BEd M.Ed

Janardan Rai Nagar Rajasthan Vidhyapeeth
(Deemed) University, Udaipur (raj.)
Lokmanya Tilak Teachers Training College (CTE)

Dabok, Udaipur - 3130022
Tel. : 0294-2655327
Email : [email protected]
Faculty of Education
B.ED. - M.ED. INTEGRATED COURSE
00 Syllabus B.Ed. - M.Ed. Syllabus B.Ed. - M.Ed. 00
benefit.
Janardan Rai Nagar Rajasthan Vidyapeeth
? Understand the role of school and community in changing
(Deemed) University, Udaipur society.
B.ED. - M.ED. INTEGRATED COURSE ? Contribute to fill up the gap between theory and practice by
dovetailing both appropriately.
Janardan Rai Nagar Rajasthan Vidyapeeth aims to achieve
? Acquire interactive processes of group reflection, critical thinking
academic excellence by providing multi-faceted education to
and concept formation.
students and encourage them to reach the pinnacle of success. The
University has designed a system that would provide rigorous ? Understand the nature, purpose, influencing factors and
academic programme with necessary skills to enable Students to problems of various levels of education in the context of diverse
excel in their careers. It is hoped that it will help the students study in socio-cultural-political & multilingual Indian society and resolve
a planned and a structured manner and promote effective learning. them.
Objectives : ? Plan and organize classroom instruction through learner

centered techniques for inclusive education.
The main objective of B.Ed.-M.Ed. Integrated programme is to
prepare teachers and teacher educators. ? Conduct pedagogical content analysis in subject areas and use it
for facilitating learning in the classroom.
The B.Ed.-M.Ed. Integrated programme enables student teacher to -
? Effective utilization of Information Communication Technology
? Acquire competence to teach subjects of his/her specialization
resources, online as well as offline for day-to-day classroom
on the basis of accepted principles of learning and teaching in the
teaching, remedial instruction and providing challenging learning
context of NCF 2005 and NCFTE 2009.
to the gifted.
? Develop skills, understanding, interests and attitude which
? Develop critical understanding of ICT in Education.
enable him/her to foster all-round growth and development of the
children under his/her care. ? Develop professional commitment and work as responsible
professional.
? Develop skills in identifying, selecting, innovating and organizing
learning experiences for teaching the required subjects. ? Cultivate reflective teaching practices and interface with societal
resources.
? Develop understanding of psychological principles of 'growth
and development', 'individual differences and similarities' and ? Promote communication and expository writing skills.
'cognitive and affective learning'. ? Gain awareness of the nature of academic writing and acquire
? Develop skills in guiding and counselling the children in solving academic writing skills.
their personal as well as academic problems. ? Develop competencies for conducting research in education.
? Understand the role of the home, the peer group and the ? Develop skills for interpreting statistical findings.
community in shaping the personality of the child and help to ? Develop critical thinking skills.
develop an amicable home-school relationship for mutual
? Develop ethical and spiritual sensibility. Attendance
? Engage themselves in field related activities and see how theory It is mandatory for every student to keep 80% of attendance in
is linked with practical implementation. the Department / Centre and 90% in Field Attachment (Internship).
Head/Principal may condone the attendance of any student not
? Serve internship in school and teacher education institution to
more than 10% of total attendance to be kept by the student for a
acquire job related skills, attitude and values.
genuine and valid reason. In case of serious illness or under
Qualification for Admission in B.Ed. - M.Ed. Integrated Course extraordinary circumstances, on recommendation of the
Candidates who have obtained at least 55% Marks in Gen Head/Principal, the Executive council shall decide to condone the
category, 50% marks SC/ST/OBC Category or equivalent grade in required attendance of any student. Further provided that, any
the Post Graduation programmes (Humanity / Social Science / student participating in sports / cultural activities to represent the
Science) can seek admission to the B.Ed. - M.Ed. Programme university at state or national level the Head/Principal shall condone
according to NCTE Regulation-2014. these days as attendance for want of completion of the required
attendance by the department/institute.
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.
PROGRAMME STRUCTURE FOR THIRD TEAR
B.Ed.-M.Ed. INTEGRATED COURSE 1. ASSESMENT FOR LEARNING 100

2. STATISTICS IN EDUCATIONAL RESEARCH 100
PAP FIRST YEAR MM
ER 3. TEACHER EDUCATION-2 100
NO.
1. PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVE OF 100
4. CURRICULUM DEVELOPMENT 100
EDUCATION 5., 6. ANY TWO FROM FOLLOWING : 200
2. PSYCHOLOGY OF EDUCATION 100
3. HISTORICAL, POLITICAL AND ECONOMICAL ASPECTS OF 100 ? MEASUREMENT AND EVALUATION
EDUCATION
4. UNDERSTANDING DISCIPLINES AND SUBJECT 100 ?
GUIDANCE AND COUNSELLING
5. LANGUAGE ACROSS THE CURRICULUM 100 ?
EDUCATIONAL MANAGEMENT
6. CONTEMPORARY INDIA AND EDUCATION 100
7. ICT AND E- LEARNING 100 7. THE STUDENT WILL OPT ANY ONE LEVEL FROM 200
8. PEDAGOGY OF SCHOOL SUBJECTS-1 100
9. PRE INTERNSHIP (2WEEKS) 25 FOLLOWING LEVELS :-
10. INTERNSHIP (4 WEEKS) 75 LEVEL -A: ELEMENTARY

11. YOGA , MEDITATION AND SPORTS 50 1.POLICY, ECONOMICS AND PLANNING
12. OUTREACH PROGRAMMME 50 2.STRUCTURE, STATUS AND CONCERNS
LEVEL-B : SECONDARY
TOTAL 1000
SECOND YEAR 1.POLICY, ECONOMICS AND PLANNING
1. EDUCATIONAL RESEARCH 100 2.STRUCTURE, STATUS AND CONCERNS
2. EDUCATIONALSTUDIES 100
3. ANY ONE FROM THE FOLLOWING:- 100 8. PROFESSIONAL WRITING 50
(A) GENDER STUDIES 9. INTERNSHIP IN TEACHER EDUCATION
(B) INCLUSIVE EDUCATION
(C) EDUCATIONAL TECHNOLOGY INSTITUTIONS(SELECT ANY ONE FROM CORE PAPERS
4. TEACHER EDUCATION-1 100 AND ONE FROM METHODOLOGY PAPERS)
5. PEDAGOGY OF SCHOOL SUBJECT -2 100
6. SCHOOL INTERNSHIP (16 WEEKS) 300 10. DISSERTATION -2 150
7. DISSERTATION-1 50 TOTAL 1000
8. DRAMA AND ART EDUCATION 50
9. WORKING WITH COMMUNITY 50
10. CULTURAL AND LITERARY DEVELOPMENT 50
TOTAL 1000
B.ED. - M.ED.
INTEGRATED
COURSE
I YEAR
PAPER - I Naturalism, Contents, Teacher - Pupil Relationship

PHILOSOPHY OF EDUCATION 2. Idealism : Concept, Aims of Education, Teaching Process,
Teacher-Pupil Relationship.
Course Code : BM-11 3. Humanism : Concept, Aims of Education Teaching Process,
Teacher-Pupil Relationship.
Objectives : Unit - 3 : Indian Philosophy & Education
* To acquaint students with the concept and branches of 1. Concept of the Personality development in Samkhya
philosophy and the inter-relationship between education and Philosophy, Teacher's Role in Teaching Process.
philosophy
2. Shirmad Bhagwad Gita, Principle of Karmyoga & Teacher-Pupil
* To acquaint them with the nature of major dimensions of Relationship.
contemporary education thoughts and their classroom
3. Concept of Good Life (Sad Jeevan) In Jain Philosophy & Ideals
implications.
of life, Syadvad & Anekantvad : A source of valid knowlege
* To make them aware of the major western philosophical thoughts (Vaidh Gyan) of Education and Role of Teacher in the process.
and their educational implication.
4. Manishi Pt. Janardhan Rai Nagar - Philosophy of Education,
* To develop knowledge of Indian philosophies of education and concept of Education and Role of Teacher in the Process.
research trends.
5. Budha Philosohpy - Ashtang Yoga.
* To introduce education as a social system.
Unit - 4 : Education Sociology and Social System
* To impart knowledge of different social dimensions of education.
1. Educational Sociology - Concept and main areas.
Unit - 1 : Philosophy & Education : Relationship and
2. New trends in the researches related to Educational Sociology
Contemporary Thoughts.
and different dimensions of its study in India.
1. Philosophy and Education : Meaning and Nature of philosophy
3. Education as a social system - Concept and its parts.
Relationship between education and philosophy
4. Socialization - Concept process and Role of Education.
2. Different Components of Philosophy : Metaphysics.
Unit - 5 : Social Dimensions of Education
Epistemology axiology and their educational implications.
1. Social Stratification - Concept social status, Provision of Equality
3. Contemporary Educational Thought : alternatives in Edcuation
of opportunities in education.
and Futurology of education - concept. Approaches and
Educational implications. 2. Social Interactions - Importance of Social Interactions in
Education.
4. New trends in Researches of Philosophy of Education.
3. Social Change - Concept, factors affecting social change,
Unit - 2 : Western Philosophies and fields of Studies &
planned change, teacher as an agent for social change.
Education.
4. Modernization - Concept, Role of Education in Modernization.
1. Naturalism : Concepts, Aims of Education according to
Sessional Work (Any two of the following) : 14. Ottaway, A.K.C. (1953) : Education and Society, London
1. Term paper on any topic related with the content of this paper. Routledge and Kangen Paul.
2. Review of three abstracts. 15. Oad, L.K. (1973) : Shiksha Ki Darshanik Prashatbhumi, Jaipur,
Rajasthan Hindi Granth Academy.
3. Write a Monograph : any Educationist.
16. Pathak, P.G. and Tyagi, G. (1980) : Philosophical and
Bibliography :
Sociological Principles for Education, Agra, Vinod Pustak
1. Ballanien, E.H. (1983) : Sociology of Education, New Jersey
Mandir.
Prentice Hall.
17. Radha Krishna, S. (1969) : Bhartiya Darshan, Delhi, Rajpal
2. Bramled, T. (1971) : Educational Sociology, Lucknow, U.P. Hindi
Prakashan.
Granth Academy.
18. Pandey, Ramashakal (1990) : Shiksha Ki Darshanil our
3. Brown, F.J. ( 1974) L Educational Sociology, Lucknow, U.P.
Sashastriya Prashatbhumi, Agra, Vinod Pustak Mandir.
Hindi Granth Academy.
19. Ruhela, S. (1989) : Bhartiya Shiksha Ka Samajshastra, Jaipur,
4. Brubacher, J.S. (1950) : Modern Philosophies of Edu., New York,
McGraw Hill Book Co.
20. Webh, R.B. (1981) : Schooling and Society, New York, Macmillan
5. Buch, M.B. (1991) : Educational Survey, 4th Edition, New Delhi,
Co.
NCERT Publication.
21. Wyne, J.P. (1964) : Theories of Education, New York, Harper &
6. Butler, J.D. (1951) : Four Philosophies, New York, Harper & Bros.
Row.
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,
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.
(b) Principles of Growth and Development.

PAPER - II
(c) Physical, Mental, Social and Emotional Growth in
PSYCHOLOGY OF EDUCATION- I
Childhood and Adolescents.
UNIT-II : Personality, Thinking and Individual Differences :
Course Code : BM-12
2.1 Personality : Concept, Nature and Types of personality.
Objectives : 2.2 Factors affecting development of personality.
1. To acquaint students with the concept and nature of 2.3 Projective and non-projective methods of measuring
psychology with special reference to educational psychology. personality.
2. To make them aware of the tools & techniques used in 2.4 Individual Differences :
educational psychology. (a) Concept and Meaning.
3. To make them understand the various aspects of growth and (b) Elements of individual difference (intelligence, aptitude,
development of child & adolescent. attitude and interest).
4. To acquaint with basic theories of learning. 2.5 Thinking : Concept, Nature and Types of Thinking.
5. To make them aware of the concept and nature of personality UNIT-III : Learning
and individual difference and factors, affecting development of
3.1 Concept and Nature of learning.
personality.
3.2 Theories of Learning :
6. To develop the skill of using some psychological tests.
(a) S.R. Conditioning by Pavlov : Experiments and
7. To make them aware of the concept of nature of Mental
Applications.
Hygiene and adjustment.
8. To make them understand the concept and nature of (b) Thorndike Basic Laws of Learning and their classroom
intelligence, creativity. applications.
UNIT-I : Concept of Educational Psychology and Psychology of (c) Skinners operant conditioning : Experiment, Concept of
Growth and Development reinforcement and types of reinforcers, application of
operant conditioning in classroom learning.
1.1 Concept & Nature of educational psychology.
(d) Learning by Insight : Kohlers experiment and
1.2 Utility of Educational Psychology for Teachers.
implications of insight for classroom learning.
1.3 Tools & Techniques of measurement in psychology :
3.3 Factors affecting learning.
(a) Observation, Interview and Case study.
3.4 Transfer of Learning : Concept, Types and Role of Teacher in
(b) Questionnaire, Check-list and Rating scale.
transfer of learning.
1.4 Growth and Development of child :
UNIT-IV : Mental Hygiene Adjustment
(a) Concept of Growth, Development and Maturation.
4.1 Mental Hygiene :
(a) Concept 6. Corinne Roth : Learning Disabieties. Allyan & Bacom, USA
(b) Goals of Mental Hygiene Smith.
(c) Characteristics of Mentally, Healthy Person 7. E. Hurlock : Child Development. McGraw Hill Publication.
4.2 Adjustment : 8. F. Philip Rice : Human Development. Prentice Hall, New
Jersey.
(a) Concept
9. Sinha, B.L. : Teaching, Learning & Human Behaviour. Anmol
(b) Symptoms of Maladjustment
Publications Pvt. Ltd., New Delhi.
(c) Adjustment Mechanism
10. Walson Robert : Psychology of the Child. John Willey & Sons,
UNIT-V : Statistics in Educational Psychology
New Delhi.
5.1 Meaning of Statistics and its use in education
11. Chouhan, S.S.: Advanced Education & Psychology, Vikas
5.2 Meaning and Measurement of Central Tendencies : Mean, Publication House, New Delhi, 1980.
Mode, Median.
12. Sharma, R.A. : Fundamental of Education Psychology. Layal
5.3 Standard Deviation : Meaning and Calculation. Book Depot, Meerut, 1960.
5.4 Normal Probability Curve : Meaning 13. Uday Shankar : Advanced Education Psychology. Press Pvt.
5.5 Correlation : Meaning and Calculation (only Rank Deference Ltd., New Delhi, 1984.
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.
PAPER - III 3.1 Education in Ancient india

