janardan rai nagar rajasthan vidhyapeeth (deemed ... m.ed.pdf · according to ncte regulation-2014....

Janardan Rai Nagar Rajasthan Vidhyapeeth(Deemed) University, Udaipur (raj.)

Faculty of Education

B.ED. - M.ED. INTEGRATED COURSE

Lokmanya Tilak Teachers Training College (CTE)Dabok, Udaipur - 3130022

Tel. : 0294-2655327Email : [email protected]

00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00

Janardan Rai Nagar Rajasthan Vidyapeeth aims to achieve

academic excellence by providing multi-faceted education to

students and encourage them to reach the pinnacle of success. The

University has designed a system that would provide rigorous

academic programme with necessary skills to enable Students to

excel in their careers. It is hoped that it will help the students study in

a planned and a structured manner and promote effective learning.

Objectives :

The main objective of B.Ed.-M.Ed. Integrated programme is to

prepare teachers and teacher educators.

The B.Ed.-M.Ed. Integrated programme enables student teacher to -

? Acquire competence to teach subjects of his/her specialization

on the basis of accepted principles of learning and teaching in the

context of NCF 2005 and NCFTE 2009.

? Develop skills, understanding, interests and attitude which

enable him/her to foster all-round growth and development of the

children under his/her care.

? Develop skills in identifying, selecting, innovating and organizing

learning experiences for teaching the required subjects.

? Develop understanding of psychological principles of 'growth

and development', 'individual differences and similarities' and

'cognitive and affective learning'.

? Develop skills in guiding and counselling the children in solving

their personal as well as academic problems.

? Understand the role of the home, the peer group and the

community in shaping the personality of the child and help to

develop an amicable home-school relationship for mutual

benefit.

? Understand the role of school and community in changing

society.

? Contribute to fill up the gap between theory and practice by

dovetailing both appropriately.

? Acquire interactive processes of group reflection, critical thinking

and concept formation.

? Understand the nature, purpose, influencing factors and

problems of various levels of education in the context of diverse

socio-cultural-political & multilingual Indian society and resolve

them.

? Plan and organize classroom instruction through learner

centered techniques for inclusive education.

? Conduct pedagogical content analysis in subject areas and use it

for facilitating learning in the classroom.

? Effective utilization of Information Communication Technology

resources, online as well as offline for day-to-day classroom

teaching, remedial instruction and providing challenging learning

to the gifted.

? Develop critical understanding of ICT in Education.

? Develop professional commitment and work as responsible

professional.

? Cultivate reflective teaching practices and interface with societal

resources.

? Promote communication and expository writing skills.

? Gain awareness of the nature of academic writing and acquire

academic writing skills.

? Develop competencies for conducting research in education.

? Develop skills for interpreting statistical findings.

? Develop critical thinking skills.

Janardan Rai Nagar Rajasthan Vidyapeeth (Deemed) University, Udaipur

B.ED. - M.ED. INTEGRATED COURSE

? Develop ethical and spiritual sensibility.

? Engage themselves in field related activities and see how theory

is linked with practical implementation.

? Serve internship in school and teacher education institution to

acquire job related skills, attitude and values.

Qualification for Admission in B.Ed. - M.Ed. Integrated Course

Candidates who have obtained at least 55% Marks in Gen

category, 50% marks SC/ST/OBC Category or equivalent grade in

the Post Graduation programmes (Humanity / Social Science /

Science) can seek admission to the B.Ed. - M.Ed. Programme

according to NCTE Regulation-2014.

Qualification of the B.Ed. - M.Ed. admission shall be applied as

per NCTE Norms .

Reservation : Reservation of seats for SC/ST/OBC and

Handicapped will be as per existing Rajasthan Govt.

Procedure : Admission shall be made on the basis of entrance

examination (PBMET).

Duration and Working Days

B.Ed. - M.Ed. Integrated programme is a full time course and

consists of Three Years as shown in programme structure.

(a) Duration : The B.Ed. - M.Ed. Integrated Programme shall be of a

duration of Three Academic Years, which can be completed in a

maximum of four Years from the date of the admission to the

programme.

(b) Working Days : There shall be at least Two Hundred Fifteen

Working Days each year excluding of the period of admission.

Institution shall work for a minimum of Thirty six hours a week, during

which physical presence in the institution of all the teachers and

student teachers is necessary to ensure their availability for advice,

guidance, dialogue and consultation as and when needed.

Attendance

It is mandatory for every student to keep 80% of attendance in

the Department / Centre and 90% in Field Attachment (Internship).

Head/Principal may condone the attendance of any student not

more than 10% of total attendance to be kept by the student for a

genuine and valid reason. In case of serious illness or under

extraordinary circumstances, on recommendation of the

Head/Principal, the Executive council shall decide to condone the

required attendance of any student. Further provided that, any

student participating in sports / cultural activities to represent the

university at state or national level the Head/Principal shall condone

these days as attendance for want of completion of the required

attendance by the department/institute.


PROGRAMME STRUCTURE FOR

B.Ed.-M.Ed. INTEGRATED COURSEPAPERNO.

FIRST YEAR MM

1. PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVE OF EDUCATION

100

2. PSYCHOLOGY OF EDUCATION 1003. HISTORICAL, POLITICAL AND ECONOMICAL ASPECTS OF

EDUCATION 100

4. UNDERSTANDING DISCIPLINES AND SUBJECT 1005. LANGUAGE ACROSS THE CURRICULUM 1006. CONTEMPORARY INDIA AND EDUCATION 1007. ICT AND E- LEARNING 1008. PEDAGOGY OF SCHOOL SUBJECTS-1 1009. PRE INTERNSHIP (2WEEKS) 25

10. INTERNSHIP (4 WEEKS) 7511. YOGA , MEDITATION AND SPORTS 50

12. OUTREACH PROGRAMMME 50

TOTAL 1000SECOND YEAR

1. EDUCATIONAL RESEARCH 1002. EDUCATIONALSTUDIES 1003. ANY ONE FROM THE FOLLOWING:-

(A) GENDER STUDIES(B) INCLUSIVE EDUCATION(C) EDUCATIONAL TECHNOLOGY

100

4. TEACHER EDUCATION-1 1005. PEDAGOGY OF SCHOOL SUBJECT -2 1006. SCHOOL INTERNSHIP (16 WEEKS) 3007. DISSERTATION-1 508. DRAMA ART EDUCATIONAND 509. WORKING WITH COMMUNITY 50

10. CULTURAL AND LITERARY DEVELOPMENT 50TOTAL 1000


THIRD TEAR

1. ASSESMENT FOR LEARNING 100

2. STATISTICS IN EDUCATIONAL RESEARCH 100

3. TEACHER EDUCATION-2 100

ANY TWO FROM FOLLOWING :

CURRICULUM DEVELOPMENT

?MEASUREMENT AND EVALUATION

?GUIDANCE AND COUNSELLING

?EDUCATIONAL MANAGEMENT

7. THE STUDENT WILL OPT ANY ONE LEVEL FROM

FOLLOWING LEVELS :-

LEVEL -A: ELEMENTARY

1.POLICY, ECONOMICS AND PLANNING

2.STRUCTURE, STATUS AND CONCERNS

LEVEL-B : SECONDARY

1.POLICY, ECONOMICS AND PLANNING

2.STRUCTURE, STATUS AND CONCERNS

200

8. PROFESSIONAL WRITING 50

9. INTERNSHIP IN TEACHER EDUCATION

INSTITUTIONS(SELECT ANY ONE FROM CORE PAPERS

AND ONE FROM METHODOLOGY PAPERS)

10. DISSERTATION -2 150

TOTAL 1000

4. 100

5., 6. 200

B.ED. - M.ED.

INTEGRATED

COURSE

I YEAR

Objectives :

* To acquaint students with the concept and branches of

philosophy and the inter-relationship between education and

philosophy

* To acquaint them with the nature of major dimensions of

contemporary education thoughts and their classroom

implications.

* To make them aware of the major western philosophical thoughts

and their educational implication.

* To develop knowledge of Indian philosophies of education and

research trends.

* To introduce education as a social system.

* To impart knowledge of different social dimensions of education.

Unit - 1 : Philosophy & Education : Relationship and

Contemporary Thoughts.

1. Philosophy and Education : Meaning and Nature of philosophy

Relationship between education and philosophy

2. Different Components of Philosophy : Metaphysics.

Epistemology axiology and their educational implications.

3. Contemporary Educational Thought : alternatives in Edcuation

and Futurology of education - concept. Approaches and

Educational implications.

4. New trends in Researches of Philosophy of Education.

Unit - 2 : Western Philosophies and fields of Studies &

Education.

1. Naturalism : Concepts, Aims of Education according to

PAPER - I

PHILOSOPHY OF EDUCATION

Naturalism, Contents, Teacher - Pupil Relationship

2. Idealism : Concept, Aims of Education, Teaching Process,

Teacher-Pupil Relationship.

3. Humanism : Concept, Aims of Education Teaching Process,

Teacher-Pupil Relationship.

Unit - 3 : Indian Philosophy & Education

1. Concept of the Personality development in Samkhya

Philosophy, Teacher's Role in Teaching Process.

2. Shirmad Bhagwad Gita, Principle of Karmyoga & Teacher-Pupil

Relationship.

3. Concept of Good Life (Sad Jeevan) In Jain Philosophy & Ideals

of life, Syadvad & Anekantvad : A source of valid knowlege

(Vaidh Gyan) of Education and Role of Teacher in the process.

4. Manishi Pt. Janardhan Rai Nagar - Philosophy of Education,

concept of Education and Role of Teacher in the Process.

5. Budha Philosohpy - Ashtang Yoga.

Unit - 4 : Education Sociology and Social System

1. Educational Sociology - Concept and main areas.

2. New trends in the researches related to Educational Sociology

and different dimensions of its study in India.

3. Education as a social system - Concept and its parts.

4. Socialization - Concept process and Role of Education.

Unit - 5 : Social Dimensions of Education

1. Social Stratification - Concept social status, Provision of Equality

of opportunities in education.

2. Social Interactions - Importance of Social Interactions in

Education.

3. Social Change - Concept, factors affecting social change,

planned change, teacher as an agent for social change.

4. Modernization - Concept, Role of Education in Modernization.

Course Code : BM-11


Sessional Work (Any two of the following) :

1. Term paper on any topic related with the content of this paper.

2. Review of three abstracts.

3. Write a Monograph : any Educationist.

Bibliography :

1. Ballanien, E.H. (1983) : Sociology of Education, New Jersey

Prentice Hall.

2. Bramled, T. (1971) : Educational Sociology, Lucknow, U.P. Hindi

Granth Academy.

3. Brown, F.J. ( 1974) L Educational Sociology, Lucknow, U.P.

Hindi Granth Academy.

4. Brubacher, J.S. (1950) : Modern Philosophies of Edu., New York,

McGraw Hill Book Co.

5. Buch, M.B. (1991) : Educational Survey, 4th Edition, New Delhi,

NCERT Publication.

6. Butler, J.D. (1951) : Four Philosophies, New York, Harper & Bros.

7. Choube, S.P. & Choube, (1981) : Philosophical & Sociological

Foundation of Education, Agra, Vinod Pustak Mandir.

8. Choube, S.P. (1976) : Sociological Foundations of Edu., Agra,

Vinod Pustak Mandir.

9. Das Gupta (1974) : Bhartiya Darshan Ka Itihas, Jaipur,

Rajasthan Hindi Granth Academy.

10. Jaya Ram N. (1680) : Sociology of Education, Jaipur, Rawat

Publication.

11. Jarolomick, Hohn (1981) : The schools in Conntemporary

Society, New York, Macmillan Co.

12. Kilpatick, W. (1959) : Source Book in the Philosophy of

Education, New York, Macmillan Co.

13. Mark Muller, F. (1973) : The Six System of Indian Philosophy,

New Delhi, Associated Publishing House.

14. Ottaway, A.K.C. (1953) : Education and Society, London

Routledge and Kangen Paul.

15. Oad, L.K. (1973) : Shiksha Ki Darshanik Prashatbhumi, Jaipur,


16. Pathak, P.G. and Tyagi, G. (1980) : Philosophical and

Sociological Principles for Education, Agra, Vinod Pustak

Mandir.

17. Radha Krishna, S. (1969) : Bhartiya Darshan, Delhi, Rajpal

Prakashan.

18. Pandey, Ramashakal (1990) : Shiksha Ki Darshanil our

Sashastriya Prashatbhumi, Agra, Vinod Pustak Mandir.

19. Ruhela, S. (1989) : Bhartiya Shiksha Ka Samajshastra, Jaipur,


20. Webh, R.B. (1981) : Schooling and Society, New York, Macmillan

Co.

21. Wyne, J.P. (1964) : Theories of Education, New York, Harper &

Row.


(b) Principles of Growth and Development.

(c) Physical, Mental, Social and Emotional Growth in

Childhood and Adolescents.

UNIT-II : Personality, Thinking and Individual Differences :

2.1 Personality : Concept, Nature and Types of personality.

2.2 Factors affecting development of personality.

2.3 Projective and non-projective methods of measuring

personality.

2.4 Individual Differences :

(a) Concept and Meaning.

(b) Elements of individual difference (intelligence, aptitude,

attitude and interest).

2.5 Thinking : Concept, Nature and Types of Thinking.

UNIT-III : Learning

3.1 Concept and Nature of learning.

3.2 Theories of Learning :

(a) S.R. Conditioning by Pavlov : Experiments and

Applications.

(b) Thorndike Basic Laws of Learning and their classroom

applications.

(c) Skinners operant conditioning : Experiment, Concept of

reinforcement and types of reinforcers, application of

operant conditioning in classroom learning.

(d) Learning by Insight : Kohlers experiment and

implications of insight for classroom learning.

3.3 Factors affecting learning.

3.4 Transfer of Learning : Concept, Types and Role of Teacher in

transfer of learning.

UNIT-IV : Mental Hygiene Adjustment

4.1 Mental Hygiene :

PSYCHOLOGY OF EDUCATION- I

PAPER - II

Objectives :

1. To acquaint students with the concept and nature of

psychology with special reference to educational psychology.

2. To make them aware of the tools & techniques used in

educational psychology.

3. To make them understand the various aspects of growth and

development of child & adolescent.

4. To acquaint with basic theories of learning.

5. To make them aware of the concept and nature of personality

and individual difference and factors, affecting development of

personality.

6. To develop the skill of using some psychological tests.

7. To make them aware of the concept of nature of Mental

Hygiene and adjustment.

8. To make them understand the concept and nature of

intelligence, creativity.

UNIT-I : Concept of Educational Psychology and Psychology of

Growth and Development

1.1 Concept & Nature of educational psychology.

1.2 Utility of Educational Psychology for Teachers.

1.3 Tools & Techniques of measurement in psychology :

(a) Observation, Interview and Case study.

(b) Questionnaire, Check-list and Rating scale.

1.4 Growth and Development of child :

(a) Concept of Growth, Development and Maturation.

Course Code : BM-12


6. Corinne Roth : Learning Disabieties. Allyan & Bacom, USA

Smith.

7. E. Hurlock : Child Development. McGraw Hill Publication.

8. F. Philip Rice : Human Development. Prentice Hall, New

Jersey.

9. Sinha, B.L. : Teaching, Learning & Human Behaviour. Anmol

Publications Pvt. Ltd., New Delhi.

10. Walson Robert : Psychology of the Child. John Willey & Sons,

New Delhi.

11. Chouhan, S.S.: Advanced Education & Psychology, Vikas

Publication House, New Delhi, 1980.

12. Sharma, R.A. : Fundamental of Education Psychology. Layal

Book Depot, Meerut, 1960.

13. Uday Shankar : Advanced Education Psychology. Press Pvt.

Ltd., New Delhi, 1984.

(a) Concept

(b) Goals of Mental Hygiene

(c) Characteristics of Mentally, Healthy Person

4.2 Adjustment :

(a) Concept

(b) Symptoms of Maladjustment

(c) Adjustment Mechanism

UNIT-V : Statistics in Educational Psychology

5.1 Meaning of Statistics and its use in education

5.2 Meaning and Measurement of Central Tendencies : Mean,

Mode, Median.

5.3 Standard Deviation : Meaning and Calculation.

5.4 Normal Probability Curve : Meaning

5.5 Correlation : Meaning and Calculation (only Rank Deference

Method).

Sessional Work :

1. Case study of a child.

2. Administration and analysis of results of any three

psychological tests.

Bibliography :

1. Anastasi : Psychological Testing. The MacMillan Co., New

York.

2. Bernard H.W. : Psychology of Learning and Teaching.

McGraw Hill Book Co., New York.

3. Bhatia & Safaya : Educational Psychology & Guidance.

Dhanpal & Sons, Delhi.

4. Chouce, S.P. : Educational Psychology. Laxmi Narayan &

Sons, New Delhi.

5. Cronbacri Lee J.: Essential of Psychological Testing. Harper &

Row, New York.


HISTORICAL, POLITICAL AND ECONOMICAL ASPECTS OF EDUCATION

PAPER - III

Course Code : BM-13

Objectives :

1. To acquaint students with the concept function, aims,

Objectives, scopes and forms of educations.

2. To Acquaint the students with different areas of sociology of

Education.

3. to development of social awareness in students through

different concepts/areas of education.

4. To acquaint the students with nature of history and politics as a

continues process of development and change.

5. To acquaint the students with concept and scope of economics

of education.

6. To acquaint the future perspective of education.

UNIT-I : Fundamentals of Education

1.1 Concept of education (Indian, Western & Modern)

1.2 Function of education (Individual, National & Global)

1.3 Objectives of education (According to kothari commisssion,

New education Policy 1986 and NCF. 2005)

1.4 Forms of education

UNIT-II : Sociological Perspectives of Education

2.1 Sociolization - Concept, Process and role of education.

2.2 Social Change - Concept, Factors affecting, social change,

role of education.

2.3 Modernization - Concepts, Need and role of education.

2.4 Social Mobility - Concepts, Types and role of education.

UNIT-III : Historical Perspectives of Education

3.1 Education in Ancient india

3.2 Education in Medieval india

3.3 Education in British Rule

3.4 Education in Modern india

Unit - IV : Political Perspectives of Education

4.1 Constitutional provisions for education.

4.2 Secularism in India.

4.3 Progress of Education in British period, wood dispetch, Hunter

commission and educational reforms of lord curzon.

4.4 Progress of Education in part independance period.

Unit -5 : Economical Perspective of Education

5.1 Meaning, Definition and scope of economics of Education.

5.2 Role of Government in financing educations of different levels.

5.3 Contribution of education to economic growth and

development.

Sessional Work (Any One)

1. Write a term paper on any sub unit of the syllabus.

2. Write a report on any current issue (Sociological/Historical

/Political / Economical aspect).

3. Paper presentation on any sub unit of the syllabus.

4. Prepare three abstracts of Published articles.

Reference Books.

1. Saxena, N.R.S. (1981). Priniciple of education. Loyal Book

Depot. Merruth.

2. Ballanine, E.H. (1983). Sociology of Education, New Jersey

Prentice Hall.

3. Bramted, T. (1971) Educational Sociology. Lucknow : Utter

Pradesh Hindi Granth Academy

4. Brown, F.J. (1974), Educational Sociology. Lucknow : Utter

Pradesh Hindi Granth Academy


5. Oad, L.K. (1998). Shiksha Ki Darshnik Prashathbh Umi. Jaipur

: Rajasthan Hindi Granth Academy.

6. Pathak, P.D. and Tyagi, G ( 1982) Philosophical and

Sociological Principles of education. Agra : Vinod Partak

Mandir.

7. Ruhela, S. (1981), Bhartiya Shiksha Ka Samajshastra Jaipur :

Hindi Granth Academy.

8. Mohanty. J.N. (2002) Modern Trends in education. New Delhi :

Deep and Deep Publication.

9. Munshi, K.M. (2004) Cultural History of India. Bombay :

Bhartiya Vidya Bhawan.

10. K.P. Pandey ( 2010) Perspective in Social Foundation of

Edcuation, New Delhi : Shipra Publication.

11. Ratna, Ghosh (2005) Education and the process of change,

New Delhi : Sage Publication.


Objectives :

1. To acquaint the students with the nature and developmental history of Science, Social Science and Language disciplines.

2. To acquaint the students with the position papers of disciplines.

3. To acquaint the students with the general and specific skills of disciplines.

4. To acquaint the students with the recent trends and innovations in the disciplines.

5. To acquaint the students with the role of ICT in understanding the disciplines.

Unit-I : Nature and Developmental History of Social Science Discipline

1.1 Nature of Social Science Discipline.

1.2 Origin and Historical Development of Social Science Discipline.

1.3 Salient features of position paper in Social Science Discipline.

1.4 Teaching Skills - General and Specific Skills.

1.5 Recent trends and innovations in Social Science Discipline.

Unit-2 : Nature and Developmental History of Science Discipline

2.1 Nature of Science Discipline.

2.2 Origin and Historical Development of Science Discipline.

2.3 Salient features of Position Paper in Science Discipline.

2.4 Teaching Skills - General and Specific Skills

2.5 Recent trends and innovations in Science Discipline.

Unit-III : Nature of Language Discipline

3.1 Nature of Language Discipline.

3.2 Salient features of Position Paper in Language Discipline.

3.3 Teaching Skills - General and Specific Skills.

3.4 Recent trends and innovations in Language Discipline.

Unit-IV : Taxonomy of Education

4.1 Bloom's Taxonomy of Educational Objectives, Correlation of subject with other subjects.

4.2 Levels of Teaching in the disciplines.

4.3 Contribution of disciplines in developing Global Citizen.

Unit-V : Instructional Support System in Understanding the Disciplines

5.1 Planning of Labs (Social Science, Language and Science Lab).

5.2 Use of mass-media and computers in teaching disciplines.

5.3 Use of local resources in teaching disciplines.

5.4 Role of school and teacher in relation to teaching disciplines.

Assignments (any one) :

1. Prepare a summary on position paper related to any one discipline.

2. List out general and specific skills of any disciplines and plan a lesson based on those skills.

3. Write a term paper on any innovation in the discipline.

4. Prepare a PPT on any sub unit of the syllabus.

5. Prepare a list of local resources for teaching disciplines.

Reference Books:

1. Carr, D.(2005). Making sense of education : An Introduction to the Philosophy and theory of education and teaching. Routledge.

