (2007). Fostering geometric thinking: A guide for
teachers, grades 6-10. Portsmouth, NH: Heinemann.
Driscoll,M.(1999). Fostering algebraic thinking: A guide for teachers, grades 5-10. Portsmouth, NH:
Heinemann.
Malone, J. and Taylor, P. (eds) (1993). Constructivist Interpretations of Teaching and Learning
Mathematics, Perth: Curtin University of Technology.
Marshall, S.P.(1995) Schemes in Problem-solving. NY: Cambridge University Press.
NCERT, A Textbook of Content-cum-Methodology of Teaching Mathematics, New Delhi: NCERT.
Nickson, Marilyn (2000). Teaching and Learning Mathematics: A Guide to Recent Research and its
Applications, NY: Continuum.
Nunes, T and Bryant, P (Eds) (1997). Learning and Teaching Mathematics: An International
Perspective, Psychology Press.
Lester, F.K (Ed) (2007). Second Handbook of Research on Mathematics Teaching and Learning,
Charlotte, NC: NCTM & Information Age Publishing.
Polya, George (1957) How to solve it, Princeton, NJ: Princeton University Press.
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Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Suggested Readings:
Dass, R.C. Science Teaching in Schools
Gupta, S.K. Technology of Science Education
Heiss, Obourn and Hoffman, Modern Science Teaching
Hurd, P.D.New Directions in Teaching Secondary School Science
NsseRethinking in Science Education
Misra ,K.S. Perspectives in Science Education
Newbury, N.F. Teaching of Chemistry
Vaidya,N. Impact Science Teaching
WashtonTeaching Science Creativity
UNESCO: New Trends in Chemistry Teaching
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Learning by discovery, inductive-deductive, guided discovery, cognitive
apprenticeship, learning by scaffolding
c) Teaching problem-solving in Science-definition of problem, posing a problem,
generating problem, modelling and model for problem solving, exploring various
options for solving the problem i.e. developing heuristics approach
d) Learning in Groups- Cooperative and collaborative learning, addressing needs of
heterogeneous classroom
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Suggested Readings:
Bremmer,J. Teaching Biology
Carin, R.A. &Sund, R.B. Teaching Science through Discovery
Green, T.L. Teaching of Biology in Tropical Secondary Schools
Miller, D.F. and Blaydes, G.W. Methods and Materials for Teaching Biological Sciences
UNESCO: New Trends in Biology Teaching
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2. Organizing Teaching-Learning Social Science
a) A Social Science teacher
b) Understanding of classroom communication
c) Planning for teaching-learning in Social Science - analysis of aim and general
objectives of teaching Social Science vis-à-vis the objectives of secondary education,
lesson and unit plan
d) Critical understanding of Social Science curriculum , syllabus and textbook
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course
1. Designing learning activities, appropriate strategies, selecting/preparing learning
resources; assessment techniques and tools, etc.
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and
processes and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher
(content, exercises, activities, activities, activities and overall presentation of the
book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or
lesson plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and
evaluation of the diagnostic and remedial strategies adopted by the teacher in a nearby
school
Suggested Readings:
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(H) Pedagogy of History
1. Foundations of History
a) Nature of History - Meaning, its dimension (the historical, aesthetic, recreational );its
relationship with other social science- geography, political science, economics
b) Learning of History-Constructivists perspectives of teaching History emphasizing
Piaget and Vygotsky, critical and realistic History education
c) Curriculum reform in Social Science - Critical appraisal of NCF- 2005, BCF- 2008 in
the context of Social Science teaching, Need for standards for school Social Science
d) Contextual Issues in learning History –Whose history?; Sources and their
interpretation; Learning History without burden
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
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Suggested Readings:
Agarwal, J.C. Teaching of History.
Ballard, M,New Movements in the Study and Teaching of History.
Ghate, V.D. Ethihas Shikshan.
Johnson, H. Teaching of History.
Kochhar, S.K. Teaching of History.
Tyagi, G.S.D. Ethihas Sikshan.
1. Foundations of Economics
a) Nature of Economics - Meaning, its dimension (the historical, aesthetic,
recreational);its relationship with other social science- geography, political science,
history
b) Learning of Economics - Constructivists perspectives of teaching Economics
emphasizing Piaget and Vygotsky, critical and realistic Economics education
c) Curriculum reform in Social Science - Critical appraisal of NCF- 2005, BCF- 2008 in
the context of Social Science teaching, Need for standards for school Social Science
d) Contextual Issues in learning Economics –Learning Economics without burden,
knowledge economy, globalization, liberalization, world bank, sustainable
development, development with social justice
2. Organizing Teaching-Learning in Economics
a) An Economics teacher
b) Understanding of classroom communication
c) Planning for teaching-learning in Economics - analysis of aim and general objectives
of teaching Economics vis-à-vis the objectives of secondary education, lesson and
unit plan
d) Critical understanding of Economics curriculum , syllabus and textbook
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
1. Designing learning activities, appropriate strategies, selecting/preparing learning
resources; assessment techniques and tools, etc.