3.2 Education in Medieval india
HISTORICAL, POLITICAL AND ECONOMICAL
ASPECTS OF EDUCATION 3.3 Education in British Rule
3.4 Education in Modern india
Course Code : BM-13 Unit - IV : Political Perspectives of Education
4.1 Constitutional provisions for education.
Objectives :
4.2 Secularism in India.
1. To acquaint students with the concept function, aims,
Objectives, scopes and forms of educations. 4.3 Progress of Education in British period, wood dispetch, Hunter
commission and educational reforms of lord curzon.
2. To Acquaint the students with different areas of sociology of
Education. 4.4 Progress of Education in part independance period.
3. to development of social awareness in students through Unit -5 : Economical Perspective of Education
different concepts/areas of education. 5.1 Meaning, Definition and scope of economics of Education.
4. To acquaint the students with nature of history and politics as a 5.2 Role of Government in financing educations of different levels.
continues process of development and change. 5.3 Contribution of education to economic growth and
5. To acquaint the students with concept and scope of economics development.
of education. Sessional Work (Any One)
6. To acquaint the future perspective of education. 1. Write a term paper on any sub unit of the syllabus.
UNIT-I : Fundamentals of Education 2. Write a report on any current issue (Sociological/Historical
1.1 Concept of education (Indian, Western & Modern) /Political / Economical aspect).
1.2 Function of education (Individual, National & Global) 3. Paper presentation on any sub unit of the syllabus.
1.3 Objectives of education (According to kothari commisssion, 4. Prepare three abstracts of Published articles.
New education Policy 1986 and NCF. 2005) Reference Books.
1.4 Forms of education 1. Saxena, N.R.S. (1981). Priniciple of education. Loyal Book
UNIT-II : Sociological Perspectives of Education Depot. Merruth.
2.1 Sociolization - Concept, Process and role of education. 2. Ballanine, E.H. (1983). Sociology of Education, New Jersey
2.2 Social Change - Concept, Factors affecting, social change, Prentice Hall.
role of education. 3. Bramted, T. (1971) Educational Sociology. Lucknow : Utter
2.3 Modernization - Concepts, Need and role of education. Pradesh Hindi Granth Academy
2.4 Social Mobility - Concepts, Types and role of education. 4. Brown, F.J. (1974), Educational Sociology. Lucknow : Utter
Pradesh Hindi Granth Academy
UNIT-III : Historical Perspectives of Education
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.
PAPER-IV 2.5 Recent trends and innovations in Science Discipline.

UNDERSTANDING DISCIPLINES Unit-III : Nature of Language Discipline
AND SUBJECTS 3.1 Nature of Language Discipline.
3.2 Salient features of Position Paper in Language Discipline.
Course Code : BM-14
3.3 Teaching Skills - General and Specific Skills.
3.4 Recent trends and innovations in Language Discipline.
Objectives :
Unit-IV : Taxonomy of Education
1. To acquaint the students with the nature and developmental
history of Science, Social Science and Language disciplines. 4.1 Bloom's Taxonomy of Educational Objectives, Correlation of
subject with other subjects.
2. To acquaint the students with the position papers of
disciplines. 4.2 Levels of Teaching in the disciplines.
3. To acquaint the students with the general and specific skills of 4.3 Contribution of disciplines in developing Global Citizen.
disciplines. Unit-V : Instructional Support System in Understanding the
4. To acquaint the students with the recent trends and Disciplines
innovations in the disciplines. 5.1 Planning of Labs (Social Science, Language and Science
5. To acquaint the students with the role of ICT in understanding Lab).
the disciplines. 5.2 Use of mass-media and computers in teaching disciplines.
Unit-I : Nature and Developmental History of Social Science 5.3 Use of local resources in teaching disciplines.
Discipline
5.4 Role of school and teacher in relation to teaching disciplines.
1.1 Nature of Social Science Discipline.
Assignments (any one) :
1.2 Origin and Historical Development of Social Science
1. Prepare a summary on position paper related to any one
Discipline.
discipline.
1.3 Salient features of position paper in Social Science Discipline.
2. List out general and specific skills of any disciplines and plan a
1.4 Teaching Skills - General and Specific Skills. lesson based on those skills.
1.5 Recent trends and innovations in Social Science Discipline. 3. Write a term paper on any innovation in the discipline.
Unit-2 : Nature and Developmental History of Science 4. Prepare a PPT on any sub unit of the syllabus.
Discipline
5. Prepare a list of local resources for teaching disciplines.
2.1 Nature of Science Discipline.
Reference Books:
2.2 Origin and Historical Development of Science Discipline. 1. Carr, D.(2005). Making sense of education : An Introduction to
2.3 Salient features of Position Paper in Science Discipline. the Philosophy and theory of education and teaching.
2.4 Teaching Skills - General and Specific Skills Routledge.
2. Charkavarti, U. (1998). Rewriting history : The life and Times of PAPER-V

Pandita Ramabai. Zubaan. LANGUAGE ACROSS THE CURRICULUM
3. Deng, Z (2013) School subjects and academic disciplines. In
A. Luke, A. Woods, & Wer (Eds.), Curriculum syllabus design Course Code : BM -15
and equity: A primer and model. Routledge.
4. Deplit, L.D. (1988). The silenced dialogue : Power and Objective :
pedagogy in educating other people's children, Harvard 1. To understand the concept of language and will differentiate
Educational Review, 58(3), 280-299.
between language and communication.
5. Ghosh, S.C. (2007). History of education in India. Rawat
2. To know the language functions and language diversity.
publications.
3. To understand home language and school language.
6. GOI. (1992, 1998), National policy on education, 1986 (As
modified in 1992). Retrieved from http://mhrd.gov.in/sites/ 4. To use language as a tool of learning.
upload_files/mhrd/files/NPE86-mod92.pdf 5. To use oral language in the classroom.
7. Goodson, I.F. & Marsh, C.J. (2005). Studying school subjects : 6. To develop multi-cultural awareness and use multi-lingualism
A guide. Rouledge.
while teaching.
8. Hodson, D (1987). Science curriculum change in Victorian
7. To develop language at receptive level and productive level.
England : A case study of the science of common things. In I.
Goodson (Ed.), International perspectives in curriculum Unit-I : Nature of Language and Its Functions
history. Croom helm. 1.1 Concept of Language
9. Ladson-Billings. G. (1995). Toward a theory of culturally 1.2 Animal Communication
relevant pedagogy. American Education research journal.
32(3). 465-491. 1.3 Human Language
10. Montuschi, E. (2003). Objects of social science. London. : 1.4 Language and Communication
continuum press. 1.5 Language Functions
11. Naik J.P. & Nurullah, S. (1974) a student's history of education 1.6 Components of Language - Sound, Vocabulary and Sentence
in India (1800-1973). Macmillan. Language diversity with reference to dialects regional
12. Plato (2009) Reason and persuasion Three dialogues language.
(chapter) in J. Holbo (Ed) meno : reason, persuasion and Unit-II : Language and Its Social Impact
virtue. Person.
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
2.4 Language as a tool of learning 5.4 Strategies to enhance writing skills.

Unit-III : Development of Language in the Classroom Assignments (any one)
3.1 Classroom Discourse 1. Compare the sounds (vowel and consonants) of different
3.2 Oral Language in Classroom languages and write a report based on it.
3.3 Discussion as a tool for learning 2. Prepare a PPT on any sub unit of the syllabus.
3.4 Questioning in Classroom 3. Prepare a write-up on multi-lingualism as a resource of

teaching.
3.5 Multi-lingualism as a resource
4. Study mispronounced sounds of school students and prepare
3.6 Multi-cultural awareness
a report.
3.7 Role of teacher in resolution of speech defects (lipsing,
5. Write an article on the role of teacher in developing reading
stuttering, stammering).
skills of student.
Unit-IV : Language at Receptive Level
Reference Books:
4.1 Listening Comprehension.
1. Anderson, R.C. (1984). Role of the reader's schema in
4.2 Phonetic elements involved at receptive level (vowels and comprehension, learning and memory. In R.C. Anderson, J.
consonants). Osborn, & R.J. Tierney (Eds.), Learning to read in American
4.3 Understanding intentional meaning through intonation Schools : Basal readers and contecnt texts. Psychology
patterns. Press.
4.4 Listening strategies 2. Eller, R.G. (1989). Johnny, can't talk either : The perpetuation
4.5 Reading comprehension of the deficit theory in classrooms. The Reading Teacher, 670-
674.
4.6 Reading in content areas (social science, science and
mathematics). 3. Grellet, F. (1981). Developing reading skills : A practical guide
to reading comprehension exercieses. Cambridge University
4.7 Reading Strategies (note taking, summarizing, interpretation,
Press.
central idea).
4. NCERT. (2006d). Position paper-National focus group on
Unit-V : Language at Productive Level
teaching of Indian Language (NCF 2005). New Delhi : NCERT.
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.
PAPER-VI fundamental rights, duties and directive principles.

2.3 Concept and causes of inequality, discrimination and
Contemporary India & Education
marginalization.
2.4 Role of education to maintain equality of global society.
Unit-III : Emerging Trends in Society and Education
Course Code : BM - 16 3.1 Concept of universal education (UEE & USE) : Obstacles and
Objectives : Solutions.
1. To know basic concepts of contemporary India and education. 3.2 Right to Information 2005 and Role of Education in
2. To know the concept of social diversity and role of education. implementation of RTI.
3. To understand the constitutional values and fundamental 3.3 Right to Education 2009 and Role of education in
implementation of RTE-2009.
rights, duties and directive principles.
Unit-IV : Initiatives for Universal and Inclusive Education
4. To know constitutional provisions about education.
4.1 Introduction, Functions and Contribution of Sarva Shiksha
5. To introduce pupil-teachers to basic concepts and causes of
Abhiyan.
inequality, discrimination and marginalization.
4.2 Introduction, Functions and Contributions of Rajasthan
6. To acquaint pupil-teacher various emerging trends in Madhyamik Shiksha Abhiyan.
education like RTI, RTE, UEE, USE etc.
4.3 Inclusive Education in the light of NCF-2005.
7. To introduce pupil-teachers by different agencies and
Unit-V : Emerging Global Concerns and Education
programmes for universalization of education like S.S.A.,
RMSA, NCF-2005 etc. 5.1 Education for Peace - Issues of National and International
Conflicts, Social Injustice, Communal Conflicts.
8. To acquaint pupil-teachers with emerging global concerns and
5.2 Role of Teachers in Peace Building Environment.
education.
5.3 Education for Environmental Conservation : Local to Global.
Unit-I : Social-Diversity and Education
Assignments (any one)
1.1 Concept, Types and Level of Social Diversity.
1. A survey of awareness about constitutional values in
1.2 Enrichment of social diversity through education for
secondary level students.
universalization.
2. Prepare power point presentation on any sub-unit of syllabus.
1.3 Role of education in constitutional provision of freedom,
3. Write a monograph on any sub unit of syllabus.
justice, equality and fraternity.
4. Write a term paper on any National document related to
Unit-II : Constitutional Values and Education
Education.
2.1 Aims of Education in the light of constitutional values. 5. Group discussion and prepare report on any sub unit of
2.2 Concept of constitutional values with the special reference to syllabus.
Reference Books : PAPER - VII