PAPER-IV

UNDERSTANDING DISCIPLINES AND SUBJECTS

Course Code : BM-14


2. Charkavarti, U. (1998). Rewriting history : The life and Times of

Pandita Ramabai. Zubaan.

3. Deng, Z (2013) School subjects and academic disciplines. In A. Luke, A. Woods, & Wer (Eds.), Curriculum syllabus design and equity: A primer and model. Routledge.

4. Deplit, L.D. (1988). The silenced dialogue : Power and pedagogy in educating other people's children, Harvard Educational Review, 58(3), 280-299.

5. Ghosh, S.C. (2007). History of education in India. Rawat publications.

6. GOI. (1992, 1998), National policy on education, 1986 (As modified in 1992). Retrieved from http://mhrd.gov.in/sites/ upload_files/mhrd/files/NPE86-mod92.pdf

7. Goodson, I.F. & Marsh, C.J. (2005). Studying school subjects : A guide. Rouledge.

8. Hodson, D (1987). Science curriculum change in Victorian England : A case study of the science of common things. In I. Goodson (Ed.), International perspectives in curriculum history. Croom helm.

9. Ladson-Billings. G. (1995). Toward a theory of culturally relevant pedagogy. American Education research journal. 32(3). 465-491.

10. Montuschi, E. (2003). Objects of social science. London. : continuum press.

11. Naik J.P. & Nurullah, S. (1974) a student's history of education in India (1800-1973). Macmillan.

12. Plato (2009) Reason and persuasion Three dialogues (chapter) in J. Holbo (Ed) meno : reason, persuasion and virtue. Person.

Objective :

1. To understand the concept of language and will differentiate

between language and communication.

2. To know the language functions and language diversity.

3. To understand home language and school language.

4. To use language as a tool of learning.

5. To use oral language in the classroom.

6. To develop multi-cultural awareness and use multi-lingualism

while teaching.

7. To develop language at receptive level and productive level.

Unit-I : Nature of Language and Its Functions

1.1 Concept of Language

1.2 Animal Communication

1.3 Human Language

1.4 Language and Communication

1.5 Language Functions

1.6 Components of Language - Sound, Vocabulary and Sentence

Language diversity with reference to dialects regional

language.

Unit-II : Language and Its Social Impact

2.1 Concept of Mother Tongue, First Language, Second

Language and Third Language.

2.2 Language acquistion vs Language learning

2.3 Home Language and School Language

PAPER-V

LANGUAGE ACROSS THE CURRICULUM

Course Code : BM -15


2.4 Language as a tool of learning

Unit-III : Development of Language in the Classroom

3.1 Classroom Discourse

3.2 Oral Language in Classroom

3.3 Discussion as a tool for learning

3.4 Questioning in Classroom

3.5 Multi-lingualism as a resource

3.6 Multi-cultural awareness

3.7 Role of teacher in resolution of speech defects (lipsing,

stuttering, stammering).

Unit-IV : Language at Receptive Level

4.1 Listening Comprehension.

4.2 Phonetic elements involved at receptive level (vowels and

consonants).

4.3 Understanding intentional meaning through intonation

patterns.

4.4 Listening strategies

4.5 Reading comprehension

4.6 Reading in content areas (social science, science and

mathematics).

4.7 Reading Strategies (note taking, summarizing, interpretation,

central idea).

Unit-V : Language at Productive Level

5.1 Speaking : Phonetic elements involved at productive level.

5.2 Use of Communication Skills (Gestures, Emotions, Facial

expression, Expression, Posture and Movements).

5.3 Writing : Composing Letters, Essay, Reports, Notices,

Paragraphs.

5.4 Strategies to enhance writing skills.

Assignments (any one)

1. Compare the sounds (vowel and consonants) of different

languages and write a report based on it.


3. Prepare a write-up on multi-lingualism as a resource of

teaching.

4. Study mispronounced sounds of school students and prepare

a report.

5. Write an article on the role of teacher in developing reading

skills of student.

Reference Books:

1. Anderson, R.C. (1984). Role of the reader's schema in

comprehension, learning and memory. In R.C. Anderson, J.

Osborn, & R.J. Tierney (Eds.), Learning to read in American

Schools : Basal readers and contecnt texts. Psychology

Press.

2. Eller, R.G. (1989). Johnny, can't talk either : The perpetuation

of the deficit theory in classrooms. The Reading Teacher, 670-

674.

3. Grellet, F. (1981). Developing reading skills : A practical guide

to reading comprehension exercieses. Cambridge University

Press.

4. NCERT. (2006d). Position paper-National focus group on

teaching of Indian Language (NCF 2005). New Delhi : NCERT.


fundamental rights, duties and directive principles.

2.3 Concept and causes of inequality, discrimination and

marginalization.

2.4 Role of education to maintain equality of global society.

Unit-III : Emerging Trends in Society and Education

3.1 Concept of universal education (UEE & USE) : Obstacles and

Solutions.

3.2 Right to Information 2005 and Role of Education in

implementation of RTI.

3.3 Right to Education 2009 and Role of education in

implementation of RTE-2009.

Unit-IV : Initiatives for Universal and Inclusive Education

4.1 Introduction, Functions and Contribution of Sarva Shiksha

Abhiyan.

4.2 Introduction, Functions and Contributions of Rajasthan

Madhyamik Shiksha Abhiyan.

4.3 Inclusive Education in the light of NCF-2005.

Unit-V : Emerging Global Concerns and Education

5.1 Education for Peace - Issues of National and International

Conflicts, Social Injustice, Communal Conflicts.

5.2 Role of Teachers in Peace Building Environment.

5.3 Education for Environmental Conservation : Local to Global.

Assignments (any one)

1. A survey of awareness about constitutional values in

secondary level students.

2. Prepare power point presentation on any sub-unit of syllabus.

3. Write a monograph on any sub unit of syllabus.

4. Write a term paper on any National document related to

Education.

5. Group discussion and prepare report on any sub unit of

syllabus.

PAPER-VI

Contemporary India & Education

Course Code : BM - 16

Objectives :

1. To know basic concepts of contemporary India and education.

2. To know the concept of social diversity and role of education.

3. To understand the constitutional values and fundamental

rights, duties and directive principles.

4. To know constitutional provisions about education.

5. To introduce pupil-teachers to basic concepts and causes of

inequality, discrimination and marginalization.

6. To acquaint pupil-teacher various emerging trends in

education like RTI, RTE, UEE, USE etc.

7. To introduce pupil-teachers by different agencies and

programmes for universalization of education like S.S.A.,

RMSA, NCF-2005 etc.

8. To acquaint pupil-teachers with emerging global concerns and

education.

Unit-I : Social-Diversity and Education

1.1 Concept, Types and Level of Social Diversity.

1.2 Enrichment of social diversity through education for

universalization.

1.3 Role of education in constitutional provision of freedom,

justice, equality and fraternity.

Unit-II : Constitutional Values and Education

2.1 Aims of Education in the light of constitutional values.

2.2 Concept of constitutional values with the special reference to


Objectives :

The students will be able to :

* To acquaint with the concept, scope and need of Multimedia

Education and E-Learning.

* To understand process, types, barriers and uses of communication

to apply communication technology in audio and visual media.

* To develop skills to use different technological aids.

* To understand system peripherals of computer, different

software and operating systems.

* To understand and apply the knowledge of Multimedia Education

and E-Learning.

Unit - 1 : Introduction to Information Technology

1. Concept, scope and need of information technology.

2. Types and properties of information technology, caution against

over use of it.

Unit - 2 : Components and Communication in Information

1. Concept, need and types of communication.

2. Process, cycle and model of communication sender, receiver,

message, channel, feedback, encode, decode.

3. Intra-personal communication, interpersonal communication.

4. Barriers of communication : physical.

Unit - 3 : Multimedia and E-Learning

1. Characteristics of communication media criteria for media

selection.

2. Production / Selection of audio-media : Broadcast & Non-

broadcast mode.

PAPER - VII

ICT AND E-LEARNING

Course Code : BM- 17

Reference Books :

1. Anord, C.L. et al. (1983) : Teacher Education in Emerging

Indian Society, NCERT, New Delhi at least 30 students.

2. A.S. Balasooriya (2001) : Learning the Way of Peace, United

Nations Educational, Scientific and Cultural Organization,

New Delhi.

3. Govt. of India (1992) : Programme of Action (NPE) Ministry of

HRD.

4. Mohanty, J. (1986) : School Education in Emerging Society.

Sterling Publishers, McMillan, New Delhi.

5. Ministry of Education "Education Commission" 1964-1966.

Education and National Development, Ministry of Education,

Govt. of India, 1966.


Assignment / Practicum :

1. Prepare a PPT (30) slides for anyone topic of your choice.

2. Prepare a E-lesson for anyone school subject.

3. Prepare a short mobile movie on any innovative approach in

Education.

4. Creation of Bio-Data, Time-table, Student Marksheet and Salary

Bills.

5. Prepare two presentations at least 20 slides in all presentation.

References :

1. Am Asana, Ad. Ed. (1988) : Computers in research and education.

Rajkot : Department of Education, Saurashtra University.

2. Antani, H. (1997) : Internet for beginners. New Delhi : Tata

McGraw Hill Publishing Co. Ltd.

3. Berger, A.A. Media Analysis Techniques (1982) : Beverly Hills,

California : Sage.

4. Sripts : (1990) Writing for audio and television, New Bury Park :

Sage.

5. Bretz, Rudy (1962) : Techniques of television production. New

York : McGraw Hill Book Co.

6. Bruce, Joyace and Marsha Weil (1992) : Models of Teaching,

New Delhi : Prentice Hall of India, New Delhi.

7. Curtin (1998) : Information Technology the breaking wave. New

Delhi. Tata-McGraw Hill Publishing Co.Ltd.

8. Mangal, S.K. Mangal : Technology of teaching, Arya Book Depot,

New Delhi.

9. Jati, S. : Advance educational technology. Sahitya Prakashan,

Agra.

3. Production / Selection of visual-media : Still projection, OHP

transparency, 35mm slide, movie projection, video film multi-

media presentation.

4. Internet : Meaning, browser, search engine, www, search

through internet, tools and services on internet : email, mailing

list, digital text.

5. E-learning concept, need, process, importance.

Unit - 4 : Introduction to Computer and Working with

Computer

Part-A

1. Computer : Definition, meaning, features, basic architecture of

computer.

2. Concept of operating system, computer hardware and software.

3. Creation of icon & folder, word processor : using word processor,

creation of different documents (resume, time-table etc.).

4. Spread sheet package : using spread sheet package, creation of

different files (Marksheet, Salary Bills etc.).

5. Spread sheet package : Data analysis through different functions,

spread sheet package : through charts critical analysis of

different data.

Unit - 5 : Introduction to Computer and Working with

Computers

Part-B

1. Presentation Package : using presentation package creation of

different slides (at least two presentation files with effective use

of multimedia).

2. Concept of modem, Wi-Fi, Bluetooth.

3. Web 2 technologies and encyclopedia.

4. Concept & use of smart class equipments.

5. Computer maintenance, virus, antivirus, backup of data, cyber

crime.


Paper - VIII

TEACHING OF ENGLISH

Objectives

To enable the student teachers to :

* Develop a good understanding of the basic concepts in second

language teaching.

* Teach basic language skills as listening, speaking, reading and

writing and integrate them for communicative purpose.

* Critically review and use appropriately different approaches and

methods of teaching English as a second language.

* Prepare lesson plans on different and prescribed aspects of

English as a second language.

* Choose, prepare and use appropriate audio-visual aids for

affective teaching of English.

* Use various techniques of testing English as a second language

and develop remedial teaching.

Unit-1 : Basic Concepts and Objectives of English Language

Teaching

1.1 Concept of language, language acquisition, language learning.

1.2 Mother tongue, second language, English as a second language

(ESL), English as a Foreign language (EFL), English for specific

purpose (ESP).

1.3 Principles of second language teaching.

1.4 The objectives of teaching English as a second language at

different levels of school education - (i) Skill based-LSRW (ii)

Competency based - (a) Linguistic competence and (b)

Communicative competence.

Course Code : BM-18-01

Unit-2 : Teaching of Listening and Speaking

2.1 Listening

2.1.1 Concept of listening in second language, elements of

listening.

2.1.2 The phonetic elements involved in listening at the receptive

level (monothongs, diphthongs, consonants, pause,

juncture, stress, accent, beat, intonation, rhythm);

2.1.3 Listening skills and their sub-skills;

2.1.4 Authentic listening vs graded listening;

2.1.5 Techniques of teaching listening;

2.1.6 Role of teaching aids in teaching listening skills;

2.2 Speaking

2.2.1 Concept of speaking in second language.

2.2.2 The phonetic elements involved in listening at the receptive

level (monothongs, diphthongs, consonants, pause,

juncture, stress, accent, beat, intonation, rhythm);

2.2.3 Use of pronouncing dictionary.

2.2.4 Technique of teaching speaking skills and pronounciation

practice and drills - Ear Training, Repetition, Dialogues and

Conversation.

2.2.5 Role of A.V. aids in teaching speaking skills.

Unit-3 : Teaching Reading and Writing Skills

3.1 Reading Skills

3.1.1 Concept of reading in second language.

3.1.2 Mechanics of Reading (Eye span, pause, fixations,

regression);

3.1.3 Types of Reading - Skimming, Scanning, Silent reading,

Reading loud, Intensive reading, Extensive reading.

3.1.4 Teaching silent reading, intensive reading, extensive

reading.


3.1.5 Role of textbook and dictionary in teaching reading skills.

3.2 Writing Skills

3.2.1 Concept of writing in and second language.

3.2.2 Types of Composition - oral, written, controlled, guided

composition.

3.2.3 Teaching the following items : Letters (Formal and Informal),

Essays, Report, Email, Notices, Precis, Paragraph,

Developing, Stories.

Unit-4 : Methodology of English Language Teaching

4.1 Approaches, Methods and Techniques

4.1.1 Difference between an approach, method and a technique.

4.1.2 Whole language approach, communicative approach, task

based approach, eclectic approach.

4.1.3 Direct method, Bilingual Method.

4.2 Planning for English Language Teaching

4.2.1 Prose Lessons

4.2.1.1 Content analysis - Planning a unit, based on a lessons in the

textbook.

4.2.2.2 Planning for teaching the content and skills in the following

order:

- New lexical items (vocabulary - active and passive,

techniques of teaching vocabulary)

- New structural items

- Reading comprehension

- Textual exercises

- Written / composition

- Unit test

4.2.2 Teaching of Poetry

4.2.2.1 Components of poetry

4.2.2.2 The place of poetry teaching in school curriculum

4.2.2.3 Concept, aims and objectives of teaching poetry in second

language

4.2.2.4 Steps of preparing a lesson plan on poetry.

Unit-5 : Resources and Assessment of English Learning

5.1 Resources in English

5.1.1 Concept and use of A.V. aids in second language teaching.

- Textbook, workbook, teacher's book, chart, picture, flash

clards, flannel board

- The Blackboard and the White Board

- Black Board Drawings and sketches.

- The Overhead Projector (OHP)

- Flashcards, Posters and Flip charts

- Songs Raps and Chants

- Video Clips.

- Pictures, Photos, Postcards and Advertisements

- Newspapers, Magazines and Brochures

- Mind Maps

- Radio, Tape Recorder, T.V.

- Language Laboratory

- Realia

- Stories and Anecdotes

5.2 Assessment of Second Language

5.2.1 Concept of assessment and testing in English as a second

language.

5.2.2 Concept, Need and Techniques of Continuous and

Comprehensive Evaluation (CCE) in English.

5.2.3 Type of Test (Achievement test, Proficiency test, Diagnostic

test, Prognostic test, Formative and Summative tests);


5.2.4 Testing language skills, lexical and structural items, poetry

and grammar.

5.2.5 Preparation of unit test and examination paper - their blue

print and answer key.

Assignments (Any one)

The teacher students have to submit one assignment :

1. Planning of vocabulary building exercises and techniques to

teach the students in the classroom.

2. Identification of learning difficulties experienced by student

teachers during teaching practice and implementation of

remedial instructional strategies in English.

3. Review of two research articles related to teaching and learning

of English from educational journals, magazines or

newspapers.

4. Critical analysis of the method used in a lesson taught by a

regular teacher.

5. Preparing an action plan for improving any of the following skills

: reading skill, speaking skill, listening skill or creative writing.

6. Preparation of five (5) word cards, five (5) picture cards and five

(5) cross word puzzles.

7. Preparation of twenty (20) test items in listening / speaking /

reading / writing skills.

8. Preparation of CALL material (five pages).

9. Construction of a unit test or a diagnostic test or an achievement

test for any class of your choice in English.

10. Preparing a power-point presentation (PPP) for teaching a topic

of your choice. Prepare a CD and submit it along with its hard

copy (print out).

11. Review of an English textbook prescribed at the secondary

stage.

12. Content analysis of a unit or a chapter of English textbook in

terms of the lexical and structural items, language skills and

given exercises.

Reference Books :

1. Willis, Jane : A framework for Task-Based Learning. Pg. 135-136.

Longman, 1996.

2. Frost, Richard : "A Task-based Approach". British Council

Teaching English. http://www.teachingenglish.org.uk/think/

methodology/task_based.shtml 4/12/2006.

3. Ellis, Rod (2003) : Task-based Language Learning and Teaching.

Oxford, New York : Oxford University Press. pp.156-157. ISBN

978-0-19-442159-1.

4. Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.)

Practical English Language Teaching (pp. 199-224). New York :

McGraw Hill.

5. Bansal, R.K. and Harrison, J.B. (1972) : Spoken English for

India, Madras : Orient Longman Ltd.

6. Baruah, T.C. (1985) : The English Teacher's Handbook, New

Delhi : Sterling Publishing Pvt. Ltd.

7. Brumfit, C.J. (1984) : Communicative Methodology in Language

teaching. Cambridge : C.P.U.

8. Gimson, A.C. (1980) : An introduction to the pronounciation of

English. London : Edward Arnold.

9. Lado, Robert (1971) : Language teaching, New Delhi : Tata

McGraw Hill Publishing House Co. Ltd.

10. Palmer, H.L. (1964-65) : The principles of language study.

London : O.U.P.

11. Quirk, Randolph and Greenbaum (1973 ) : A University

Grammar of English, London.

12. Roach, Peter (1991) : English Phonetics and Phonology,

Cambridge, C.P.U.

13. Richards, J.C. and Rodgers, T.S. : Approaches and Methods in


Language Teaching. Cambridge, C.P.U.

14. Leech, Geoffrey and Svartvik, Jan (2000) : Communicative

Grammer of English, Cambridge, C.P.U.

15. Elizabeth, M.E.S. (2010) : Methods of Teaching English,

Discovery Publishing House.

16. Thomson, A.J. and Martinet (1998) : A Practical English

Grammar, ELBS, O.U.P.

17. Bright and McGregor : Teaching English as Second Language,

Longman.

18. Hornby, A.S. (1998) : Guide to Patterns and Usage in English,

O.U.P.

19. Paliwal, A.K. (2011) : Methodology of Teaching English as a

Second Language, Kalpana Publications, Jaipur.

20. Paliwal, A.K. (2011) : A Handbook for Teachers of English,

Kalpana Publications, Jaipur.

