Department Of Education: ऩाठ्यक्रम Syllabus
Department Of Education: ऩाठ्यक्रम Syllabus
Department Of Education: ऩाठ्यक्रम Syllabus
ऩाठ्यक्रम
SYLLABUS
SCHEME OF EXAMINATION AND COURSES OF STUDY
FACULTY OF EDUCATION
TWO YEAR B.ED. (SECONDARY)
Year Wise Distribution of the Course
Session: 2015-17(w.e.f.)
Dept. of Education/Syllabus/B.Ed. (Secondary) 2years (20015-17)
Preamble:
In India, the system of Teacher education comprises teacher education programmes
meant for preparing teachers for different stages of school education or for different
curricular areas across stages. The teacher education programme leading to the Bachelor
in Education (B. Ed.) aims at preparing teachers for the Secondary stage of education,
that is, classes‟ IX-XII. This stage covers children of 14-17 years. The RTE Act
highlights the need and importance of having well qualified and professionally trained
teachers to facilitate realization of the goals.
The secondary teacher is called upon to engage with children of 14-17 years in a variety
of socio-cultural contexts. The purpose of engagement is to facilitate children‟s learning
and development, for which the teacher must have thorough understanding of the child
and his process of learning and development and also of problems and rights of children.
Needless to say that the teacher is expected to develop the requisite understandings
through his/her own observation, experimentation and reflection. Every child grows in a
particular sociocultural context, which impacts his/her, acquisition of knowledge skills,
attitudes, etc. This makes it imperative for the teacher to understand the social set up in
which the child is placed and the demands it puts on the child as well as on the teacher.
In addition to developing understanding of the child‟s development in various contexts,
the teacher is also expected to facilitate acquisition of knowledge and skills by the
students in different curricular areas, for which he/she must have the competence to use
appropriate pedagogies, which may be subject-specific or general pedagogy relevant and
appropriate for different areas of school curriculum. For instance, the utility of ICT, Arts
and Crafts and Community resources and folk arts as pedagogical tools is well
established for different areas of school curriculum. This implies that the inclusion of all
these pedagogical tools in the curriculum of a teacher education programme will enhance
the effectiveness and quality of teacher preparation.
The present day Indian Society is a technology driven Society and is on the way of
becoming a learning society. The increasing use of Information and Communication
Technologies (ICT) has brought about a sea change in the generation and transmission of
knowledge. This has empowered the learners for self-learning. The programme
envisages the use of ICT as a pedagogical tool for all areas of school curriculum at the
elementary stage. Besides ICT, fine arts, music, dance, theatre and crafts have immense
potential for being used as a medium for the teaching of various areas of school
curriculum like Science, Mathematics, Social Studies, Environmental Studies, etc. The
inclusion of Arts and Crafts in the curriculum shall not only equip the prospective
teachers to appreciate our rich cultural heritage in the field of Arts, but will also prepare
them to exploit their potential as pedagogical tools for the education of different areas of
school curriculum.
This can only be achieved if teacher education curriculum provides appropriate and critical
opportunities for student teachers to:
Observe and engage with children, communicate with and relate to children.
Understand the self and others, one‟s beliefs, assumptions, emotions and
aspirations; develop the capacity for self-analysis, self-evaluation, adaptability,
flexibility, creativity and innovation.
Develop habits and the capacity for self-directed learning, have time to think,
reflect, assimilate and articulate new ideas; be self-critical and to work
collaboratively in groups.
Engage with subject content, examine disciplinary knowledge and social
realities, relate subject matter with the social milieu of learners and develop
critical thinking.
Develop professional skills in pedagogy, observation, documentation, analysis
and interpretation, drama, craft, story-telling and reflective inquiry.
Each of the above stated opportunities can be provided through a carefully crafted curriculum
design that draws upon theoretical and empirical knowledge as well as student teachers‟
experiential knowledge. (NCFTE-2009)
The B.Ed. Programme aims to prepare teachers who are able to continuously assess and
improve their professional practice as teachers by critically reflecting on it, who can
understand that teaching is embedded in the social context of the learners and who can
engage with context and subject matter that they will be teaching. The student-teachers will
also be acquainted with the modes of inquiry and epistemological frameworks of their
subjects, familiarized with how children learn so that they can develop and use teaching
strategies that are responsive to the learning needs of all their learners in diverse and plural
settings of elementary classrooms.
I. Eligibility:
(a) Candidate with at least fifty percent marks either in the Bachelor‟s Degree and /or in
the Master‟s Degree in Science/ Social Science/ Humanity, Bachelor‟s in
Engineering or Technology with specialization in Science and Mathematics with
55% marks or any other qualification equivalent there to be eligible for admission to
the programme.
(b) The reservation and relaxation for SC/ ST/ OBC/ PWD and other categories shall be
as per the rules of the Central Government/ State Government, whichever is
applicable.
* Engagement with the Field: Tasks and Assignments for Courses 1-6 & 7a.
2nd Year
ANNUAL DISTRIBUTION OF THE COURSES
Course No. Course Name Credit Theory Practicum Full
Marks
Course 7b Pedagogy of a School Subject –Part II 2 40 10 50 marks
Course 8 Knowledge and Curriculum 4 80 20 100 marks
Course 9 Assessment for Learning 4 80 20 100 marks
Course 10 Creating an Inclusive School 2 40 10 50 marks
Course 11 Optional Course* 2 40 10 50 marks
Course EPC Understanding the Self 2 40 10 50 marks
4
School Internship 10 ------ ------- 250 marks
Total- 26 ------ -------- 650 marks
* Engagement with the Field: Tasks and Assignments for Courses 7b & 8-10.
* One credit is equal to 16hours for theory and for practicum 32hours.
Note:
a. 1/2 indicates a half paper which is allocated both half the time of effective hours per week and also half the marks assigned to a
full paper.
b. * Optional Courses can be from among the following – Vocational/Work Education, Health and Physical Education, Peace
Education, Guidance and Counseling, etc. and can also be an Additional Pedagogy Course**(for a school subject other than that
chosen for Course 7(a & b) at the secondary level, or the same school subject at the higher secondary level).
**Teacher Education institutes/university departments can make arrangements to offer an additional pedagogy course for:
(i) A second school subject at the secondary level for interested student-teachers who have undertaken adequate number of courses in that
subject during their graduation or
(ii) The same school subject as in Course 7 but at the higher secondary level for student-teachers with a post-graduate degree in that subject.
III. Examination:
To be permitted to appear in the examination for the Degree of the Bachelor of Education
(B.Ed.) a candidate must have :
I. Completed the courses of study prescribed for the B.Ed. Programme.
II. Registered with Magadh University as a student.
III. Having completed 80% attendance in theory classes and 90% in school internship
and practicum of the total classes held.
IV. The course must be completed in a maximum of three years from the date of
admission to the programme.
from the date of admission he/she will not be allowed to appear in the final (4th semester)
examination.
Award of Degree:
Those who complete the programme successfully shall be awarded Bachelor of
Education degree by Magadh University, Bodh Gaya in prescribed format specifying the
Class/Division/Grade in which he/she was placed.
1st Year
COURSE 1: CHILDHOOD AND GROWING UP
Course Credit :4 Full Marks: 100
Exam Duration : 3Hours Theory : 80
Practicum : 20
Objectives:
On completion of the course the student teacher will be able:
– To develop understanding about children of different age groups through close
observation and interaction with children from diverse socio-economic and cultural
background.
– To enable student teacher to arrive at an understanding of how different socio-
political relation construct different childhoods & Community.