1. Anord, C.L. et al. (1983) : Teacher Education in Emerging
ICT AND E-LEARNING
Indian Society, NCERT, New Delhi at least 30 students.
2. A.S. Balasooriya (2001) : Learning the Way of Peace, United Course Code : BM- 17
Nations Educational, Scientific and Cultural Organization,
New Delhi. Objectives :
3. Govt. of India (1992) : Programme of Action (NPE) Ministry of The students will be able to :
HRD. * To acquaint with the concept, scope and need of Multimedia
4. Mohanty, J. (1986) : School Education in Emerging Society. Education and E-Learning.
Sterling Publishers, McMillan, New Delhi.
* To understand process, types, barriers and uses of communication
5. Ministry of Education "Education Commission" 1964-1966. to apply communication technology in audio and visual media.
Education and National Development, Ministry of Education,
* To develop skills to use different technological aids.
Govt. of India, 1966.
* 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.
3. Production / Selection of visual-media : Still projection, OHP Assignment / Practicum :

transparency, 35mm slide, movie projection, video film multi- 1. Prepare a PPT (30) slides for anyone topic of your choice.
media presentation. 2. Prepare a E-lesson for anyone school subject.
4. Internet : Meaning, browser, search engine, www, search 3. Prepare a short mobile movie on any innovative approach in
through internet, tools and services on internet : email, mailing Education.
list, digital text.
4. Creation of Bio-Data, Time-table, Student Marksheet and Salary
5. E-learning concept, need, process, importance. Bills.
Unit - 4 : Introduction to Computer and Working with 5. Prepare two presentations at least 20 slides in all presentation.
Computer
References :
Part-A
1. Am Asana, Ad. Ed. (1988) : Computers in research and education.
1. Computer : Definition, meaning, features, basic architecture of Rajkot : Department of Education, Saurashtra University.
computer.
2. Antani, H. (1997) : Internet for beginners. New Delhi : Tata
2. Concept of operating system, computer hardware and software. McGraw Hill Publishing Co. Ltd.
3. Creation of icon & folder, word processor : using word processor, 3. Berger, A.A. Media Analysis Techniques (1982) : Beverly Hills,
creation of different documents (resume, time-table etc.). California : Sage.
4. Spread sheet package : using spread sheet package, creation of 4. Sripts : (1990) Writing for audio and television, New Bury Park :
different files (Marksheet, Salary Bills etc.). Sage.
5. Spread sheet package : Data analysis through different functions, 5. Bretz, Rudy (1962) : Techniques of television production. New
spread sheet package : through charts critical analysis of York : McGraw Hill Book Co.
different data.
6. Bruce, Joyace and Marsha Weil (1992) : Models of Teaching,
Unit - 5 : Introduction to Computer and Working with New Delhi : Prentice Hall of India, New Delhi.
Computers
7. Curtin (1998) : Information Technology the breaking wave. New
Part-B Delhi. Tata-McGraw Hill Publishing Co.Ltd.
1. Presentation Package : using presentation package creation of 8. Mangal, S.K. Mangal : Technology of teaching, Arya Book Depot,
different slides (at least two presentation files with effective use New Delhi.
of multimedia).
9. Jati, S. : Advance educational technology. Sahitya Prakashan,
2. Concept of modem, Wi-Fi, Bluetooth. Agra.
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 Unit-2 : Teaching of Listening and Speaking

TEACHING OF ENGLISH 2.1 Listening
2.1.1 Concept of listening in second language, elements of
Course Code : BM-18-01 listening.
2.1.2 The phonetic elements involved in listening at the receptive
Objectives level (monothongs, diphthongs, consonants, pause,
To enable the student teachers to : juncture, stress, accent, beat, intonation, rhythm);
* Develop a good understanding of the basic concepts in second 2.1.3 Listening skills and their sub-skills;
language teaching. 2.1.4 Authentic listening vs graded listening;
* Teach basic language skills as listening, speaking, reading and 2.1.5 Techniques of teaching listening;
writing and integrate them for communicative purpose. 2.1.6 Role of teaching aids in teaching listening skills;
* Critically review and use appropriately different approaches and 2.2 Speaking
methods of teaching English as a second language. 2.2.1 Concept of speaking in second language.
* Prepare lesson plans on different and prescribed aspects of 2.2.2 The phonetic elements involved in listening at the receptive
English as a second language. level (monothongs, diphthongs, consonants, pause,
* Choose, prepare and use appropriate audio-visual aids for juncture, stress, accent, beat, intonation, rhythm);
affective teaching of English. 2.2.3 Use of pronouncing dictionary.
* Use various techniques of testing English as a second language 2.2.4 Technique of teaching speaking skills and pronounciation
and develop remedial teaching. practice and drills - Ear Training, Repetition, Dialogues and
Unit-1 : Basic Concepts and Objectives of English Language Conversation.
Teaching 2.2.5 Role of A.V. aids in teaching speaking skills.
1.1 Concept of language, language acquisition, language learning. Unit-3 : Teaching Reading and Writing Skills
1.2 Mother tongue, second language, English as a second language 3.1 Reading Skills
(ESL), English as a Foreign language (EFL), English for specific 3.1.1 Concept of reading in second language.
purpose (ESP). 3.1.2 Mechanics of Reading (Eye span, pause, fixations,
1.3 Principles of second language teaching. regression);
1.4 The objectives of teaching English as a second language at 3.1.3 Types of Reading - Skimming, Scanning, Silent reading,
different levels of school education - (i) Skill based-LSRW (ii) Reading loud, Intensive reading, Extensive reading.
Competency based - (a) Linguistic competence and (b) 3.1.4 Teaching silent reading, intensive reading, extensive
Communicative competence. reading.
3.1.5 Role of textbook and dictionary in teaching reading skills. 4.2.2.2 The place of poetry teaching in school curriculum
3.2 Writing Skills 4.2.2.3 Concept, aims and objectives of teaching poetry in second
3.2.1 Concept of writing in and second language. language
3.2.2 Types of Composition - oral, written, controlled, guided 4.2.2.4 Steps of preparing a lesson plan on poetry.
composition. Unit-5 : Resources and Assessment of English Learning
3.2.3 Teaching the following items : Letters (Formal and Informal), 5.1 Resources in English
Essays, Report, Email, Notices, Precis, Paragraph, 5.1.1 Concept and use of A.V. aids in second language teaching.
Developing, Stories.
- Textbook, workbook, teacher's book, chart, picture, flash
Unit-4 : Methodology of English Language Teaching clards, flannel board
4.1 Approaches, Methods and Techniques - The Blackboard and the White Board
4.1.1 Difference between an approach, method and a technique. - Black Board Drawings and sketches.
4.1.2 Whole language approach, communicative approach, task - The Overhead Projector (OHP)
based approach, eclectic approach.
- Flashcards, Posters and Flip charts
4.1.3 Direct method, Bilingual Method.
- Songs Raps and Chants
4.2 Planning for English Language Teaching
- Video Clips.
4.2.1 Prose Lessons
- Pictures, Photos, Postcards and Advertisements
4.2.1.1 Content analysis - Planning a unit, based on a lessons in the
- Newspapers, Magazines and Brochures
textbook.
- Mind Maps
4.2.2.2 Planning for teaching the content and skills in the following
- Radio, Tape Recorder, T.V.
order:
- Language Laboratory
- New lexical items (vocabulary - active and passive,
techniques of teaching vocabulary) - Realia
- New structural items - Stories and Anecdotes
- Reading comprehension 5.2 Assessment of Second Language
- Textual exercises 5.2.1 Concept of assessment and testing in English as a second
language.
- Written / composition
5.2.2 Concept, Need and Techniques of Continuous and
- Unit test
Comprehensive Evaluation (CCE) in English.
4.2.2 Teaching of Poetry
5.2.3 Type of Test (Achievement test, Proficiency test, Diagnostic
4.2.2.1 Components of poetry
test, Prognostic test, Formative and Summative tests);
5.2.4 Testing language skills, lexical and structural items, poetry terms of the lexical and structural items, language skills and
and grammar. given exercises.
5.2.5 Preparation of unit test and examination paper - their blue Reference Books :
print and answer key. 1. Willis, Jane : A framework for Task-Based Learning. Pg. 135-136.
Assignments (Any one) Longman, 1996.
The teacher students have to submit one assignment : 2. Frost, Richard : "A Task-based Approach". British Council
1. Planning of vocabulary building exercises and techniques to Teaching English. http://www.teachingenglish.org.uk/think/
teach the students in the classroom. methodology/task_based.shtml 4/12/2006.
2. Identification of learning difficulties experienced by student 3. Ellis, Rod (2003) : Task-based Language Learning and Teaching.
teachers during teaching practice and implementation of Oxford, New York : Oxford University Press. pp.156-157. ISBN
remedial instructional strategies in English. 978-0-19-442159-1.
3. Review of two research articles related to teaching and learning 4. Brinton, D. (2003) : Content-based instruction. In D. Nunan (Ed.)
of English from educational journals, magazines or Practical English Language Teaching (pp. 199-224). New York :
newspapers. McGraw Hill.
4. Critical analysis of the method used in a lesson taught by a 5. Bansal, R.K. and Harrison, J.B. (1972) : Spoken English for
regular teacher. India, Madras : Orient Longman Ltd.
5. Preparing an action plan for improving any of the following skills 6. Baruah, T.C. (1985) : The English Teacher's Handbook, New
: reading skill, speaking skill, listening skill or creative writing. Delhi : Sterling Publishing Pvt. Ltd.
6. Preparation of five (5) word cards, five (5) picture cards and five 7. Brumfit, C.J. (1984) : Communicative Methodology in Language
(5) cross word puzzles. teaching. Cambridge : C.P.U.
7. Preparation of twenty (20) test items in listening / speaking / 8. Gimson, A.C. (1980) : An introduction to the pronounciation of
reading / writing skills. English. London : Edward Arnold.
8. Preparation of CALL material (five pages). 9. Lado, Robert (1971) : Language teaching, New Delhi : Tata
McGraw Hill Publishing House Co. Ltd.
9. Construction of a unit test or a diagnostic test or an achievement
test for any class of your choice in English. 10. Palmer, H.L. (1964-65) : The principles of language study.
London : O.U.P.
10. Preparing a power-point presentation (PPP) for teaching a topic
of your choice. Prepare a CD and submit it along with its hard 11. Quirk, Randolph and Greenbaum (1973 ) : A University
copy (print out). Grammar of English, London.
11. Review of an English textbook prescribed at the secondary 12. Roach, Peter (1991) : English Phonetics and Phonology,
stage. Cambridge, C.P.U.
12. Content analysis of a unit or a chapter of English textbook in 13. Richards, J.C. and Rodgers, T.S. : Approaches and Methods in
Language Teaching. Cambridge, C.P.U. Paper - VIII