21. Collins Cobuild English Grammar (2000) : Harper Collins

mís'; %

1- Hkk"kk dk lkekU; ifjp; iznku djukA

2- fgUnh Hkk"kk vkSj Hkkjr dh Hkkf"kd leL;k dh tkudkjh nsukA

3- Hkk"kk d s oKS kfud Lo:i dk Kku] o.k]Z 'kCn ,o a okD; dh nf̀"V l s djkukA

4- Hkk"kk;h dkS'ky] lquuk] cksyuk] i<+uk ,oa fy[kuk dh lkekU; tkudkjh

nsukA

5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrksa ls voxr djkukA

6- fgUnh Hkk"kk dh fofHkUu fo/kkvksa ,oa muds f'k{k.k dh tkudkjh nsukA

7- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkkfork gsrq n`';&JO; lkexzh dh

mikns;rk crkukA

8- fgUnh Hkk"kk f'k{k.k ls uokpkj ,oa ewY;kadu ls lEcfU/kr fcUnqvksa dh

tkudkjh nsukA

ikB~;Øe dh lekfIr ij Hkkoh v/;kid Hkk"kk] Hkk"kk dk vFkZ] ifjHkk"kk

,oa egÙo] Hkkjr dh Hkkf"kd leL;k] Hkk"kk ds lEcU/k esa laoS/kkfud izko/kkuksa

dh tkudkjh ls ;qDr gks ldsaxsA lkFk gh Hkk"kk ds oSKkfud Lo:i dk o.kZ]

'kCn ,oa fopkj ds ek/;e ls tkudkjh izkIr dj ldsaxsA

Hkkoh v/;kid Hkk"kk;h dkS'ky ¼lquuk] cksyuk] i<+uk fy[kuk½ vkfn ds

lkekU; ifjp;] mís';] egÙo ,oa dkS'ky fodkl gsrq fd;s tk ldus okys

iz;klksa dh tkudkjh izkIr dj ldsaxsA fgUnh Hkk"kk f'k{k.k ds mís'; ,oa

fl)kUrksa ls voxr gks ldsaxsA Hkkoh v/;kid fgUnh Hkk"kk dh fofHkUu

fo/kkvksa ,oa muds f'k{k.k ds lkFk lgk;d lkexzh] fgUnh Hkk"kk f'k{k.k esa

uokpkj ,oa ewY;kadu ls voxr Hkh gks ldsaxsA

fgUnh Hkk"kk vkSj bldk f'k{k.kPaper - VIII



;wfuV ,d & Hkk"kk ifjp;] fgUnh vkSj bldk LFkku

1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egÙoA

2- fgUnh dk mn~Hko ,oa fodklA

3- ekr`Hkk"kk] ifjHkk"kk ,oa egÙoA

4- Hkkjr dh Hkk"kk;h leL;kA

5- Hkk"kk ds laca/k esa laoS/kkfud izko/kku & /kkjk 343] 344] 350] 351]

dksBkjh deh'ku] jk"Vªh; f'k{kk uhfr&1986] ih-vks-,- 1992] ,u-lh-,Q-

&2005

;wfuV nks & Hkk"kk dk oSKkfud Lo:i

Hkk"kk dk oSKkfud Lo:i ¼o.kZ] 'kCn ,oa okD; fopkj dh n`f"V ls½ &

¼v½ o.kZ & ifjHkk"kk] izdkj] Lojekyk] O;atuekyk] ckjg[kM+h] mPpkj.k

vo;o] lkekU; mPpkj.k v'kqf);k¡ ,oa mudk la'kks/kuA

¼c½ 'kCn & ifjHkk"kk ,oa izdkjA ¼mRifÙk ds vk/kkj ij] jpuk ds vk/kkj ij]

iz;ksx ds vk/kkj ij] vFkZ ds vk/kkj ij½A

¼l½ okD; & ifjHkk"kk] vax] HksnA

;wfuV rhu & Hkk"kk;h dkS'ky ,oa fgUnh Hkk"kk f'k{k.k

1- lquuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa lquuk dkS'ky

fodkl gsrq iz;klA

2- cksyuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa cksyuk dkS'ky

fodkl gsrq iz;klA

3- i<+uk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa i<+uk dkS'ky

fodkl gsrq iz;klA

4- fy[kuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa fy[kuk dkS'ky

fodkl gsrq iz;klA

5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrA

;wfuV pkj & fgUnh Hkk"kk dh fofHkUu fo/kk,¡] mudk f'k{k.k ,oa

lgk;d lkexzh

1- x| f'k{k.k & mís';] fof/k;k¡ ¼xgu ikB ,oa æqr ikB :i esa½A

2- i| f'k{k.k ¼jl] ikB ,oa cks/k ikB ds :i esa½A

3- ukVd ,oa ,dkadh f'k{k.k ¼vfHku; ,oa eaph; :i esa½A

4- O;kdj.k ,oa jpuk f'k{k.kA

5- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkko'khyrk gsrq n`';&JO; lkexzh

¼midj.k½A

;wfuV ik¡p & fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu

1- fgUnh Hkk"kk f'k{k.k esa uokpkj

2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa

bdkbZ ikB ;kstukA

3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,¡ ,oa izdkj½A

4- iz'u&i= fuekZ.k ,oa uhyi=A

l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ &

1- lafo/kku esa Hkkjrh; Hkk"kkvksa laca/kh vuq'ka"kk,¡ rFkk fofo/k flQkfj'kksa ij

,d fjiksVZ rS;kj djukA

2- vklikl ds ikap fo|ky;ksa dk nkSjk dj f=Hkk"kk lw= dh fLFkfr ds

lEcU/k esa ,d fjiksVZ rS;kj djukA

3- Hkk"kk;h dkS'kyksa ds fodkl gsrq xfrfof/k;k¡ rS;kj djukA

4- ekSfyd dfork,¡ ,oa ukVd ys[ku dk;ZA

5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir

djukA

6- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.kA

7- iz'u i= dh fdlh ,d bdkbZ ij izfrosnu ¼VeZ isij½ rS;kj djukA


8- uokpkj vk/kkfjr nks ikB ;kstuk,¡ fufeZr djukA

lanHkZ xazFk lwph % &

1- MkW- Jqfrdkar ik.Ms;] fgUnh Hkk"kk vkSj bldk f'k{k.k] ih,p-vkbZ] ubZ

fnYyh] 2014

2- MkW- mek eaxy] fgUnh f'k{k.k] vk;Z cqd fMiks] djksy ckx] ubZ fnYyh]

2005

3- MkW- jke'kDy ik.Ms;] fgUnh f'k{k.k] Jh fouksn iqLrd Hk.Mkj] vkxjk&2]

2009

4- MkW- HkksykukFk frokjh] Hkk"kk foKku] fdrkc egy] bykgkckn] 2005

5- MkW- jkepUæ 'kqDy] fgUnh lkfgR; bfrgkl] jktdey izdk'ku] ubZ

fnYyh] 2006

6- MkW- lkfo=h flga ] fgUnh f'k{k.k] bVa ju's kuy ifCyf'kxa gkÅl] ejs B] 2004

7- HkkbZ ;ksxsUæthr] fgUnh Hkk"kk f'k{k.k] fouksn iqLrd eafnj] vkxjk] 2008


laLÑr Hkk"kk dk f'k{k.k

bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid %

1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA

2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA

3- laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'kyksa dks le> ldsaxsA

4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa fl)kUrksa dks tku ldsaxsA

5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA

6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA

7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk

lh[k ldsaxsA

8- lLa Ñr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;k as ,o a mikxek as dk s tku ldxas As

9- laLÑr Hkk"kk f'k{k.k esa ewY;kadu dk mís'; ,oa egRo le> ldsaxsA

10- laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dks le> ldsaxsA

Unit-1 : laLÑr Hkk"kk dk Lo:i ,oa egRo

1-1- Hkk"kk dk Lo:i ,oa egRo

1-2- laLÑr Hkk"kk dk egRo

1-3- fofHkUu f'k{kk vk;ksxksa ,oa f'k{kk uhfr;ksa esa laLÑr Hkk"kk f'k{k.k dh fLFkfr

1-4- jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 esa laLÑr Hkk"kk dh fLFkfr

1-5- Hkkjrh; fo|ky;h ikB~;Øe esa laLÑr dk LFkku ,oa fLFkfr

Unit-2 : laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'ky

2-1 izkjfEHkd Lrj] ek/;fed Lrj ,oa mPp Lrj ij laLÑr f'k{k.k ds mís';

2-2 laLÑr Hkk"kk f'k{k.k ds lw=

PAPER - VIII


2-3 laLÑr Hkk"kk f'k{k.k ds fl)kUr

2-4 laLÑr Hkk"kk f'k{k.k ds dkS'ky

v- vFkZxzg.kkRed dkS'ky

c- vfHkO;DR;kRed dkS'ky

Unit-3 : laLÑr f'k{k.k esa fo|kxr ikB fu;kstu ,oa f'k{k.k

3-1- laLÑr ikB fu;kstu dh vko';drk ,oa egRo

3-2- fufeZroknh mikxe vk/kkfjr ikB fu;kstu ,oa f'k{k.k fof/k;k¡

v- x| f'k{k.k

c- i| f'k{k.k

l- O;kdj.k f'k{k.k

n- ukVd f'k{k.k

3-3- laLÑr Hkk"kk f'k{k.k esa n`';&JO;] n`';&JO; ,oa oS|qnf.od

¼bysDVªksfud½ lk/kuksa dk egRo

3-4- laLÑr Hkk"kk f'k{k.k esa n`';] n`';&JO; lk/kuksa dk p;u] fLFkfr ,oa

mudk mi;ksx

Unit-4 : laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ ,oa mikxe

4-1- laLÑr Hkk"kk f'k{k.k dh fof/k;k¡

v- ikB'kkyk fof/k

c- O;kdj.kkuqokn fof/k

l- ikB~;iqLrd fof/k

n- izR;{k fof/k

4-2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe

v- laxzUFku mikxe

c- lEizs"k.k mikxe

l- iznÙk dk;Z ¼Task½ vk/kkfjr mikxe

n- lexz mikxe

Unit-5 : laLÑr Hkk"kk f'k{k.k esa ewY;kadu

5-1- ewY;kadu dk lEizR;;] mís'; ,oa egRo

5-2- laLÑr Hkk"kk esa dkS'ky vk/kkfjr ewY;kadu

5-3- laLÑr Hkk"kk esa uhy i= vk/kkfjr iz'u&i= lajpuk

5-4- funkukRed ijh{k.k ,o a mipkjkRed f'k{k.k dk lEiRz ;;] mí's ; ,o a egRoA

5-5- laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kaduA

l=h; dk;Z % izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k;

izk/;kid ds ekxZn'kZu esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &

1- ikB~;Øe dh fdlh ,d mi bdkbZ ij i= izLrqfr ,oa izfrosnuA

2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa

dk v/;;u ,oa izfrosnuA

3- mPp izkFkfed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh leh{kkA

4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA

5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa mipkjkRed f'k{k.kA

6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z dh lwph cukuk ,oa ml ij fØ;kRed vH;klA

7- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa vk, laLÑr 'kCnksa dh cgqHkkf"kdrk dk v/;;u djukA

8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij vk/kkfjr 20 iz'uksa dh lajpuk djukA

lUnHkZ xzUFk lwph

1- feÙky] lUrks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj- yky cqd fMiksA

2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR; vdknehA

3- ukjax] oSJk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku laLFkkuA


4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ fnYyh % jktdey izdk'kuA

5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ fnYyhA

6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d uokpkj] t;iqj % dYiuk izdk'kuA

7. Paliwal, A.K. (2002 : Communicative Language Teaching,

Jaipur : Surbhi Publication.

8. Richard J.C. & Rodgers, T.C. (1986) : Approaches and Methods

in Language Teaching, Cambridge University Press, C.U.P..

9. Widdowson, H.G. (1978) : Teaching Language as Communication,

Oxford University Press.

10. Freeman, D.L. (20000 : Techniques and Principles in Language.

Oxford University Press.

Paper - VIII

TEACHING OF SOCIAL SCIENCE

Objectives

To enable the pupil teacher to :

1 To enable the student trainees to understand the nature and

structure of social studies.

2 To enable the student trainees to know the importance teaching

social studies at the primary and secondary level.

3 To enable the student trainees to know the method and

approaches for organizing social curriculum.

4 Development understanding and skill using different strategies

for teaching social studies at school stage.

5 Develop understanding of the concept and practice of different

approaches of the evaluation and to develop skills in preparing

and using different evaluation tools in teaching social studies.

6 Develop the skills of using local environment community

resources and other instructional inputs in the teaching of social

studies.

Unit 1 : Foundations of Social Science Teaching

1.1 Concept and importance of social Science.

1.2 Nature and Scope of social science.

1.3 Aims & Objectives of social science at elementary and

secondary level.

1.4 Correlation of social studies with other school subject.

1.5 Study of human life in time and space dimension.

Unit 2 : Curriculum and Planning

2.1 Concept and objectives of curriculum.

2.2 Characteristics of good social science curriculum.



2.3 General approaches and underlying principles of curriculum

construction.

2.4 Study of recent curriculum development of social science.

2.5 Critical appraisal of social science curriculum and social science

text-books presentation of the subject matter of social science at

elementary and secondary level.

2.6 Qualities, role and professional growth of a teacher of social

science.

Unit 3 : Methods and Approaches of Teaching Social

3.1 Meaning and concept of method and approaches.

3.2 Various methods of teaching social science at elementary and

secondary level, role playing, story telling, brain storming,

demonstration, lecture, problem solving project, field trip,

observation, discussion method.

3.3 Common and subject specific skills for teaching social science.

3.4 Planning of unit plan and daily lesson plan.

Unit 4 : Teaching Learning Resources in Social Studies

4.1 Meaning, Need and Importance of teaching learning resources

in social science, types of primary and secondary sources data

from field, Textual materials, journals, magazines, newspapers,

books.

4.2 Teaching aid in social science : maps, graphs, models, chart,

slides, museums, TV, radio, transparencies.

4.3 Use of resources in teaching social science.

4.4 Use of mass-media and computer in social science teaching.

4.5 Planning of social science lab and its use.

Unit 5 : C.C.E. In Social Science

5.1 Concept and objective of evaluation.

5.2 Tools and techniques of evaluation in social science teaching.

5.3 Preparation of achievement test :

a. Different types of question

Science

b. Blue Print

c. Preparation of Question Paper.

Assignments (Anyone) :

1 Analysis of the syllabus.

2 Development of self-instructional material on any one topic of

social science.

3 Collection of newspaper cutting related to social science issues.

4 Prepare transparencies/PPT of any one subject unit related to

subject.

5 Organized a seminar on current social issue and prepare report.

6 Construction of different types of test items.

Reference Books :

1 Sharma M.B. : Methods of social study teaching.

2 Singh Rampal : Social studies teaching.

3 James Hamming : The teaching of social studies in Secondary

School.

4 Horn EE : Methods of instruction in the social studies.

5 Gallanvan Kohler, Ellen : Secrets to success for social studies

teachers.

6 Kochhar, S.K. : The teaching of social studies.

7 Taneja,VR : Teaching of social studies.

8 Tyagi, Gurusharan Das : Teaching of social studies.


Objectives

After the class the Pupil-Teachers able to :

1. Understand the nature of History.

2. Understand the aims & objective of History Teaching.

3. Apply appropriate methods and techniques of teaching of

various topics of History at different level.

4. Prepare achievement test and diagnostic and administration of

the test.

5. Prepare and utilize different teaching aids.

6. Understand the changing concept of History.

7. Introduce student-teachers to matters of both content and

pedagogy in the teaching of History.

UNIT-I NATURE AND SCOPE OF HISTORY

1.1 Meaning, nature and scope of History.

1.2 Importance of teaching history.

1.3 Importance of studying local history, national history and world

history in the context of National Integration and International

brotherhood and global citizenship.

1.4 Co-relation of History with Social Science, Civics, Political

Science, Economics and Geography.

UNIT-II TEACHING LEARNING RESOURCE IN HISTORY

2.1 People as resource the significance of oral data.

2.2 Types and importance of Primary and Secondary sources in

UNIT-III HISTORY CURRICULUM FOR SCHOOL

3.1 Concept of curriculum.

3.2 Fundamental principles of formatting curriculum in History and

critical appraisals of the syllabus of state and CBSE board at

different stages.

3.3 Qualities and professional growth of history teacher, and his role

in future prospective.

3.4 Challenge faced by History teacher (Challenges passed by

tecyhnology, pedagogy and globalization).

UNIT-IV TEACHING PLANNING, METHODS AND TEACHING

SKILLS

4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and

Importance.

4.2 Methods of teaching history - Story telling Method,

Demonstration, Biographical, Problem solving and role play

method.

UNIT-V C.C.E. IN HISTORY SUBJECT

5.1 Concept and purpose of evaluation.

5.2 Objective based evaluation.

5.3 Various types of question, blue print, content analysis.

Assignment (Any one)

1. Content analysis and preparation of instructional material

related to any unit of history.

2. Visit to any historical place and preparation of report.

3. Collection of newspaper cutting related to history's issues.

4. Develop a lesson plan based on new methods / technique in

history.

5. Study of analysis aspect of Historical issue and preparation of

report.

6. Interview two history teachers and find the challenges faced by

them and submit the report in about 500 words.

PAPER - VIII

TEACHING OF HISTORY



Reference Books :

1. NCERT - Handbook of History teachers.

2. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,

Jaipur.

3. Choudhary, K.P. : Effective teaching of history in India, NCERT.

4. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.

5. Hill, C.P. : Suggestions on the teaching of History.

6. Nayak, A.K. (2004: Classroom teaching methods and practice.

APH Publishing Corporation, New Delhi.

7. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons.

8. Varjeshwary, R.: Handbook for History teacher inIndia.

Relevant Websites :

1. www.ncert.nic.in

2. www.historical thinking.

Objectives

To enable the pupil outcomes :

1. Develop a critical understanding about the nature of developing

a critical and its interface with society.

2. Refresh the knowledge of the meaning and importance of civics.

3. Develop skill and abilities for organizing school activities related

to the subject.

4. To understand and adopt proper methods and techniques of

teaching various topics of civics to develop understanding of the

concept and practices different approaches of evaluation and to

develop skill preparing and using diferent evaluation tools of

teaching civics.

5. The civics teacher knowledge outlook and teaching skill.

6. Develop understanding of various strategies and need to

involve student in various group activities to promote co-

operative leaning.

7. Introduce students to the centrally of power sharing in

democracies.

UNIT-I FOUNDATIONS OF CIVICS EDUCATION CONTEXT AND

CONCERNS

1.1 Meaning, nature and scope of civics.

1.2 Need and importance of civics.

1.3 Develop a historical sense of the choice and nature of

democracy in India.

1.4 Understand rules in human right, child right, women right.

1.5 Importance of civics in school curriculum.

PAPER - VIII

TEACHING OF CIVICS

Course Code :BM-18-06


1.6 Correlation of civics with other subjects.

1.7 Aims and objectives of teaching civics at elementary/secondary

level.

UNIT-II : CURRICULUM AND PLANNING


2.2 Fundamental principles of construction curriculum of civics.

2.3 Principles of selection and organization of content.

2.4 Critical appraisal of civics curriculum and text-book.

2.5 Presentation of the subject matter of civic at elementary

secondary level.

2.6 Curriculum development and book review.

UNIT-III : METHODS AND APPROACHES OF TEACHING CIVICS

3.1 Meaning and concept of method.

3.2 Various method of civics teaching at elementary secondary

level-1 inductive/deductive discussion, project, problem

solving, role-play, story telling, method, brain-storming, field,

puzzle solving.

3.3 Use of local resources in teaching civics, importance of teaching

skill.

3.4 Planning of daily lesson plan and unit plan.

3.5 Use of mass media and computer in civics teaching.

UNIT-IV : TEACHING LEARNING RESOURCES IN CIVICS

4.1 Concept need and importance of teaching learning resources in

civics.

4.2 Type of elementary/secondary sources - text-book materials,

journals, magazines, news channel, electronic media.

4.3 Teaching aids in civics, models, chart, audio-visual aids, flannel

board, blackboard, smart class, white board.

4.4 Planning of civics lab and its use.

4.5 Role of teacher in using modern tool.

UNIT-V : EVALUATION IN CIVICS TEACHING

5.1 Concept and objective of evaluation.

5.2 Tools and techniques of evaluation in civics teaching.

5.3 CCE in civics teaching

5.4 Preparation of achievement test.

5.4.1 Different types of question.

5.4.2 Blue print.

5.4.3 Preparation of question paper.

Assignments (Any one) :

1. Critical study of any one civics books prescribed of secondary

class.

2. Preparation of unit plan, lesson plan for civics book.

3. Collection of newspaper cutting related to civics issues.

4. Prepare transparencies / PPT related to subject.

5. Organize a seminar on current political issues and prepare

report.

6. Field work based on object of keeping our nation clean and

green.

7. Visit any local bodies as Panchayat, Municipality, Municipal

Corporation and Nagar Nigam and prepare report about

function of local bodies.

8. Construction of different types of test items.

Reference Books

1. Agarwal, 1993 : Teaching of Political Science : A practical

approach. Vikas Publishing House, New Delhi.

2. Arora and Awasthy (2003) : Political theory. Haranand

Publication Pvt. Ltd., New Delhi.

3. Bining AC and Bining DH (1952) : Teaching of political science in

secondary schools. Tata McGraw Hill Publishing Co. Ltd.

Bombay.


4. Ellis AK (1995) : Teaching and Learning elementary social

studies. Boston Allyn and Bacon.

5. Kirt Patrick Ecron (1997) : Foundation of political science

research methods and scope. New York, The Free Press.

6. Kocher, S.K. (1985) : Methods and techniques for teaching.

Sterling Publishers Pvt. Ltd., New Delhi.

7. Verma, LS (1988) : Research methodology in political science.

Rajasthan Granth Akadami, Jaipur.

8. Savaga Tom V and Armstrong David G. (1992) : Effective

teaching in elementary social studies. Macmillan Publishing

Co., New York.

9. Harlikar : Teaching of Civics in India. Bombay Padma

Publication Ltd.

10. Cray Ryland W.: Education for Democratics Citizenship.

11. Machaelies : Social Studies for children in democracy, New

York, Prentice Hall, 1956.

Objectives

After the class the Pupil-Teachers able to :

1. Understand the modern concept of Geography.

2. Understand the aim & objective of Geography Teaching.

3. Apply appropriate methods and techniques of teaching of

various topics of Geography at different level.

4. Arrange field trips survey.

5. Prepare achievement test and diagnostic and administration of

the test.

6. Understand use of Geography Lab know about necessary

equipments for Geography lab.

UNIT-I : GEOGRAPHY CONCEPT, NATURE, SCOPE

1.1 Concept of Geography Teaching.

1.2 Aims, Objective of Geography Teaching (Different level).

1-3 Nature and Scope of Geography Teaching.

1-4 Co-relation with Geography or Social Science, Civics, Nature

Science, Economics, History.