– To bring together theories of child development and crucial aspects from the
construct of childhood, which has political, social & cultural dimensions?
– To interact with children using activities as a base to establish rapport.
– To critically understand how students and teacher observations relate to the
theories they have learned & also to situate their learning‟s in realistic frames.
– To interpose how gender, caste and social class may impact the lined experiments
of children.
Course Content:
UNIT 1: Childhood
Childhood: Historical and contemporary perspectives, Theoretical perspectives on
childhood stages.
Study childhoods in family, schools, neighborhoods and community.
Theories of childhood in different social economic and cultural setting. Growing
up in rural and urban setting, growing up as a girl and growing up in marginalized
community.
Gender development: Meaning of gender roles; influences on gender roles,
stereotypes, gender in the play-ground.
Mode of Transaction:
Classroom discussions for developing conceptual understanding.
Close reading of text material/research papers.
Individual and group presentations of issues and concerns raised in assignments,
and Theoretical and practical activities/exercises/investigations; analysis
interpretation of collated observations, systematic data.
Reference Books:
1. Antoine de Saint-Exupery (1995). The Little Prince. UK: Wordsworth Edition.
Translated by Irene Testot-ferry (available in Hindi)
2. Balagopalan, S. (2002). Constructing indigenous childhoods: colonialism, vocational
education and the working child. Childhood, Vol. 9.
3. Ginsburg, H. (1997). Entering the Child's Mind: the clinical interview in
psychological research and practice. Cambridge University Press. Chapter 1: The
need to move beyond standardized methods, Chapter 2: What is the clinical
interview? Chapter 3: What happens in the clinical interview? And Appendix.
4. Aries, P. (1965). Centuries of Childhood-A social history of the family life. Random
House Inc: New York. Chapter 1: The Ages of Life, Chapter 2: The Discovery of
Childhood, and Conclusion - The two concepts of childhood.
5. Harris, M. and Butterworth, G. (2002). Developmental Psychology: a student‟s
handbook. Taylor & Francis: New York. Chapter 1: A Brief History of
Developmental Psychology.
6. Kauffman et al (1993). Exceptional Children. Allyn & Bacon: Boston, USA.
6thEdition.
7. Kakkar, Sudhir (1978). Indian Childhood: Cultural Ideas, And Social Reality. Oxford:
New Delhi.
8. Nambissan, Geetha (2010). Exclusion and Discrimination in Schools: Experiences of
Dalit Children; Working paper series vol. 01, (01), Indian Institute of Dalit Studies
and UNICEF: Delhi.
9. Kakkar Sudhir (1991). The Inner World: A Psycho-analytic Study of Childhood and
Society in India. Oxford University Press: Delhi.
10. Sandra, L. Bem (1987).Gender Schema Theory and its Implications for Child
Development: raising gender a schematic children in a gender schematic society, in
M.R. Walsh, (ed). The Psychology of Women. Harvard University Press: Cambridge.
pp 206-226.
11. Weiner, Myron. (1991). The State and the Child in India: Child Labour and Education
Policy in Comparative Perspective. Princeton University Press: Princeton.
12. Balagopalan Sarda (2008). Memories of Tomorrow: Children, Labor and The Panacea
of Formal Schooling. Journal of the History of Childhood and Youth. Johns Hopkins
University Press.
13. Bigge, M.L. and Hunt, M.P., Psychological Foundations of education, New York;
Harper & Row, 1968.
14. Ellis, Henry, Transfer of learning, New York: Macmillan, 1965.
15. Horton D.L. and Turn age, T.W., Human Learning, Englewood cliffs, Prentice Hall,
1976.
16. Hulse, S.H., Deese, J. and Egeth, H., The Psychology of learning (4th ed.), New
York: McGraw-Hill, 1975.
17. Mangal, S.K., Advanced Educational Psychology (2nd ed.), PHI learning pvt.ltd.
2012.
18. Mathur, S.S., Development of Learner and Teaching Learning Process, Aggrwal
publication, Agra(2013).
19. Chauhan,S.S., Advanced Educational Psychology (7th ed.), Vikash publishing house
pvt Ltd (2010).
20. Montagu, M.F.A. (Ed.), Man and Aggression, New York; Oxford University Press,
1968.
21. Salvin, R.E., Educational Psychology, 3rd ed., Englewood cliffs, N.J: Prentice-Hall,
1986.
Course Content:
UNIT 1: Diversity Inequality and Marginalization
Diversity inequality and Marginalization in the society and the implications for
education.
Concept of social diversity and its enrichment in life challenges for universal
education (NCERT 2006, 2006b, 2006c, 2006d).
Diversity at the level of individual of regions, languages, religions, caste, tribes
etc.
Spread of modern education in colonial and post-independence periods.
Diverse communities and individuals Education and Role in grooming children
to respect diversity.
Establish frameworks for collective living and resolution of tensions peaceful and
justly.
Education of marginalized groups like women Dalit‟s and tribal people.
Mode of Transaction:
Teachers should incorporate discussions, projects, documentaries, movies and
fields based projects
Close and critical reading, as well as analysis of various articles, policy
documents, texts, documentaries, movies should be developed
In a group, student-teacher should conduct field based projects, and be able to
analytically document their findings
Dialogue and discussions has to be the key for the transaction of this course.
Reference Books:
1. Anand, C.L. et.al. (1983). Teacher and Education in Emerging Indian Society,
NCERT, New Delhi.
2. NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi
3. Govt. of India (1986). National Policy on Education, Min. of HRD, New Delhi.
4. Govt. of India (1992). Programme of Action (NPE). Min of HRD.
5. Mohanty, J., (1986). School Education in Emerging Society, sterling Publishers.
MacMillan, New Delhi.
Department of Education| Magadh University, Bodh Gaya 15
Dept. of Education/Syllabus/B.Ed. (Secondary) 2years (20015-17)
6. NCERT (1986). School Education in India – Present Status and Future Needs, New
Delhi.
7. Ozial, A.O. „Hand Book of School Administration and Management‟, London,
Macmillan.
8. Salamatullah, (1979). Education in Social context, NCERT, New Delhi.
9. Ministry of Education. „Education Commission “Kothari Commission”. 1964-1966.
Education and National Development. Ministry of Education, Government of India
1966.
10. National Policy on Education. 1986. Ministry of HRD, Department of Education,
New Delhi.
11. Seventh All India School Education Survey, NCERT: New Delhi. 2002
12. UNDPA. Human Development Reports. New Delhi. Oxford: Oxford University Press.
13. UNESCO. (2004) Education for All: The Quality Imperative. EFA Global Monitoring
Report. Paris.
14. Varghese, N.V. (1995). School Effects on Achievement: A Study of Government and
Private
15. Aided Schools in Kerala. In Kuldip Kumar (Ed.) School effectiveness and learning
achievement at primary stage: International perspectives. NCERT. New Delhi.
16. UNESCO‟s report on Education for sustainable development.
17. Ministry of Law and Justice (2009) Right to Education. Govt of India
18. Govt of India (1992) Report of Core group on value orientation to education, Planning
commission.
19. Arvind Kumar (2003). Environmental challenges of the 21st century, APH Publishing
corporation, New Delhi.
20. NCERT Class VIII Textbook (2006-2008). Social and Political Life III NCERT: New
Delhi Unit 1, 2, 3. 4 & 5.
21. NCERT Class XII History Textbook (2006). Themes in Indian History II, Theme 3
NCERT: New Delhi.
22. NCERT Class XII History Textbook (2006). Themes in Indian History III Theme 3
NCERT: New Delhi.