14. Leech, Geoffrey and Svartvik, Jan (2000) : Communicative fgUnh Hkk"kk vkSj bldk f'k{k.k
Grammer of English, Cambridge, C.P.U.
15. Elizabeth, M.E.S. (2010) : Methods of Teaching English, Course Code : BM-18-02
Discovery Publishing House.
16. Thomson, A.J. and Martinet (1998) : A Practical English mís'; %
Grammar, ELBS, O.U.P. 1- Hkk"kk dk lkekU; ifjp; iznku djukA
17. Bright and McGregor : Teaching English as Second Language,
2- fgUnh Hkk"kk vkSj Hkkjr dh Hkkf"kd leL;k dh tkudkjh nsukA
Longman.
18. Hornby, A.S. (1998) : Guide to Patterns and Usage in English, 3- Hkk"kk ds oKS kfud Lo:i dk Kku] o.k]Z 'kCn ,oa okD; dh nf`"V ls djkukA
O.U.P. 4- Hkk"kk;h dkS'ky] lquuk] cksyuk] i<+uk ,oa fy[kuk dh lkekU; tkudkjh
19. Paliwal, A.K. (2011) : Methodology of Teaching English as a nsukA
Second Language, Kalpana Publications, Jaipur.
5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrksa ls voxr djkukA
20. Paliwal, A.K. (2011) : A Handbook for Teachers of English,
Kalpana Publications, Jaipur. 6- fgUnh Hkk"kk dh fofHkUu fo/kkvksa ,oa muds f'k{k.k dh tkudkjh nsukA
21. Collins Cobuild English Grammar (2000) : Harper Collins 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
;wfuV ,d & Hkk"kk ifjp;] fgUnh vkSj bldk LFkku ;wfuV pkj & fgUnh Hkk"kk dh fofHkUu fo/kk,¡] mudk f'k{k.k ,oa
1- Hkk"kk dk vFkZ] ifjHkk"kk ,oa egÙoA lgk;d lkexzh
2- fgUnh dk mn~Hko ,oa fodklA 1- x| f'k{k.k & mís';] fof/k;k¡ ¼xgu ikB ,oa æqr ikB :i esa½A
3- ekr`Hkk"kk] ifjHkk"kk ,oa egÙoA 2- i| f'k{k.k ¼jl] ikB ,oa cks/k ikB ds :i esa½A
4- Hkkjr dh Hkk"kk;h leL;kA 3- ukVd ,oa ,dkadh f'k{k.k ¼vfHku; ,oa eaph; :i esa½A
5- Hkk"kk ds laca/k esa laoS/kkfud izko/kku & /kkjk 343] 344] 350] 351] 4- O;kdj.k ,oa jpuk f'k{k.kA
dksBkjh deh'ku] jk"Vªh; f'k{kk uhfr&1986] ih-vks-,- 1992] ,u-lh-,Q- 5- fgUnh Hkk"kk f'k{k.k ,oa vf/kxe dh izHkko'khyrk gsrq n`';&JO; lkexzh
&2005 ¼midj.k½A
;wfuV nks & Hkk"kk dk oSKkfud Lo:i ;wfuV ik¡p & fgUnh Hkk"kk f'k{k.k esa uokpkj ,oa ewY;kadu
Hkk"kk dk oSKkfud Lo:i ¼o.kZ] 'kCn ,oa okD; fopkj dh n`f"V ls½ & 1- fgUnh Hkk"kk f'k{k.k esa uokpkj
¼v½ o.kZ & ifjHkk"kk] izdkj] Lojekyk] O;atuekyk] ckjg[kM+h] mPpkj.k 2- ikB ;kstuk fuekZ.k ,oa izdkj & nSfud ikB ;kstuk] okf"kZd ;kstuk ,oa
vo;o] lkekU; mPpkj.k v'kqf);k¡ ,oa mudk la'kks/kuA bdkbZ ikB ;kstukA
¼c½ 'kCn & ifjHkk"kk ,oa izdkjA ¼mRifÙk ds vk/kkj ij] jpuk ds vk/kkj ij] 3- fgUnh Hkk"kk f'k{k.k esa ewY;kadu ¼vFkZ] fo'ks"krk,¡ ,oa izdkj½A
iz;ksx ds vk/kkj ij] vFkZ ds vk/kkj ij½A 4- iz'u&i= fuekZ.k ,oa uhyi=A
¼l½ okD; & ifjHkk"kk] vax] HksnA l=h; dk;Z ¼fuEu esa ls dksbZ ,d½ &
;wfuV rhu & Hkk"kk;h dkS'ky ,oa fgUnh Hkk"kk f'k{k.k 1- lafo/kku esa Hkkjrh; Hkk"kkvksa laca/kh vuq'ka"kk,¡ rFkk fofo/k flQkfj'kksa ij
,d fjiksVZ rS;kj djukA
1- lquuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa lquuk dkS'ky
fodkl gsrq iz;klA 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
2- cksyuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa cksyuk dkS'ky
fodkl gsrq iz;klA 3- Hkk"kk;h dkS'kyksa ds fodkl gsrq xfrfof/k;k¡ rS;kj djukA
3- i<+uk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa i<+uk dkS'ky 4- ekSfyd dfork,¡ ,oa ukVd ys[ku dk;ZA
fodkl gsrq iz;klA 5- dgkfu;ksa dk ladyu dj orZeku ifjizs{; esa izklafxdrk LFkkfir
4- fy[kuk dkS'ky & lkekU; ifjp;] mís';] egÙo ,oa fy[kuk dkS'ky djukA
fodkl gsrq iz;klA 6- Hkk"kk ds oSKkfud Lo:i dks n'kkZrh lgk;d lkexzh dk fuekZ.kA
5- fgUnh Hkk"kk f'k{k.k ds mís'; ,oa fl)kUrA 7- iz'u i= dh fdlh ,d bdkbZ ij izfrosnu ¼VeZ isij½ rS;kj djukA
8- uokpkj vk/kkfjr nks ikB ;kstuk,¡ fufeZr djukA PAPER - VIII

lanHkZ xazFk lwph % & laLÑr Hkk"kk dk f'k{k.k
1- MkW- Jqfrdkar ik.Ms;] fgUnh Hkk"kk vkSj bldk f'k{k.k] ih,p-vkbZ] ubZ
Course Code : BM-18-03
fnYyh] 2014
2- MkW- mek eaxy] fgUnh f'k{k.k] vk;Z cqd fMiks] djksy ckx] ubZ fnYyh] bl ikB~;Øe ds v/;;u ds i'pkr~ Nk=k/;kid %
2005 1- Hkk"kk ds Lo:i ,oa laLÑr Hkk"kk ds egRo dks tku ldsaxsA
3- MkW- jke'kDy ik.Ms;] fgUnh f'k{k.k] Jh fouksn iqLrd Hk.Mkj] vkxjk&2] 2- fofHkUu vk;ksxksa esa laLÑr Hkk"kk dh fLFkfr dks tku ldsaxsA
2009 3- laLÑr Hkk"kk f'k{k.k ds mís'; ,oa dkS'kyksa dks le> ldsaxsA
4- MkW- HkksykukFk frokjh] Hkk"kk foKku] fdrkc egy] bykgkckn] 2005 4- laLÑr Hkk"kk f'k{k.k ds lw=ksa ,oa fl)kUrksa dks tku ldsaxsA
5- MkW- jkepUæ 'kqDy] fgUnh lkfgR; bfrgkl] jktdey izdk'ku] ubZ 5- laLÑr esa ikB fu;kstu dh vko';drk ,oa egRo le> ldsaxsA
fnYyh] 2006
6- laLÑr dh fofHkUu fo/kkvksa dh ikB ;kstuk dks lh[k ldsaxsA
6- MkW- lkfo=h flga] fgUnh f'k{k.k] bVaju'skuy ifCyf'kx
a gkÅl] ejsB] 2004
7- laLÑr Hkk"kk f'k{k.k esa fofHkUu n`';&JO; lk/kuksa dk mi;ksx djuk
7- HkkbZ ;ksxsUæthr] fgUnh Hkk"kk f'k{k.k] fouksn iqLrd eafnj] vkxjk] 2008 lh[k ldsaxsA
8- lLaÑr Hkk"kk f'k{k.k dh fofHkUu f'k{k.k fof/k;kas ,oa mikxekas dks tku ldx as 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=
2-3 laLÑr Hkk"kk f'k{k.k ds fl)kUr Unit-5 : laLÑr Hkk"kk f'k{k.k esa ewY;kadu
2-4 laLÑr Hkk"kk f'k{k.k ds dkS'ky 5-1- ewY;kadu dk lEizR;;] mís'; ,oa egRo
v- vFkZxzg.kkRed dkS'ky 5-2- laLÑr Hkk"kk esa dkS'ky vk/kkfjr ewY;kadu
c- vfHkO;DR;kRed dkS'ky 5-3- laLÑr Hkk"kk esa uhy i= vk/kkfjr iz'u&i= lajpuk
Unit-3 : laLÑr f'k{k.k esa fo|kxr ikB fu;kstu ,oa f'k{k.k 5-4- funkukRed ijh{k.k ,oa mipkjkRed f'k{k.k dk lEiRz;;] mí's; ,oa egRoA
3-1- laLÑr ikB fu;kstu dh vko';drk ,oa egRo 5-5- laLÑr Hkk"kk vf/kxe esa lrr ,oa O;kid ewY;kaduA
3-2- fufeZroknh mikxe vk/kkfjr ikB fu;kstu ,oa f'k{k.k fof/k;k¡ l=h; dk;Z % izR;sd izf'k{k.kkFkhZ dks fuEufyf[kr esa ls fdlh ,d ij fo"k;
v- x| f'k{k.k izk/;kid ds ekxZn'kZu esa l=h; dk;Z@izkstsDV dk;Z djuk gksxk &
c- i| f'k{k.k 1- ikB~;Øe dh fdlh ,d mi bdkbZ ij i= izLrqfr ,oa izfrosnuA
l- O;kdj.k f'k{k.k 2- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa fufgr ewY;ksa
n- ukVd f'k{k.k dk v/;;u ,oa izfrosnuA
3-3- laLÑr Hkk"kk f'k{k.k esa n`';&JO;] n`';&JO; ,oa oS|qnf.od 3- mPp izkFkfed Lrj dh laLÑr dh fdlh ,d ikB~;iqLrd dh leh{kkA
¼bysDVªksfud½ lk/kuksa dk egRo 4- O;kdj.k f'k{k.k gsrq vf/kxe lkexzh dk fuekZ.k ,oa izfrosnuA
3-4- laLÑr Hkk"kk f'k{k.k esa n`';] n`';&JO; lk/kuksa dk p;u] fLFkfr ,oa 5- mPp izkFkfed Lrj ds fo|kfFkZ;ksa dk laLÑr esa funkukRed ijh{k.k ,oa
mudk mi;ksx mipkjkRed f'k{k.kA
Unit-4 : laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ ,oa mikxe 6- mPp izkFkfed@ek/;fed Lrj dh laLÑr ikB~;iqLrd esa Hkk"kkxr dk;Z
4-1- laLÑr Hkk"kk f'k{k.k dh fof/k;k¡ dh lwph cukuk ,oa ml ij fØ;kRed vH;klA
v- ikB'kkyk fof/k 7- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa vk, laLÑr 'kCnksa dh
c- O;kdj.kkuqokn fof/k cgqHkkf"kdrk dk v/;;u djukA
l- ikB~;iqLrd fof/k 8- mPp izkFkfed@ek/;fed Lrj dh ikB~;iqLrd esa ls fofHkUu mís';ksa ij
vk/kkfjr 20 iz'uksa dh lajpuk djukA
n- izR;{k fof/k
lUnHkZ xzUFk lwph
4-2- laLÑr Hkk"kk f'k{k.k esa fufeZrokn vk/kkfjr uokpkj ,oa mikxe
1- feÙky] lUrks"k ¼2009½ % laLÑr f'k{k.k] esjB % vkj- yky cqd fMiksA
v- laxzUFku mikxe
2- lQk;k] j?kqukFk ¼1990½ % laLÑr f'k{k.k] p.Mhx<+ % gfj;k.kk lkfgR;
c- lEizs"k.k mikxe
vdknehA
l- iznÙk dk;Z ¼Task½ vk/kkfjr mikxe
3- ukjax] oSJk ¼1996½ % lEizs"k.kkRed Hkk"kk f'k{k.k] ubZ fnYyh % izdk'ku
n- lexz mikxe laLFkkuA
4- 'kekZ] jkefoykl ¼2001½ % ,sfrgkfld Hkk"kk foKku vkSj fgUnh Hkk"kk] ubZ Paper - VIII
fnYyh % jktdey izdk'kuA TEACHING OF SOCIAL SCIENCE
5- frokjh] HkksykukFk ¼1982½ % Hkk"kk foKku] us'kuy ifCyf'kax gkml] ubZ
fnYyhA Course Code : BM-18-04
6- Jhekyh] ch-,y- ¼2012½ % fØ;k ¼VkLd½ vk/kkfjr laLÑr f'k{k.k % ,d
Objectives
uokpkj] t;iqj % dYiuk izdk'kuA
To enable the pupil teacher to :
7. Paliwal, A.K. (2002 : Communicative Language Teaching,
1 To enable the student trainees to understand the nature and
Jaipur : Surbhi Publication.
structure of social studies.
8. Richard J.C. & Rodgers, T.C. (1986) : Approaches and Methods
in Language Teaching, Cambridge University Press, C.U.P.. 2 To enable the student trainees to know the importance teaching
social studies at the primary and secondary level.
9. Widdowson, H.G. (1978) : Teaching Language as Communication,
Oxford University Press. 3 To enable the student trainees to know the method and
10. Freeman, D.L. (20000 : Techniques and Principles in Language. approaches for organizing social curriculum.
Oxford University Press. 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 b. Blue Print

construction. c. Preparation of Question Paper.
2.4 Study of recent curriculum development of social science. Assignments (Anyone) :
2.5 Critical appraisal of social science curriculum and social science 1 Analysis of the syllabus.
text-books presentation of the subject matter of social science at 2 Development of self-instructional material on any one topic of
elementary and secondary level. social science.
2.6 Qualities, role and professional growth of a teacher of social 3 Collection of newspaper cutting related to social science issues.
science.
4 Prepare transparencies/PPT of any one subject unit related to
Unit 3 : Methods and Approaches of Teaching Social Science subject.
3.1 Meaning and concept of method and approaches. 5 Organized a seminar on current social issue and prepare report.
3.2 Various methods of teaching social science at elementary and 6 Construction of different types of test items.
secondary level, role playing, story telling, brain storming,
Reference Books :
demonstration, lecture, problem solving project, field trip,
observation, discussion method. 1 Sharma M.B. : Methods of social study teaching.
3.3 Common and subject specific skills for teaching social science. 2 Singh Rampal : Social studies teaching.
3.4 Planning of unit plan and daily lesson plan. 3 James Hamming : The teaching of social studies in Secondary
School.
Unit 4 : Teaching Learning Resources in Social Studies
4 Horn EE : Methods of instruction in the social studies.
4.1 Meaning, Need and Importance of teaching learning resources
in social science, types of primary and secondary sources data 5 Gallanvan Kohler, Ellen : Secrets to success for social studies
from field, Textual materials, journals, magazines, newspapers, teachers.
books. 6 Kochhar, S.K. : The teaching of social studies.
4.2 Teaching aid in social science : maps, graphs, models, chart, 7 Taneja,VR : Teaching of social studies.
slides, museums, TV, radio, transparencies. 8 Tyagi, Gurusharan Das : Teaching of social studies.
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
PAPER - VIII 3.2 Fundamental principles of formatting curriculum in History and