20
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and
processes and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher
(content, exercises, activities, activities, activities and overall presentation of the
book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or
lesson plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and
evaluation of the diagnostic and remedial strategies adopted by the teacher in a nearby
school
Suggested Readings:
Binning and Binning: Teaching Social Studies in Secondary schools.
Moffat, M.P. Social Studies Instruction.
Kieth: New Developments in the Teaching of Economics.
Pandey, K.P. Arthashastra Shikshan
Tyagi, G. S .D.Arthashastra Shikshan
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b) Shifting Trends in assessment in Commerce
c) Construction of test design and subject question paper along with marking scheme
d) Diagnosing basic causes of difficulties in learning of Commerce -concept,
generalizations, problem-solving and proof
e) Planning remedial teaching strategies based on the perceived causes, implementing
and evaluating the strategies
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
1. Designing learning activities, appropriate strategies, selecting/preparing learning
resources; assessment techniques and tools, etc.
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and
processes and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher
(content, exercises, activities, activities, activities and overall presentation of the
book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or
lesson plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and
evaluation of the diagnostic and remedial strategies adopted by the teacher in a nearby
school
Suggested Readings:
Jain, K.C.S. VanijyaShikshan
Rai, B.C. Teaching of Commerce
Shukla, R. ArthashastraaurVanijyashastrakiShiksha
Verma, R.P.S. &Singh,E.P. VanijyakaAdhyapan
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a) Paradigm shift in teaching-learning of the subject viz. constructivist approach
b) Critical understanding of various strategies in teaching –learning of Political Science-
Learning by exposition, Learning by discovery, inductive-deductive, guided
discovery, cognitive apprenticeship, learning by scaffolding
c) Teaching problem-solving in Political Science- definition of problem, posing a
problem, generating problem, modelling and model for problem solving, exploring
various options for solving the problem
d) Learning in Groups- Cooperative and collaborative learning, addressing needs of
heterogeneous classroom
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as
per requirement of the course)
Suggested Readings:
Agarwal, J. C., Teaching of political science and civics.
Awasthi, P.N., Nagrikshastra shikshanvidhi.
Baghela, H.S. &Vyas, H.C., Nagrikshastra shikshan.
Tyagi, G.S.D., Nagrikshastra shikshan.
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2. Organizing Teaching-Learning in Geography
a) A Geography teacher
b) Understanding of classroom communication
c) Planning for teaching-learning in Geography - analysis of aim and general objectives
of teaching Geography, lesson and unit plan
d) Critical understanding of Geography curriculum , syllabus and textbook
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as
per requirement of the course)
1. Designing learning activities, appropriate strategies, selecting/preparing learning
resources; assessment techniques and tools, etc.
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and
processes and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher
(content, exercises, activities, activities, activities and overall presentation of the
book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or
lesson plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and
evaluation of the diagnostic and remedial strategies adopted by the teacher in a nearby
school
Suggested Readings:
Branom, Teaching of geography.
Gospel, G.H., The teaching of geography.
UNESCO: Source books for geography teaching.
Singh, H.N., Bhugol shikshan.
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(M) Pedagogy of Home Science
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as
per requirement of the course)
1. Designing learning activities, appropriate strategies, selecting/preparing learning
resources; assessment techniques and tools, etc.
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and
processes and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher
(content, exercises, activities, activities, activities and overall presentation of the
book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or
lesson plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and
evaluation of the diagnostic and remedial strategies adopted by the teacher in a nearby
school
25
Suggested Readings:
Asthan, S.R. GrihvigyankaAdhyapan
Das, R.R. and Ray, B. Teaching of home science
Shreya, G. P. Grih Vigyan Shikshan
Sessional Work
• Assignment(select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
26
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or
lesson plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and
evaluation of the diagnostic and remedial strategies adopted by the teacher in a nearby
school
Suggested Readings:
1. Computer fundamentals–Arora and Bansal
2. Information and communication - Kishore, Chavan
3. Information Technology - Dyne, Nand Kishore
4. ABC of internet-Crumlish Christian
5. Fun of computer - Singh and Sukhvir
6. ICT Strategies of for school– MohantyLaxman
1. Foundations of Psychology
a) Modern concepts of Psychology, nature and scope of Psychology
b) Learning of Psychology- Constructivists perspectives of teaching Psychology
emphasizing Piaget and Vygotsky, critical and realistic Psychology education
c) Curriculum in Psychology
d) Contextual Issues - Learning Psychology without burden, developing healthy attitude
27
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as
per requirement of the course)
1. Designing learning activities, appropriate strategies, selecting/preparing learning resources;
assessment techniques and tools, etc.