UNIT-II : TEACHING LEARNING RESOURCE IN GEOGRAPHY

2.1 People as resource the significance of oral data.

2.2 Types of primary and secondary sources data from field, textual

materials, journals, magazines, newspaper etc.

2.3 Various Teaching-aids : Using atlas as a resources for

Geography, Maps, Globe, Chart models, Graphs visuals,

teaching learning material.

2.4 Geography Room & Laboratory, Museums, Co-curricular

activities.

PAPER - VIII

TEACHING OF GEOGRAPHY



Reference Books :

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2- Hkwxksy f'k{k.k & MkW- ,p-,u- flag

3- Hkwxksy f'k{k.k & ,u-vkj- oekZ

4- dEI;wVj lgk; vf/kxe & MkW- ,p- esukfj;k

5- HkkSfrd Hkwxksy & MkW- lfoUæflag

6- Hkwxksy izk;ksfxd & MkW- ts-ih- 'kekZ

UNIT-III : TEACHING LEARNING OF GEOGRAPHY

3.1 Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning,

Need and Importance.

3.2 Geographical Methods : Regional Method, Demonstration,

Inductive-Deductive, Project, Comparative and Lab method.

UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER

4.1 Curriculum Development Process : National and State levels.

4.2 Study of Geography syllabus - Secondary level.

4.3 Quality and professional growth of Geography teacher.

4.4 Geography text-book.

4.5 Geography teaching in CAI.

UNIT-V : ASSESSMENT AND EVALUATION

5.1 Characteristics of assessment - types of question best suited for

examining. Questions for testing quantitative skills, questions

for testing qualitative analysis, Open-ended questions.

5.2 Meaning, concept, process, construction of achievement test,

Blue print diagnostic.

5.3 Open book tests : Strengths and Limitations.

5.4 Continuous and Comprehensive Evaluation (CCE) in

Geography.

Assignments (Any One)

Any two of following : (10 Marks)

1. Preparation of Maps, Charts and Models for Physical

Geography.

2. Develop two lesson plan based on new methods and

approaches. (PPT)

3. Collection of newspaper cuttings related to Geographical

issues.

4. Preparation of report of visit some place of Geographical

interest.


Objectives

1. To familiarize the student-teacher with various strategies,

methods, techniques and skills of teaching Economics at Senior

Secondary level.

2. To develop competence in use of appropriate strategy in relation

to the content to be taught.

3. To inculcate spirit of experimentation for finding out

effectiveness of alternative strategies of teaching.

4. To promote reflection on issues pertaining of teaching of

Economics.

5. To develop competence in designing effective instructional

strategies to teach Economics.

6. To develop ability to design, develop and use various tools &

techniques of evaluation.

7. To develop awareness about syllabus prescribed by different

State Board.

8. To develop awareness about recent advancements in teaching

of Economics.

UNIT-I FOUNDATIONS OF ECONOMICS IN EDUCATION

CONTEXT AND CONCERN

1.1 Meaning, nature and scope of Economics.

1.2 History of Indian Economics.

1.3 Contribution of eminent Indian Economics. Chanakya, Amartya

Sen.

1.4 Correlation of Economics with school subjects.

1.5 Aims and Objectives of Teaching Economics at Senior

Secondary level.



2.2 Fundamental principles of constructing curriculum of

Economics.

2.3 Critical analysis of Economics syllabus at Secondary level.

2.4 Text-book - Importance and Qualities of a good text-book of

Economics.

2.5 Critical appraisal of Economics Text-book.

UNIT-III : LESSON PLANNING, METHOD AND APPROACHES IN

TEACHING OF ECONOMICS

3.1 Meaning, Need, Importance and Preparation of Unit Plan,

Lesson Plan.

3.2 Framing of Instruction of Objectives.

3.3 Various methods of Teaching of Economics at Secondary Level,

Problem solving Project method, Team teaching, Inductive-

deductive method, Lecture method.

3.4 Innovative Practices in teaching of Economics - Symposia,

debate, assignment, brain-storming, workshop, seminar.

3.5 Use of ICT in Economics.

UNIT-IV : TEACHING LEARNING RESOURCES IN ECONOMICS

4.1 Meaning, need and importance of Teaching Learning

Resources in Economics.

4.2 Types of Primary and Secondary Sources - Data from field,

Textual material, Journals, Magazines, Newspapers, Books.

4.3 Teaching Aids in Economics - Maps, Graph, Model, Chart,

Slides, T.V., Museum, Computer, Smart Board, Teaching

Learning material, Internal.

4.4 Co-curricular Activities - Types, Role and Significance of co-

PAPER - VIII

TEACHING OF ECONOMICS



Oliver, J.M.

4. Evaluation in Economics : Bawa, M.S. IASE Deptt. of Education,

Delhi University.

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6- vFkZ'kkL= foHkkx % xqjlj.knku R;kxh] fouksn iqLrd eafnj] vkxjk

7- vFkZ'kkL= foHkkx % egsUæiky flag

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curricular Activities in teaching Economics.

4.5 Economics teacher and his qualities.

UNIT-V : Evaluation And Assessment In Economics Teaching

5.1 Purpose and concept of Evaluation.

5.2 Types of Evaluation (Formative, Sumative and Diagnostic).

5.3 Continuous and Comprehensive Evaluation.

5.4 Preparation of Achievement Test, Blue Print.

5.5 Rubrics in teaching of Economics.


1. Content analysis and preparation of Instructional Material

related to any unit of subject related to Economics.

2. Construction of Objective types test items and Preparation of

question papers.

3. Critical appraisal of Economic, Syllabus at Senior Secondary

Level.

4. Visit of Wholesale market and Retail market and Prepare report.

5. Develop a multi-media lesson using appropriate ICT resources

and transacting the same before peers in simulated teaching

exercise.

6. Prepare a lesson plan on Innovative Method. (Any two)

7. Review of current budget.

8. Prepare E-learning material related to subject.

Reference Books :

1. Teaching of Social Studies in Secondary School : Bining and

Bining.

2. Teaching of Economics : M.H. Siddiqui, New Delhi, Ashish

Publishing House.

3. The Principles of Teaching Economics within the curriculum :


PAPER -VIII

TEACHING OF COMMERCE

Objectives :

By the end of the semester the teacher trainees are able to

refresh the knowledge about the basic concepts of commerce and

their wide applicability.

1 Understand the importance of teaching of commerce, its scope

and relationship with other school subjects.

2 Knowledge about aims, objective and values of teaching

commerce in Sr. Secondary School.

3 Acquaintance with the commerce curriculum at Sr. Secondary

Level.

4 Knowledge of wider range of teaching methods and techniques

in order to enable them to plan their lesson in teaching of

commerce.

5 Acquaintance with the role of teaching aids and various learning

resources in commerce, opportunity to rejuvenate their content

knowledge concerning commerce.

6 Develop professional efficiency among student.

Unit-1 : Foundation of Commerce Teaching Context and

Concerns

1.1 Meaning, Nature and Scope of commerce Importance of

Commerce in Sr. Secondary Curriculum.

1.2 Aims and Objectives of teaching commerce at Sr. Secondary

Level with special reference to Bloom's taxonomy.

1.3 Co-relation of commerce subject with other school subjects.

Unit-2 : Curriculum and Planning

2.1 Curriculum-concept, objective and principles of curriculum

construction in teaching of commerce.

2.2 Critical appraisal of existing commerce curriculum at Sr.

Secondary Level.

2.3 Commerce Textbook - Need and importance, Criteria for the

evaluation of commerce textbooks.

2.4 Role of Library and Reference Books in teaching of commerce.

Unit-3 : Lesson Planning, Methods and Approaches of

Teaching Commerce

3.1 Meaning, Need, Importance and Preparation of Unit Plan and

Lesson Plan.

3.2 Instructional strategies and methods of teaching commerce and

its importance.

3.3 Difference between instructional strategy and method.

3.4 Methods in teaching of commerce at Sr. Sec. School discussion

method, project method, problem solving method, lecture

method and lecture cum discussion method.

3.5 Innovative practice in commerce teaching, assignment techniques,

brain storming, workshop, seminar.

3.6 Approaches of teaching commerce.

Unit-4 : Teaching Learning Material in Commerce

4.1 Instruction material in commerce, need and importance,

classification of instructional material projected & non-

projected.

4.2 Use of various instructional material in Teaching & Learning of

Commerce (films, television, computers, chart, graph, model,

tables, slides, original material, internet).

4.3 Commerce teacher - qualities, role & professional development.

4.4 Objectives, need and importance of co-curricular activities,

organization of debates, field trips/excurion in teaching of

commerce.

4.5 Pedagogical Analysis - Aspect and Utility of Pedagogical

Analysis for commerce teachers.



Unit-5 : Continues and Comprehensive Evaluation in Commerce

5.1 Evaluation in Commerce - Purpose of evaluation, formative and summative evaluation, tools and techniques of evaluation (Quantitative and Qualitative).

5.2 Achievement test in commerce purpose uses and construction of achievement test.

5.3 Diagnostic test & remedial teaching.

5.4 Unit tests in commerce - construction of a unit test and preparation of blue Print.

5.5 Rubrics in commerce teaching.

Assignment (Any one)

(a) Construction of objective type test items and preparation of question papers.

(b) Content analysis and preparation of instructional at material related to any unit of subject related to commerce.

(c) Preparation of lesson plan based on any innovative method.

(d) Prepare PPT related to commerce teaching content of Senior Secondary Level.

(e) Visit and observe any commercial bank and prepare report.

Reference Books

1. Rao, Seema : Teaching of commerce, Anmol Publication Pvt. Ltd., 1995.

2. Jain, KCS : Vanyijaya Shikshan (Hindi), General Academy, Jaipur, 1986.

3. Khan, M.S. : The teaching of commerce, Sterling Publishers (P) Ltd., Jallandhar-3.

4. Bharali Devas : Commerce Education in India, D.K. Publishers Distributors (P) Ltd., New Delhi, 1988.

5. Rai, B.C. : Methods of Teaching Commerce, Prakashan Kendra, Lucknow, 1986.

6. Neeb, W.B. : Modern Business Practice, The Ryerson Press, Toronto, 1965.

7. Singh, I.B.: Vanijaya ka Adhyayan, Laxmi Narain Agarwal, Agra, 1968.

PAPER - VIII

TEACHING OF MATHEMATICS

Objectives :

After completion of course the students will be able to :

1. Gain insight into the meaning, nature, scope and objectives of

mathematics education.

2. Appreciate mathematics as a tool to engage the mind of every

student.

3. Understand the process of developing the concepts related to

Mathematics.

4. Appreciate the role of mathematics in day to day life.

5. Construct appropriate assessment tools for evaluating mathematics

learning.

6. Understand methods and techniques of teaching mathematics.

7. Perform pedagogical analysis of various topics in mathematics

at secondary level.

8. Understand and use I.C.T. in teaching of mathematics.

Unit-1 : Nature of Mathematics as a Discipline

1. Nature of Mathematics : Concept, need, objectives, variables,

etc.

2. Important processes of mathematics : Estimation, approximation,

understanding or visualizing pattern, representation.

3. Historical development of mathematics as a discipline

contribution of Indian Mathematicians like Ramanujan, Aryabhatt,

Bhaskaracharya, Brahmgupta.

4. Constructivist and concept mapping approach in learning

mathematics.



Unit-2 : Mathematics as a School Subject

1. Importance of mathematics in school curriculum.

2. Aims and objectives of teaching mathematics at secondary

level. Writing objectives in behavioral terms. Bloom's taxonomy

(Revised).

3. Correlation of mathematics with other school subjects.

4. Changing trends and goals of teaching mathematics with

reference to NCF 2005.

Unit-3 : Methodology of Teaching and Learning of Mathematics

1. Nature of concept, concept formation.

2. Methods of teaching mathematics at secondary level.

a. Lecture-cum-Demonstration

b. Inductive-Deductive

c. Problem Solving

d. Project

e. Heuristic

f. Analytic & Synthetic

3. Techniques of teaching mathematics

a. Oral work

b. Written work

c. Drill work

d. Home assignment

Unit-4 : Pedagogical Analysis and Mode of Learning

Engagement

1. Pedagogical analysis of the units with reference to concepts,

learning outcomes, activities and learning experiences and

evaluation techniques of following content at secondary level.

a. Number system

b. Measures of central tendency

c. Congruency and Smilarity

d. Trigonometrically ratios and identities

e. Area and Volume

f. Profit, Loss and Partnership

g. Graphical representation of data

2. Modes of learning engagement in Mathematics

a. Providing opportunities for group activities

b. Group / Individual Presentation

c. Providing opportunities for sharing ideas

d. Designing different Working Models for concept formation

e. Teaching aids and activities in laboratory work.

Unit-5 : Assessment & Evaluation of Mathematics Learning

1. Assessment of critical thinking, logical reasoning and to

discourage mechanical manipulation and rote learning -

a. Planning of evaluation in mathematics

b. Formative, Summative and Predictive evaluation in

mathematics

c. Continuous and Compressive Evaluation (CCE) in mathe-

matics at secondary level

d. Diagnostic Testing, Remedial Teaching and Enrichment

programme.

2. Construction of achievement test / question paper in mathematics.

Assignments (Anyone)

1. Preparing a Diagnostic or Achievement Test

2. Preparing one innovative lesson plan

3. Conduct at least one Experiment on any topic of mathematics.

4. Prepare Instructional Material for teaching one topic in

mathematics.

5. A term paper on a brief history of one mathematician.


6. Preparing a working model.

7. A project report on any project related to mathematics.

Reference Books :

1. Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd gkml] t;iqj

2. eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh

3. lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk

4. gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj

5. ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk

6. fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB

7. ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk

8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics,

Dhanpat Rai and Sons, Delhi.

9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-

matics in the new education, Universal Publication.

10. Butler and Wren (2000), The teaching of Secondary Mathematics,

McGraw Hill Book Co.

11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching

Secondary School Mathematics, Boston : Honghton Mifflin.

12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-

matics Teaching and Learning.

13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe-

matics, Moti Lal Banarasi Das Publisher, Delhi.

14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya

Book Depot, New Delhi.

15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on

Mathematics Teaching and Learning, Charlotte, NC : NCTM &

Information Age Publishing.

16. Mager, Robert (1962), Preparing Instructional Objectives, Palo

Alto, CA : Fearon.

17. Marshall, S.P. (1995) : Schemes in Problem solving. NY :

Cambridge University Press.

18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in

Secondary School. London : Routedge.

19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash

Brothers, Ludhiana.

20. Nickson, Marilum (2000) : Teaching and Learning Mathematics :

A Guide to Recent Research and its Applications. NY : Continuum.

21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics :

An International Perspective. Psychology Press.

22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton

University Press.

23. Sudhir Kumar (2006) : Teaching of Mathematics.

24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides.

25. UNESCO : Trends in Mathematics Teaching.

26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary

Mathematics. New York : McGraw Hill Book Comp.

27. Carey L.M. (1975) : Measuring and Evaluating School Learning.

Boston : Allyn and Bacon.

28. Copeland, R.W. (1979) : How Children Learn Mathematics ?

New York : McMillan Pub. Comp.

29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of

Maths in Secondary Schools, A Research Monograph. Delhi :

NCERT.

30. Davind Wood (1988) : How Children Think and Learn ? Oxford

U.K. : Blackwell Publishers Ltd.

31. Mathematics for Class VIII, 2008, NCERT, New Delhi.

32. Mathematics for Class VII, 2007, NCERT, New Delhi.


33. Mathematics for Class VI, 2006, NCERT, New Delhi.

34. National Curriculum Framework - 2006, NCERT.

35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.

36. Position Paper of NCFon Habitat and Learning - 2005, NCERT.

37. Position Paper of NCF on Examination Reforms - 2005, NCERT.

38. Position Paper of NCF on Aims of Education - 2005, NCERT.

39. Position Paper of NCF on Gender Issues in Education - 2005,

NCERT.

40. Position Paper of NCF on Education and Peace - 2005, NCERT.

Journals :

1. Teaching Children Mathematics (TCM), NCTM, USA.

2. Mathematics Teaching in the Middle School (MTMS), NCTM,

USA.

3. Journal of Mathematics Teacher Education, Springer Netherlands.

Web Links :

1. Mathematics Thinking and Learning, Philadelphia, USA

2. http://www.mathforum.org/dr.math

3. http://www.sakshat.ac.in

4. http://web.utk.edu

5. http://www.confluence.org

6. http://www.natinalmathtrail.org

7. http://www.qsh.org/lists/hilites.html

8. http://www.kn.pacbell.com/wired/bluewebn

9. http://www.qsh.org/pr

10. http://www.education-world.com

11. http://www.nctm.org

Objectives :

After completion of the course student-teachers will be able to :

1. Understand the nature, scope, values and objectives of

teaching science at secondary level.

2. Appreciate that science is a dynamic and expanding body of

knowledge.

3. Understand various approaches of teaching - learning of

science.

4. Utilize the instructional material effectively in the teaching of

science.

5. Diagnose the gaps and misconception in learning science and

evolve remedial measures.

Unit - 1 : Nature, Scope and Objectives :

1.1 Concept, nature and scope of science.

1.2 Place of science in school curriculum.

1.3 Values of teaching science at school level.

1.4 Objectives of teaching science at secondary level.

Unit - 2 : Curriculum and Planning :

2.1 Principles of developing science curriculum at secondary level.

2.2 Analysis of science syllabi and textbooks of NCERT and

Rajasthan Board at Upper Primary and Secondary level.

2.3 Unit Plan and lesson plan.

2.4 Qualities and responsibilities of science teacher.

Unit - 3 : Methods & Approaches of Learning Science :

3.1 Pedagogical shift from science as fixed body of knowledge to

constructing knowledge.

PAPER - VIII

TEACHING OF SCIENCE



3.2 Learner centered methods - Demonstration method, Laboratory

method, Problem solving method, Heuristic method, Project

method, Inductive and Deductive method.

3.3 Inquiry approaches, Programme Instruction, Team teaching,

Workshop and Seminar.

Unit - 4 : Instructional Support System :

4.1 Multi Sensory Aids - charts, models, bulletin board, flannel

board, transparencies, Overhead projector, radio, T.V.,

computer.

4.2 Organisation of co-curricular activities - Science club, Science

fair, Field trips.

4.3 Use of community resources.

4.4 Concept, preparation and use of improvised apparatus.

Unit - 5 : Assessment and Evaluation :

5.1 Meaning and concept of assessment and evaluation.

5.2 Meaning, concept and construction of achievement test.

5.3 Meaning, concept and construction of blue print.

5.4 Continuous and comprehensive evaluation in science.

5.5 Tyes of test items - Essay type, Short-answer type and Objective

type.

Assignments (Anyone) :

1. Conduct at least one experiment from the science syllabus.

2. Construction, administration and interpretation of an

achievement test.

3. Mark the student with less than 60% in science, diagnose the

difficulties and give appropriate remedial measures too.

4. Prepare any one improvised apparatus.

5. Prepare a power point presentation on any sub unit of syllabus.

Reference Books :

1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,

Chandigarh.

2. Yadav, K. (1993) : Teaching of Life Science. Anmol Publishers,

Daryaganj, Delhi.

3. Yadav, M.S. (2000) : Modern methods of Teaching Science.

Anmol Publishers, Delhi.

4. Mangal, S.K. (1996) : Teaching of Science. Arya Book Depot,

New Delhi.

5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli

Publishers, Chandigarh.

6. Venkataih, S. (2001) : Science Education in 21st Century. Anmol

Publishers, Delhi.

7. Das, R.C. (1985) : Science Teaching in Schools. Sterling

Publishers Pvt. Ltd., New Delhi.

8. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai

Publishing Co.

9. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.


10. Vinayak, Malhotra : Encyclopedia of Modern Methods of

Teaching Science. New Delhi : Crescent Publishing

Corporation.


Objectives

On completion of the course the student-teacher will be able to :

1. To explain the nature and structure of Physical Science.

2. Understand the aims and objectives of teaching Physical

Science.

3. Apply various approaches and methods of teaching Physical

Science.

4. Organize various co-curricular activities.

5. Develop Low Cost experiments.

6. To acquire and learn specific laboratory skills to conduct

practical work in Physical Science.

7. Develop and use the techniques for evaluation of students'

performance.

8. Develop a blue print.

9. Plan lesson in Physical Science.

10. Critically evaluate the existing Physical Science.

UNIT-I : NATURE AND STRUCTURE OF THE DISCIPLINE

1.1 Nature and scope of Physical Science in daily life.

1.2 Contribution of Physicists in the development of Physical

Science.

1.3 Major landworks and contribution in the field of Physical

Science.

1.4 Aims and Objective of Teaching of Physical Science : General

and Specific.

1.5 Relation between Physical Science and other branches of

Science and Social Science.

PAPER - VIII

TEACHING OF PHYSICAL SCIENCE


1.6 Scientific Attitude : Concept, characteristics and role of teacher

in their development.

UNIT-II : PLANNING AND CURRICULUM

2.1 Principles of developing Physical Science curriculum at

Secondary Level.

2.2 Characteristics of an ideal text-book.

2.3 A critical study of present Physical Science text-book at

Secondary / Senior Secondary school.

2.4 Unit Plan and Lesson Plan.

2.5 Qualities of Physical Science teacher.

UNIT-III : METHOD AND APPROACHES OF PHYSICAL

SCIENCE

3.1 Approaches and Methods of Physical Science :

(a) Process Approach - Scientific method, Problem solving method.

(b) Activity based Approach- Project method, Laboratory method.

(c) Co-operative learning approach.

3.2 Physical Science Laboratory - Need, Importance, Design,

Maintenance of Apparatus, Equipment and Safety measures.