critical appraisals of the syllabus of state and CBSE board at
TEACHING OF HISTORY
different stages.
Course Code : BM-18-05 3.3 Qualities and professional growth of history teacher, and his role
in future prospective.
Objectives 3.4 Challenge faced by History teacher (Challenges passed by
After the class the Pupil-Teachers able to : tecyhnology, pedagogy and globalization).
1. Understand the nature of History. UNIT-IV TEACHING PLANNING, METHODS AND TEACHING
2. Understand the aims & objective of History Teaching. SKILLS
3. Apply appropriate methods and techniques of teaching of 4.1 Lesson Plan, Unit Plan and Annual Plan : Concept, Need and
various topics of History at different level. Importance.
4. Prepare achievement test and diagnostic and administration of 4.2 Methods of teaching history - Story telling Method,
the test. Demonstration, Biographical, Problem solving and role play
5. Prepare and utilize different teaching aids. method.
6. Understand the changing concept of History. UNIT-V C.C.E. IN HISTORY SUBJECT
7. Introduce student-teachers to matters of both content and 5.1 Concept and purpose of evaluation.
pedagogy in the teaching of History. 5.2 Objective based evaluation.
UNIT-I NATURE AND SCOPE OF HISTORY 5.3 Various types of question, blue print, content analysis.
1.1 Meaning, nature and scope of History. Assignment (Any one)
1.2 Importance of teaching history. 1. Content analysis and preparation of instructional material
1.3 Importance of studying local history, national history and world related to any unit of history.
history in the context of National Integration and International
2. Visit to any historical place and preparation of report.
brotherhood and global citizenship.
3. Collection of newspaper cutting related to history's issues.
1.4 Co-relation of History with Social Science, Civics, Political
Science, Economics and Geography. 4. Develop a lesson plan based on new methods / technique in
history.
UNIT-II TEACHING LEARNING RESOURCE IN HISTORY
5. Study of analysis aspect of Historical issue and preparation of
2.1 People as resource the significance of oral data.
report.
2.2 Types and importance of Primary and Secondary sources in
6. Interview two history teachers and find the challenges faced by
UNIT-III HISTORY CURRICULUM FOR SCHOOL
them and submit the report in about 500 words.
3.1 Concept of curriculum.
Reference Books : PAPER - VIII

1. NCERT - Handbook of History teachers. TEACHING OF CIVICS
2. Tyagi Gurusharan : History teaching, Raj Hindi Granth Akadami,
Jaipur. Course Code :BM-18-06
3. Choudhary, K.P. : Effective teaching of history in India, NCERT.
Objectives
4. Baghela, Dixit : History teaching, Raj Hindi Granth Akadami.
To enable the pupil outcomes :
5. Hill, C.P. : Suggestions on the teaching of History.
1. Develop a critical understanding about the nature of developing
6. Nayak, A.K. (2004: Classroom teaching methods and practice. a critical and its interface with society.
APH Publishing Corporation, New Delhi. 2. Refresh the knowledge of the meaning and importance of civics.
7. S. Wadhwa : Modern methods of teaching bhistory, Saru Sons. 3. Develop skill and abilities for organizing school activities related
8. Varjeshwary, R.: Handbook for History teacher inIndia. to the subject.
Relevant Websites : 4. To understand and adopt proper methods and techniques of
1. www.ncert.nic.in teaching various topics of civics to develop understanding of the
concept and practices different approaches of evaluation and to
2. www.historical thinking.
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.
1.6 Correlation of civics with other subjects. UNIT-V : EVALUATION IN CIVICS TEACHING
1.7 Aims and objectives of teaching civics at elementary/secondary 5.1 Concept and objective of evaluation.
level. 5.2 Tools and techniques of evaluation in civics teaching.
UNIT-II : CURRICULUM AND PLANNING 5.3 CCE in civics teaching
2.1 Concept and objectives of curriculum. 5.4 Preparation of achievement test.
2.2 Fundamental principles of construction curriculum of civics. 5.4.1 Different types of question.
2.3 Principles of selection and organization of content. 5.4.2 Blue print.
2.4 Critical appraisal of civics curriculum and text-book. 5.4.3 Preparation of question paper.
2.5 Presentation of the subject matter of civic at elementary Assignments (Any one) :
secondary level. 1. Critical study of any one civics books prescribed of secondary
2.6 Curriculum development and book review. class.
UNIT-III : METHODS AND APPROACHES OF TEACHING CIVICS 2. Preparation of unit plan, lesson plan for civics book.
3.1 Meaning and concept of method. 3. Collection of newspaper cutting related to civics issues.
3.2 Various method of civics teaching at elementary secondary 4. Prepare transparencies / PPT related to subject.
level-1 inductive/deductive discussion, project, problem 5. Organize a seminar on current political issues and prepare
solving, role-play, story telling, method, brain-storming, field, report.
puzzle solving.
6. Field work based on object of keeping our nation clean and
3.3 Use of local resources in teaching civics, importance of teaching green.
skill.
7. Visit any local bodies as Panchayat, Municipality, Municipal
3.4 Planning of daily lesson plan and unit plan. Corporation and Nagar Nigam and prepare report about
3.5 Use of mass media and computer in civics teaching. function of local bodies.
UNIT-IV : TEACHING LEARNING RESOURCES IN CIVICS 8. Construction of different types of test items.
4.1 Concept need and importance of teaching learning resources in Reference Books
civics. 1. Agarwal, 1993 : Teaching of Political Science : A practical
4.2 Type of elementary/secondary sources - text-book materials, approach. Vikas Publishing House, New Delhi.
journals, magazines, news channel, electronic media.
2. Arora and Awasthy (2003) : Political theory. Haranand
4.3 Teaching aids in civics, models, chart, audio-visual aids, flannel Publication Pvt. Ltd., New Delhi.
board, blackboard, smart class, white board.
3. Bining AC and Bining DH (1952) : Teaching of political science in
4.4 Planning of civics lab and its use. secondary schools. Tata McGraw Hill Publishing Co. Ltd.
4.5 Role of teacher in using modern tool. Bombay.
4. Ellis AK (1995) : Teaching and Learning elementary social PAPER - VIII

studies. Boston Allyn and Bacon.
TEACHING OF GEOGRAPHY
5. Kirt Patrick Ecron (1997) : Foundation of political science
research methods and scope. New York, The Free Press. Course Code : BM-18-07
6. Kocher, S.K. (1985) : Methods and techniques for teaching.
Sterling Publishers Pvt. Ltd., New Delhi. Objectives
7. Verma, LS (1988) : Research methodology in political science. After the class the Pupil-Teachers able to :
Rajasthan Granth Akadami, Jaipur. 1. Understand the modern concept of Geography.
8. Savaga Tom V and Armstrong David G. (1992) : Effective 2. Understand the aim & objective of Geography Teaching.
teaching in elementary social studies. Macmillan Publishing
3. Apply appropriate methods and techniques of teaching of
Co., New York.
various topics of Geography at different level.
9. Harlikar : Teaching of Civics in India. Bombay Padma
4. Arrange field trips survey.
Publication Ltd.
5. Prepare achievement test and diagnostic and administration of
10. Cray Ryland W.: Education for Democratics Citizenship.
the test.
11. Machaelies : Social Studies for children in democracy, New
6. Understand use of Geography Lab know about necessary
York, Prentice Hall, 1956.
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.
UNIT-III : TEACHING LEARNING OF GEOGRAPHY Reference Books :

3.1 Lesson Plan, Unit Plan, and Year Plan : Concept, Meaning, 1- Hkwxksy f'k{k.k & MkW- ts-ih- oekZ
Need and Importance.
2- Hkwxksy f'k{k.k & MkW- ,p-,u- flag
3.2 Geographical Methods : Regional Method, Demonstration,
Inductive-Deductive, Project, Comparative and Lab method. 3- Hkwxksy f'k{k.k & ,u-vkj- oekZ
UNIT-IV : GEOGRAPHY CURRICULUM & TEACHER 4- dEI;wVj lgk; vf/kxe & MkW- ,p- esukfj;k
4.1 Curriculum Development Process : National and State levels. 5- HkkSfrd Hkwxksy & MkW- lfoUæflag
4.2 Study of Geography syllabus - Secondary level.
6- Hkwxksy izk;ksfxd & MkW- ts-ih- 'kekZ
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.
PAPER - VIII 1.5 Aims and Objectives of Teaching Economics at Senior

Secondary level.
TEACHING OF ECONOMICS
UNIT-II : CURRICULUM AND PLANNING
Course Code : BM-18-08 2.1 Concept and objectives of curriculum.
2.2 Fundamental principles of constructing curriculum of
Objectives Economics.
1. To familiarize the student-teacher with various strategies, 2.3 Critical analysis of Economics syllabus at Secondary level.
methods, techniques and skills of teaching Economics at Senior 2.4 Text-book - Importance and Qualities of a good text-book of
Secondary level. Economics.
2. To develop competence in use of appropriate strategy in relation 2.5 Critical appraisal of Economics Text-book.
to the content to be taught.
UNIT-III : LESSON PLANNING, METHOD AND APPROACHES IN
3. To inculcate spirit of experimentation for finding out TEACHING OF ECONOMICS
effectiveness of alternative strategies of teaching. 3.1 Meaning, Need, Importance and Preparation of Unit Plan,
4. To promote reflection on issues pertaining of teaching of Lesson Plan.
Economics. 3.2 Framing of Instruction of Objectives.
5. To develop competence in designing effective instructional 3.3 Various methods of Teaching of Economics at Secondary Level,
strategies to teach Economics. Problem solving Project method, Team teaching, Inductive-
6. To develop ability to design, develop and use various tools & deductive method, Lecture method.
techniques of evaluation. 3.4 Innovative Practices in teaching of Economics - Symposia,
7. To develop awareness about syllabus prescribed by different debate, assignment, brain-storming, workshop, seminar.
State Board. 3.5 Use of ICT in Economics.
8. To develop awareness about recent advancements in teaching UNIT-IV : TEACHING LEARNING RESOURCES IN ECONOMICS
of Economics.
4.1 Meaning, need and importance of Teaching Learning
UNIT-I FOUNDATIONS OF ECONOMICS IN EDUCATION Resources in Economics.
CONTEXT AND CONCERN
4.2 Types of Primary and Secondary Sources - Data from field,
1.1 Meaning, nature and scope of Economics. Textual material, Journals, Magazines, Newspapers, Books.
1.2 History of Indian Economics. 4.3 Teaching Aids in Economics - Maps, Graph, Model, Chart,
1.3 Contribution of eminent Indian Economics. Chanakya, Amartya Slides, T.V., Museum, Computer, Smart Board, Teaching
Sen. Learning material, Internal.
1.4 Correlation of Economics with school subjects. 4.4 Co-curricular Activities - Types, Role and Significance of co-
curricular Activities in teaching Economics. Oliver, J.M.

4.5 Economics teacher and his qualities. 4. Evaluation in Economics : Bawa, M.S. IASE Deptt. of Education,
UNIT-V : Evaluation And Assessment In Economics Teaching Delhi University.
5.1 Purpose and concept of Evaluation. 5- vFkZ'kkL= foHkkx % MkW- dkeuk izlkn ik.Ms
5.2 Types of Evaluation (Formative, Sumative and Diagnostic). 6- vFkZ'kkL= foHkkx % xqjlj.knku R;kxh] fouksn iqLrd eafnj] vkxjk
5.3 Continuous and Comprehensive Evaluation.
7- vFkZ'kkL= foHkkx % egsUæiky flag
5.4 Preparation of Achievement Test, Blue Print.
5.5 Rubrics in teaching of Economics. 8- Hkkjrh; vFkZ'kkL= ds fl)kUr % ih-lh- tSu
Assignments (Any One) 9- vFkZ'kkL= ds fl)kUr % lqUnje ,oa oS';
1. Content analysis and preparation of Instructional Material
10- vFkZ'kkL= ds fl)kUr % vkuUn Lo:i xxZ
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 construction in teaching of commerce.