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and processes
and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher (content,
exercises, activities, activities, activities and overall presentation of the book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or lesson
plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and evaluation of the
diagnostic and remedial strategies adopted by the teacher in a nearby school
1. Foundations of Philosophy
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Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as
per requirement of the course)
1. Designing learning activities, appropriate strategies, selecting/preparing learning resources;
assessment techniques and tools, etc.
2. Analysis of unit/chapter in subject textbook to identify the concepts, principles and processes
and to understand the underlying the subject structures
3. Analysis of subject textbook of the concerned class taught by the pupil-teacher (content,
exercises, activities, activities, activities and overall presentation of the book)
4. Critical analysis of teaching skills and strategies used in a lesson taught in a class or lesson
plan in a nearby school
5. Identification of learning difficulties experienced by students in a lesson and evaluation of the
diagnostic and remedial strategies adopted by the teacher in a nearby school
Suggested Readings:
1. Victor, P George (2002), Teaching Philosophy in 21st Century, D. K. Print World, Delhi
2. Scheffler, Israel (1956), Philosophical Models of Teaching, Harvard Educational Review
3. Fletcher, BA (1961), A Philosophy for a Teacher, Oxford Press, New York
4. Scheffler, Israel (1973), Reason and Teaching, London
5. Brookfield, S (1990), The Skillful Teacher, San Francisco
6. Goodyear, GE & Allchin, D (1998), 'Statement of Teaching Philosophy' To Improve the Academy,
17, 103-22
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c) Reading biographies, anecdotes, notes
d) Preparing notes
Sessional Work
• Assignment (select any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Read any one of the following texts and give critical appraisal of it:
a) Deevaswapna by Gijubhai Badheka
b) De-schooling Society by Ivan Illich
c) Juthan by OmprakashValmiki
d) Tottochan
e) National Policy on Education 1986
f) Learning without Burden-Yashpal Committee Report
Course Objectives:
The student-teachers will be able to
1. Extend their awareness through multiple perspectives, to look at reality through fantasy;
2. Live or relive moments and evoke or even recreate situations;
3. Understand the medium, in order to transpose learners into different time and space, to shape
their consciousness through introspection and collective experiences;
4. Understanding the self and as a form of self-expression for enhancing creativity
30
Sessional Work
• Assignment (Any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Course Objectives:
The student-teachers will be able to
1. Appreciate the concept of integration of Information and Communication Technology with
Education
2. Assure a positive role in Technology Medicated Communication in the classroom
3. Benefit from the computers and internet for Educational research and interaction.
4. Employ various technological equipment/amenities and the application software in, skillfully
and intelligently producing, structured Educational Courseware for use in methodologies
(teaching subjects)
5. Evaluate Educational Software and Computer Based Educational Courseware.
Sessional Work
• Assignment (Any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
1. Development of Software: Transparencies / Slides /Scripts / Scenarios.
2. Development of Programmed Learning Material
3. Development of Learning Multimedia Package.
31
4. Organizing workshop on Handling Hardware.
5. Conducting a Lesson using OHP / Slide Projector / Video / Computer.
Suggested Readings:
• Computers and Communication Technology. (2008). Part I & II (Class XI), available
online on the National Council of Educational Research and Training, New Delhi website:
www.ncert.nic.in
• Computers in Education (2000). Indira Gandhi National Open University, Delhi:
http://www.ignou.ac.in (in Hindi Shiksha me Computer)
• Hot Potatoes™ available at http://web.uvic.ca/hrd/hotpot/
• Morrison, G.R., Lowther, D.L. &Demeulle L. (1999). Integrating Computer Technology
into the Classroom. United States of America: Merrill (Prentice Hall)
• Moursund, D. (2005). Introduction to Information and Communication Technology in
Education. Retrieved from website of University of Oregon: www.uoregon.edu
• National Policy on ICT in School Education. (2010). New Delhi: Department of School
Education and Literacy. Ministry of HRD, GOI. Retrieved from:
http://mhrd.gov.in/ict_school
• Roblyer, M.D. (2008). Integrating Educational Technology into Teaching. New Delhi:
Pearson Education, South Asia, India.
• Singh, Kamal Deep. (2012). Lesson through Multimedia. N. Delhi: Arya Book Depot.
School Internship
Having gained some experience with the child, the community and schools during the course works in
institutes, the student-teachers need to be sent to schools for firsthand experience. During the first year,
to support better understanding of schools and in preparation of Internship, teacher education institutes
shall make provisions for visits to innovative centres of pedagogy and learning - innovative schools,
educational resource centres, etc. and to a designated school for at least four weeks.