23. NCERT Textbook (2006). Democratic Politics 1, NCERT: New Delhi
Chapter. 3, 4 & 5.
24. NCERT textbook (2006). Democratic Politics1, NCERT: New Delhi.
Chapters 1, 2, 5, 6.
Department of Education| Magadh University, Bodh Gaya 16
Dept. of Education/Syllabus/B.Ed. (Secondary) 2years (20015-17)
25. NCERT textbook (2006). Social and Political Life I, NCERT: New Delhi. Unit 3.
26. NCERT textbook (2006). Social and Political Life I, NCERT: New Delhi. Unit 1,2.
27. NCERT textbook (2006). Social and Political Life II, NCERT: New Delhi. Unit 3.
28. Raina, Vinod (2009). Right to Education, Seminar 593 Unit 3
29. Vaidyanathan, A. (1995). The Indian Economy: Crisis, Response and Prospects.
Tracts of the Times. Orient Longman Publications: New Delhi.
Course Content:
A. LEARNING
UNIT 1: Understanding the learner and Learning Process
Understanding the learner, knowledge, skills, values, belief, attitudes and habits
of learning.
Learning as a process and learning as an outcome.
Learning from Psychology, philosophy, sociology and languages, learning from
own experiences and move beyond them.
Socio cultural & Cognitive Processes of learning.
Autonomy, self- esteem and freedom experience by learners.
References:
Course Content:
UNIT 1: Language and Literary
Background of students Influence classroom Interaction.
Literacy, Oral and Written language used in classroom to ensure optimal learning
of the subject area.
Develop Strategies for using oral language for the classroom to promote learning
in the subject area.
Oral language in class-room as a tool for learning.
Pedagogical decisions and nature of students learning.
Reading comprehension.
Mode of Transaction
Close and critical reading of selective texts under „discussion‟ reading in small groups
Participatory transaction by building them around responses of students
Giving students opportunities to go through experimental process for transacting some
topics such as process writing
Reference Books:
1. Agnihotri, R.K. & Khanna, A.L. (eds.) (1994). Second language acquisition. New
Delhi: Sage Publications.
2. Agnihotri, R.K. (1999). Bachchon ki bhashaa seekhne ki kshamata, bhag 1 or 2.
ShakshikSandarbh. Bhopal: Eklavya (p.p?? ).
3. Agnihotri, R.K. (2007). Hindi: An essential grammar. London: Routledge
4. Agnihotri, R.K. (2007). Towards a pedagogical paradigm rooted in multiliguality.
5. International Mulilingual Research Journal, Vol.(2) 1-10
6. Agnihotri, R.K. and Vandhopadhyay, P.K. (ed.) (2000). Bhasha, bhubhashita or
hindi: Ek anth samvaad, New Delhi: Shilalekh
7. Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New York:
Primary English Teaching Association Cornell University.
8. Krashen, S. (1982). Principles and practice in second language acquisition.
Pergamon Press Inc.
9. Kumar, K. (2000). Childs language and the teacher. New Delhi: National Book Trust.
Department of Education| Magadh University, Bodh Gaya 24
Dept. of Education/Syllabus/B.Ed. (Secondary) 2years (20015-17)
10. Mason, J. M. and Sinha, S. (1992). Emerging Literacy in the Early Childhood Years.
11. Applying a Vygotskian Model of Learning and Development in B. Spodek (Ed.)
12. Handbook of Research on the Education of Young Children, New York: Macmillan.
137-150.
13. NCERT (2005). National Curriculum Framework (NCF). New Delhi: NCERT.
14. Reading Development Cell, NCERT (2008). Reading for meaning. New Delhi:
NCERT.
Course Content:
UNIT 1: Understanding Discipline and Subjects
Understanding discipline and school subjects‟ schema of the school curriculum.
Changing in most disciplinary areas (Linguisties, social science and natural
science).
Mathematics through socio-cultural prospective.
Emerging of subjects in particular social, political and intellectual concepts.
History of the teaching subject areas in schools (Montuschi, 2003, Porter and
Ross, 2003).
Mode of Transaction
Group discussion, Brainstorming,
Audio visual environment,
Developing community relationship,
classroom transaction, seminar presentation
Reading Various Resources
Reference:
Montuschi, 2003; Porter, Porter & Ross 2003
Goodson and Marsh 2005
Deng, 2013.
Krishna Murthy. J.(1947) on Education, Orient Longman, New Delhi.
National Curriculum Framework 2005, NCERT, New Delhi.
Course Content:
UNIT 1: Gender Role in Home & Society
Gender roles in society through family, caste, religion, culture (films,
advertisements, songs etc.), law and the state (Menon, 2012).
Opportunities for education to girls.
Influence of home and society in gender identity construction.
Practical:
Content analysis of 2 text books of school with respect to gender.
Development of a project on the organizational climate of two schools single sex and
co-ed. educational school.
References:
1. Aekar, S.(1994) Feminest theory and study of gender and education; In S.
2. Kumar, K. (1991) Sociology of educationa Ed. 2 London: Batsford.
3. Mountainview, Mayfield Publishing Company.
4. Chandra, Krauna (1984) Structures and ideologies: Socialization and Education of girl
child.
Course Content:
PSS-1: TEACHING ENGLISH
Objectives:
On completion of the course, the student teacher will be able to:
Understand the nature and resources of language and issues related to language
acquisition, variation and change.
Use the knowledge and skills needed to understand, analyse, and evaluate their
own performance.
Appreciate the uniqueness of multilingualism in India as a linguistic and socio-
linguistic phenomenon and its Implications for pedagogy.
Acquire knowledge about the role, status, objectives and problems of teaching
English as a second language in India.
Develop the four basic skills i.e. listening, speaking, reading and writing among
the students.
Enrich their knowledge of English vocabulary, structures, grammar and usage
and to develop the ability to teach them.
Improvise and use appropriate aids for teaching English.
Know compare and analyse various methods and approaches of teaching English
as a second language.
Plan and teach lessons in English prose, poetry, grammar and composition
related to the courses prescribed by different state boards of Secondary Education
in the Northern Region.
Use of various techniques for the evaluation of learner‟s achievement in English.
Identify and analyse errors and plan and execute remedial instruction.
Course Content:
UNIT I:
Language: Nature, concept, types (verbal & non-verbal), functions
Concept of language learning and acquisition
Multilingualism as a resource
The objectives of teaching English as a second language at the secondary level.
The position and role of English in India.
Problems in effective teaching of English as a second language in Indian schools
and their possible solutions
Psychological, linguistic and pedagogical principles of teaching English as a
second language.
UNIT III:
Reading – Its meaning and importance
Methods of Teaching Reading
Loud and Silent Reading
Intensive and Extensive Reading
Skimming and Scanning
Reading defects and their cure
Reading Comprehension
Acquaintance with different literary genres: Poetry, Drama, Novel, Essay and
Story.
UNIT IV:
Grammar – translation method
Direct method
Structural – situational approach
Bilingual approach
Communicative language teaching
Eclectic approach
The skill of questioning
UNIT IV:
Teaching of Prose – detailed and non-detailed
Teaching of Poetry
Teaching of Grammar
Lesson planning in all the above four areas
Unit planning
Transaction Mode:
References:
Objectives:
On completion of the course the student teacher will be able to:
Understand the nature and mechanics of language.
Use the knowledge and skills needed to understand, analyse, and evaluate his
own-performance.
Appreciate the uniqueness of Urdu language and literature.
Identify the components of the four language skills.
Develop acquaintance with approaches and methods of teaching.
Plan and tech lessons in Urdu prose, poetry, drama, grammar and composition.