TEACHING OF COMMERCE 2.2 Critical appraisal of existing commerce curriculum at Sr.
Secondary Level.
Course Code : BM-18-09 2.3 Commerce Textbook - Need and importance, Criteria for the
evaluation of commerce textbooks.
Objectives : 2.4 Role of Library and Reference Books in teaching of commerce.
By the end of the semester the teacher trainees are able to Unit-3 : Lesson Planning, Methods and Approaches of
refresh the knowledge about the basic concepts of commerce and Teaching Commerce
their wide applicability. 3.1 Meaning, Need, Importance and Preparation of Unit Plan and
1 Understand the importance of teaching of commerce, its scope Lesson Plan.
and relationship with other school subjects. 3.2 Instructional strategies and methods of teaching commerce and
its importance.
2 Knowledge about aims, objective and values of teaching
commerce in Sr. Secondary School. 3.3 Difference between instructional strategy and method.
3 Acquaintance with the commerce curriculum at Sr. Secondary 3.4 Methods in teaching of commerce at Sr. Sec. School discussion
Level. method, project method, problem solving method, lecture
method and lecture cum discussion method.
4 Knowledge of wider range of teaching methods and techniques
3.5 Innovative practice in commerce teaching, assignment techniques,
in order to enable them to plan their lesson in teaching of
brain storming, workshop, seminar.
commerce.
3.6 Approaches of teaching commerce.
5 Acquaintance with the role of teaching aids and various learning
Unit-4 : Teaching Learning Material in Commerce
resources in commerce, opportunity to rejuvenate their content
knowledge concerning commerce. 4.1 Instruction material in commerce, need and importance,
classification of instructional material projected & non-
6 Develop professional efficiency among student.
projected.
Unit-1 : Foundation of Commerce Teaching Context and
4.2 Use of various instructional material in Teaching & Learning of
Concerns
Commerce (films, television, computers, chart, graph, model,
1.1 Meaning, Nature and Scope of commerce Importance of tables, slides, original material, internet).
Commerce in Sr. Secondary Curriculum. 4.3 Commerce teacher - qualities, role & professional development.
1.2 Aims and Objectives of teaching commerce at Sr. Secondary 4.4 Objectives, need and importance of co-curricular activities,
Level with special reference to Bloom's taxonomy. organization of debates, field trips/excurion in teaching of
1.3 Co-relation of commerce subject with other school subjects. commerce.
Unit-2 : Curriculum and Planning 4.5 Pedagogical Analysis - Aspect and Utility of Pedagogical
2.1 Curriculum-concept, objective and principles of curriculum Analysis for commerce teachers.
Unit-5 : Continues and Comprehensive Evaluation in PAPER - VIII

Commerce
TEACHING OF MATHEMATICS
5.1 Evaluation in Commerce - Purpose of evaluation, formative and
summative evaluation, tools and techniques of evaluation
(Quantitative and Qualitative). Course Code : BM-19-10
5.2 Achievement test in commerce purpose uses and construction
of achievement test. Objectives :
5.3 Diagnostic test & remedial teaching. After completion of course the students will be able to :
5.4 Unit tests in commerce - construction of a unit test and 1. Gain insight into the meaning, nature, scope and objectives of
preparation of blue Print.
mathematics education.
5.5 Rubrics in commerce teaching.
2. Appreciate mathematics as a tool to engage the mind of every
Assignment (Any one)
student.
(a) Construction of objective type test items and preparation of
question papers. 3. Understand the process of developing the concepts related to
(b) Content analysis and preparation of instructional at material Mathematics.
related to any unit of subject related to commerce. 4. Appreciate the role of mathematics in day to day life.
(c) Preparation of lesson plan based on any innovative method.
5. Construct appropriate assessment tools for evaluating mathematics
(d) Prepare PPT related to commerce teaching content of Senior
learning.
Secondary Level.
(e) Visit and observe any commercial bank and prepare report. 6. Understand methods and techniques of teaching mathematics.
Reference Books 7. Perform pedagogical analysis of various topics in mathematics
1. Rao, Seema : Teaching of commerce, Anmol Publication Pvt. at secondary level.
Ltd., 1995. 8. Understand and use I.C.T. in teaching of mathematics.
2. Jain, KCS : Vanyijaya Shikshan (Hindi), General Academy,
Unit-1 : Nature of Mathematics as a Discipline
Jaipur, 1986.
3. Khan, M.S. : The teaching of commerce, Sterling Publishers (P) 1. Nature of Mathematics : Concept, need, objectives, variables,
Ltd., Jallandhar-3. etc.
4. Bharali Devas : Commerce Education in India, D.K. Publishers 2. Important processes of mathematics : Estimation, approximation,
Distributors (P) Ltd., New Delhi, 1988. understanding or visualizing pattern, representation.
5. Rai, B.C. : Methods of Teaching Commerce, Prakashan Kendra,
3. Historical development of mathematics as a discipline
Lucknow, 1986.
contribution of Indian Mathematicians like Ramanujan, Aryabhatt,
6. Neeb, W.B. : Modern Business Practice, The Ryerson Press,
Toronto, 1965. Bhaskaracharya, Brahmgupta.
7. Singh, I.B.: Vanijaya ka Adhyayan, Laxmi Narain Agarwal, Agra, 4. Constructivist and concept mapping approach in learning
1968. mathematics.
Unit-2 : Mathematics as a School Subject c. Congruency and Smilarity

1. Importance of mathematics in school curriculum. d. Trigonometrically ratios and identities
2. Aims and objectives of teaching mathematics at secondary e. Area and Volume
level. Writing objectives in behavioral terms. Bloom's taxonomy f. Profit, Loss and Partnership
(Revised).
g. Graphical representation of data
3. Correlation of mathematics with other school subjects.
2. Modes of learning engagement in Mathematics
4. Changing trends and goals of teaching mathematics with
a. Providing opportunities for group activities
reference to NCF 2005.
b. Group / Individual Presentation
Unit-3 : Methodology of Teaching and Learning of Mathematics
c. Providing opportunities for sharing ideas
1. Nature of concept, concept formation.
d. Designing different Working Models for concept formation
2. Methods of teaching mathematics at secondary level.
e. Teaching aids and activities in laboratory work.
a. Lecture-cum-Demonstration
Unit-5 : Assessment & Evaluation of Mathematics Learning
b. Inductive-Deductive
1. Assessment of critical thinking, logical reasoning and to
c. Problem Solving
discourage mechanical manipulation and rote learning -
d. Project
a. Planning of evaluation in mathematics
e. Heuristic
b. Formative, Summative and Predictive evaluation in
f. Analytic & Synthetic mathematics
3. Techniques of teaching mathematics c. Continuous and Compressive Evaluation (CCE) in mathe-
a. Oral work matics at secondary level
b. Written work d. Diagnostic Testing, Remedial Teaching and Enrichment
c. Drill work programme.
d. Home assignment 2. Construction of achievement test / question paper in mathematics.
Unit-4 : Pedagogical Analysis and Mode of Learning Assignments (Anyone)
Engagement 1. Preparing a Diagnostic or Achievement Test
1. Pedagogical analysis of the units with reference to concepts, 2. Preparing one innovative lesson plan
learning outcomes, activities and learning experiences and 3. Conduct at least one Experiment on any topic of mathematics.
evaluation techniques of following content at secondary level.
4. Prepare Instructional Material for teaching one topic in
a. Number system mathematics.
b. Measures of central tendency 5. A term paper on a brief history of one mathematician.
6. Preparing a working model. 16. Mager, Robert (1962), Preparing Instructional Objectives, Palo
7. A project report on any project related to mathematics. Alto, CA : Fearon.
Reference Books : 17. Marshall, S.P. (1995) : Schemes in Problem solving. NY :
Cambridge University Press.
1. Ñ".k dUgS;kyky lDlSuk ¼2007½ % xf.kr f'k{k.k] ;wfuoflZVh cqd
18. Moon, B. & Mayes, A.S. (Eds) (1995) : Teaching and Learning in
gkml] t;iqj Secondary School. London : Routedge.
2. eaxy % xf.kr f'k{k.k] vk;Z cqd fMiks] ubZ fnYyh 19. Mangal, S.K. (2001) : Teaching of Mathematics. Prakash
3. lh/kq % xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk Brothers, Ludhiana.
20. Nickson, Marilum (2000) : Teaching and Learning Mathematics :
4. gsrflag ck?ksyk ¼2005½] iqfur izdk'ku] t;iqj A Guide to Recent Research and its Applications. NY : Continuum.
5. ,e-,l- jkor ¼2009½] fouksn iqLrd Hk.Mkj] vkxjk 21. Numes, T. and Bryant, P. (Eds) (1997) : Learning Mathematics :
6. fotsUæ dqekj ekgs'ojh ¼1997½] yks;y cqd fMiks] esjB An International Perspective. Psychology Press.
22. Poly, George (1957). How to Solve it. Princeton, NJ : Princeton
7. ts-,l- usxh ¼2005½] xf.kr f'k{k.k] fouksn iqLrd Hk.Mkj] vkxjk University Press.
8. Aggarwal, S.M. (2005), Teaching of Modern Mathematics, 23. Sudhir Kumar (2006) : Teaching of Mathematics.
Dhanpat Rai and Sons, Delhi.
24. S.M.S.G. & N.M.P. : Text Books, Teacher's Guides.
9. Aiyangar and Kuppuswami, N. (1999), A teaching of mathe-
25. UNESCO : Trends in Mathematics Teaching.
matics in the new education, Universal Publication.
26. Butler, C.H. & Wren, K.H. (1980) : The teaching of Secondary
10. Butler and Wren (2000), The teaching of Secondary Mathematics,
Mathematics. New York : McGraw Hill Book Comp.
McGraw Hill Book Co.
27. Carey L.M. (1975) : Measuring and Evaluating School Learning.
11. Cooney, Thomas J. and Others (1975), Dynamics of Teaching
Boston : Allyn and Bacon.
Secondary School Mathematics, Boston : Honghton Mifflin.
28. Copeland, R.W. (1979) : How Children Learn Mathematics ?
12. Grouws, D.A. (Ed.) (1992) : Handbook of Research on Mathe-
New York : McMillan Pub. Comp.
matics Teaching and Learning.
29. Dave, R.H. & Saxena, R.C. (1970) : Curriculum and Teaching of
13. Jagadguru Swami (2000), Sri Bharti Krisna Tirthji Vedic Mathe-
Maths in Secondary Schools, A Research Monograph. Delhi :
matics, Moti Lal Banarasi Das Publisher, Delhi.
NCERT.
14. Kapur, J.N. (1997), Modern mathematics for teachers, Arya
30. Davind Wood (1988) : How Children Think and Learn ? Oxford
Book Depot, New Delhi.
U.K. : Blackwell Publishers Ltd.
15. Lester, F.K. (Ed.) (2007), Second Handbook of Research on
31. Mathematics for Class VIII, 2008, NCERT, New Delhi.
Mathematics Teaching and Learning, Charlotte, NC : NCTM &
Information Age Publishing. 32. Mathematics for Class VII, 2007, NCERT, New Delhi.
33. Mathematics for Class VI, 2006, NCERT, New Delhi. PAPER - VIII
34. National Curriculum Framework - 2006, NCERT. TEACHING OF SCIENCE
35. Position Paper of NCF on Teaching Mathematics - 2005, NCERT.
36. Position Paper of NCFon Habitat and Learning - 2005, NCERT. Course Code : BM-18-11
37. Position Paper of NCF on Examination Reforms - 2005, NCERT.
Objectives :
38. Position Paper of NCF on Aims of Education - 2005, NCERT.
After completion of the course student-teachers will be able to :
39. Position Paper of NCF on Gender Issues in Education - 2005,
1. Understand the nature, scope, values and objectives of
NCERT.
teaching science at secondary level.
40. Position Paper of NCF on Education and Peace - 2005, NCERT.
2. Appreciate that science is a dynamic and expanding body of
Journals : knowledge.
1. Teaching Children Mathematics (TCM), NCTM, USA. 3. Understand various approaches of teaching - learning of
2. Mathematics Teaching in the Middle School (MTMS), NCTM, science.
USA. 4. Utilize the instructional material effectively in the teaching of
3. Journal of Mathematics Teacher Education, Springer Netherlands. science.
Web Links : 5. Diagnose the gaps and misconception in learning science and
1. Mathematics Thinking and Learning, Philadelphia, USA evolve remedial measures.
2. http://www.mathforum.org/dr.math Unit - 1 : Nature, Scope and Objectives :

1.1 Concept, nature and scope of science.
3. http://www.sakshat.ac.in
1.2 Place of science in school curriculum.
4. http://web.utk.edu
1.3 Values of teaching science at school level.
5. http://www.confluence.org
1.4 Objectives of teaching science at secondary level.
6. http://www.natinalmathtrail.org
Unit - 2 : Curriculum and Planning :
7. http://www.qsh.org/lists/hilites.html
2.1 Principles of developing science curriculum at secondary level.
8. http://www.kn.pacbell.com/wired/bluewebn
2.2 Analysis of science syllabi and textbooks of NCERT and
9. http://www.qsh.org/pr Rajasthan Board at Upper Primary and Secondary level.
10. http://www.education-world.com 2.3 Unit Plan and lesson plan.
11. http://www.nctm.org 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.
3.2 Learner centered methods - Demonstration method, Laboratory Chandigarh.