32
SECOND YEAR
Course 7b: Pedagogy of a School Subject- Part-II
Student-teacher has to select one more pedagogy subject listed under Course 7a (Pedagogy of the
School Subject- Part-I).
In the second year under 7b, a student has to choose any one pedagogy subject from the following
list:
1. Pedagogy of Mathematics
2. Pedagogy of Biological Science
3. Pedagogy of History
4. Pedagogy of Geography
5. Pedagogy of Political Science
6. Pedagogy of Economics
7. Pedagogy of Psychology
8. Pedagogy of Philosophy.
Course Objectives:
The student-teachers will be able to
1. Understand the concept of knowledge according to various school of thought;
2. Understand meaning, nature and purpose of education
3. Understand Vision of education according to National Curriculum Framework and State
Curriculum Framework in the context of Indian Constitution
4. Interrelation among knowledge, curriculum and aims of Education and role of Teacher as a
critical pedagogue
5. Trace the educational ideas of contemporary thinkers and outline their relevance in present
context
6. Understanding the meaning and nature of Curriculum and Need for Curriculum in Schools;
7. Curriculum visualised at different levels: National-level, state-level, school-level; class- level
and related issues;
8. Understand the broad determinants of curriculum making(at the national or state –wide level);
9. Understanding different approaches to curriculum development;
33
c) Vision of Indian education; multiple perspectives (social, cultural, religious, political);
Constitutional provisions
d) Vision of education according to National Curriculum Framework (NCF 2005) and State
Curriculum Framework (BCF 2008)
a) Understanding the meaning and nature of Curriculum: Need for Curriculum in Schools
b) Differentiating Curriculum Framework, Curriculum and Syllabus : their significance in school
education, Notion of the textbook
c) Facets of Curriculum : Core Curriculum-significance in Indian context; ‘Hidden’ Curriculum
d) Curriculum visualised at different levels: National-level, state-level, school-level; class- level
and related issues (connections, relations and differences)
Sessional Work
• Assignment (Any two of the following) (Concerned teacher can devise assignment as per
requirement of the course)
Course Objectives:
The student-teachers will be able to
1. Understand the nature of assessment and evaluation and their role in teaching-learning process.
2. Understand the perspectives of different schools of learning on learning assessment
3. Realise the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessment procedures, tools
and techniques
6. Develop assessment tasks and tools to assess learners performance
7. Analyse, manage, and interpret assessment data
34
8. Analyse the reporting procedures of learners performance in schools
9. Develop indicators to assess learners performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices in schools
11. Understand the policy perspectives on examinations and evaluation and their implementation
practices
12. Traces the technology bases assessment practices and other trends at the international level
35
Unit 5: Issues, Concerns and Trends in Assessment and Evaluation
a) Existing Practices: Unit tests, half- yearly and annual examinations, semester system, Board
examinations and Entrance tests
b) Management of assessment and examinations, Use of question bank
c) Issues and Problems: Marking v/s Grading, Non-detention policy, Objectivity v/s Subjectivity,
Impact of entrance test and public examination on teaching and learning – the menace of
coaching
d) Trends in assessment and evaluation: Online examination, Computer-based examination and
other technology based examinations
Sessional Work
Assignment (Any two of the following)
Suggested Readings:
• Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain, mind,
experience, and school. Washington, DC: National Academy Press.
• Burke, K. (2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA:
• Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum, assessment,
and action planning. Alexandria, VA: Association for Supervision and Curriculum
Development.
• Danielson, C. (2002). Enhancing student achievement: A framework for school improvement.
Alexandria, VA: Association for Supervision and Curriculum Development.
• Gentile, J.R. &Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching and
assessment so all children can learn. Thousand Oaks, CA: Corwin.
• Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for student
learning. Thousand Oaks, CA. Corwin.
• NatrajanV.andKulshreshtaS.P.(1983). Assessing non-Scholastic Aspects-Learners Behaviour,
New Dlehi: Association of Indian Universities.
• NCERT(1985). Curriculum and Evaluation, New Delhi:NCERT
• Newman, F.M. (1996). Authentic achievement: Restructuring schools for intellectual quality.
San Francisco, CA: Jossey-Bass.
• Nitko, A.J. (2001). Educational assessment of students (3rd Ed.). Upper Saddle River, NJ:
Prentice Hall.