UNIT-IV : TEACHING-LEARNING RESOURCES IN PHYSICAL

SCIENCE

4.1 Audio-Visual aids - Chart, Models, Transparencies, OHP, T.V.,

Computer.

4.2 Use of Community (Local) resources and Preparing low cost

teaching aids.

4.3 Planning and Organization of Co-curricular activities : Science

Fair, Excusrions, Science Club.

UNIT-V : EVALUATION AND ASSESSMENT IN PHYSICAL

SCIENCE

5.1 Evaluation : Need, Concept and Importance of Evaluation in

Physical Science.

5.2 Tool and Techniques of Evaluation.


5.3 Continuous and Comprehensive Evaluation in Physical

Science.

5.4 Preparation of Blue Print in light of NCF 2005.

5.5 Physical Science Teacher as a researcher - Action research and

case studies in Physical Science.


1. Life History of any three Nobel Prize winner in Physical Science.

2. Write a Critical Report After reading of textbook.

3. Prepare a improvised apparatus for secondary level students.

Reference Books

1. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai

Publishing Co.

2. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.


3. Vinayak, Malhotra : Encyclopedia of Modern Methods of

Teaching Science. New Delhi : Crescent Publishing

Corporation.

OBJECTIVES

1. To understand the nature and scope of biological Science.

2. To understand the importance and objectives of biology as a

school subject and its place in the school curriculum.

3. To appreciate various approaches of learning biological

Science.

4. To understand meaning, concept and various types of

assessment.

5. To utilize the teaching learning material effectively in

teaching biological Science.

6. To understand the importance of biological Science

curriculum.

UNIT-I : NATURE, SCOPE, CORRELATION AND OBJECTIVES

OF BIOLOGICAL SCIENCE

1.1 Historical development of biological Science.

1.2 Origin of life and evolution, biodiversity, eco-system, food

chain and food web, photosynthesis, factors affecting the

process of photosynthesis, concept and types of cell

division.

1.3 Nature, Scope and Objectives of teaching of Biological

Science, Taxonomy of educational objectives, writing

objectives in behavioural terms.

1.4 Place of Biology in school curriculum and its relationship

with other subjects.

UNIT-II : INNOVATIVE METHODS OF LEARNING

2.1 Activity based learning, collaborative learning, experintial

PAPER - VIII

TEACHING OF BIOLOGICAL SCIENCE

Course Code : BM- 18-13


learning, cooperative learning, concept mapping, peer

learning, facilitating learner for self-study.

2.2 Role of learners in negotiating and mediating learning in

biological science.

2.3 Equal partnership of learners with special needs.

UNIT-III : NEW TRENDS IN BIOLOGICAL SCIENCE

CURRICULUM

3.1 Principles of biological curriculum.

3.2 Analysis of text-books and biological science syllabi of

NCERT at Secondary and Higher Secondary stages.

3.3 Analysis of other print and non-print materials in the area of

biological science.

3.4 New trends in biological science curriculum - BSCS, Nuffield

Biological Science - O and A level.

3.5 Basic criteria of validity of biological science curriculum in

the light of NCF-2005.

UNIT-IV : PEDAGOGICAL ASPECTS AND LEARNING

RESOURCES IN BIOLOGICAL SCIENCE

4.1 Need and importance of unit plan and lesson plan.

4.2 Identification and use of learning resources in biological

science, exploring alternative sources.

4.3 Use of audio-visual materials and ICT experiences in

learning biological science.

4.4 Need, importance and planning for biology laboratory.

UNIT-5 : TOOLS AND TECHNIQUES OF ASSESSMENT

5.1 Meaning, concept, need and construction of achievement

test and blue-print.

5.2 Continuous and comprehensive evaluation in biological

science.

5.3 Tools and Techniques for testing qualitatively and

quantitatively.

5.4 Open Book Examination, Strengths and Limitations.

Assignments ( Any One)

1. Prepare a lesson plan by using fusion method of teaching.

2. Write a critical report after reading of school text-book.

3. Mark the student with less than 60% in biology diagnose the

difficulties and give appropriate remedy.

4. Establish biology science club in school and conduct at least

five activities related to biological science.

Reference Books

1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,

Chandigarh.

2. Yadav, K. (1993) : Teaching of Life Science. Anmol

Publishers, Daryaganj, Delhi.

3. Yadav, M.S. (2000) : Modern methods of Teaching Science.

Anmol Publishers, Delhi.

4. Mangal, S.K. (1996) : Teaching of Science. Arya Book

Depot, New Delhi.

5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli

Publishers, Chandigarh.


Objectives

After completion of the course student-teachers will be able to :

1. Understand the nature, scope and objectives of teaching Home

Science at Senior Secondary level.

2. Understand the importance of teaching Home Science in

school.

3. Understand various approaches of teaching learning of Home

Science.

4. Utilize the instructional material effectively in the teaching of

Home Science.

5. Evaluate student performances effectively with reliability and

validity.

UNIT-I : NATURE, SCOPE AND OBJECTIVES

1.1 Concept, Nature and Scope of Home Science.

1.2 Place of Home Science in School curriculum.

1.3 Objectives of Teaching Home Science at Senior Secondary

Level.

1.4 Correlation of Home Science with other subjects and school

activities.


2.1 Principles of Developing Home Science curriculum at Senior

Secondary level.

2.2 Factors affecting the selection and organization of Home

Science curriculum.

2.3 Analysis of Rajasthan State curriculum for Home Science.

2.4 Unit Plan and Lesson Plan.

2.5 Qualities and Responsibilities of Home Science teacher.

UNIT-III : METHODS AND APPROACHES OF TEACHING HOME

SCIENCE

3.1 Demonstration Method, Discussion Method, Project Method,

Problem Solving Method.

3.2 Inquiry Approach, Programme Instruction, Team Teaching,

Workshop, Seminar.

UNIT-IV : INSTRUCTIONAL SUPPORT SYSTEM

4.1 Multi-sensory Aids : Charts, Models, Bulletin-Board, Flannel

Board, Transparencies, Overhead Projector, Radio, T.V.,

Computer.

4.2 Organization of Co-curricular Activities - Home Science Club,

Field Trips.

4.3 Use of Community Resources.

4.4 Home Science Laboratory - Planning and Equipping Home

Science Laboratory Care and Maintenance of Equipment,

Safety Precaution for work in Home Science Laboratory.

UNIT-V : ASSESSMENT AND EVALUATION

5.1 Meaning and Concept of Assessment and Evaluation.

5.2 Preparation of Blue Print and Construction of Achievement Test.

5.3 Types of Test Items - Essay Type, Short Answer Type and

Objective Type.

5.4 Planning Objective based test items of different types.

Assignments (Any One) :

1. Planning and Organization of Home Science Laboratory.

2. Any handmade preparation of Stiching Printing, Tie and Die

(Minimum for samples).

3. Development of self-instructional material on any one topic of

PAPER - VIII

TEACHING OF HOME SCIENCE



Home Science.

4. Development of computer assisted lesson in Home Science.

5. Use of current events in Home Science teaching.

6. To prepare design on the cloth by typing it with beads, marble,

glass, bangles, bittle caps etc. and make the following items :

(a) Cushion cover - 2

(b) Pillow cover - 2

(c) Table cloth

(d) Tray cover.

Reference Books

1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi :

Sterling Publisher Pvt. Ltd. (1987).

2. Chandra, Arvada Shah, Anupama Joshi, Uma (1995) :

Fundamentals of teaching Home Science, New Delhi : Sterling

Publishers.

3. Seshaih P.R. (2004) : Methods of Teaching Home Science,

Chennai - Manohar Publishers and Distributors.

4. Lakshmi, K. (2006) : Technology of Teaching Home Science,

New Delhi : Sonali Publishers

5. Yoday, S. (1997) : Teaching of Home Science. New Delhi :

Anmol Publishers.

6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of

teaching (8th Ed.), New Delhi : PHI Learning Private Limited.

PAPER - IX

PRE-INTERNSHIP (TWO WEEKS)

1. Orientation of Subject specific and general skills.

2. Development of Teaching learning material.

Note :

Pre-intership is mandatory for all pupil teachers. Without

participation further work will be not allowed.


PAPER - X

INTERNSHIP (FOUR WEEKS)

1. Orientation of Subject specific and general skills through

school participation.

2. Development of Teaching learning material.

Note :

Internship is mandatory activities for all pupil teachers. Without

participation16 weeks internship work will be not allowed.




2. Anjana Daul ( 2014) : Yoga Edcuation, New Delhi APH

publishin Corporation.

3. R.C. Sharma & Daur. M : An Introducation to Health and

physical Education, Tandon public cations.

4. Arun Dumar (2011 ) : Yoga Education (Hindi) Patiyla : Twenty

First Country publications.

5. lquhy dqekj O;kl % ;ksx f'k{kk] fnYyh] [ksy lkfgR; dsUnz

Objectives :

To enable the Student teachers to -

1. Know the Meaning of vauious Yoga Asnas and to apply in their

life.

2. Understand the importance of good posture and postural

deformities.

3. To Create interest for the practical of yoga sanas and

Meditation though which they learn the skill/ art of self control,

Control fatigue of routine life.

Unit - I Asans

1. Asana - (Definition & Classification) Different types of Asna.

padmasana, Vajarasana, Tadasana, Naukasana,

Bhujangasana, Salabhasana, Sarvangasnana, Savasana,

Makasasna, Pranam Mukthasana mandkasana mayurasana,

vakasna

Unit - II Pranayams

Defination, Different types of pranayam.

A. Anulom-Vilom B. Bramari C. Bhastrika

Unit - III Meditation

Unit - IV Bandhas

A. Jalandhar B. Uddiyan C. Mool Bandha

Unit - V Athletics - All Athlltics Activities

Reference Books:-

1. J.C. Aggarwal : Healthand physics Education, Shipra

Public casions

PAPER - XI

MEDITATION, YOGA AND SPORTS


PAPER - XII

Out Reach Programme

Course Code : BM-22

B.ED. - M.ED.

INTEGRATED

COURSE

II YEAR

Objectives:

* To develop feeling of self discipline and responsibility among students.

* To develop leadership qualities and imitativeness among students.

* To develop management and organization skills among students.

* To acquaint them with the cultural heritage of india.

* To sensitive them for social problems.

* To develop spiritual feelings and anesthetic sense among students.

* To develop scientific attitude among them through survey and exhibitions.

Activities :

1. Morning assembly

2. Yoga and Meditation

3. Spiritual talks

4. Social Survey

5. Rallies

6. Street Play

7. Manuvella

8. Camp Fire

9. Cultural Night

10. Visit to nearby places

11. Exhibitions based on social survey.

00 Syllabus B.Ed. - M.Ed.

Objectives :

After completion of this course, the students will be able to :

1. To develop Scientific Thinking among students.

2. To acquaint the students with the nature, concepts and types of

Research.

3. To enable the students with different conceptual issues of

Educational Research.

4. To enable the students to construct the Hypothesis.

5. To enable the students to search the sources of related literature.

6. To enable the students to select the appropriate Methods, Tools

and Technique according to Research Problem.

7. To enable the students to develop research Proposal.

Unit - 1 : Research Perspectives

1. Scientific thinking and scientific methods of enquiry.

2. Nature and concept of research, its need and significance.

3. Classification of Research - Basic, Applied and Action Research

and their characteristics.

4. Research paradigms in education, qualitative, mixed and

quantitative and their characteristics.

5. Aims of Educational Research.

Unit - 2 : Research Design

1. Related Literature - Uses, Sources of Educational Research,

Library Survey and Internet Surfing.

2. Research Problem - Identification, selection & definition, criteria

of a good research problem, formulation of research problem.

PAPER - I

EDUCATIONAL RESEARCH


3. Hypothesis - concept, source and types, characteristics of a

hypothesis.

4. Variables - Concept and types.

5. Bibliography.

Unit - 3 : Methods of Educational Research

1. Survey method - Descriptive and Normative

2. Historical Method

3. Experimental Method

4. Case Study Method

Unit - 4 : Sampling a Sampling errors.

1. Meaning, Need and Importance of Sampling, Unit of Sampling,

Population and Sample.

2. Characteristics of a good sample.

3 Probability and non probability sampling.

4. Methods of selection of a sample : Random, Stratified,

Purposive, Cluster and Quota sampling.

5. Sampling errors.

Unit - 5 : Tools and Techniques of Data Collection

1. Construction & use of the following tools and techniques for data

collection - Questionnaire, Observation schedule, Sociometric,

Interview Schedule, Checklist, Rating scale, Attitude scale.

2. Item Analysis.

3. Concept of Reliability and its types.

4. Concepts of Validity and its types.

5. Resarch Proposal

Sessional Work :

The students may take any one of the following :

1. Develop research proposal on any research problem.

2. Prepare an action research plan.


3. Construction and Try out of a research tool.

4. Review of an M.Ed. / Ph.D. Dissertation.

5. Abstract of two dissertations / thesis.

6. Seminar Presentation on any theme.

References :

1. Best, J.W. (1999) : Research in Education, New Delhi : Prentice

Hall of India Pvt. Ltd.

2. Borg, W.R. and Gall, M.D. (1983) : Educational Research - An

Introduction, New York : Longman, Inc.

3. Christensen, L. (2007) : Experimental Methodology, Boston :

Allyn & Bacon.

4. Clive Opie (2004) : Doing Educational Research - A Guide for

First Time Researchers. New Delhi : Vistar Publications.

5. Cohen, Lewis and Manion Lawrence (1994) : Research Methods

in Education, New York : Holt Rinehart and Winston Inc.

6. Flick, Uwe (1996) : An Introduction to Qualitative Research,

London Sage Publication 17.

7. Fraenkel, J.R., Wallen, N.E. (1996) : How to Design and

Evaluate Research in Education. New York : McGraw Hill.

8. Garret, H.E. (1958) : Statistics in Psychology and Education,

Longman's Green and Co., New York.

9. Jill Porter & Penny Lacey (2005) : Researching Learning

Difficulties - A Guide for Practitioners. Paul Chapman Publishing.

10. Kaul, Lokesh (1984) : Methodology of Educational Research,

New Delhi : Vikas Publications.

11. Keeves, John, P. ((Ed.) (1990) : Educational Research

Methodology and Measurement : An International Handbook,

New York : Pergamo Publishing.

12. Kerlinger, F.N. (1986) : Foundations of Behavioural Research,

Fort Worth, TX : Harcourt Bmce Jovanovich.

13. Kirkapatrick, D.L. (2005) : Evaluating Training Programmes : The

flour levels.

14. Pamela Maykut & Richard Morehouse (1994) : Beginning

Qualitative Research - Al Philosophic and Practical Guide.

Falmer Press, London : Washington D.C.

15. Scott, David & Usher, Robin (1996) : Understanding Educational

Research, New York : Rout Ledge.

16. Shank, G.D. (2002) : Qualitative Research. Columbus, Ott :

Merill, Prentice Hall.

17. Sharma, Bharti (2004) : Methodology of Educational Research.

New Delhi : Vohra Publishers and Distributors.

18. Sharma, R.A. (2006) : Advanced Statistics in Education and

Psychology. Surya Publication, Meerut.

19. Sharma, S.R. (2003) : Problems of Educational Research. New

Delhi : Anmol Publications Pvt. Ltd.

20. Stake, Robert E.(1995) : The Art of Case Study Research.

Thousand Oaks : C.A.: Sage.

21. Travers, Robert M.W. (1978) : An Introduction to Educational

Research (4th Edition), London : MacMillan.

22. Van Dalen, Debonald, B. and Meyer, William, J. (1979) : Under-

standing Educational Research : An Introduction. New York :

McGraw Hill.

23. <ksaf<;ky] lfPpnkuUn ,oa QkVd] vjfoUn % 'kSf{kd vuqla/kku dk

fof/k'kkL=] t;iqj] jktLFkku fgUnh xazFk vdknehA

24. flUgk] ,l-lh- % ¼1979½ 'kSf{kd vuqla/kku] ubZ fnYyh] fodkl ifCyf'kax

gkml izk-fy-


Objectives :

* To acquaint the student-teachers with the need and importance

of educational studies.

* To study the various educational commissions and policies in

broad perspective.

* To study the structure of school education, higher education and

vocational education.

* To familiarize with the institute of national importance.

* To study the structure and functions of different governing

bodies.

* To study the contemporary issues.

* To know the review of different commissions documents of

education.

Unit - 1 : Foundational Perspectives of Educational Studies

1.1 Introduction to Educational studies.

1.2 Study of various policies in Education.

(A) J-sergeant commission

(B) Curzon's policy

(C) Macaulay's Education policy.

Unit - 2 : Study of Educational Commissions and

Documents Critical Analysis

2.1 Kothari Commission and National Education Policy, 1986.

2.2 Dalors Commission.

2.3 NCF - 2005.

2.4 NCFTE - 2009.

PAPER- II

EDUCATIONAL STUDIES


Unit - 3 : Structure of Indian Education

3.1 Structure of School Education in India in the light of RBSE,

CBSE.

3.2 Structure of Higher Education and Vocational Education in India.

3.3 Types of Universities in India - Central, State, Deemed, Private.

3.4 Institute of National Importance - Vishva Bharti, BHU.

Unit - 4 : Structure and Functions of Governing Bodies

4.1 International Level - UNESCO, UNICEF.

4.2 National Level - MHRD, NCERT, NUEPA, NAAC, UGC, NCTE.

4.3 State Level - IASE, SIERT, CTE, DIET.

Unit - 5 : Contemporary Issues and Education

5.1 Human Rights and Education, concept, types and need,

Governments, Legislation to ensure Human Rights Education.

5.2 Peace as a Social Security : concept, need and role of education

in promotion of peace.

5.3 Multi-cultural Education : meaning, purpose, need and principles

of teaching and learning in multicultural society

5.4 Right to education.

Assignment / Field Work :

1. Panel discussion on any sub-unit of syllabus.

2. ICT based paper presentation on any theme of syllabus.

3. Seminar organization on any current issue.

4. Review of recommendations of any education commission.

5. Review of any national / international level educational book.

6. Review of any national / international educational documents.

References :

1. Agarwal, B.C. (2000) : Higher Education through television - The

Indian Experience, New Delhi, Concept Publishing Co.

2. Agarwal, H.O. (1983) : Implementation of Human Rights,

Covenents with special reference to India.


3. Agarwal, R.S. (1987) : Human Rights in modern worlds. Chetna

Publication.

4. Banaras University Inquiry Committee (1957) : Govt. of India,

New Delhi.

5. Bhyrappa S.L. (1968) : Values in Modern Indian Educational

thoughts. NCERT, New Delhi.

6. Dr. S. Radha Krishana : 'Bhartiya Darshan', Rajpal & Sons,

Kashmiri Gate, New Delhi.

7. Govt. of India (1964-66) : Report of the Education Commission.

8. Govt. of India (1986) : National Policy on Education.

9. Govt. of India (1990) : Review of NPE (1986) Rammrity

Committee.

10. Mukherji S.N. (1962) : Administration of Education in India.

Acharya Book Depot, Baroda.

11. Munshi K.M. : Cultural History of India. Bhartiya Vidya Bhawan,

Bombay.

12. NCERT (2000) : National Curriculum Framework for school

education, Publication Division, NCERT, New Delhi.

13. NCERT (2005) : National Curriculum Framework-2005,

Publication Division, NCERT, New Delhi.

14. NCTE (2009) : National Curriculum Framework for Teacher-

Education, New Delhi, NCTE.

15. Religious and Moral Instruction Committee (1959) : Govt. of

India, New Delhi (1960).

16. RTE (2009) : Right to children to free and Compulsory Education

Act, GOvt. of India.

17. Saxena, N.R.S. (1981) : Principle of Education, Loyal Book

Depot.

Objectives

1. To develop understanding of some key concepts - gender,

gender bias, gender stereo-type, equity, equality and

patriarchy.

2. Become aware of the processes of socialization at home

school and society.

3. To understand the theories on gender and education and

their application in the Indian Context.

4. Understand the gender issues in family, school and society.

5. To understand the role of Mass Media, Gender Sensitivity

and the policies as strategies for change.

UNIT-I : Key Concepts In Gender

1.1 Gender, Sex

1.2 Gender Stereotyping

1.3 Patriachy, Gender bias

1.4 Equity and Equality

1.5 Difference between Sex and Gender

1.6 Difference between reproductive rights and sexual rights

UNIT-II : Nature And Process Of Socialization

2.1 At home - family as a social institution, Parenting style and

their impact; Transmission of Parental values.

2.2 Society - Neighborhood, family and their socialization

functions.

2.3 At school - Relation between school and society.

Role of schooling in developing values Relation between

home, Community and School.

PAPER - III

GENDER STUDIES



Social Differentiation among women in educational context

by caste, religion and region etc.

UNIT-III : Gender Studies

3.1 Theories on Gender and Education and the application in

the Indian and Western context -

3.1.1 Socialization theory - Theory of charles cooley, Theroy of

Freud, Psychoanalysis, theory of Durkheim 'Group

competition, Theory of Mead' Social analysis.

3.1.2 Theories related with faminity and masculinity.

3.1.3 Structural theory

3.1.4 Deconstructive theory

UNIT-IV : Gender Issues / Biases

4.1 in the family

4.2 in the school

4.3 in the society

UNIT-V : Strategies For Change

5.1. Role of family in developing gender parity.

5.2. Policy and management in the school.

5.3. Role of Media in developing gender parity.

5.4 Gender Sensitivity.

Assignments (any one) :

1. Field visit to schools, to observe the schooling process from

gender perspective.

2. A comparative study of daily routine of the girl and a boy from

the same family.