method, Problem solving method, Heuristic method, Project 2. Yadav, K. (1993) : Teaching of Life Science. Anmol Publishers,
method, Inductive and Deductive method. Daryaganj, Delhi.
3.3 Inquiry approaches, Programme Instruction, Team teaching, 3. Yadav, M.S. (2000) : Modern methods of Teaching Science.
Workshop and Seminar. Anmol Publishers, Delhi.
Unit - 4 : Instructional Support System : 4. Mangal, S.K. (1996) : Teaching of Science. Arya Book Depot,
4.1 Multi Sensory Aids - charts, models, bulletin board, flannel New Delhi.
board, transparencies, Overhead projector, radio, T.V., 5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli
computer. Publishers, Chandigarh.
4.2 Organisation of co-curricular activities - Science club, Science 6. Venkataih, S. (2001) : Science Education in 21st Century. Anmol
fair, Field trips. Publishers, Delhi.
4.3 Use of community resources. 7. Das, R.C. (1985) : Science Teaching in Schools. Sterling
4.4 Concept, preparation and use of improvised apparatus. Publishers Pvt. Ltd., New Delhi.
Unit - 5 : Assessment and Evaluation : 8. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai
5.1 Meaning and concept of assessment and evaluation. Publishing Co.
5.2 Meaning, concept and construction of achievement test. 9. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.
5.3 Meaning, concept and construction of blue print. Sterling Publishers Pvt. Ltd., New Delhi.
5.4 Continuous and comprehensive evaluation in science. 10. Vinayak, Malhotra : Encyclopedia of Modern Methods of
Teaching Science. New Delhi : Crescent Publishing
5.5 Tyes of test items - Essay type, Short-answer type and Objective
Corporation.
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,
PAPER - VIII 1.6 Scientific Attitude : Concept, characteristics and role of teacher
in their development.
TEACHING OF PHYSICAL SCIENCE
UNIT-II : PLANNING AND CURRICULUM
Course Code : BM-18-12 2.1 Principles of developing Physical Science curriculum at
Secondary Level.
Objectives 2.2 Characteristics of an ideal text-book.
On completion of the course the student-teacher will be able to : 2.3 A critical study of present Physical Science text-book at
1. To explain the nature and structure of Physical Science. Secondary / Senior Secondary school.
2. Understand the aims and objectives of teaching Physical 2.4 Unit Plan and Lesson Plan.
Science. 2.5 Qualities of Physical Science teacher.
3. Apply various approaches and methods of teaching Physical UNIT-III : METHOD AND APPROACHES OF PHYSICAL
Science. SCIENCE
4. Organize various co-curricular activities. 3.1 Approaches and Methods of Physical Science :
5. Develop Low Cost experiments. (a) Process Approach - Scientific method, Problem solving method.
6. To acquire and learn specific laboratory skills to conduct (b) Activity based Approach- Project method, Laboratory method.
practical work in Physical Science. (c) Co-operative learning approach.
7. Develop and use the techniques for evaluation of students' 3.2 Physical Science Laboratory - Need, Importance, Design,
performance. Maintenance of Apparatus, Equipment and Safety measures.
8. Develop a blue print. UNIT-IV : TEACHING-LEARNING RESOURCES IN PHYSICAL
9. Plan lesson in Physical Science. SCIENCE
10. Critically evaluate the existing Physical Science. 4.1 Audio-Visual aids - Chart, Models, Transparencies, OHP, T.V.,
UNIT-I : NATURE AND STRUCTURE OF THE DISCIPLINE Computer.
1.1 Nature and scope of Physical Science in daily life. 4.2 Use of Community (Local) resources and Preparing low cost
1.2 Contribution of Physicists in the development of Physical teaching aids.
Science. 4.3 Planning and Organization of Co-curricular activities : Science
1.3 Major landworks and contribution in the field of Physical Fair, Excusrions, Science Club.
Science. UNIT-V : EVALUATION AND ASSESSMENT IN PHYSICAL
1.4 Aims and Objective of Teaching of Physical Science : General SCIENCE
and Specific. 5.1 Evaluation : Need, Concept and Importance of Evaluation in
1.5 Relation between Physical Science and other branches of Physical Science.
Science and Social Science. 5.2 Tool and Techniques of Evaluation.
5.3 Continuous and Comprehensive Evaluation in Physical PAPER - VIII

Science.
TEACHING OF BIOLOGICAL SCIENCE
5.4 Preparation of Blue Print in light of NCF 2005.
5.5 Physical Science Teacher as a researcher - Action research and Course Code : BM- 18-13
case studies in Physical Science.
Assignments (Any One) OBJECTIVES
1. Life History of any three Nobel Prize winner in Physical Science. 1. To understand the nature and scope of biological Science.
2. Write a Critical Report After reading of textbook. 2. To understand the importance and objectives of biology as a
3. Prepare a improvised apparatus for secondary level students. school subject and its place in the school curriculum.
Reference Books 3. To appreciate various approaches of learning biological
Science.
1. Sharma, R.C. (2003) : Modern Science Teaching. Dhanpat Rai
Publishing Co. 4. To understand meaning, concept and various types of
assessment.
2. Kochhar, S.K. (2003) : Methods and Techniques of Teaching.
Sterling Publishers Pvt. Ltd., New Delhi. 5. To utilize the teaching learning material effectively in
teaching biological Science.
3. Vinayak, Malhotra : Encyclopedia of Modern Methods of
Teaching Science. New Delhi : Crescent Publishing 6. To understand the importance of biological Science
Corporation. 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
learning, cooperative learning, concept mapping, peer quantitatively.

learning, facilitating learner for self-study. 5.4 Open Book Examination, Strengths and Limitations.
2.2 Role of learners in negotiating and mediating learning in Assignments ( Any One)
biological science. 1. Prepare a lesson plan by using fusion method of teaching.
2.3 Equal partnership of learners with special needs. 2. Write a critical report after reading of school text-book.
UNIT-III : NEW TRENDS IN BIOLOGICAL SCIENCE 3. Mark the student with less than 60% in biology diagnose the
CURRICULUM difficulties and give appropriate remedy.
3.1 Principles of biological curriculum. 4. Establish biology science club in school and conduct at least
3.2 Analysis of text-books and biological science syllabi of five activities related to biological science.
NCERT at Secondary and Higher Secondary stages. Reference Books
3.3 Analysis of other print and non-print materials in the area of 1. Sood J.K. (1987) : Teaching Life Science. Kohli Publishing,
biological science. Chandigarh.
3.4 New trends in biological science curriculum - BSCS, Nuffield 2. Yadav, K. (1993) : Teaching of Life Science. Anmol
Biological Science - O and A level. Publishers, Daryaganj, Delhi.
3.5 Basic criteria of validity of biological science curriculum in 3. Yadav, M.S. (2000) : Modern methods of Teaching Science.
the light of NCF-2005. Anmol Publishers, Delhi.
UNIT-IV : PEDAGOGICAL ASPECTS AND LEARNING 4. Mangal, S.K. (1996) : Teaching of Science. Arya Book
RESOURCES IN BIOLOGICAL SCIENCE Depot, New Delhi.
4.1 Need and importance of unit plan and lesson plan. 5. Sood, J.K.(1989) : New Direction in Science Teaching. Kohli
4.2 Identification and use of learning resources in biological Publishers, Chandigarh.
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
PAPER - VIII 2.4 Unit Plan and Lesson Plan.
TEACHING OF HOME SCIENCE 2.5 Qualities and Responsibilities of Home Science teacher.
UNIT-III : METHODS AND APPROACHES OF TEACHING HOME
Course Code : BM-18-14 SCIENCE
3.1 Demonstration Method, Discussion Method, Project Method,
Objectives Problem Solving Method.
After completion of the course student-teachers will be able to : 3.2 Inquiry Approach, Programme Instruction, Team Teaching,
1. Understand the nature, scope and objectives of teaching Home Workshop, Seminar.
Science at Senior Secondary level. UNIT-IV : INSTRUCTIONAL SUPPORT SYSTEM
2. Understand the importance of teaching Home Science in 4.1 Multi-sensory Aids : Charts, Models, Bulletin-Board, Flannel
school. Board, Transparencies, Overhead Projector, Radio, T.V.,
3. Understand various approaches of teaching learning of Home Computer.
Science. 4.2 Organization of Co-curricular Activities - Home Science Club,
4. Utilize the instructional material effectively in the teaching of Field Trips.
Home Science. 4.3 Use of Community Resources.
5. Evaluate student performances effectively with reliability and 4.4 Home Science Laboratory - Planning and Equipping Home
validity. Science Laboratory Care and Maintenance of Equipment,
UNIT-I : NATURE, SCOPE AND OBJECTIVES Safety Precaution for work in Home Science Laboratory.
1.1 Concept, Nature and Scope of Home Science. UNIT-V : ASSESSMENT AND EVALUATION
1.2 Place of Home Science in School curriculum. 5.1 Meaning and Concept of Assessment and Evaluation.
1.3 Objectives of Teaching Home Science at Senior Secondary 5.2 Preparation of Blue Print and Construction of Achievement Test.
Level. 5.3 Types of Test Items - Essay Type, Short Answer Type and
1.4 Correlation of Home Science with other subjects and school Objective Type.
activities.
5.4 Planning Objective based test items of different types.
UNIT-II : CURRICULUM AND PLANNING
Assignments (Any One) :
2.1 Principles of Developing Home Science curriculum at Senior
1. Planning and Organization of Home Science Laboratory.
Secondary level.
2. Any handmade preparation of Stiching Printing, Tie and Die
2.2 Factors affecting the selection and organization of Home
(Minimum for samples).
Science curriculum.
3. Development of self-instructional material on any one topic of
2.3 Analysis of Rajasthan State curriculum for Home Science.
Home Science. PAPER - IX

4. Development of computer assisted lesson in Home Science. PRE-INTERNSHIP (TWO WEEKS)
5. Use of current events in Home Science teaching.
6. To prepare design on the cloth by typing it with beads, marble, Course Code : BM - 19
glass, bangles, bittle caps etc. and make the following items :
(a) Cushion cover - 2
1. Orientation of Subject specific and general skills.
(b) Pillow cover - 2
2. Development of Teaching learning material.
(c) Table cloth
(d) Tray cover. Note :
Reference Books Pre-intership is mandatory for all pupil teachers. Without
1. Das R.R. and Ray, B.: Teaching of Home Science, New Delhi : participation further work will be not allowed.
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, PAPER - X
Chennai - Manohar Publishers and Distributors. INTERNSHIP (FOUR WEEKS)
4. Lakshmi, K. (2006) : Technology of Teaching Home Science,
New Delhi : Sonali Publishers
Course Code : BM - 20
5. Yoday, S. (1997) : Teaching of Home Science. New Delhi :
Anmol Publishers.
1. Orientation of Subject specific and general skills through
6. Joyce Bruce & Weil Marsha & Calhouns (2009) : Models of
school participation.
teaching (8th Ed.), New Delhi : PHI Learning Private Limited.
2. Development of Teaching learning material.
Note :
Internship is mandatory activities for all pupil teachers. Without
participation16 weeks internship work will be not allowed.
PAPER - XI 2. Anjana Daul ( 2014) : Yoga Edcuation, New Delhi APH

publishin Corporation.
MEDITATION, YOGA AND SPORTS
3. R.C. Sharma & Daur. M : An Introducation to Health and
Course Code : BM - 21 physical Education, Tandon public cations.
4. Arun Dumar (2011 ) : Yoga Education (Hindi) Patiyla : Twenty
Objectives : First Country publications.
To enable the Student teachers to - 5. lquhy dqekj O;kl % ;ksx f'k{kk] fnYyh] [ksy lkfgR; dsUnz
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
00 Syllabus B.Ed. - M.Ed.
PAPER - XII
Out Reach Programme
Course Code : BM-22

Objectives:
* To develop feeling of self discipline and responsibility among
students.
B.ED. - M.ED.
* 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.
INTEGRATED
* To develop scientific attitude among them through survey and
exhibitions.
Activities :
1. Morning assembly
COURSE
2. Yoga and Meditation
3. Spiritual talks
4. Social Survey
5. Rallies
II YEAR
6. Street Play
7. Manuvella
8. Camp Fire
9. Cultural Night
10. Visit to nearby places
11. Exhibitions based on social survey.
PAPER - I 3. Hypothesis - concept, source and types, characteristics of a