Course Objectives:
The learners will be able to
1. Demonstrate knowledge of different perspectives in the area of education of children with
disabilities
2. Reformulate attitudes towards children with special needs
3. Identify needs of children with diversities
4. Plan need-based programmes for all children with varied abilities in the classroom
5. Use human and material resources in the classroom
6. Use specific strategies involving skills in teaching special needs children in inclusive
classrooms
36
7. Modify appropriate learner-friendly evaluation procedures
8. Incorporate innovative practices to respond to education of children with special needs
Sessional Work
• Assignment (Any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
Suggested Readings:
• Bhalerao, Usha: Madhya Pradesh Ke Shikshit Darishti Hin Ka Samajik Adhyan. Delhi: Gourav
Publishing House, 1985.
• Derek, B. & Keith B.: Making the Special Schools Ordinary. New York: The Falmer Press,
1990.
• Hassen, U. (Ed.): Normal and Handicapped Children: A Comparative Approach. New Delhi:
Ashish Publishing House, 1995.
37
• Holland, A. (Ed.): Language Disorder in Children. Great Britain: Nfer – Nelson, 1984.
• Howell, H.: Inside Special Education. Columbus: Merrill Publication Co., 1983.
• James Loring & Graham, B.: Integration of Handicapped Children in Society. London:
Routledge and Kogan Pub. Ltd., 1978.
• Jangira, N.K. et al.: Education of Children with Seeing Problems. New Delhi: Central
Resource Centre, 1992.
• John, M. Hughes: The Slow Learner in your Class. London: Thomas Nelson & Sons Ltd.,
1983.
• Krishna, M.: Gifted Underachievers. New Delhi: Discovery Publishing House, 1991.
• Krishna, M.: Gifted and Talented – a Developmental Perspective. New Delhi:
Discovery Publishing House, 1993.
• Martis, W.L.: Strategies for Educational Change: Recognizing the Gifted Talents of Children.
New York: Macmillian Publishing Co., 1981.
• Mani, M.N.G.: Techniques of Teaching Blind Children. New Delhi: Sterling
Publication Pvt. Ltd., 1992.
• Morgenstern, F.: Teaching Plans for Handicapped Children London: Methum & Co.,1981.
• Pal, H.R. & Sharma, M.: Education of Gifted. New Delhi: Kshipra Publication, 2007.
• Rao Sujatha, A.: Dear Teacher: The Gifted Child Needs you. Secundarabad:
A.K.Sujatha, 19987.
• Reddy, G. L. et al.: Slow Learners Their Psychology and Instruction. New Delhi: Discovery
Publishing House, 1997.
• Venkataiah, N.: Special Education. New Delhi: Anmol Publications Pvt. Ltd., 2001.
Course Objectives:
The student-teachers will be able to
1. Broaden the notions about peace and peace education, their relevance and connection to inner
harmony in social relationships based on Constitutional values
2. Reflect on the attitudes that generate conflicts at personal and social levels and learning skills
and strategies of resolving these conflicts
3. Strengthen self by continual reflection leading to reduction in stereotypes
4. Transcending barrier of identity and socialisation
5. Orient curricular and educational processes, find creative alternatives which counter the
negative influence of media and local community to weed out negative effects by influencing
parents, families and local community
6. Develop attitudes and skills for resolving conflicts in creative manner
7. Perform the activities for experiential awareness of peace as a reality at personal and school
levels
8. Reflect on school, curricula, textbooks and pedagogical processes from peace perspective
9. Understand the role of media and local community in peace education
10. Discuss the peaceful solutions to the real issues faced by them.
38
c) Peace values vis-a-vis Constitutional values: Importance of the attitudes, beliefs and values of
peace viz., compassion, cooperation, love, etc. that foster inner peace and Constitutional values
of justice, equality, freedom, respect for differences and ecological resources that ensures
peace in society
d) Approaches to peace education
e) Highlights of various philosophies of peace- Gandhi, Krishnamurthy, Aurobindo, Badheka,
The Dalai Lama ; initiatives at national and international levels.
39
Sessional Work
• Assignment (Any two of the following) ) (Concerned teacher can devise assignment
as per requirement of the course)
Suggested Readings:
• Bhatt, S.R., Knowledge, Value and Education: An Axionoetic Analysis, Delhi: Gian Pub.,
1986.
• C, Sheshadri; The Source book of Value Education, NCERT
• M. Shery; Bhartiya Sanskriti, Agra (Dayalbagh)
• Joshi. D. (2005). Value Education & Civic Sense. New Delhi: Kanishka Publishers.
• Joshi. D. (2006).Value Education & Globalization, New Delhi: Lotus Publishers.
• Josta, Hari Ram, Spiritual Values & Education, Ambala, Associated Press, 1991.
• Justice Rama Jois; Human Rights - Human Values, NCTE
• Kar, N.N.(1996). Value Education: A Philosophical Study. Ambala: Associated Pub.
• Karan, R. V. N., Men Education & Values, New Delhi, B.R. Pub. Corp., 1979.