Course Content:
UNIT I
Concept of language (verbal & non-verbal) concept of language learning and
acquisition functions of language, communication, transmission of culture and
medium of instruction.
Objectives of teaching Urdu at Secondary levels.
Origin and development of Urdu language.
The qualities of a good language teacher.
UNIT II
Writing: Elementry knowledge of Urdu scripts- Khat-e-Naskh, Khat-e-Nastaliq and
Khat-e-Shikast.
Teaching of alphabates, borrowed from Arabic, parsian and Hindi, their shapes and
nomenclatures.
Punctuation
Qualities of good hand writing
Letter writing (Formal and Informal)
Essay writing
UNIT III
Reading: Its importance, concept and meaning.
Types of reading – Silent and loud reading, extensive and intensive reading.
Reading comprehension
Reading defects and their cure.
UNIT IV
Methods of teaching:
Translation method
Direct method
Play way method
Bilingual method
Structural approach Communicative approach
UNIT V
Teaching of prose
Teaching Poetry
Teaching of Grammar
Teaching of Composition
Lesson planning in all the above areas
Skill of questioning
Teaching aids in Urdu
References:
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}kjk Nk=ksa dh ltZukRed {kerk rFkk ekSfyd dYiuk 'kfDr dk ewY;kadu fd;k tk lds A
lkFk gh os ljkguk rFkk lkSUn;Z cks/kkRed iz'u ftuds }kjk Hkko lkSUn;Z] thou n`f"V rFkk
jpukxr lkSUn;Z vkfn ds foospu dh {kerk dk ewY;kadu fd;k tk ldsA
d{kk f'k{k.k ds vfrfjDr Nk=ksa dh Hkk"kkxr jpukRedrk ds fodkl ds fy, dh tkus okyh
vU; fØ;k,a & dfork ys[ku] dgkuh ys[ku rFkk fuca/k ys[ku vkfn dh NksVh NksVh
dk;Z'kkykvksa ds vk;kstu dk Lo:i vkSj mudk egRo A
O;k[;ku ds lkFk lkFk ifjppkZ] Nk=kksa }kjk Lo;a djds lh[kuk mudh lgHkkfxrk }kjk f'k{k.k
A
fuEufyf[kr esa ls dsoy nks
1- Nk=kksa dh Hkk"kk lh[kus laca/kh dfBukbZ;ksa vkSj leL;kvksa dk vè;;u fo'ys"k.k rFkk
funku ds mik; A
2- ,sls Nk= lewgksa vFkok fdlh fof'k"V Nk= dh Hkk"kk lh[kus lEca/kh leL;kvksa
dfBukbZ;ksa dk funkukRed mipkj tks loZFkk fof'k"V vkSj fHkUu gks A
3- ikB~; iqLrd esa nh gqbZ jpukvksa ¼dfork] dgkuh] fuca/k vkfn½ ds vfrfjDr Nk=ksa ls
ledkyhu i= if=dkvksa ls iwjd lkexzh dk p;u A
1- HkkfV;k] ,e],e] vkSj ukjax lh] ,y-] 1987] vk/kqfud fgUnh f'k{k.k fof/k;ka] yqf/k;kuk]
izdk'k cznlZA
2- yky jeu fcgkjh] 1993 fgUnh f'k{k.k] esjB] jLrksxh ifCyds'kUl A
3- frokjh] HkksykukFk % Hkk"kk foKku % bykgkckn] fdrkc egy A
4- oekZ] jkepanz] 1978 vPNh fgUnh % bykgkckn] fdrkc egy A
5- tk;loky] ekrk cny] 1997 ekud fgUnh dk ,sfrgkfld O;kdj.k] bykgkckn]
egkefr izdk'ku A
6- flag] fujatu dqekj] 1994 ekè;fed fo|ky;ksa esa fgUnh f'k{k.k] t;iqj % jktLFkkuh
fgUnh xzaFk vdkneh A
Objectives:
On completion of the course the student‟s teacher will be able to:
Understand the concept, Nature and scope of social science (History/Civics).
Understand the aims and objectives of teaching History and Civics.
Get acquainted with principles and methods of curriculum construction.
Apply appropriate methods, principles maxims and skill of teaching History and
Civics.
Emphasize the role of history in developing the national integration and international
understanding.
Prepare lesson plan and unit plan.
Develop the skills in preparing and using of instructional aids.
Acquaint with different techniques of evaluation.
Course Content:
UNIT –I: Nature, Scope and Curriculum of History/Civics
Meaning, Nature, Scope and importance of History/Civics as a subject.
Aims, objectives and values of teaching History/Civics.
Relation of History/Civics with other school subjects: Geography, Economics science
and language.
Meaning of curriculum and syllabus and advantages of curriculum.
Principles of curriculum framing and Articulation of History/Civics.
Syllabus at the Primary, middle and secondary level.
Construction of material – chronological, topical and concentric.
Characteristics of good textbook and evaluation of textbook.
Transaction Mode:
Participatory mode and group work.
Lecture cum discussion and demonstration methods.
Brain storming technique.
Historical Trip.
Project and presentation.
Question-answer.
Reference:
1. NCERT, Teaching of History: New Delhi.
2. Kochhar, S.K. : Teaching of History
3. Chaudhary, K.P.: Effective teaching of history in India
4. Harlikar: Teaching of civics in India
5. त्यागी, गरु सरनदास: सामाजिक अध्ययन शिऺण का प्रणाऱी विऻान, अग्रिाऱ प्रकािन, आगरा|
6. शसिंघऱ, अनऩ
ु मा एििं एस. ऩी कुऱश्रेष्ठ: िैक्षऺक तकनीकी के मऱ
ू आधार |
7. दब
ु े, मनीष एििं डा. विभा दब
ु े: सामाजिक अध्ययन शिऺण |
Objectives:
On completion of the course the student teacher will be able to:
Understand concept, meaning and scope of social sciences.
Get acquainted with appropriate methodology as applicable to social sciences.
Prepare unit plan and lesson plan.
Enrich the knowledge of basics of economics and acquaint with the Indian economy.
Develop the skill in preparing and use of instructional aids.
Develop understanding of a man and environment relationship.
Understanding core relationship between human occupation, natural resources and
natural regions.
Acquire skill in teaching Social sciences.
Acquire knowledge of various evaluation procedures and to devise effective
evaluation tools.
Course Content:
World Geography:
The atmosphere-factors determining weather and climate.
The Lithosphere- The changing factors at earth, external and thermal process.
The Hydrosphere- Relief of the ocean floor
The Biosphere – Inter relationship between Man and Atmosphere, Lithosphere and
Hydrosphere.
Resources and their classification: renewables, & Nonrenewable, Potential and
developed resources, distribution and utilization of resources-land, soil, forest,
fisheries, power resources and their conservation.
Population: Distribution, growth and density of population.
Occupation: Primary occupation-food gathering, animal husbandry and mining,
secondary occupation –industries, tertiary occupation, trade, transport,
communication and services.
Man‟s Intervention: need and efforts to improve the quality of environment. Major
nature regions of the world.
UNIT-V: Evaluation
Objectives of evaluation in social science.
Essay type, short answer type and objective type questions in social sciences, their
advantages and limitations, framing different types of questions.
Construction of achievement test items.
Continuous evaluation using feedback for improvement of teaching and learning.
Transaction Mode:
Reference:
1. Aggarwal, J.C.: “Teaching of Social Studies”, Vikash
2. Mathur, S.S.: (1996) िैक्षऺक तकनीकी, विनोद ऩस्त्
ु तक मिंददर, आगरा |
9. Dutta, Rudra, K.P.M Sundram(2010): Indian Economy S.chand and company limited,
New Delhi.