3. Content analysis of two text books of school with respect to

gender.

4. Development of a project on the organizational climate of

two schools single sex and co-education school.

5. Debates and discussion on violation of rights of girls and

women.

Reference Books

1. Geetha, V. (2007) : Gender, Stree : Calcutta.

2. Pandey, K.P. (1983) : Perspectives in Social Foundation of

Education, Ghaziabad : Amitabh Prakashan.

3. Bussalo (2009) : Gender Aspects of the Trade and Poverty

Nexus : A Macro-Micro Approach (English): Palgraus

MacMillan, U.K.

4. Mathur, A. (2007) : Gender and Development in India 01,

Gyan Book Pvt. Ltd.


Objectives

1. To sensatized the student-teachers about learners of special

need.

2. To understand student-teachers about role and

responsibilities towards special need learners.

3. To acquaint student-teachers about constitutional

provisions for special need children.

4. To sensatize the student-teacher about the problems of

learners.

5. To develop competencies and commitment among student-

teachers.

6. To inculcate values among student-teachers.

UNIT-I : Perspectives Of Inclusive Education

1.1 Historical background of Inclusive Education.

1.2 Concept and Meaning of Inclusive Education.

1.3 Need of Inclusive Education.

UNIT-II : Constitutional Provisions & Educational Policies For

Special Learner

2.1 Constitutional provisions for special Learner.

2.2 Education Policy.

2.3 Right to Education - 2009.

UNIT-III : Inclusive School And Teacher

3.1 Role of Teachers in Inclusive School.

3.2 Challenges for Teachers in Inclusive Education.

3.3 Competencies and Commitment among teachers in light of

Inclusive Education.

UNIT-IV : Learners In Inclusive Education

4.1 Identification of Learners Need.

4.2 Classification of Special Need Learners.

4.3 Motivational techniques for special Need-Learners.

UNIT-V Facilitates For Special Need Learners

5.1 Governmental level.

5.2 NGO's.

5.3 Family and Community.

Assignment (Any One)

1. Visit to a inclusive school and prepare a report.

2. A study of inclusive school plan and compare with high

excellent school.

3. Design and evaluate and inclusive education programme

4. A study of any one N.G.O. Promoting inclusive education

5. A study of any special teacher training college or institution

and prepare a report.

Reference Books

1- fof'k"V f'k{kk dk izk:i % 'kekZ] MkW- vkj-,-( lw;kZ izdk'ku

esjB&2014

2- fof'k"V vko';drk okys ckydksa dh f'k{kk rFkk funsZ'ku ,oa ijke'kZ %

MkW- fxjh'k ipkSjh] lw;kZ izdk'kuA

3. Corinne Roth : Learning Disobjectics, Allyan & Bacon,

USA Smith.

4. Walson Robert : Psychology of the Child, John Willey &

Sons, New Delhi

5. Bigge, M.L. (7982) : Learning theories for Teacher, New

York, Harper & Row.

6. Corbett Jenny - Supporting inclusive education,

Routledge Falmer, 2001.

PAPER - III

INCLUSIVE EDUCATION

Course Code : BM - 25-2


Objectives :

1. To understand the meaning, concept and scope of

Educational Technology.

2. Understand phases and levels of teaching.

3. Acquaint with the concept of Instructional Design.

4. Develop understanding of Bloom's Taxonomy.

5. Acquaint with the different kinds of models of teaching.

6. Use different aspects of teacher communication in strength-

ening academic competencies of elementary school

students.

7. Understanding of the concept evaluation of learning

outcomes.

8. Acquaint with the concept of NRT and CRT in evaluation of

learning outcomes.

Unit-I : Educational Technology :

1.1 Concept, scope and importance of Educational Technology.

1.2 Types of Educational Technology.

1.3 Role of Educational Technology at Elementary Stage -

pedagogic processes and enhancing quality learning

outcomes.

1.4 System Approach - concept and importance.

Unit-II : Teaching and Learning :

2.1 Concept and nature of teaching and learning.

2.2 Phases of teaching.

2.3 Levels of teaching - memory level, understanding level and

reflective level.

2.4 Content analysis and its principles.

Unit-III : Instructional Design :

3.1 Concept and characteristics of Instructional Design.

3.2 Components of Instructional Design : Individualized

instruction (programmed instruction), small group

instruction and large group instruction.

3.3 Need of Instructional design at elementary stage.

3.4 Categorization of instructional objectives in taxonomic

categories of Cognitive, Affective and Psychomotor

domains.

3.5 Concept, characteristics and types of programmed learning.

Unit-IV : Communication :

4.1 Concept, aims and principles of communication.

4.2 Process of communication and its components.

4.3 Types of communication.

4.4 Skills and methods of effective communication.

4.5 Use different aspects of teacher communication in

strengthening academic, competencies of elementary

school students.

Unit-V : Models of teaching and evaluation of learning

outcomes:

5.1 Assumptions and fundamental elements of teaching model.

5.2 Types of teaching models : Ausubel's Advance Organizer

Model and Bloom's Mastery Learning Model and Bruner's

Concept Attainment Model.

5.3 Concept of evaluation of learning outcomes.

5.4 Concept, characteristics and difference between Norm

Referenced Test (NRT) and Criterion Referenced Test

(CRT).

Assignments any One

1. Development of the one of the following frames : Linear

programme and Branching programme.

2. Handling of any one of the following audio-visuals aids :

PAPER - III

EDUCATIONAL TECHNOLOGY

Course Code : BM - 25-3


Transparency, Operating of Overhead Projector, Film

Projector or Slide Projector.

3. Writing instructional objectives of five lessons of your choice

of any class and any subject.

4. Presentation on sub topic of the syllabus by using power

point.

5. Prepare ten NRT items or CRT items to assess learning

outcomes of students.

Reference Books :

1. Abbott, C. (2001). ICT : Changing Education. UK :

Psychology Press.

2. Huang, R. and Kinshuk, Jon K. Price (2014) : ICT

inEducation in Global Context : Emerging Trends Report

2013-14. Heidelberg : Springer.

3. Khan, N. (2004). Educational Technology. New Delhi : Rajat

Publications.

4. Kozma, R.B. (2003). Technology, Innovation and

Educational Change : A Global Perspective. A report of the

second information technology in education study. Module

2. International Society for Technology in Education.

5. Mambi, Adam, J. (2010). ICT Law Book : A Source Book for

Information and Communication Technologies. Tanzania :

Mkukina Nyota Publishers Ltd.

6. Mangal, S.K. & Mangal, Uma (2010). Essentials of

Educational Technology. New Delhi : PHI Learning Pvt. Ltd.

7. Mehra, V. (2004). Educational Technology. New Delhi : S.S.

Publishers.

8. Pelgrum, Willem J., and Law, Nancy (2003). ICT in

Education Around the World : Trends, Problems and

Prospects (Volume 77 of Fundamentals of Educational

Planning). International Institute for Educational Planning :

UNESCO.

9. Sharma, R.A. (2006). Technological Foundations of

Education. Meerut : R. Lall Book Depot.

10. Vrasidas, C., Zembylas , M. and Glass, Gene V (2009). ICT

for Education, Development and Social Justice : Current

Perspective on applied information technologies. Centre for

the Advancement of Research & Development in

Educational Technology.


and their role and functions.

4.3 Agencies of Teacher Education at District Level - DIET.

Unit 5 : Issues, Problems and Research Trends in Teacher

Education

5.1 Maintaining standards in Teacher Education - Admission Policies

and Procedures. (At State Level)

5.2 Recruitment of Teacher Educators and problem.

5.3 Research Trends in Teacher Education.

Assignment / Practicum :

1. Visit and study History any Teacher Education Institution.

2. PPT Presentation on any current issue of Teacher Education.

3. Write a Term Paper on any Related Issue.

4. Visit and prepare a report on any agency of Teacher Education

(Role and Functions).

5. Organize a seminar on any related theme.

6. Attend a National / International Seminar and report on it.

7. Write an Article on an issue of Teacher Education and Publish in

a Journal.

References :

1. Arora, G.L. (2002 : Teachers and their teaching. Delhi : Ravi

Book.

2. Chaurasia Gulab (2000) : Teacher Education and Professional

Organizations. Delhi : Authors Press.

3. Kundu, C.L. (1998) : Indian Year Book on Teacher Education.

New Delhi : Sterling Publishers Pvt. Ltd.

4. Mohanty Jagannath (2000) : Teacher Education in India.

5. Rajput, J.S. ( ) Encyclopedia of Teacher Education.

Objectives :

* To understand Historical Background of teacher education.

* To acquaint the Admission Procedure and curriculum structure in

Rajasthan State.

* To understand the Problems and Research trends in Teacher

Education.

* To acquaint the National and State Level Agencies of Teacher

Education.

Unit - 1 : Historical Perspectives of Teacher Education

1.1 Development of Teacher Education in India.

1.2 Pre-Independence Period in India.

1.3 Post-Independence Period in India.

1.4 Modern India.

Unit - 2 : Concept of Teacher Education

2.1 Meaning and Nature of Teacher Education.

2.2 Need and Scope of Teacher Education.

2.3 Changing context of Teacher Education in the Indian Scenario.

Unit - 3 : Curriculum and Admission Procedure

3.1 Admission Procedure at different levels of Teacher Education.

3.2 Curriculum Structure at different levels of Teacher Education.

3.3 Curriculum Reforms.

Unit - 4 : Agencies of Teacher Education

4.1 Agencies of Teacher Education at State Level, their role and

function.

4.2 Agencies of Teacher Education at National & International Level

PAPER - IV

TEACHER EDUCATION - I



PAPER - V

PEDAGOGY OF SCHOOL SUBJECT -2


Note :

Candidate will opted any one pedagogical subject from syllabus

of first year. This subject will be different from subject which was

selected by candidate in first year. pedagogical subjects will be

selected according to graduation subject.

PAPER - VI

SCHOOL INTERNSHIP (16 WEEKS)


Note :

------------------------------------

PAPER - VII

DISSERTATION


Note :

Candidate will select any one research problem related to education.

He will present in departmental research seminar. After finalization of

research Topic he will present research design & research tool in

departmental research seminar

PAPER - VIII

DRAMA AND ART EDUCATION

Course Code : BM-30

Objectives :

1. Gain insight into the concept of Drama and Art in Education.

2. Trace the development of Drama and Art in India.

3. Understand basics of different art forms

4. Enhance artistic and aesthetic sensibility among learners to

enable them to respond to the beauty of different Art forms

through genuine exploration experience and free expression.

5. Enhance skills for integrating different Art forms across school

curriculum at secondary level.

6. Enhance awareness of the rich cultural heritage, artists and

artisans.

Unit-1 : Appreciation of Arts

1.1 Meaning and concepts of Arts and aesthetics and its significance

at secondary level of school education.

1.2 The difference between Education in Arts and Arts in Education.

1.3 Identification of different, performing Art forms and artists; dance,

music and musical instrument, theatre, puppetry, etc.

1.4 Knowledge of Indian Contemporary Arts and Artists; Visual Arts.

1.5 Indian festivals and its artistic significance.

Unit-2 : Visual Arts and Crafts (Practical)

2.1 Experimentation with different materials of Visual Arts, such as

pastel, poster, pen and ink, rangoli materials, clay, etc.

2.2 Exploration and experimentation with different methods of Visual

Arts like Painting, Block printing, Collage, Clay modelling, Paper

cutting and folding etc.

2.3 Paper framing and display of Art works.


Unit-3 : Performing Arts : Dance, Music, Theater and Puppetry

3.1 Listening/viewing and exploring regional art forms of music,

dance, theatre and puppetry.

3.2 Listening/viewing to live and recorded performances of classical

and regional art forms.

3.3 Planning a stage setting for a performance by the student

teacher.


Theme-based projects from any one of the curricular areas

covering its social, economic, cultural and scientific aspects

integrating various Arts and Craft forms.

Textbook analysis to find scope to integrate Art forms either in the

text or activities or exercises.

Documentation of the processes of any one Art or Craft form with

the pedagogical basis such as weaving or printing of textiles, making

of musical instruments, folk performances in the community, etc. -

how the artist design their products, manage their resources,

including raw materials, its marketing, problems they face, to make

them aware of these aspects of historical, social, economic,

scientific and environmental concerns.

Student-teacher should prepare at least five lesson plans in their

respective streams of subjects (Science/Maths/Social Sciences/

Languages etc.) while integrating different art forms.

Reference Books

1. Jefferson, B. (1559) : "Teaching Art to Children" Allyan & Bacon

Inc. Boston.

2. Jeswani, K.K. : "Teaching and Appreciation of Art" Atma Ram &

Sons.

3. Read, Herbert (1929) : "An Introducation to Art Education D.

Appleton & Co.

4. Lowen Feld, V (1957) : Creative and mental Growth The

Macmillam Comp. New York

5. Mc Donald, R. : Art as Education, Henry Holt & Company, New

York

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Objectives :

To acquaint student-teachers with their local surroundings

through Historical, Geographical, Educational, Cultural, Literary,

Environmental, Industrial, Political and Agricultural Study.

Activities :

The student teacher will opt any area of study according to

his interest.

Areas of Interest :

- Historical

- Geographical

- Agricultural

- Educational

- Cultural

- Literary

- Environmental

- Industrial

- Political

PAPER - IX

WORKING WITH COMMUNITY


PAPER - X

CULTURAL AND LITERARY DEVELOPMENT OF LEARNERS

Objectives :

1. To search hidden talent of pupil teachers.

2. To develop Self Confidence of pupil teachers.

3. To become more creative in ideas and work of pupil teachers.

4. To develop sports man spirit in pupil teachers.

5. To develop efficient team work in pupil teachers.

6. To develop better co-ordination and understanding among

pupil teachers.

Outcomes :

1. The hidden talent of pupil-teacher blooms.

2. Their self-confidence rises.

3. They become more creative in their ideas and work.

4. A true sportsman spirit is developed.

5. They also become efficient in working with team.

6. It also result in better co-ordination and understanding among

pupil-teacher.

7. It will also help pupil-teacher to organize their activities in other

school.

8. Through these activities they are able to make this society

aware.

9. They become more innovative in their work.

10. They become able to express their views and ideas.

Course Code : BM-32


Activities :

1. Talent Search 2. Get Together

3. Solo Song 4. Duet Song

5. Solo Dance 6. Pair Dance

7. Nair Art 8. Mehandi

9. Rangoli 10. Debate

11. Poster-Making 12. Essay Writing

13. Extemporary 14. Fancy Dress

15. Without Gas Cooking 16. Annual FunctionB.ED. - M.ED.

INTEGRATED

COURSE

III YEAR

00 Syllabus B.Ed. - M.Ed.

ASSESSMENT FOR LEARNING

Paper - I

Objectives :

1 To gain a critical understanding of issues in assessment and

evaluation.

2 To understand Key concepts, such as formative and summative

assessment and evaluation.

3 To acquaint with different kinds and forms of assessment that

aid student learning.

4 To use of a wide range of assessment tools and learn to select

and construct these appropriately.

5 Evolve realistic, comprehensive and dynamic assessment

procedures.

Unit-1 Assessment and Evalution

1.1 Concept of Assessment and Evaluation.

1.2 Difference between Assessment and Evaluation.

1.3 Distinction between 'Assessment of Learning' and 'Assessment

for Learning'.

1.4 Purposes of Assessment

1.5 Formative and Summative Evaluation

1.6 Continuous and Comprehensive Assessment

Unit-2 Assessment of Learning

2.1 Assessment tools

2.2 Kinds of tasks : projects, assignments, performances

2.3 Kinds of test and their construction

2.4 Observation of learning processes by self, by peers, by teachers

2.5 Self-assessment and peer-assessment.

Course Code : BM-33

2.6 Quantitative and Qualitative aspects of assessment : Appro-

priate tools for each.

Unit-3 : Data Analysis, Feedback and Reporting

3.1 Concept and use of Statistics.

3.2 Statistical Tools - Percentage, Graphical Representation,

Frequency distribution, Measures of Central - Tendency,

standard deviation.

3.3 Feedback as an essential component of formative assessment.

3.4 Type of Teacher Feedback (Written, comments, oral), Pear

Feedback.

Unit-4 : School-Based Assessment and Evaluation Policie

Practices and Possibilities

4.1 Impact of examination - driven schooling on pedagogy : content-

confined, information focused testing; Memory centric teaching

and testing on school culture

4.2 De-linking school-based assessment from examinations : Some

possibilities and alternate practices.

Unit-5 : Directions for Examination Reform

5.1 Flexibility in examination ( Open book and on line examination)

5.2 Improving quality and range of questions in exam papers.

5.3 Including school-based credits

5.4 Role of ICT in examination


1. Write a report on current practices of assessment and

evaluation at the upper primary, secondary / sr. secondary

stage.

2. Analysis the question papers of any subject in the light of

knowledge, understanding and application.

3. Develop question paper to assess all the aspects of teaching.

4. Analysis answers given by the learner for one particular

question.


5. Observation of the record of CCE maintained by upper primary

school teachers and its report presentation.

Reference Books :

1. Care, Esther, Mc Gaw, Barry & Griffin, Patrick (2012).

Assessment and teaching of 21st century skills. New York :

Springers.

2. Gardner, John(2012). Assessment and learning -2nd edition.

New Delhi : SAGE Publication India Pvt. Ltd.

3. Glaser, R. Cowdewsky N. & Pellegrino J.W. (Eds) (2010)

knowledge what students know the science and design of

educational assessment National Academy press.

4. Glathorn, A.A. (1998). Performance Assessment and Standard-

based curricual : the Achievement Cycle. Larchmont, NY : Eye

no Education

5. Gredler, M.E. (1999). Classroom Assessment and Leaning.

USA : Longman

6. Hanna, G.S., & Dettmer, P.A. (2004). Assessment for effective

teaching : Using context-adaptive planning. Boston, MA :

Pearson A & B.

7. http://www.differencebetween.com/difference-between

assessment-and-vs-evaluation/

8. Likert, R,. (1932). A technique for the measurment of Attitude.

Archives psychology. 40

9. Linn, Robert and Norman E. Gronland (2000); Measurment and

Assessment in teaching 8th edition, by prentice Hall, Inc,

Pearson Education, Pearson Education, Printed in USA

10. Mehrens, W.A. & Lehman, I.J. (1991). Measurement and

Evaluation in Education and psycholgy (8th ed.) : chapter 10:

Describing educational Data.

11. Oosterhof, A. (1994). Classroom Applications of Educational

measurement (Second Edition), New York : Macmillan College

Publishing Company Inc.

12. Payne, D.A. (2003). Applied Educational Assesment. New

Jersey, Engle wood Cliffs : Prentic Hall Inc.

13. Shefered (2000) the Role of assessment in learning culture :

educational researcher

14. Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio

Assessment in the Reading-Writing classroom. Norwood, M.A. :

Christopher-Gordon publishers.

15. Ved Prakash, et.al. (2000); Grading in Schools, NCERT,

Published at the publication Division by the secretary, NCERT,

Sri Aurbindo Marg, New Delhi

16. Wright, Robert J. (2008) New Delhi : Educational Assessment-

Tests and Measurements in the Age of Accountability. Sage

Publication Pvt. Ltd.

17. Wyatt Smith, Clair : Cumming, Joy (Eds.) (2009). New Delhi :

Educational Assessment in the 21st Century. Springer.


Objectives :

.

1. To understand nature of educational data.

2. To develop the vision to carry out qualitative and quantitative

research.

3. To apply important qualitative and quantitative statistical

techniques for analyzing and interpreting research data.

4. To use computers to code and analyze data

Unit- I Educational Data

1.1 Nature of educational data: Quantitative and Qualitative.

1.2 Organization and analysis of qualitative data.

1.3 Organization, presentation and analysis of quantitative data.

1.4 Approaches to Qualitative data Analysis.

Unit - II Testing of Statistical hypothesis

2.1 Mean and Standard division, 2.2 Percentile and Correlation

2.3 Significance of difference between two mean's

One Way and Two way Analysis of Variance (ANOVA) Analysis

of covariance

Unit - III Basic Statistics

3.1 Descriptive and Inferential statistics

3.2 Normal probability curve- characteristics and application

3.3 Parametric and non-parametric tests

3.4 Test of significance – one tailed and two tailed

3.5 Type I and Type II errors

Unit - VI Correlation in measurement

4.1 Correlation, meaning, types and estimation of product

moment correlation coefficient.

4.2 Partial and multiple correlation.

Biserial, Point Biserial Correlation.

Unit - V Computer Software for Data Analysis and Report

Writing

5.1 Overview of computer software for data analysis

5.2 Coding of data and data entry in computer software and

Microsoft Excel

5.3 Analysis of scores using computers

1 The preliminary section

Title page,

A Acknowledgment page,

B Preface, list of contents, tables and figures.

2 The main body

A The medium of report

B Rules of thesis / Dissertation

C Abstract, Summery


• Write a paper on the measures of central tendency and

variability.

• Write a paper on the various methods of finding correlation

coefficient.

• Analysis of any data using the Excel.

• Write an abstract of any Ph.D. Thesis.

• Prepare cover page and write preface of any problem of you

choice

Reference Books

1 Asthana, H.S. &Bhushan, B.: Statistics for Social Sciences.

Prentice Hall of India (2007)

Best, John W. : Research in Education

Paper - II

STATISTICS IN EDUCATIONAL RESEARCH

Course Code : BM-34


2 Dalen, Deobold B. Van: An Introduction to Educational

Research.