• Kulshrestha, S.P., Emerging Value Pattern of Teachers & Value Pattern of Teachers & New
Trends, Education in India, New Delhi: Light & Life Pub., 1979.
• Mascarenhas, M. & Justa, H.R., Ed., Value Education in Schools and Other Essays, Delhi
Konark, 1989.
• Nirmal Kumar, The stream of Culture
• R., King, Values & Involvement in Grammar School, London: Routledge, 1969.
• S. Abid Hussain; The Indian Culture
• Sharma, S. R., Ed., Teaching of Moral Education, N. Delhi: Cosmos, Pub., 1999.
• Singh, Samporn, Human Values, Jodhpur: Faith Pub., 1979.
• Source book of Human Rights - NCERT
• Sri Aurobindo Centre, India is one, Pondicherry
• Sri Aurobindo; The foundations of Indian Culture; Pondicherry
Course Objectives:
The student-teachers will be able to
1. Broaden the notions about peace and peace education, their relevance and connection to inner
harmony in social relationships based on Constitutional values
2. Reflect on the attitudes that generate conflicts at personal and social levels and learning skills
and strategies of resolving these conflicts
3. Strengthen self by continual reflection leading to reduction in stereotypes
4. Transcending barrier of identity and socialisation
5. Orient curricular and educational processes, find creative alternatives which counter the
negative influence of media and local community to weed out negative effects by influencing
parents, families and local community
6. Develop attitudes and skills for resolving conflicts in creative manner
7. Perform the activities for experiential awareness of peace as a reality at personal and school
levels
8. Reflect on school, curricula, textbooks and pedagogical processes from peace perspective
9. Understand the role of media and local community in peace education
10. Discuss the peaceful solutions to the real issues faced by them.
40
c) Structure and functions of different ecosystems
d) Environment and sustainable development
e) India as a mega biodiversity Nation
f) An overview of constitutional provisions related to environment and its protection
g) Environmental legislation: awareness and issues involved in enforcement
Sessional Work
• Assignment (Any two of the following) ) (Concerned teacher can devise assignment
as per requirement of the course)
Suggested Readings:
• Anjaneyulu, Y. (2005). Introduction to Environmental Science. Hyderabad: BS Publications.
• Doraisami, S. (1979). Environmental Education in the Curricula of Indian Schools. School
Science. Vol. 8, No.3.
• Environmental Education- V Krishnamachayulu
• Environmental Science: A Global Concern - William P Cunningham
• Environmental Science: A study of interrelationship — Eldon D Enger and Bradely F. Smith
• Environmental Science: Richard T Wright and Bernard J Nebel.
• Kaayar, V.S. (1997). Environmental Concerns, Depleting Resources and Sustainable
Development. Jaipur: Pointer Publishers.
• Krishnamacharyulu, V. (2004). Environmental Education. Hyderabad: Neelkamal
Publications.
• Kumar, A. (2004). A Textbook of Environmental Science. New Delhi: A.P.H. Publishers.
• Manivasakam, M. (1995). We Breathe and Drink Poison. New Delhi: National Books Trust.
• Saxena, A.B. Education for the environmental concerns
• Sharma, B.M. (2004). Teaching Environmental Education. New Delhi: Akansha Publishing
House.
• State of India’s Environment — Citizens Report 2001
• The Curriculum Guides on Nutrition/ Health Education and Environmental Sanitation in
Primary Schools. New Delhi: NCERT.
• UNESCO-UNEP International Environment Education Program Report.
41
Course 11 (c): Health and Physical Education
Course Objectives
The student-teachers will be able to
1. Understand the concept of holistic health, its various dimensions and determinants
2. Develop positive attitude towards health
3. Equip to know their health status, identify health problems and be informed for taking remedial
measures
4. Make them aware about rules of safety in hazardous situation- illness, accident, injury, and
equip them with First Aid measures about common sickness and injury
5. Encourage them to learn and to form right habits about exercise, games and sports, sleep, rest
and relaxation
6. Sensitise, motivate and help them to acquire the skills for physical fitness, learn correct
postural habits and activities for its development
7. Help them to understand and develop skills to deal with psycho-social issues including those,
related to process of growing up during adolescence, HIV/AIDS and substance abuse
Sessional Work
• Assignment (Any two of the following) )(Concerned teacher can devise assignment
as per requirement of the course)
Suggested Readings:
• Atwal & Kansal. (2003). A Textbook of Health, Physical Education and Sports, Jalandhar, A.
P. Publisher,
• Bucher, C.A. (1979). Foundations of Physical Education and Sports, St. Louis: C.V. Mosby &
Co.
42
• Kamlesh, M.L. & Sangral, M.S. (1986). Methods in Physical Education, Ludhiana: Prakash
Brothers.