10. Mangal, S.K.(2009): शिऺा तकनीकी, PH learning private limited, New Delhi.
Objectives:
On completion of the course the student teacher will be able to:
Understand the nature and structure of science.
Understand the aims and general objectives of teaching science at secondary level.
Apply the principles of learning processes in the appropriate teaching strategy.
Construct test items to measure objectives belonging to various cognitive levels.
Identify specific learning difficulties in science and provide suitable
remedial/individual instruction.
Use effectively the teaching aids in teaching science.
Course Content:
UNIT I:
History, Philosophy and nature of science, its role and importance in daily life,
Objectives of teaching science.
Planning the instruction: Behavioral objectives, types of objectives, writing
instructional objectives in behavioural terms, identification of teaching points,
organizing the content, designing learning experiences. Role and functions of
instructional materials and teaching aids: Components of instructional materials,
multimedia, computer, chart, models, improvised apparatus preparation of unit and
lesson plan.
UNIT II:
Planning the teaching by using the following methods: Lecture method, discussion
method, demonstration method, activity based teaching, inductive and deductive
approaches, Heuristic method, inquiry approach, problem solving method, projected
method programmed instruction, learning teaching.
Evaluation: Oral observation and written, objectives and essay type questions, type,
fill-in-blank type, true-false, matching type, making of test items, achievement test,
diagnostic test and their constructivist approach.
UNIT III:
Newton‟s laws, qualitative concept of relativity, Universal law of gravitation, its
discovery, Kepler‟s law, solar system, stars, constellation, galaxy, universe, formation
of earth and its structure.
Heat as energy, temperature, transfer of heat, thermal expansion and change of state.
Reflection and refraction of light on plane and curved surface. Refractive Index,
Prism, pure spectrum, optical instruments, microscope, telescope, defects of vision,
mirage, total internal reflection, wavelength of various colours.
Rate of chemical reactions and chemical Equilibrium:
Elementary idea of rate of reactions, slow and fast reaction, reversible and irreversible
reactions, Chemical equilibrium – dynamic nature only acids and bases. pH Scale,
Heat changes during chemical reactions.
UNIT IV:
Motion, Force, Work and Energy:
Displacement, motion and its types: speed, velocity and acceleration, angular velocity
and acceleration.
Force: Magnitude and direction, Addition and subtraction, resultant balanced and
unbalanced force, Momentum.
Work: work done by force, dependence of work on relative orientation of force and
displacements, energy, (Kinetic and Potential) work – energy equivalence, power
conversion of K.E. into P.E. and vice-versa, law of conservation of energy and
momentum, Gravitation: Newton‟s law of gravitation, acceleration due to gravity,
factors affecting „g‟ motion of planets around Sun.
UNIT V:
Wave and Oscillation, Heat and Light.
Simple pendulum, restoring force, SHM. Displacement, amplitude, frequency, time
period, expression for time period, wave motion, propagation of wave through a
medium, Longitudinal and transverse waves, wave length, relation between speed,
frequency and wavelength, transfer of energy and momentum in wave propagation,
periodic motion, sound waves and their nature.
Heat as form of energy: work and heat, temperature, specific heat, thermal expansion,
coefficient of linear expansion, Light, image formation by spherical mirrors and
lenses, telescope, microscope, defects of vision and their correction, perception of
color, color blindness, composition of white light, wavelength and color of light.
In unit III, IV and V activity based learning be highlighted as per NCF-2005.
Transaction Mode:
Lecture, discussion demonstration project, problem-solving, and heuristic inductive –
deductive method.
Practical:
Demonstration by the teacher and observation by the students on a pre-designed
questionnaire of the following:
a) Magnetic effect of current
b) Spectrum
c) Preparation of gases like H2, O2, NH3, Cl2, & CO2.
To demonstrate (1) Image formation in spherical mirrors and lenses (2) resultant of
forces acting at a point or body (3) work done in lifting a weight or compresses spring
to raise a body (4) Waves on Stretched rope and water surface (5) Various relation in
waves
Measurement of rise of temperature with time of different materials kept under sun
and shadow with interpretation of result.
References:
Objectives:
On completion of the course the student teacher will be able to:
Understand the aims and objectives of teaching science and its inter relationship with
other branches of science.
Appreciate the role of science in day to day life and its relevance to modern society.
Develop adequate skills to use different methods of science for an effective classroom
teaching.
Develop competency to organize laboratory facilities and equipment.
Prepare and use lesson plans and unit plans required for instructional purpose.
Develop abilities and competencies to effectively organize teaching – learning
experience with maximum involvement of students.
Fabricate and use the adequate low cost teaching – learning materials for effective
teaching in science.
Analyse the organization of science content at secondary level.
Develop skills to design and use various evaluation tools to measure the extent of
achievement for instructional objectives.
The whole syllabus is divided into five units: Two units consisting of pedagogical
foundations, one unit containing Physical Science (Physics & Chemistry topics) and
two units containing Biology.
Questions would be set from each unit with equal weightage. Only internal choice
would be given. No question would be set based on pure content. Every question
related to content must carry integrated pedagogical aspect.
Course Content:
UNIT I:
History, Philosophy and nature of science, its role and importance in daily life,
Objectives of teaching science.
Planning the instruction: Behavioral objectives, types of objectives, writing
instructional objectives in behavioural terms, identification of teaching points,
organizing the content, designing learning experiences. Role and functions of
instructional materials and teaching aids: Components of instructional materials,
Evaluation: Oral observation and written, objectives and essay type questions, types
of objective test items: short answer type, multiple choice types, fill-in-blank type,
true-false, matching type, making of test items, achievement test, diagnostic test and
their construction approach are adopted.
UNIT III:
Nutrition: Balance diet and nutrition deficiency diseases.
Structure and function of different animal tissues.
Communicable and non-communicable diseases, their symptoms, prevention and
control.
Cell structure prokaryotic and Eukaryotic, functions of various cell organelles, cell
division (Mitosis, Meiosis), Apical meristems, tissue system, permanent tissue
(complex, secretory), epidermis.
UNIT IV:
Cell structure, Prokaryotic and Eukaryotic, Brief account of functions of various cell
organelles, cell division: Mitosis elementary ide of Meiosis, Structure and function of
meristems (Apical meristems), permanent tissue (Complex, secretory) Epidermis.
UNIT V:
Feeding mechanism, nutrients, balance diet and nutrition deficiency diseases.
Communicable and non-communicable diseases, structure and functions of epithelial,
connective, muscular and nervous tissues.
In the light of NCF-2005 Unit III, IV and V are highlighted on activity based learning.
Transaction Mode:
Lecture-cum-demonstration, question answer, discussion, Experimentation,
assignment, project work etc.
Practical:
a) Defects of eye audits correction
b) Evolution of oxygen in photosynthesis
c) Evolution of heat and Co2 in respiration
d) Identification of pests
Department of Education| Magadh University, Bodh Gaya 57
Dept. of Education/Syllabus/B.Ed. (Secondary) 2years (20015-17)
Practicum:
Suggested topics: Analysis identification and classification of various concepts and hard
spots in science at secondary stage.
Museum, herbarium and aquarium.
Designing lesson plans for a particular concept keeping in mind the expected
operational level of children.
Designing lessons for selected concepts in science for class IX.
Preparation of designs of ideal laboratory/Herbarium/Aquarium/terrarium.
Practice the skill of collection, fixation and preservation of biological materials.
Methods of preparation of common laboratory reagents.