3 Edwards, A. L. Statistical Methods for Behavioural

Sciences, New York: Holt,

4 Ferguson, G. A Statistical Analysis in Psychology and

Education, New York: McGraw

5 Fisher, R.: Designs of Experiments.

Fisher, R.A. Statistical Methods for Research Workers, New

York: hafner Publishing

6 Garret, H.E. Statistics in Psychology and Education,

Bombay: Vakils

Garrett, H.E.: Statistics in Education and Psychology.

7 Good, C.V.: Introduction to Research.

8 Guilford, J. P. & B. Fruchter. Fundamental Statistics in

Education and Psychology,

9 Guilford, J.P.: Fundamental Statistics in Psychology and

Education.

10 Keeves, John P. (Ed.): Educational Research, Methodology

and Measurement : An

11 Kerlinger, Fred N.: Foundations of Behavioural Research.

Lindquist, E. F. Statistical Analysis in Educational Research,

Boston: Houghton

13 McNemar, Q. Psychological Statistics, New York: Henry Holt

& co.

14 Mouley, George J.: The Science of Educational Research.

Myros J.K.: Fundamentals of Experimental designs.

15 Siegel, S. Non Parametric Statistics for Behavioural

Sciences, New York: McGraw Hill.

Course Objectives :

1. To acquaint students about Inservice Teacher Education Programme.

2. To acquaint students about the State and National Agencies of Teacher Education with reference to Quality Control.

3. To introduce students about Internship Program in the light of NCFTE 2009 Guidelines.

4. To acquaint students about Regulation of National Council for Teacher Education in the light of Recruitment of Teacher Educators.

5. To know the Innovative Practices in Teacher Education.

Unit-I : Pre Service Teacher Education in India

1.1 A review of the understanding development on teacher notes & function Pre Service Teacher education - concept.

1.2 Structure, curriculum and modes of Pre-Service Teacher Education Nature, Objective and Scope.

1.3 Structure of teacher education curriculum and its vision in curriculum document of NCTE & NCTFT. Or

1.4 Component of Pre-service Teacher Education.

Unit - II : Content of Teacher Education

2.1 Theory of Teacher education and its duration.

2.2 Practical activities to be conducted during the training.

3.3 Instructional Methods in Teacher Education :- Seminar, Workshop, Lecture and discussion, Panel discussion Brain Storming.

2.4 Instructions methods in teacher education.

UNIT-III : Internship in Teacher Education

3.1 Internship - Meaning objectives, Importance, Organization

Paper - III

TEACHER EDUCATION-II



and activities.

3.2 Principles of Organizing Internship Programme.

3.3 Difficulties in Organizing Internship and measures to make effective internship programme.

3.4 Significance and supervision of internship.

UNIT-IV : Issues and Problems of Teacher Education.

4.1 Major Issues in Teacher Education.

4.2 Quality Management and maintaining standards in Teacher Education.

4.3 Privatization, Globalization and Autonomy in Teacher Education.

4.4 Problems in Teacher Education.

UNIT-V : Innovative Practices In Teacher Education And Research Trends

5.1 Concept and need of innovation.

5.2 Co-Operation and collaborative Teacher Education.

5.3 Construct visit and reflective Teacher education.

5.4 Rashtriya Madhanic Shiksha Abhiyan (RMSA), Objectives and Functions.

Assignments any One :

1. PPT Presentation on any current issue of Teacher Education.

2. Write a Term Paper on any related issue.

3. Visit and prepare a report on any agency of teacher education. Prepare (Role & Function) report.

4. Organise a Seminar on any related theme.

5. Attend and present a paper in National / International Seminar and Report. (Presentation in class)

6. Write an Article on any issue of Teacher Education and Publish it in journal.

7. Group Discussion on any relevant issue of Teacher Education and Prepare Report.

8. Study and Analyze the Evaluation System of any Teacher

Education Programme (Universities of Rajasthan State).

9. Discuss CCE in class and preparae report.

10. Guidance and supervision of lessons Internship Programme.

Reference Book :

1. Arora, G.L. (2002) : Teachers and Their Teaching. Delhi, Ravi Book.

2. Chaurasia, Gulab (2000) : Teacher Education and Professional Organizations. Delhi, Authors Press.

3. Kundu, C.L. (1998) : Indian Year Book on Teacher Education. New Delhi, Sterling Publishers Privatization Ltd.

4. Mohanty, Jagannath (2000) : Teacher Education in India.

5. Rajput J.S. : Encyclopedia of Teacher Education, NCTE, New Delhi.

6. Dillon Justin and Maguire Meg. (1997) : Becoming A Teacher : Issues in Secondary Teaching, Buckingham, Open University Press.

7. Dunking Michael, J. (1987) : The International Encyclopaedia of Teaching and Teacher Education, Oxford, Pergamon Press.

8. Elahi, Nizam (1997) : Teacher's Education in India, New Delhi. APH Publishing Corporation.

9. McNergney, Robert F. and Herbert, Joanne M. (2001) : Foundations of Education : The Challenge of Professional Practice, Boston, Allyn and Bacon.

10. Misra, K.S. (1993) : Teachers and Their Education, Ambala Cantt., The Associated Publishers.

11. Murray, Frank B.(Ed) (1996) : Teacher Educator's Handbook : Building A Base for Preparation of Teachers, San Francisco, Jossey - Bass Publishers.

12. National Council for Teacher Education (NCTE) (1998) : NCTE Document, New Delhi, Published by Member Secretary, NCTE.


Objectives :

After completing the course, the students will be able to :

* To Understand the concept of curriculum and curriculum

development.

* To Understand the foundations of curriculum.

* To Understand the principles of curriculum construction.

* To Understand factors affecting curriculum change.

* To Understand eclectic model of curriculum design.

* To Understand Taba's model of curriculum development.

* To aquaint old and new trends in curriculum development

Unit - 1 : Concept of Curriculum Development

1.1 Concept of curriculum development.

1.2 Epistemological, sociological and psychological foundations of

curriculum development :

(a) Curriculum framework - need and importance, ramification of

curriculum framework into curriculum, syllabus and textbooks.

(b) Different models of curriculum :

- Administration - Grass Root

- Demonstration - System Analysis

Unit - 2 : Nature, Purpose and Scope of Curriculum

Development

2.1 Nature, purpose and scope of curriculum development

2.2 Principles of formulating aims, specific content, defining

teaching, learning experiences and evaluation procedures.

Unit - 3 : Old and new trends in curriculum development

3.1 Role of teacher as a curriculum construction.

Paper - IV

CURRICULUM DEVELOPMENT

3.2 Indian experiment regarding curriculum organization - Shanti

Nikaten of Tagore, Gurukul System and Basic Education.

3.3 Indian School Curriculum and its re-constructure.

3.4 New trends in curriculum development.

Unit - 4 : Curriculum Design

4.1 Eclectic model of curriculum design

4.2 Taba's model of curriculum development

Unit - 5 : Curriculum Determinants

5.1 Concept of Curriculum change

5.2 Forces affecting Curriculum change

5.3 Obstacles of Curriculum change

5.4 Designing Curriculum change


1. Critical analysis of M.Ed. curriculum of any University of

Rajasthan.

2. Read guideline for curriculum development given by NCTE for

two years Teacher-Education programme and prepare a report.

3. Analyse curriculum framework (NCF 2005, NCFTE 2009,

NCERT 2 yearTeacher Education curriculum) in the light of

broad determinants given in the syllabus.

4. Study the critical issues (according to the syllabus) involved in

the textbook of Science / Language / Social Science and prepare

a report.

5. Write a term paper on any sub-unit of the syllabus.

References :

1. Annuing, Angela (1995) : "A National Curriculum for the Early

Years". Open University Press, Buckingham, Philadelphia.

2. Audrey & Howard Nocoholls (1978) : Developing Curriculum - A

Practical Guide. George Allen & Unwin, Boston, Sydney,

London.

3. Denis Lawton (1986) : School curriculum planning. Hodder &

Stronghton, London, Sydney.

Course Code : BM-36


4. Edward, A. Krug (1960) : The Secondary School Curriculum.

Harper & Row Publishers, New York.

5. Erickson, H. Lynn (1998) : Concept-based curriculum and

instruction. Corwin Press, Inc.

6. Gakhar, S.C. (2009) : Curriculum Development, Panipat, N.M.

Publications.

7. Goodson, Iror, F. (1994) : Studying Curriculum. Open University

Press, Buckingham.

8. Hugh (1976) : Designing the Curriculum. Open Books, London.

9. Iron, K. Davies (1976) : Objectives in Curriculum Design.

McGraw Hill Book Co. Ltd., England.

10. Leece, Joseph & Others (1961) : The Teacher in Curriculum.

11. Lewy, Aneh (1991) : Studying Curriculum. Open University

Press, Buckingham.

12. Ornstein, Allen, C.A. : Curriculum Foundations, Principles and

Issues, Prentice Hall International Ltd., London.

13. Pratt, David (1980) : Curriculum Design and Development.

Harcourt Brace and World Inc., New York.

14. Romiszowski, A.J. (1986) : Designing Instructional System -

Decision Making in Course Planning & Design.

15. Saylor & Alexander (1960) : Curriculum Planning. Holt Linchart &

Winston, New York.

16. Smith, Stawey & Shores (1957) : Curriculum Development.

World Book Co.

17. Solomen, Pearl G. (1998) : The Curriculum Bridgo. Corwin Press

Inc.

18. Tyler, R.W. (1974) : Basic Principles of Curriculum and

Instruction. Open University Pub., London

19. Vernon, E. Anderson (1962) : Principles and Procedures of

Curriculum Improvement.

20. Zais, R.S. (1976) : Curriculum Principles and Foundations.

Harper & Row Pub., London.

Objectives :

1. To acquaint the student with the basic concepts and

practices adopted in educational measurement and

educational evaluation.

2. To help the student understand relationship between

measurement and evaluation in education.

3. To orient the student with tools and techniques of

measurement and evaluation.

4. To Develop skills and competencies required for

constructing, standardizing and using various tools and

tests for measuring both cognitive and non-cognitive

aspects / domains.

5. To make the students implement the appropriate statistic

measures on an educational data for its analysis.

6. To Evaluate educational problems through inferential

statistics.

Unit-I : Basics of Measurement

1.1 Measurement : Concept, relevance, function and scope.

1.2 Levels of Measurement.

1.3 Norm referenced and criterion referenced measurement.

1.4 Limitations of Test and Measurement.

Unit-II : Evaluation Process

2.1 Evaluation : Meaning, concept and characteristics,

Relationship between Measurement and Evaluation.

2.2 Basic principles and functions of evaluation.

Paper - V

MEASUREMENT AND EVALUATION AT

ELEMENTARY SCHOOL LEVEL

Course Code : BM-37-A1


2.3 Steps and process of evaluation, types of evaluation :

Formative vs. Summative.

Unit-III : Defining Instructional Objectives

3.1 Need of defining objectives and method of stating objective.

3.2 Inter-relation of evaluation, objectives and learning

experiences.

3.3 Taxonomy of Educational Objectives and Role of

measurement and evaluation.

3.4 Bloom's Taxonomy : Cognitive, Co-native and Affective

Domains.

Unit-IV : Tools of Measurement and Evaluation

4.1 Nature, Purpose and Types (Physical, Educational and

Psychological).

4.2 Questionnaires, Scales, Schedules and Inventories.

4.3 Subjective and Objective Tests; Performance, Sociological,

Projective and Special Tests (e.g. Snap Test).

4.4 Need and use of psychological test in Education and

Guidance.

Unit-V : Developments in Evaluation

5.1 Grading and Semester System

5.2 Continuous and Comprehensive Evaluation

5.3 Question Bank

5.4 Use of computers in education practicum - any one - prepare

a question bank on any two units prescribed. Visit to a

guidance or counseling center and write a report on usage &

utility of the Psychological test in education and guidance.

Reference Books :

1. Anastasi, A.: Psychological Testing (Fifth-21), Macmillan

Pub. Co., Inc., New York.

2. Arun Kumar Singh : Tests, Measurement and Research

Methods in Behavioral Sciences, New Delhi, Tata McGraw

Hill Publishing Co. Ltd., 1986.

3. Ebel, R.L. : Essential of Educational Measurement. Third

Will Prentice Hall Inc., New Jersey, (1970)

4. Ferguson, G.A.: Statistical Analysis in Psychology and

Education, McGraw Hill International Book Co. (1981).

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Objectives :

1. The student will gain ability to prepare and use psychological

test and different kinds.

2. They will be taught about the basic characteristics of a good

measuring instrument .

3. Handle various types of data and interpret results.

4. Will become skilled at Test Construction and Its

Standardization.

5. Students will learn about measuring various psychological

traits like aptitude, attitude, intelligence etc.

6. Participate in examination reforms and carry to examination

and evaluation work.

Unit-I : Basic Characteristics of a good Measuring Instrument

1.1 Usability and Objectivity

1.2 Validity and Reliability : Nature, Types and Problem of their

measures.

1.3 Scaling - standard scores, T scores, C scores.

Unit-II : Test Construction and Its Standardization

2.1 General principles of test construction and its

standardization.

2.2 Writing test items - objective, essay and interpretative.

2.3 Comparison of teacher made test and standardized test.

2.4 Item analysis & process of Test Standardization.

Unit-III : Measurement of Psychological Traits

3.1 Achievement, Interest and Intelligence

Paper - V

MEASUREMENT AND EVALUATION AT

SECONDARY SCHOOL LEVEL

3.2 Aptitude & Attitudes

3.3 Skills & Personality

3.4 Interpretation of the above test-scores and methods of

feedback to students.

Unit-IV : Correlation in Measurement

4.1 Correlation, its meaning, types how to estimate product

moment correlation coefficient.

4.2 Partial & Multiple correlations

4.3 Regression and Prediction.

Unit-V : Testing of Statistical Hypothesis

5.1 Significance of various statistical measures - Mean, SD,

Percentile and Correlation.

5.2 Significance of difference between two mean's.

5.3 One way and Two way Analysis of Variance (ANOVA),

Analysis of Covariance (ANCOVA).

5.4 Construction of a teacher made test for the measurement of

any one of these - Achievement / Aptitude / Attitude / Interest

/ Skills, Administration of the test constructed, its

interpretation and implications to students, teachers and

stakeholders.

References :

1. Agarwal, Y.P. (1998) : Statistical Methods, Sterling, New

Delhi.

2. Lindquist, E.F. : Statistical Analysis in Educational

Research. Calcutta, Oxford & IBH Publishing Co., 1970.

3. Garrett, H.E. : Statistics in Psychology and Education. Vikas

Peffer & Smara Co., Ins., New York.

4. Cronbach, L.J. : Essential of Psychology Trends, Harper

Row, New York.

5. Guilford, J.P. : Fundamental Statistics in Psychology and

Education, McGraw Hill (1965).

6. K.V.S. Sharma : Statistics made Simple Do It Yourself on PC.



New Delhi, Prentice Hall of India Ltd., 2001.

7. M. Rajamanikaram. Statistical Methods in Psychological

and Educational Research. New Delhi, Concept Publishing

Company, 2001.

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Course Objectives :

1. To acquaint students with the concept of guidance and

counselling.

2. To acquaint them with different types of guidance at Elementary

School Stage - Educational, Vocational and Personal.

3. To make them understand the guidance for special children at

Elementary School level.

4. To describe the different services in the guidance programme.

5. To make them understand the role of Headmaster, Teacher and

Students for good guidance programme at Elementary School

stages.

UNIT-I : Guidance - Meaning, Objectives and Need

1.1 Meaning, Nature and Scope of Guidance.

1.2 Objectives of Guidance.

1.3 Need of Guidance.

1.4 Basic Principals of Guidance.

UNIT-II : Types of Guidance at Elementary School Level

2.1 Types of Guidance - Educational, Vocational and Personal

Guidance.

2.2 Educational Guidance - Concept and Objectives.

2.3 Vocational Guidance - Concept and Objectives.

2.4 Personal Guidance - Concept and Objectives.

UNIT-III : Counseling : Meaning, Objectives and Need

3.1 Meaning, Nature and Scope of Counselling.

Paper - VI

GUIDANCE AND COUNSELLING

AT ELEMENTARY SCHOOL LEVEL



3.2 Objectives of Counselling.

3.3 Need and Principals of Counselling.

3.4 Difference between Guidance and Counselling.

UNIT-IV : Guidance and Counseling For Special Children at

Elementary School Level

4.1 Concept, Objectives and Need.

4.2 Types of Special Children.

4.3 Social, Physical and Educational Need of Children.

4.4 Pupil Teachers relations with special children.

UNIT-V : Guidance Programme at Elementary School Stage

5.1 Characteristics of a good guidance programme.

5.2 Outline of minimum guidance programme at Elementary

School Stage.

5.3 The role of Headmaster, Teacher Students and Parents for

good guidance programme at Elementary School Stage.

5.4 The future of Guidance and Counselling.


1. Critical study of guidance programme at Elementary School

stage.

2. Prepare a Term Paper on any topic related with the content

of this paper.

3. Write an article on the guidance and counselling at

Elementary School stage.

4. Role of the Teacher for good guidance or counselling

programme at elementary school stage.

Reference Books :

1. S.K. Chibber : Guidance and Educational Counselling,

Commonwealth Publishers, New Delhi, 2002.

2. S.R. Vashist : Vocational Guidance in Elementary School,

Anmol Publications Pvt. Ltd., New Delhi, 1993.

3. John. S. Koshy : Guidance and Counselling, Dominant

Publishers and Distributors, New Delhi, 2007.

4. B.N. Das : Guidance Services in Schools, Dominant

Publishers and Distributors, New Delhi, 2003.

5. Indu Dave and A.B. Phatak : Nidarshan ke mool tatwa,

Rajasthan Hindi Granth Academy, Jaipur, 1973.

6. S.K. Kochhar : Educational and Vocational Guidance in

Secondary Schools, Sterling Publishers Pvt. Ltd., 1984.


Course Objectives :

1. To acquaint students with the fundamentals of guidance and

counselling.

2. To acquaint them with guidance programme and services.

3. To make them understand the dynamics of guidance and

counselling.

4. To acquaint them with the principles and need of individual

analysis.

5. To acquaint them with the collection data of the individual.

6. To acquaint them with the latest researches in the guidance and

counselling.

UNIT-I : Fundamentals of Guidance and Counseling

1.1 Guidance - Meaning, Nature, Functions and Purposes.

1.2 Counselling - Meaning, Nature, Functions and Purposes.

1.3 Basic Principle of Guidance and Counselling.

1.4 Need and Types of Guidance and Counselling.

UNIT-II : Guidance Programme and Services

2.1 Characteristics of a good guidance programme.

2.2 Outline of minimum guidance programme at Secondary

School stage.

2.3 Guidance Services - Types, Need and Importance.

2.4 Dynamics of Counselling process.

UNIT-III : Dynamics of Guidance and Identification of

Individual

3.1 Dynamics of Guidance Process.

3.1.1 Major elements of individual guidance process.

3.1.2 Variability of individual characteristics.

3.2 Individual Analysis

3.2.1 Individual Analysis - its concept.

3.2.2 Need of individual analysis.

3.2.3 Principles of individual analysis.

UNIT-IV : Data Collection of the Individual

4.1 Information collection related to individual.

4.2 Types of testing devices - standardized and unstandardized.

4.3 Criteria of the test collection, Precautions in the use of tests.

4.4 Use of following in the guidance and counselling :

(a) Case study, (b) Interview, (c) Autobiography, (d) Rating

Scale, (3) Sociometery.

UNIT-V : Research In Guidance And Counselling

5.1 Importance of Research in guidance and counselling.

5.2 Types, Research - Qualitative, quantitative and

experimental.

5.3 Research trends related to guidance and counselling in

India.

5.4 Latest researches and future research possibility in the area

of counselling and guidance.

Assignment (Any One) :

1. Case Study of child or adolescent and guidance-counselling

based advice.

2. Prepare a Term Paper on any topic related with the content

of this paper.

Paper - VI

GUIDANCE AND COUNSELING AT

SECONDARY SCHOOL LEVEL



3. Prepare a PPT on any sub-unit of the syllabus.

4. Role of the Headmaster, Teacher and student for good

guidance or counselling programme.

5. Review of researches in counselling or guidance. (Last five

years).

References :

1. Pre Pasaricha : Guidance and Counselling in Indian

Education, NCERT, New Delhi, 1976.

2. C.H. Miller : Foundations of Guidance, Harper and Row,

New York, 1961.

3. I Dave : The basic essentials of counselling, Sterling

Publishers Pvt. Ltd., New Delhi, 1982.

Course Objectives :

1. To enable students to learn basic concept of educational

administration.

2. To acquaint the students with the elements of the elementary

educational administration.

3. To acquaint student with the role of school Headmaster as a

good manager.

4. To acquaint students with the different school resources like

human and physical.

5. To provide students with the knowledge of administrative

process, decision-making and leadership of school

headmaster.

UNIT-I : Educational Administration and School as A

Organization

1.1 Meaning and Nature of Administration.

1.2 Scope and importance of educational administration.

1.3 School as a organization - structure, level, school

organizational climate.

1.4 Conceptual difference between - Education administration

and Education management.

UNIT-II : Administration of Primary and Upper Primary

Education

2.1 Agencies involved in the administration of Primary and

Upper Primary level.

2.2 Role of State government in the administration of Primary

and Upper Primary level.

Paper -VII

EDUCATIONAL ADMINISTRATION AND

MANAGEMENT AT ELEMENTARY SCHOOL LEVEL



2.3 Role of local bodies in the administration of Primary and

Upper Primary education.

2.4 Administrative problem of Primary and Upper Primary

schools.