• Kangane, Sopan & Sonawane, Sanjeev. (2007). Physical Education. Pune: Nirali publication.
• Kaur, Manjeet. (2003). Health and Physical Education, Ludhiana: Tendon Publications.
• Sharma, Anil P. (2011). Mind, Body and Divine Yoga. New Delhi: Personal Graphics &
Advertiser Pvt. Ltd.
• Sharma, Anil P. & Pandey, Pradeep K. (2010). Psychology in Yoga. New Delhi: Personal
Graphics & Advertiser Pvt. Ltd.
• Singh, Ajmer. (2003). Essentials of Physical Education. Ludhiana: Kalyani publishers.
• Syedentop, Daryl (1994). Introduction to physical education, fitness and sports (2nd ed.).
London: Mayfield publishing company.
• Uppal, A.K. & Gautam, G. P. (2004). Physical Education and Health. Delhi: Friends
publisher.
Course Objectives:
The student-teachers will be able to
1. Understand the nature, purpose and need for guidance and counseling
2. Understand the responsibilities and moral obligation of a counselor
3. Understand the techniques and procedures of guidance
4. Know about the sources of occupational information, their types and modes of
dissemination
5. Understand the concept, importance and theories of career development
6. Know career pattern, career maturity, vocational career
7. Understand and Guide students with special needs
43
1. Visit to different Guidance Centre
2. Preparation of Cumulative Record
3. Case Study of Problem Child
4. Administration, Scoring & interpretation of at least two tests
5. Job Analysis of a Counsellor
6. Establishing Career Centre
7. Preparation of scrap-book for career Counselling
Suggested Readings:
• Aggarwal, J. C., (2000). Educational & Vocational Guidance and Counseling, Jalandhar:
Doaba House.
• Asch, M. (2000). Principles of Guidance and Counseling, New Delhi: Sarup and Sons.
• Barki B.G Mukhopadhyay (2000); Guidance and counseling - A manual
• Bengalee M D: Guidance and counseling
• BengaleeMehroo D: Child Guidance
• Bhatia, K. K., (2002). Principles of Guidance and Counseling, Ludhiana: Vinod Publications.
• Bhatnagar, R. P.; Rani. S. (2001); Guidance and Counseling in Education and Psychology.
• ChauhanS S: Principles and Techniques of Guidance
• Joneja G. K. (1997); Occupational information in Guidance, NCERT publication
• Kochhar S.K.: Educational and Vocational guidance in Secondary Schools
• Nambiyar K: Strategies Guidance Based Education
• Nanda S.K.; Chadha P.C.: Educational and vocational guidance
• Oberoi S.C (2000); Educational, Vocational Guidance and Counseling
• Patterson L E; Welfel E R. The counseling Process
• Safaya, B.N., (2002). Guidance & Counseling, Chandigarh: Abhishek Publications.
• Sharma R A Fundamentals of Guidance and Counseling
• Sharma, R. N. (2004); Guidance and Counseling
• Sharma, Tara Chand, (2002). Modern Methods of Guidance and Counseling, New Delhi:
Sarup and Sons.
• Shertzer, Bruce and Stone, Shelly C., (1974). Fundamentals of Counseling, London:
Houghton Missli.
• Shirley, A. Harmin and Guilford, E., (1987). Guidance in the Secondary Schools, New Delhi:
NCERT.
• Sodhi, T.S. & Suri, S. P., (1999). Guidance and Counseling, Patiala: Bawa Publication.
Course Objectives:
The student-teachers will be able to
1. To understand the need, nature, concept and scope of School organization ;
2. To understand the basic components, principles for the functioning of school organization ;
3. To understand School as an organization and as a part of organization;
4. To develop the understanding of the concept of system approach, designate implications for
teaching learning activities;
5. To understand the concept, principles of School management and Community-School
Relationship ;
44
Unit-1 Understanding School Organization
a) School Organization: Concept and major Components; Community as an important component
b) Basic Principles for the functioning of school organization
c) School as an organization and as a part of organization
d) Relation between Schools and other educational organizations: Teacher education institution, State and
National level bodies.
Sessional Work
• Assignment (Any two of the following) ) (Concerned teacher can devise assignment as per
requirement of the course)
1. Critical Study of the setup of S C E R T
3. Study of the setup of the office of the Deputy Director, Education (District).
4. Preparation of chart of the educational setup in Bihar.
5. Evaluation of Educational Administration of Sarva Shiksha Abhiyan
Suggested Readings:
• Kaushik, V.K.: School Adminstration & Organization. New Delhi: Anmol Prakashan,2002.
• Kochar, S.K.: Secondary School Administration. New Delhi: Sterling, 1978..