Measuring the rates of water absorption and loss in plants and animals.
Using chromatography techniques to demonstrate that plant leaves contain a range of
pigments.
To demonstrate that green leaves produce starch in the presence of light.
To design and perform experiment to demonstrate that by product of Respiration in
plants and animals is heat.
To demonstrate oxygen consumption during respiration in plants and animal.
Perform experiments to detect the presence of carbohydrates, lipids and proteins in
food by qualitative chemical tests.
To design and perform experiments to investigate the mechanism of breathing.
Observing blood flow in the capillaries of living organism.
Microscopic examinations of human blood-to observe the cellular components of
blood.
Observing the principle feature of the mammalian brain using models or drawings.
Observing Neuron and Neuromuscular function on prepared microscopic slides.
Observing the stages of embryo developments in plants and animals using preserved
material.
Preparing microscopic slides to demonstrate stages of mitosis and meiosis.
Activities:
a. Salivary amylase activity.
b. Plasmolysis and deplamolysis.
c. Stomatal movement – it‟s opening and closing.
d. Absorption and uptake of water through xylem.
e. Pollen germination
f. Preparations of cheek smear.
g. Preparation of onion root tip smear for mitosis division.
References:
Objectives:
On completion of the course the student teacher will be able to:
understanding of the characteristics of Mathematical language and its role in Science
understanding of the nature of axiomatic method and mathematical proof
knowledge about aims and general objectives of teaching secondary school
mathematics ability to state specific objectives in behavioural terms with reference to
concepts and generalizations ability to teach different kinds of mathematical
knowledge consistent with the logic of the subject ability to evaluate learning of
concepts and generalization ability to identify difficulties in learning concepts and
generalization and provide suitable remedial instruction.
Understanding of mathematical proof in the context of secondary school mathematics
Understanding of nature, importance and strategies of problem-solving ability to teach
proof of theorem and solution of problem to develop relevant skills ability to evaluate
Understanding of proof of a theorem and problem-solving skills.
Understand the characteristics of and strategies for teaching exceptional children in
mathematics prepare and evaluate instructional materials in mathematics appreciate
the need for continuing education of mathematics teachers.
Course Content
UNIT 1: Foundations of Mathematics Education
Nature of Mathematics
Meaning and dimensions of mathematics- the historical, scientific, language, artistic,
Recreational, activity and tool; the nature of mathematical propositions, mathematical proof,
structure and logic, axiomatic method, history of mathematics with special emphasis On
Indian mathematics.
Learning of Mathematics
Perspectives on the psychology of learning and teaching of Mathematics- constructivism and
enactivism, constructivism and a Vygotskyan perspective, Zone of Proximal Development,
Cognitive guided instruction, Cognitive apprenticeship, critical and realistic mathematics
education, The van Hiele levels of geometric thinking, constructivism and spatial learning,
cognitive modeling in spatial learning; implications for teaching.
References:
1. Cooney, Thomas J. and Others (1975). Dynamics of Teaching Secondary School
Mathematics, Boston: Houghton Mifflin.
2. Driscoll,M., Egan, M., Nikula, J., & DiMatteo, R. W. (2007). Fostering geometric
thinking: A guide for teachers, grades 6-10. Portsmouth, NH: Heinemann.
3. Driscoll,M.(1999). Fostering algebraic thinking: A guide for teachers, grades 5-10.
Portsmouth, NH: Heinemann.
4. Grouws, D.A. (ed) (1992). Handbook of Research on Mathematics Teaching and
Learning, NY: Macmillan Publishing.
5. Mager, Robert (1962) Preparing instructional objectives. Palo Alto, CA: Fearon.
6. Malone, J. and Taylor, P. (eds) (1993). Constructivist Interpretations of Teaching and
7. Learning Mathematics, Perth: Curtin University of Technology.
8. Marshall, S.P.(1995) Schemes in Problem-solving. NY: Cambridge University Press.
9. Moon, B. & Mayes, A.S. (eds) (1995). Teaching and Learning in Secondary School.
London: Routledge.
10. NCERT, A Textbook of Content-cum-Methodology of Teaching Mathematics, New
Delhi: NCERT.
11. Nickson, Marilyn (2000). Teaching and Learning Mathematics: A Guide to Recent
Research and its Applications, NY: Continuum.
12. Nunes, T and Bryant, P (Eds) (1997). Learning and Teaching Mathematics: An
International Perspective, Psychology Press.
13. Lester, F.K (Ed) (2007). Second Handbook of Research on Mathematics Teaching
and Learning, Charlotte, NC: NCTM & Information Age Publishing.
Course Content:
UNIT 1: The Importance of Reading
Reading and responding variety of texts in different ways.
Learn to think together.
Personal/Creative/Critical all of these together responding.
Developing Meta-cognitive awareness to become conscious of their own thinking
process as they grapple with diverse texts.
UNIT 3: Writing
Analyse various text structures.
The content of writing from readings.
Reading & Writing leads to develop the critical skills.
Writing with sense of purpose and audience responding, writing within the
context of other ideas.
Transaction Mode
Reading various texts
Critical thinking
Writing various approaches
Guest lectures on relevant studies
Group discussion
Question-answer
Reference Books:
1. Butler, A. and Turbill, J. (1984). Towards Reading-Writing Classroom. New
York:Primary English Teaching Association Cornell University.
2. Krashen, S. (1982). Principles and practice in second language acquisition.
Pergamon Press Inc.
3. Kumar, K. (2000). Childs language and the teacher. New Delhi: National Book
Trust.
4. NCERT (2005). National Curriculum Framework (NCF). New Delhi: NCERT.
5. Reading Development Cell, NCERT (2008). Reading for meaning. New Delhi:
NCERT.
6. Yule, G. (2006). The study of language. Delhi: Cambridge University Press.
– Evolve collective art projects incorporating different art media – into a public
festival/event.
– Deepen understanding, appreciation and skills in one chosen medium through self-
work and evaluate self as an artist and art educator.
Course Content:
Creative Drama: Focus Areas
In drama exploration, the overall context presented to students is to understand life
and to learn from life. The mode is experiential. The exercises are structured by the
teacher, but the experience and its outcome is generated by participants in the process.
The experience and reflection on that, is the learning. However for this to happen it is
mandatory that the exercises are planned and structured by the teacher and not offered
as “open improvisations”.
Finding connections between the particular and the universal. How larger processes
and contexts play out in the specific context of daily life situations and vice versa. For
instance, the case of a marginalized Dalit woman seeking medical help is connected
with the larger worlds of state responsibility and public health policy, prevailing
gender relations, the judiciary, etc.
Mode of Transaction
Games to help loosen up sharpen reflexes; have fun while building imagination in
different ways. Build imagination within games and exercises. Add conditions to
games to draw together and harness different physical, emotional, mental faculties.
Use theatrical exercises to awaken sensory awareness and transformation. Devise
preparatory games and physical exercises to build imagination. Refine physical
actions and integrate the physical with other faculties. Exercises in observation,
communication, associative thinking; building situations with imaginary objects and
people.
Planned and structured drama exploration exercises designed to first experience and
then, deepen social awareness of students. Some examples would include the use of
an image (photo, painting) as a stimulus for exploration; still photographs of students
themselves leading to tracking a line of thought about some issue. Participative
learning using role play, hot seating, building stories/songs, making and analyzing a
“character‟s” diary, personal belongings (objects) of characters. Make short plays that
can be performed by student-teachers with aim to study school student‟s responses
during school contact programmes. Help build a set of skills so the class can organize
role plays as well as larger school play that are built on student‟s creativity rather than
following a given script.