UNIT-III : School Educational Leadership

3.1 Concept, Nature and Styles of leadership.

3.2 Leadership traits : Responsible, innovative, imaginative,

visionary.

3.3 Leadership skills at school level - POSDCORB.

3.4 The role of school headmaster as a leader.

UNIT-IV : Decision-Making and Principal as A Change Agent

4.1 Concept and Nature of decision-making.

4.2 Decision-making process.

4.3 Resources management - (a) human resources, (b) physical

resources.

4.4 Principal role as a Manager - Staffing, curricular and co-

curricular activities.

UNIT-V : Financial Planning And School Environment

5.1 Role of following bodies in financing education - (a) Govt. of

India, (b) State Government, (c) Local bodies, (d) Private

agencies.

5.2 Sources of educational finance - (a) Govt. grant, (b) State

govt., (c) Donation, (d) Foreign aids.

5.3 Characteristics of good school environment.

5.4 Factor affecting school environment.

Assignment any One

1. Term paper on selected theme from the course.

2. Case study of effective Govt. School.

3. A study of leadership of school principal.

4. A study of decision-making process of school principal.

Bibliography

1. Campbell, R.F. and Gregg, R.T. (Ed.) : Administrative

Behaviour Education (Sharped).

2. Coladrei, A.P. and Gatzel, J.W. : The Use Theory in

Educational Administration (Monograph), Standford

University, 1950.

3. Heneray, H.B. : Changing concepts in Education

Administration, University of Chicago Press, 1955.

4. Moehlman : School Administration, McGraw Hill, 1946.

5. Sears, J.B. : The Nature of Administrative Process, McGraw

Hill, 1950.

6. A.S.A. : Staff Relation in Educational Administration, 33rd

Year Book, 1955.

7. Mort Paul, R.: Principles of School Administration, McGraw

Hill, 1956.

8. Johna, R.L. and Masphe, E.L. (Ed.): Problems and Issues in

Public Finance, T.O., 1952.

9. Adilph and Turner Harold, E.: Supervision for Change and

Innovation, Houghton Miffin Company, 1970.

10. Shukla, P.O. : Administration of Education in India, Vikas

Publishing House Pvt. Ltd., New Delhi.

11. Castcller William : The Personnel function in Educational,

The Macmillan Company, New York, 1971.

12. Kimbrough, B., Ralph Michael & Nunnery : Educational

Administration (an introduction), Macmillan Publishing Co.

Inc., New York, 1976.

13. Gupta, L.D. : Education Administration at College Level,

Oxford and IBH Publishing Co., New Delhi, 1983.

14. Mohan, G. and Haberti, H.R. : Contemporary Educational

Administration, Macmillan Publishing Co. Inc., New York,

1982.

15. Harling, Paul (Ed.) : New Directions in Educational

Leadership, The Falmer Press, London, 1984.


Course Objectives :

1. To introduce concept of education management.

2. To enable students to become effective manager of school

administration and management.

3. To enable student to become agent of change in various aspect

of education i.e. - curriculum construction, classroom

management, planning and policies.

4. To acquaint student with role of centre state and local agencies

of educational development.

5. To acquaint student with concept and method of supervision.

6. To acquaint students with different role of principal as a

administrator or manager.

7. To acquaint student with various decision-making process in

institution.

UNIT-I : Introduction of Educational Management - Concept,

Process and Functions

1.1 Concept, Need, Nature of Educational Management.

1.2 Role of Principal at Secondary level -

- Planning School Programmes

- Institutional Planning

- Implementation of different strategies.

1.3 Organizing : Instructional Programme, Curricular and Co-

curricular programme, Evaluation of school programme.

1.4 Modern development of education management in India.

Paper - VII

EDUCATIONAL ADMINISTRATION AND

MANAGEMENT AT SECONDARY SCHOOL LEVEL

UNIT-II : Organizational Climate and Conflict Management

2.1 Organizational Climate : Concept, Types and Organizational

development.

2.2 Different levels of educational organization.

2.3 Conflict - Concept and Characteristics.

2.4 Conflict management : Areas of conflict, Pressure group and

Principal role to remove conflicts.

UNIT-III : Quality Management and Supervision

3.1 Institutional Planning - Concept and Importance.

3.2 S.W.A.T. Analysis - Concept, Need, Importance.

3.3 Communication and Supervision Skills : Concept, Need and

Importance.

3.4 New trends and techniques of modern supervision.

UNIT-IV : Decision-Making Process and New Trends in

Educational Management

4.1 Decision : Meaning, Nature and Need.

4.2 Decision-making process in organization

4.3 Levels of decision :

(a) High : Central, State, Departmental.

(b) Medium : Principal and Incharge.

(c) Low : Personal Decision.

4.4 Modern trends in educational development.

UNIT-V : Machinery of Educational Management and Finance

Management

5.1 Central Machinery, State Machinery and local bodies.

5.2 Educational Finance - Concept and Importance.

5.3 Financial Planning - Construction and Process of Financial

Control

5.4 Education Cost and its Calculation : Unit Cost, Additional

Cost and Institutional Cost.




1. Write a term paper of any topic.

2. Study any problem related to educational management.

3. Case study of effective organization / school.

4. Review research paper of any educational management

area.

Reference Books :

1. Anastasi, A.: Psychological Testing (Fifth-21), Macmillan

Pub. Co., Inc., New York.

2. Arun Kumar Singh : Tests, Measurement and Research

Methods in Behavioral Sciences, New Delhi, Tata McGraw

Hill Publishing Co. Ltd., 1986.

3. Ebel, R.L. : Essential of Educational Measurement. Third

Will Prentice Hall Inc., New Jersey, (1970)

4. Ferguson, G.A.: Statistical Analysis in Psychology and

Education, McGraw Hill International Book Co. (1981).

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bykgkcknA

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iqLrd eafnj] vkxjkA

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,oa ewY;kadu] vkj-yky cqd fMiks] esjBA

Course Objectives :

1. To acquaint students with the need, scope and objectives of

elementary education.

2. To acquaint students with recommendations of various

committees.

3. To acquaint students with DPEP, SSA and RTE Act 2009.

4. To understand the role of NCERT, DIET, SIERT in Elementary

Education Planning.

5. To understand the role of Panchayats and Community in

Elementary Education Planning.

6. To acquaint students with concept, Principles and approaches

of educational planning.

7. To acquaint students with economics of elementary education.

8. To acquaint students with Govt. Programmes and Projects.

UNIT-I : Introduction of Elementary Education

1.1 Need, Scope and Objectives of elementary education.

1.2 Historical perspectives of Elementary Education in India.

1.3 Recommendation of various committees and commission :

secondary education commission, Kothari Commission,

Yashpal Committee and NCF - 2005.

UNIT-II : Policy Perspectives And Elementary Education In

Rajasthan

2.1 District Primary Education Programme and decentralization

of educational planning.

Paper -VIII

ELEMENTARY SCHOOL LEVEL POLICY,

ECONOMICS AND PLANNING

Course Code : BM-40-A


2.2 SSA and Elementary Education for Equity and Quality.

2.3 Rights of Children for free and compulsory education (RTE

Act, 2009).

UNIT-III : Planning and Administration of Elementary

Education

3.1 Role of Govt. in Elementary Education - (a) Central Level

Agency (NCERT) (b) State Level Agency (SIERT, DIET).

3.2 Role of Panchayats and Community involvement in

Elementary Education Planning.

3.3 Mid-Day Meal.

UNIT-IV : Educational Planning at Elementary Level

4.1 Concept, Need and Goals of Educational Planning.

4.2 Principles of Educational Planning.

4.3 Approaches of Educational Planning.

4.4 Educational Planning in India since Independence.

UNIT-V : Economics of Elementary Education

5.1 Meaning, Aims and Scope of Economics of Elementary

Education.

5.2 Education and Economic development.

5.3 Central and State level expansion on Elementary Education.

5.4 Govt. Programmes and Projects (Lok Jumbish

Shikshakarmi Project, Kasturba Gandhi Shiksha Yojana).

Assignments (Any One ):

1. Survey of child rearing practices of the community.

2. Case study of a school or some innovative practice under

SSA.

3. Visit a school and prepare report on enrolment, retention of

girl students and give suggestions for improvement.


Reference Books:

1. NCERT, National Curriculum Framework (NCF) 2005.

NCERT : New Delhi.

2. Sharma, R.K. : Elementary Education. Radha Prakashan

Mandir, Agra-2.

3. Kothari Commission.

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lkfgR; jRukxkjA

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ek;k izdk'ku eafnjA


UNIT-II : Perspectives and Context of Elementary Education

2.1 Developmental characteristics and nroms - Physical,

Cognitive process and abilities, language development,

socio-emotional development during early and late

childhood.

2.2 Influence of home, school and community related factors on

child's development.

2.3 Conceptual analysis of the concepts in elementary

education like learner / learning centered approach, activity

centered approach, freedom and discipline, reflection on

present practices.

\UNIT-III : Development of Elementary Education

3.1 Nature of Elementary Education

3.2 Mahatma Gandhi and Rabindranath Tagore on Elementary

Education, Constitutional provision for Education.

3.3 Principle related to Elementary Education.

3.4 Right to Education Act.

UNIT-IV : Uee, Objectives and Challanges

4.1 Concept, Objective, Meaning and Justification of UEE.

4.2 Critical appraisal of current status of UEE.

4.3 Access and Enrolment of different types of learner issues

and challenges.

4.4 Achievement levels of different types of Learners - status

and issues.

4.5 Differently abled children - types, access, issues and

challanges, critical appraisal of inclusive education as a

solution.

UNIT-V : Curriculum and Evaluation

5.1 Principles of Elementary School Curriculum.

5.2 Evaluating Of Work Experience Art Education, Health &

Physical Education, 10 Regular, Mathematical, EV and

Natural Science in Elementary.

Paper - VIII

ELEMENTARY SCHOOL LEVEL - STRUCTURE

STATUS AND CONCERN

Course Objectives :

On completion of this course, the students will be able to :

1. Understand the context of Elementary Education.

2. Understand the concept, objectives, rationale, challenges and

extent of success of universal elementary education.

3. Develop an understanding of underlying principles of curriculum

development and evaluation at elementary stage.

4. Reflect on the need and importance of work experience, art

education, health, physical education and working with

community.

5. Develop the capability to use effectively various methods and

approaches of teaching language, mathematics and EVS at

elementary level.

6. Gain insight into the need and objectives of elementary teacher

education.

UNIT-I : Early Childhood Education : Concept and Issues

1.1 Concept, Scope and Significance of Early Childhood

Education.

1.2 Institutions for Early Childhood Care Education.

1.3 Curriculum for Young Children.

1.4 Program for Early Childhood Care Education, Planning,

Methods of Teaching Activities, Evaluation.

1.5 Inclusive Care and Education - Philosophy, Children with

special needs, classroom practices.

Course Code : BM-40-B



1. Study the Elementary School Programme

2. Prepare Scrapbook

3. Prepare PPT on any related theme

Reference Books

1. Mishra, R C - Early Childhood Care and Education, APH

Publishing Corporation New Delhi.

2. Leeper- "good Schools For Your Young Children", The

Macmillan Company Landon.

3. Sharma, SN, "Elementary Education" Kanishka Publishers

New Delhi.

Paper - IX

SECONDARY AND SENIOR SECONDARY

SCHOOL LEVEL POLICY

ECONOMICS AND PLANNING

Course Objectives :

1. To acquaint students with need, scope and objectives of

secondary education.

2. To acquaint students with recommendation of various

committees.

3. To understand the role of NCERT & SIERT in secondary

education planning.

4. To acquaint students with SSA and RTE Act 2009.

5. To understand the role of secondary education and community

in secondary education planning.

6. To acquaint student with concept principles and approaches of

educational planning.

7. To acquaints student with economics of secondary education.

8. To acquaints students with Government Programmes and

Projects.

UNIT-I : Introduction of Secondary Education

1.1 Need, Scope and Objectives of Secondary Education.

1.2 Historical perspectives of Secondary Educations in India.

1.3 Recommendation of various committees and commission,

Secondary Education Commission, Kothari Commission,

NPE, NCF-2005.

UNIT-II : Policy Perspectives of Secondary Education In

Rajasthan

2.1 District and State Secondary Education Programme and

Decentralization of educational planning.

Course Code : BM-41-A


2.2 Rights of children for free and compulsory education (RTE

Act, 2009).

2.3 R.A.M.S.A. and Secondary Education.

2.4 Universalization of Secondary Education : Issues and

Challenges.

UNIT-III : Role of Government In Secondary Education

3.1 Central Level Agency - NCERT.

3.2 State Level Agency - DIET, SIERT, Shiksha Vibhag.

3.3 Role of Secondary Education and Community in Secondary

Education Planning and Financing.

UNIT-IV : Educational Planning at Secondary Level

4.1 Concept, Need and Goals of Educational Planning.

4.2 Principles of Educational Planning.

4.3 Approaches of Educational Planning.

4.4 Educational Planning in India since Independence.

UNIT-V : Economics of Secondary Education

5.1 Meaning, Aims and Scope of Economics of Secondary

Education.

5.2 Central and State level expansion on Secondary Education.

5.3 Government Programmes and Projects (Lok Jumbish,

Shiksha Karmi Project, Kasturba Gandhi, Shiksha Yojana).


Any one of the following :

1. A term paper on any of the issue related to Secondary

Education in India.

2. Prepare a PPT on any sub-unit of the syllabus and ICT

Presentation.

3. Write a Term Paper on any sub-unit of the syllabus.

4. A comparative study on the functioning of any two different

types of schools.

5. A study of implementation of government scheme related to


6. A study of implementation of recommendation of any

national documents on education.

Reference Books

1. HkVukxj] lqjs'k ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡] lw;kZ

ifCyds'ku] esjBA

2. 'kekZ] vkj-,- ¼1995½ % fo|ky; laxBu rFkk f'k{kk iz'kklu] lw;kZ

ifCyds'ku] esjBA

3. O;kl] gfj'kpUæ ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡]

vk;Z cqd fMiks] fnYyhA

4. ;ksxsUæ] thr HkkbZ ¼1977½ % 'kSf{kd ,oa fo|ky; iz'kklu] fouksn

iqLrd eafnj] vkxjkA

5. Bhatt, B.D. (2005) : Modern Indian Education : Planning and

Development, Kanishka Publishers, New Delhi.

6. Goel, S.L. and Goel, A. (1994) : Education Policy and

Administration, Deep and Deep Publications, New Delhi.

7. Govt. of India (1986) : National Policy on Education, Ministry

of HRD, New Delhi.

8. Gupta, V.K. and Gupta, Ankur (2005) : Development of

Education System in India, Vinod Publication, Ludhiana.

9. Inderjeet, K. and Raj Kumar (2006) : Development of

Educational System in India, 21st Century Publication,

Patiala.

10. M.H.R.D. (1986) : National Policy on Education and

Programme of Action, Govt. of India.

11. M.H.R.D. (1990) : Ram Murti Committee Report,

Department of Education, Govt. of India, New Delhi.

12. M.H.R.D. (1992) : Programme of Action, Department of


Education, Govt. of India, New Delhi.

13. M.H.R.D. (1964-66) : Education and National Development

Report of Indian Education Commission, Govt. of India, New

Delhi.

14. Nayar, D.P. (1989) : Towards a National System of

Education, Mittal Publishing, New Delhi.

15. NCERT, National Curriculum Framework, 2005.

16. Singh, L.C. et al. (1990) : Teacher Education in India, New

Delhi, NCERT.

17. Sodhi, T.S. (2005) : Development of Education System in

India, Bawa Publications, Patiala.

18. Sharma, Ram Nath (2002) : Indian Education at Grassroots,

New Delhi.

Course Objectives :

After completion of the course, the student will be able to :

1. Develop an idea about the structure of Secondary education in

India.

2. Know about the historical development of Secondary education

in Pre and Post Independent India.

3. Understand the constitutional provisions, educational policies

and documents of secondary education.

4. Understand the management system of secondary education at

National and State level.

5. Know about the Quality Indicators of Secondary education.

6. Understand principles of Curriculum Development related to


UNIT-I : Structure of Secondary Education

1.1 Concept, Objectives and Functions of Secondary

Education.

1.2 Structure of Secondary Education in India.

1.3 Status of Secondary Education with reference to access

enrolment, syllabus and quality learning.

1.4 Vocationalization of Secondary Education in India.

UNIT-II : Development of Secondary Education In India

2.1 Historical Development of Secondary Education in India

with special reference to Pre and Post Independence Era.

2.2 Constitutional Provision for Secondary Education in India.

2.3 Policies and Documents related to Secondary Education -

Paper - IX

SECONDARY AND SR. SECONDARY SCHOOL

LEVEL STRUCTURE, STATUS AND CONCERN

Course Code : BM-41-B


Mudaliar Commission, Kothari Commission, NPE-1986 and

NCF-2005.

2.4 Universalization of Secondary Education : Issues and

Challenges.

UNIT-III : Management of Secondary Education In India

3.1 Importance, functions and management of Secondary

Education in India.

3.2 Role of M.H.R.D., AND NCERT in Secondary Education

Management.

3.3 Management of Secondary Education in Rajasthan.

3.4 Privatization of Secondary Education.

UNIT-IV : Management at Institutional Level

4.1 Management of Secondary School with special reference of

Planning, Coordinating, Team Working and Visionary.

4.2 Role of Head / Principal and teachers in creating academic

culture and appropriate climate in school.

4.3 Aims, Objectives and Role of Secondary Education

Institution & in the special reference with NPE-1986 and

NCF-2005.

4.4 Criteria of Quality Secondary Education.

UNIT-V : Quality Concern in Secondary Education

5.1 Indicators of Quality at Secondary Education.

5.2 Professional development of Heads and teachers through

various In-service Training Programmes.

5.3 Capacity building of teachers at in-house / school level.

5.4 Team work and transparency in functioning among

teachers.

5.5 Total Quality Management (TQM) for Institutional Upliftment.


1. A Term Paper on any of the issue related to Secondary

Education in India.

2. Two Abstracts on articles related to Secondary Education

published in some standard journals.

3. A survey of the evaluation practices in government and

private schools.

4. Prepare a PPT on any sub-unit of the syllabus and ICT

presentation.

5. Write a Term Paper on any sub-unit of the syllabus.

6. Visit a school and evaluate the role of school management

committee during last 2 years and prepare a report with

photographs.

7. Conduct a study on 'good practices' in various schools and

prepare a report including leadership, information system,

data management etc.

Reference Books :

1. HkVukxj] lqjs'k ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡] lw;kZ

ifCyds'ku] esjBA

2. 'kekZ] vkj-,- ¼1995½ % fo|ky; laxBu rFkk f'k{kk iz'kklu] lw;kZ

ifCyds'ku] esjBA

3. O;kl] gfj'kpUæ ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡]

vk;Z cqd fMiks] fnYyhA

4. ;ksxsUæ] thr HkkbZ ¼1977½ % 'kSf{kd ,oa fo|ky; iz'kklu] fouksn

iqLrd eafnj] vkxjkA

5. Bhatt, B.D. (2005) : Modern Indian Education : Planning and

Development, Kanishka Publishers, New Delhi.

6. Goel, S.L. and Goel, A. (1994) : Education Policy and

Administration, Deep and Deep Publications, New Delhi.

7. Govt. of India (1986) : National Policy on Education, Ministry

of HRD, New Delhi.

8. Gupta, V.K. and Gupta, Ankur (2005) : Development of

Education System in India, Vinod Publication, Ludhiana.


9. Inderjeet, K. and Raj Kumar (2006) : Development of

Educational System in India, 21st Century Publication,

Patiala.

10. M.H.R.D. (1986) : National Policy on Education and

Programme of Action, Govt. of India.

11. M.H.R.D. (1990) : Ram Murti Committee Report,

Department of Education, Govt. of India, New Delhi.

12. M.H.R.D. (1992) : Programme of Action, Department of

Education, Govt. of India, New Delhi.

13. M.H.R.D. (1964-66) : Education and National Development

Report of Indian Education Commission, Govt. of India, New

Delhi.

14. Nayar, D.P. (1989) : Towards a National System of

Education, Mittal Publishing, New Delhi.

15. NCERT, National Curriculum Framework, 2005.

16. Singh, L.C. et al. (1990) : Teacher Education in India, New

Delhi, NCERT.

17. Sodhi, T.S. (2005) : Development of Education System in

India, Bawa Publications, Patiala.

18. Sharma, Ram Nath (2002) : Indian Education at Grassroots,

New Delhi.

Objectives :

Students will be able to :

1. To develop scientific attitude among scholars.

2. To encourage them to write research papers.

3. To develop proposals for a project.

Activities :

1. Write and Publish Research Article in a Journal.

2. Prepare a Research Proposal on any thrust area of

Education and submit to supervisor.

2. Viva-Voce.

Paper - X

PROFESSIONAL WRITING

Course Code : BM-42


Note : Student Teacher will opt any one paper from core papers of

B.Ed. Syllabus and any one from methodological Papers for

internship program in teacher education institutions. He will

complete internship program in any teacher education institutions

with in one month duration. The students teacher will deliver lecturer

daily (one lecturer in core papers and one in methodological

papers).

Paper - XI

INTERNSHIP IN TEACHER

EDUCATION INSTITUTIONS

Objectives :

1. To enable the students to develop skills and competencies

for conducting rigorous, theoretically correct and practically

relevant research.

Activities Related to Research Work :

1. Data Collection

2. Data Analysis

3. Report Writing

4. Submission of Dissertation.

5. Viva-Voce. (External)

Paper - XII

DISSERTATION-II

Course Code : BM-43 Course Code : BM-44