• Kudesia, U.C.: Shiksha Prashasan. Agra: Vinod Pustak Mandir, 1981.
• Mathur, S.S. and Kohli, V.K.: School Administration and Organization. Jallunder:Krishna
Brothers, 1973.
• Mohanti, J.: Education Administration, Supervision and School Management. NewDelhi: Deep
and Deep, 2002.
• Mukerjee, S.N.: Educational Administration in India. Baroda: Acharya Book Depot,1962.
• Mukerjee, S.N.: Secondary School Administration. Baroda: Acharya Book Depot,1963.
• Nwankwo, J.I.: Educational Administration Theory and Practice. New Delhi: Vikas
Publishers, 1982.
• Pandya, S.R.: Adminstration and Management of Education. Mumbai: Himalya, 2001.
• Sharma, K.K.: Shala Prashashan. Bhopal: M.P. Granth Akademi, 2002.
• Shukla, S.P.: Education Administration, Organization and Health Education. Agra: Vinod
Prakashan, 2000.
• Shukhiya, S.P.: Vidhyalaya Prashashan Avem Sangathan. Agra: Vinod Prakashan, 2001.
• Siddhu, S.K.: School Organization and Administration. New Delhi: SterlingPublishers, 1987.
• Vashist, S.R.: Classroom, School Administration. New Delhi: Anmol Prakashan, 2002.
45
Course EPC 4: Understanding the Self
Course Objectives:
After undergoing this course, the student teachers will be able to:
1. Understand the development of self as a person and as teacher ;
2. Develop sensibilities, dispositions and skills;
3. Develop social relational sensitivity and effective communication skills;
4. Develop integrated understanding of human self and personality to deal with conflicts at
different levels;
5. Understand the philosophy of Yoga and its role in well-being.
Unit 1: Understanding Self
a) Self-Awareness: Recognition of self-character, self-confidence, self-worth, self-esteem, and
self-development and self-assessment
b) Understanding adequate self as a product of positive experiences of caring, warmth and
appreciation in the family, school, neighbourhood etc. ,which promote healthy discipline,
shunning violence
c) Development of professional identity of a teacher
d) Awareness of the influence of social milieu on self
e) Negative experiences generate stress, anger aggression
Sessional Work
• Assignment (Any two of the following)(Concerned teacher can devise assignment as per
requirement of the course)
46
School Internship:
Having gained some experience with the child, the community and schools in the first Year,
the second year would offer intensive engagement with the school in the form of School Internship.
During the first year, to support better understanding of schools and in preparation of Internship, teacher
education institutes shall make provisions for visits to innovative centres of pedagogy and learning -
innovative schools, educational resource centres, etc. for at least four weeks. In the Second Year School
Internship should be organized for sixteen weeks.
During the Internship,
• A student-teacher shall work as a regular teacher and participate in all the school activities,
including planning, teaching and assessment, interacting with school teachers, community
members and children.
• The student-teachers will observe the school and its classrooms for a week, to understand the
school in totality, its philosophy and aims, organization and management;
• The student-teachers will understand the needs of the physical, mental, emotional development
of children; aspects of curriculum and its transaction; quality, transaction, and assessment of
teaching–learning.
• Student-teachers are to be actively engaged in teaching at two levels, namely, upper primary
and secondary.
• They should be provided opportunities to teach in government and private schools with
systematic supervisory support and feedback from faculty.
• Internship in schools is to be done for a minimum duration of 16 weeks. This should include an
initial phase of one week for observing a regular classroom with a regular teacher and would
also include peer observations, teacher observations and observations of interns’ lessons by
faculty.
• For each student-teacher, internship should be conducted preferably in one school for the entire
16 weeks.
• During Internship student-teacher has to organize different activities in the school such as co-
curricular activities and do case studies on infrastructural facilities available or on any other
issue of importance.
• Internship should not be reduced to the ‘delivery’ of a certain number of lesson plans, but it
should aim for meaningful and holistic engagement with learners and the school.
• Learners have to maintain following records-
1) Lesson plans (30 in each school subject)
2) Micro plans on core teaching skills
3) Preparing teaching-learning materials (20 in each school subject)
Scheme of Assessment for Internship Programme
School Internship Programme For sixteen weeks
Internal Assessment
Tasks Details Marks
1. School Diary- a) Maintenance of Attendance Register 5
b) Morning assembly And School Records 5
2. Classroom Observation (one week) 5
3. School Time-Table 5
4. Village Camps & Community Work 5
5. Parent-Teachers Meeting 5
6. Seminar Organization 10
7. Micro-teaching Records 10
8. Organizing Cultural Programmes 10
9. Action Research 10
10. Preparation of TLM 10
11 Teaching Practice 35+35
Total 150
External Assessment 50+50
GrossTotal 250
47
48