Visual Art: Opportunities to experiment and create pieces of art using different
medium. Focus on colours, textures, composition and thematic content. Using a range
of medium: paper and water colors, paper and crayon, color pencils, acrylic, oil paint
and canvass, student-teachers would learn about lines, forms, compositions, colors,
space divisions etc. Specific tasks would include free drawing, developing narratives
in visuals, composition of an imagined situation, telling a story through comic strips,
creating a collage using images, bits cut out from old magazines, news-paper etc.
Music: Orientation to different forms of music with either a film screening or lecture
demonstration by an artist to show a wide range of musical forms and a brief history
of one or two forms; connecting to music in nature and within our own selves; voice
training: opening the voice, music and rhythm exercises: singing, creating music with
different objects, practicing basic notes and tones; experimenting with one new forms:
folk of any one region; collating music/songs from a community/within the family for
special occasions or themes. (e.g. lullabies from different language cultures, harvest
songs, songs during the freedom struggle etc.; create musical pieces with others;
design and run sessions on music with children.
Literary Arts: linkage between language, literature and performing arts; appreciation
of poetry as performance art, play reading and reading literature as an art, selection of
poetic pieces and developing performances around it; exposure to readings in
different language traditions: Hindi, English other regional languages and dialectics
drawing upon local traditions.
Course Content:
UNIT-I: Computer & Its Uses
What is Computer?
History & Technological Development.
Uses of Computer in Modern Society i.e. Education, Weather Forecasting,
Banking, Research, Defence, Business, Census etc.
Limitation and Disadvantage.
Impact of Computer on Education, Planning and Administration.
Globalization of community through Computer (Internet).
Introduction of UNIX.
Brief Introduction of Windows.
Utility & Application of Software.
2nd Year
COURSE 8: KNOWLEDGE AND CURRICULUM
Course Content:
UNIT 1: Epistemology and social bases of Education
Distinction between knowledge and skill.
Teaching and training, Knowledge and Information, Reason and belief.
The concepts of activity discovery and dialogue with reference to the ideas of
Gandhi and Tagore.
Department of Education| Magadh University, Bodh Gaya 75
Dept. of Education/Syllabus/B.Ed. (Secondary) 2years (20015-17)
References
1. Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.). (2000). How people learn: Brain,
mind, experience, and school. Washington, DC: National Academy Press.
2. Burke, K. (2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA:
Corwin.
3. Burke, K., Fogarty, R., & Belgrad, S (2002). The portfolio connection: Student work
linked to standards (2nd Ed.) Thousand Oaks, CA: Corwin.
4. Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum,
assessment, and action planning. Alexandria, VA: Association for Supervision and
Curriculum Development.
5. Danielson, C. (2002). Enhancing student achievement: A framework for school
6. improvement. Alexandria, VA: Association for Supervision and Curriculum
Development.
7. Gentile, J.R. & Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching
and assessment so all children can learn. Thousand Oaks, CA: Corwin.
8. Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systems for
student learning. Thousand Oaks, CA. Corwin.
9. Natrajan V.and Kulshreshta SP(1983). Assessing non-Scholastic Aspects-Learners
Behaviour, New Dlehi: Association of Indian Universities.
Course Content:
UNIT 1: Concepts of Inclusive Education
Meaning, Definition, characteristics and objectives of special Education,
Integrated Education and Inclusive Education.
De-institutionalization, normalization, least restricted environment integration,
Mainstreaming and Inclusive education.
Implement Disability and Handicappedness.
Mode of Transaction:
The Practicum and the Theory courses of the programme to develop a solid
platform for this paper.
In consonance with other courses, this course helps in understanding how
structures in school create barriers for inclusionary practices
The practicum courses of the programme, with the present course should help
students in exploring spaces for inclusion in schools.
Dialogue and discussions has to be the key for the transaction of this course.
References:
1. Bhattacharjee, Nandini (1999). Through the looking-glass: Gender Socialisation in a
Primary School in T. S. Saraswathi (ed.) Culture, Socialization and Human
2. Development: Theory, Research and Applications in India. Sage: New Delhi.
3. Frostig, M, and Maslow, P. (1973). Learning Problems in the Classroom: Prevention
and Remediation. Grune & Stratton: New York.
4. Geetha, V. (2007). Gender. Stree: Calcutta.
5. Ghai, A. (2005). Inclusive education: A myth or reality In Rajni Kumar, Anil Sethi &
6. Shalini Sikka (Eds.) School, Society, Nation: Popular Essays in Education New Delhi,
Orient Longman
7. Ghai, Anita (2008). Gender and Inclusive education at all levels In Ved Prakash & K.
8. Biswal (ed.) Perspectives on education and development: Revising Education
commission and after, National University of Educational Planning and
Administration: New Delhi
9. Jeffery, P. and Jefferey, R. (1994). Killing My Heart's Desire: Education and Female
10. Autonomy in Rural India. in Nita Kumar (ed.) Women as Subjects: South Asian
Histories. New Delhi: Stree in association with the Book Review Literacy Trust:
Kolkata pp 125-171.
Course Content:
UNIT-I:
Letter writing: Qualities of a good letter, format of a letter
Commercial Letters: Letters of inquiry, quotation and order, complaints and
recovery.
Letters of complaint: Railway and post office
Government letters: Meaning and characteristics, types of official letters, Format
of ordinary official letter, D.O. letter, Memorandum and circular letter
Filling and indexing: Aims of filling, characteristics of good filing, types of
filling. Horizontal and vertical filling systems, indexing, meaning and need, types
of indexing – sample, card and visible indexing.
UNIT-II:
Meaning of office and office procedures, office organization and office
management
Office communications – meaning and characteristics, types of communication,
Internal and external communication. Departmentisation of office.
Making travel arrangement – Tour programme, Reservations, Tour Advance,
Submission of T.A. Bills.
UNIT-III:
Postal service: Types of postal service, filling in different types of forms and
performas, preparing postal packer and parcel and sealing them. Writing a
telegram, Operation of intercom, receiving a call, making notes about calls, use of
telephone directory, private branch Exchange (PBX), Speed post, Western Union
& Instant Money order.
Postal saving schemes: Term Deposits, Kisan Vikas Patra (K.V.P), National
Saving Certificate (NSF), MIS, PPF, RD.
UNIT-IV:
Handling of correspondence/mail – Record of inward and outward mail. Making
entries in important registers – stock register, attendance register, medical bill
registers, inward and outward register, peon book and letter receipts and dispatch.
UNIT-V:
Filling and indexing – aims of filling, characteristics of good filling, types of
filling. Horizontal and vertical filling systems, indexing, meaning and need, types
of indexing – simple, card and visible indexing.
EVALUATION:
Evaluation will be done on the basis of practicals, records and tests and viva.
Course Content:
UNIT-I: Physical Education
Concept of Physical Education
Definition of Physical education
Aims & Objectives of Physical Education
Importance of Physical Education
Meaning of Physical Education
Scope of Physical Fitness.
Definition of Physical Fitness
Component of Physical Fitness.
History of Game
Measurement of Court/Ground
Fundamental Skills
Techniques & Tactics of Games/Sports
Rules & Regulations
Major championship/competitions
3.1 Awards & Honour of Particular Games/Sports
Note: student teacher shall participate and learn minimum of two games in a year from the following:
badminton, basketball, cricket, football, table-tennis, volleyball and any other similar game.
UNIT-IV: Athletics
Short Distance (Sprits) 100m, 200m, 400m, Run
Middle Distance 800m, 1500m, Run
Distance Runes 3000m, 5000m, 10000m, Run
Relay 4×100m, 4×400m
Skills: Starts (Crouch start standing start) Striding, Finishing,
Exchange of baton etc.)
UNIT-V: Yoga
Meaning and definition of Yoga and Meditation
Element of Yoga (Practice of selected Asanas)
Importance of Yoga
Types of Pranayama (Practice of selected Pranayama)
Course Content:
UNIT-I: Importance of Peace
Aims, Objectives and importance of Peace Education.
Barriers – Psychological, Cultural, Political.
Factors responsible for disturbing Peace: Unemployment, terrorism, Exploitation,
suppression of individuality, complexes.
Characteristics of good textbook, evaluation of text book, analysis of text book
from peace education and environmental education perspective.
Practicum:
End of term project: each student will be required to submit and present in class a paper
covering a short analysis of any contemporary conflict and a proposal to resolve it.
References:
Course Content:
UNIT-1: Introduction to Guidance
Meaning, Nature, Scope and need of guidance.
Guidance Services: Educational, Vocational and Personal guidance.
Problems of Guidance, Principles of guidance.
Modern Trends of Guidance.
Placement Service: Educational placement, vocational placement.
Evaluation of guidance programme, follow-up services.
UNIT-2: Counseling
Nature of principles of counseling, difference between guidance and counseling.
Approaches to counseling- Directive, Non-Directive and Eclectic Counseling.
Professional Role & Functions of the counselor.
Techniques for collection information‟s-Non-standardized method and
standardized method.
Transaction Mode:
Lecture cum discussion.
Project and Presentation.
Question-Answer.
Problem Solving
Practicals:
1. The students will administer at least five tests/non tests from a & b selecting at least
two from them.
a) Test Technique: Intelligence Test, Aptitude Test, Interest Test, Personality
Questionnaire and study Habit Inventory.
b) Non Test technique: Sociometric Test, rating scale, anecdotal record and
interview.
2. Students will maintain cumulative record or prepare a case study.
3. Collection and dissemination of educational and occupational information.
Reference:
1. Nayak, A.K.(2004): Guidance counseling, A.P.H. publication corporation, New
Delhi.
2. Kumari, Sarita and Monica Tomar(2005): Guidance and counseling, shri publishers
and distributers, New Delhi.
3. िायसिाऱ, सीतामाराम(2011): शिऺा में तनदे िन एििं ऩरामिा, अग्रिाऱ ऩजलऱकेिन,
आगरा |
4. चौहान, विियऱक्ष्मी एििं डा. कल्ऩना िैन: तनदे िन एििं ऩरामिा अिंकुर प्रकािन,
उदयऩुर
Course Content:
UNIT-1: Exploring the Aim of Life
Objectives
To enable students to develop a vision of life for themselves.
To encourage students to give conscious direction to their lives to take responsibility
for their actions.
To develop a holistic and integrated understanding of the human self and personality.
Workshop Themes
Vision as a person: Aspiration and purpose of life.
Giving a conscious direction to life.
Understanding different dimensions of self and personality and way in which they
influence the dynamics of identity formation, values and direction of life.
To understand the meaning of leadership and develop attitudes and skills of a catalyst
To understand the basis of social disharmony, the factors those contribute to it and
ways to facilitate change.
Workshop Themes
Establishing peace within oneself, exercises of concentration and mediation
Understanding group dynamics and communication.
Creating group harmony: exploring methods of creating a collective aspiration for
progress and conflict resolution.
Exploring the bases of social disharmony: becoming the agents and catalysts of
change and exploring methods of facilitating change.
Mode of Transaction
There is no standard prescribed material for these workshops. The professional
experts are expected to engage with the students with specially designed activities.
These could be based on the facilitator's personal integration and unique individual
and group characteristics and are rooted within the context of student's lives and
contemporary realities. It is suggested that the students be given space to explore and
articulate their own sense of life and its issues. They can be encouraged to think a
fresh on issues that most closely concern them and use creativity and imagination to
develop a perspective on them. The resource materials are an aid in this process. The
Department of Education| Magadh University, Bodh Gaya 96
Dept. of Education/Syllabus/B.Ed. (Secondary) 2years (20015-17)
References:
1. Antoine de Saint-Exupery. (1977), The Little Prince, London, UK: Wordsworth
Edition Translated by Irene Testot-ferry (available in Hindi)
2. Csikzentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third
Millennium, New York: Harper Collins.
3. Dalal, A.S. (1987). Living Within, Pondicherry, India: Sri Aurobindo Ashram Trust.
4. Dalal, A.S. (2001). Our Many Selves, Pondicherry, India: Sri Aurobindo Ashram
Trust.
5. Erikson, E. (1964). Insight and Responsibility, New York, USA: Norton.
6. Frankl, V. (1946). Man's Search for Meaning, New York : Pocket Books.
7. Joshi, K. (ed.) (2005). The Aims of Life, Auroville, Idia: Saiier.
8. Josselson, R. (1990). Finding Herself: Pathways to Identity Development in Women
Oxford, UK: Jossey-Bass Pub.
9. Krishnamurti, J. (1953), Education and the Significance of Life, Ojai, California,
USA: Krishnamurti Foundation Trust.
10. Maslow, A. (1971). The Farther Reaches of Human Nature, New York, USA: The
Viking Press.
11. NCERT, (2006). Education for Peace, Position Paper, New Delhi: NCERT.
12. Sri Aurobindo and The Mother, (1956). The Science of Living. In "On Education:
Pondichery, India: Sri Aurobindo Ashram.
13. Walk with Me: A Guide for Inspiring Citizenship Action (2006), New Delhi: Pravah
Pub.
14. Yuva School Life skills Programmes, (2008) Handbook for Teacher Department of
Education and SCERT, Govt. of NCT of Delhi, Draft Vols. 1,2,3 & 4.
Audio-Visual Resources
1. Aims of Life by Kireet Joshi (DVD) for DVD/facilitation. Contact
[email protected]
2. Full of Life : A sensitive Japanese Teachers explores feelings, death with 10 year olds
(http://www.arvindguptatoys.com/films.html)
3. Personality Development (Interactive CD, Computer Only) with Yoga and Guided
Meditation Modules, Indus Quality Foundation.
The Hourse one Gulmohar Avenue by Samina Mishra (www.cultureunplugged.com)
SCHOOL INTERNSHIP
1. Students are to be actively engaged in teaching for 16 weeks in the final year of the course.
They shall be engaged at two levels, namely, upper primary (classes VI – VIII) and
secondary (IX – X), or senior secondary (XI-XII), with at least 16 weeks in secondary/
senior secondary classes.
3. Internship in schools will be for a minimum duration of 20 weeks for a two-year programme
(4 weeks in the first year, and 16 weeks in the second year as noted above). This should also
include, besides practice teaching, an initial phase of one week for observing a regular
classroom with a regular teacher and would also include peer observations, teacher
observations and faculty observation of Practice lessons.
2. Practicum
(i) Preparation and analysis of achievement tests followed by remedial teaching.
(ii) Case study/Action Research
Working with community (meeting with parents (at least 2) for total growth &
development of their words and preparation of report)
3. Post Internship
Reflection/Review of above programme & feedback
4. Suggested School Activities (any four): 40marks
– Organization of Cultural Activities
– Organization of Sports/Games
– Making school time table
– Organizing morning assembly
– Maintenance of School record
– Preparing TLM
– Guidance and Counseling
– Organizing Science Exhibition
– Maintenance School Laboratories
– Maintenance School Library
– Community Oriented activities
– Gardening
– Literacy Campaign
– Mass Awareness Programme