hypothesis.
EDUCATIONAL RESEARCH
4. Variables - Concept and types.
Course Code : BM - 23 5. Bibliography.
Unit - 3 : Methods of Educational Research
Objectives : 1. Survey method - Descriptive and Normative
After completion of this course, the students will be able to : 2. Historical Method
1. To develop Scientific Thinking among students. 3. Experimental Method
2. To acquaint the students with the nature, concepts and types of 4. Case Study Method
Research.
Unit - 4 : Sampling a Sampling errors.
3. To enable the students with different conceptual issues of
1. Meaning, Need and Importance of Sampling, Unit of Sampling,
Educational Research.
Population and Sample.
4. To enable the students to construct the Hypothesis.
2. Characteristics of a good sample.
5. To enable the students to search the sources of related literature.
3 Probability and non probability sampling.
6. To enable the students to select the appropriate Methods, Tools
4. Methods of selection of a sample : Random, Stratified,
and Technique according to Research Problem.
Purposive, Cluster and Quota sampling.
7. To enable the students to develop research Proposal.
5. Sampling errors.
Unit - 1 : Research Perspectives
Unit - 5 : Tools and Techniques of Data Collection
1. Scientific thinking and scientific methods of enquiry.
1. Construction & use of the following tools and techniques for data
2. Nature and concept of research, its need and significance.
collection - Questionnaire, Observation schedule, Sociometric,
3. Classification of Research - Basic, Applied and Action Research Interview Schedule, Checklist, Rating scale, Attitude scale.
and their characteristics.
2. Item Analysis.
4. Research paradigms in education, qualitative, mixed and
3. Concept of Reliability and its types.
quantitative and their characteristics.
4. Concepts of Validity and its types.
5. Aims of Educational Research.
5. Resarch Proposal
Unit - 2 : Research Design
Sessional Work :
1. Related Literature - Uses, Sources of Educational Research,
Library Survey and Internet Surfing. The students may take any one of the following :
2. Research Problem - Identification, selection & definition, criteria 1. Develop research proposal on any research problem.
of a good research problem, formulation of research problem. 2. Prepare an action research plan.
3. Construction and Try out of a research tool. 13. Kirkapatrick, D.L. (2005) : Evaluating Training Programmes : The
4. Review of an M.Ed. / Ph.D. Dissertation. flour levels.
5. Abstract of two dissertations / thesis. 14. Pamela Maykut & Richard Morehouse (1994) : Beginning
6. Seminar Presentation on any theme. Qualitative Research - Al Philosophic and Practical Guide.
Falmer Press, London : Washington D.C.
References :
15. Scott, David & Usher, Robin (1996) : Understanding Educational
1. Best, J.W. (1999) : Research in Education, New Delhi : Prentice
Research, New York : Rout Ledge.
Hall of India Pvt. Ltd.
16. Shank, G.D. (2002) : Qualitative Research. Columbus, Ott :
2. Borg, W.R. and Gall, M.D. (1983) : Educational Research - An
Merill, Prentice Hall.
Introduction, New York : Longman, Inc.
17. Sharma, Bharti (2004) : Methodology of Educational Research.
3. Christensen, L. (2007) : Experimental Methodology, Boston :
New Delhi : Vohra Publishers and Distributors.
Allyn & Bacon.
18. Sharma, R.A. (2006) : Advanced Statistics in Education and
4. Clive Opie (2004) : Doing Educational Research - A Guide for
Psychology. Surya Publication, Meerut.
First Time Researchers. New Delhi : Vistar Publications.
19. Sharma, S.R. (2003) : Problems of Educational Research. New
5. Cohen, Lewis and Manion Lawrence (1994) : Research Methods
Delhi : Anmol Publications Pvt. Ltd.
in Education, New York : Holt Rinehart and Winston Inc.
20. Stake, Robert E.(1995) : The Art of Case Study Research.
6. Flick, Uwe (1996) : An Introduction to Qualitative Research,
Thousand Oaks : C.A.: Sage.
London Sage Publication 17.
21. Travers, Robert M.W. (1978) : An Introduction to Educational
7. Fraenkel, J.R., Wallen, N.E. (1996) : How to Design and
Research (4th Edition), London : MacMillan.
Evaluate Research in Education. New York : McGraw Hill.
22. Van Dalen, Debonald, B. and Meyer, William, J. (1979) : Under-
8. Garret, H.E. (1958) : Statistics in Psychology and Education,
standing Educational Research : An Introduction. New York :
Longman's Green and Co., New York.
McGraw Hill.
9. Jill Porter & Penny Lacey (2005) : Researching Learning
Difficulties - A Guide for Practitioners. Paul Chapman Publishing. 23. <ksaf<;ky] lfPpnkuUn ,oa QkVd] vjfoUn % 'kSf{kd vuqla/kku dk
10. Kaul, Lokesh (1984) : Methodology of Educational Research, fof/k'kkL=] t;iqj] jktLFkku fgUnh xazFk vdknehA
New Delhi : Vikas Publications. 24. flUgk]
,l-lh- % ¼1979½ 'kSf{kd vuqla/kku] ubZ fnYyh] fodkl ifCyf'kax
11. Keeves, John, P. ((Ed.) (1990) : Educational Research gkml izk-fy-
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.
PAPER- II Unit - 3 : Structure of Indian Education

EDUCATIONAL STUDIES 3.1 Structure of School Education in India in the light of RBSE,
CBSE.
Course Code : BM - 24 3.2 Structure of Higher Education and Vocational Education in India.
3.3 Types of Universities in India - Central, State, Deemed, Private.
Objectives : 3.4 Institute of National Importance - Vishva Bharti, BHU.
* To acquaint the student-teachers with the need and importance Unit - 4 : Structure and Functions of Governing Bodies
of educational studies.
4.1 International Level - UNESCO, UNICEF.
* To study the various educational commissions and policies in
4.2 National Level - MHRD, NCERT, NUEPA, NAAC, UGC, NCTE.
broad perspective.
4.3 State Level - IASE, SIERT, CTE, DIET.
* To study the structure of school education, higher education and
Unit - 5 : Contemporary Issues and Education
vocational education.
5.1 Human Rights and Education, concept, types and need,
* To familiarize with the institute of national importance.
Governments, Legislation to ensure Human Rights Education.
* To study the structure and functions of different governing
5.2 Peace as a Social Security : concept, need and role of education
bodies.
in promotion of peace.
* To study the contemporary issues.
5.3 Multi-cultural Education : meaning, purpose, need and principles
* To know the review of different commissions documents of
of teaching and learning in multicultural society
education.
5.4 Right to education.
Unit - 1 : Foundational Perspectives of Educational Studies
Assignment / Field Work :
1.1 Introduction to Educational studies.
1. Panel discussion on any sub-unit of syllabus.
1.2 Study of various policies in Education.
2. ICT based paper presentation on any theme of syllabus.
(A) J-sergeant commission
3. Seminar organization on any current issue.
(B) Curzon's policy
4. Review of recommendations of any education commission.
(C) Macaulay's Education policy.
5. Review of any national / international level educational book.
Unit - 2 : Study of Educational Commissions and
6. Review of any national / international educational documents.
Documents Critical Analysis
References :
2.1 Kothari Commission and National Education Policy, 1986.
1. Agarwal, B.C. (2000) : Higher Education through television - The
2.2 Dalors Commission.
Indian Experience, New Delhi, Concept Publishing Co.
2.3 NCF - 2005.
2. Agarwal, H.O. (1983) : Implementation of Human Rights,
2.4 NCFTE - 2009.
Covenents with special reference to India.
3. Agarwal, R.S. (1987) : Human Rights in modern worlds. Chetna PAPER - III
Publication.
GENDER STUDIES
4. Banaras University Inquiry Committee (1957) : Govt. of India,
New Delhi. Course Code : BM-25-1
5. Bhyrappa S.L. (1968) : Values in Modern Indian Educational
thoughts. NCERT, New Delhi. Objectives
6. Dr. S. Radha Krishana : 'Bhartiya Darshan', Rajpal & Sons, 1. To develop understanding of some key concepts - gender,
Kashmiri Gate, New Delhi. gender bias, gender stereo-type, equity, equality and
7. Govt. of India (1964-66) : Report of the Education Commission. patriarchy.
2. Become aware of the processes of socialization at home
8. Govt. of India (1986) : National Policy on Education.
school and society.
9. Govt. of India (1990) : Review of NPE (1986) Rammrity
3. To understand the theories on gender and education and
Committee.
their application in the Indian Context.
10. Mukherji S.N. (1962) : Administration of Education in India.
4. Understand the gender issues in family, school and society.
Acharya Book Depot, Baroda.
5. To understand the role of Mass Media, Gender Sensitivity
11. Munshi K.M. : Cultural History of India. Bhartiya Vidya Bhawan, and the policies as strategies for change.
Bombay.
UNIT-I : Key Concepts In Gender
12. NCERT (2000) : National Curriculum Framework for school
1.1 Gender, Sex
education, Publication Division, NCERT, New Delhi.
1.2 Gender Stereotyping
13. NCERT (2005) : National Curriculum Framework-2005,
1.3 Patriachy, Gender bias
Publication Division, NCERT, New Delhi.
1.4 Equity and Equality
14. NCTE (2009) : National Curriculum Framework for Teacher-
1.5 Difference between Sex and Gender
Education, New Delhi, NCTE.
1.6 Difference between reproductive rights and sexual rights
15. Religious and Moral Instruction Committee (1959) : Govt. of
India, New Delhi (1960). UNIT-II : Nature And Process Of Socialization
16. RTE (2009) : Right to children to free and Compulsory Education 2.1 At home - family as a social institution, Parenting style and
Act, GOvt. of India. their impact; Transmission of Parental values.
2.2 Society - Neighborhood, family and their socialization
17. Saxena, N.R.S. (1981) : Principle of Education, Loyal Book
functions.
Depot.
2.3 At school - Relation between school and society.
Role of schooling in developing values Relation between
home, Community and School.
Social Differentiation among women in educational context Reference Books

by caste, religion and region etc. 1. Geetha, V. (2007) : Gender, Stree : Calcutta.
UNIT-III : Gender Studies 2. Pandey, K.P. (1983) : Perspectives in Social Foundation of
3.1 Theories on Gender and Education and the application in Education, Ghaziabad : Amitabh Prakashan.
the Indian and Western context - 3. Bussalo (2009) : Gender Aspects of the Trade and Poverty
3.1.1 Socialization theory - Theory of charles cooley, Theroy of Nexus : A Macro-Micro Approach (English): Palgraus
Freud, Psychoanalysis, theory of Durkheim 'Group MacMillan, U.K.
competition, Theory of Mead' Social analysis. 4. Mathur, A. (2007) : Gender and Development in India 01,
3.1.2 Theories related with faminity and masculinity. Gyan Book Pvt. Ltd.
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.
PAPER - III UNIT-IV : Learners In Inclusive Education

INCLUSIVE EDUCATION 4.1 Identification of Learners Need.
4.2 Classification of Special Need Learners.
Course Code : BM - 25-2 4.3 Motivational techniques for special Need-Learners.
UNIT-V Facilitates For Special Need Learners
Objectives 5.1 Governmental level.
1. To sensatized the student-teachers about learners of special 5.2 NGO's.
need.
5.3 Family and Community.
2. To understand student-teachers about role and
Assignment (Any One)
responsibilities towards special need learners.
1. Visit to a inclusive school and prepare a report.
3. To acquaint student-teachers about constitutional
2. A study of inclusive school plan and compare with high
provisions for special need children.
excellent school.
4. To sensatize the student-teacher about the problems of
3. Design and evaluate and inclusive education programme
learners.
4. A study of any one N.G.O. Promoting inclusive education
5. To develop competencies and commitment among student-
teachers. 5. A study of any special teacher training college or institution
and prepare a report.
6. To inculcate values among student-teachers.
UNIT-I : Perspectives Of Inclusive Education Reference Books
1.1 Historical background of Inclusive Education. 1- fof'k"V f'k{kk dk izk:i % 'kekZ] MkW- vkj-,-( lw;kZ izdk'ku
1.2 Concept and Meaning of Inclusive Education. esjB&2014
1.3 Need of Inclusive Education. 2- fof'k"V vko';drk okys ckydksa dh f'k{kk rFkk funsZ'ku ,oa ijke'kZ %
UNIT-II : Constitutional Provisions & Educational Policies For MkW- fxjh'k ipkSjh] lw;kZ izdk'kuA
Special Learner
3. Corinne Roth : Learning Disobjectics, Allyan & Bacon,
2.1 Constitutional provisions for special Learner.
USA Smith.
2.2 Education Policy.
4. Walson Robert : Psychology of the Child, John Willey &
2.3 Right to Education - 2009.
Sons, New Delhi
UNIT-III : Inclusive School And Teacher
5. Bigge, M.L. (7982) : Learning theories for Teacher, New
3.1 Role of Teachers in Inclusive School.
York, Harper & Row.
3.2 Challenges for Teachers in Inclusive Education.
6. Corbett Jenny - Supporting inclusive education,
3.3 Competencies and Commitment among teachers in light of
Routledge Falmer, 2001.
Inclusive Education.
PAPER - III Unit-III : Instructional Design :

EDUCATIONAL TECHNOLOGY 3.1 Concept and characteristics of Instructional Design.
3.2 Components of Instructional Design : Individualized
Course Code : BM - 25-3 instruction (programmed instruction), small group
instruction and large group instruction.
Objectives : 3.3 Need of Instructional design at elementary stage.
1. To understand the meaning, concept and scope of 3.4 Categorization of instructional objectives in taxonomic
Educational Technology. categories of Cognitive, Affective and Psychomotor
2. Understand phases and levels of teaching. domains.
3. Acquaint with the concept of Instructional Design. 3.5 Concept, characteristics and types of programmed learning.
4. Develop understanding of Bloom's Taxonomy. Unit-IV : Communication :
5. Acquaint with the different kinds of models of teaching. 4.1 Concept, aims and principles of communication.
6. Use different aspects of teacher communication in strength- 4.2 Process of communication and its components.
ening academic competencies of elementary school 4.3 Types of communication.
students. 4.4 Skills and methods of effective communication.
7. Understanding of the concept evaluation of learning 4.5 Use different aspects of teacher communication in
outcomes. strengthening academic, competencies of elementary
8. Acquaint with the concept of NRT and CRT in evaluation of school students.
learning outcomes. Unit-V : Models of teaching and evaluation of learning
Unit-I : Educational Technology : outcomes:
1.1 Concept, scope and importance of Educational Technology. 5.1 Assumptions and fundamental elements of teaching model.
1.2 Types of Educational Technology. 5.2 Types of teaching models : Ausubel's Advance Organizer
1.3 Role of Educational Technology at Elementary Stage - Model and Bloom's Mastery Learning Model and Bruner's
pedagogic processes and enhancing quality learning Concept Attainment Model.
outcomes. 5.3 Concept of evaluation of learning outcomes.
1.4 System Approach - concept and importance. 5.4 Concept, characteristics and difference between Norm
Unit-II : Teaching and Learning : Referenced Test (NRT) and Criterion Referenced Test
(CRT).
2.1 Concept and nature of teaching and learning.
Assignments any One
2.2 Phases of teaching.
1. Development of the one of the following frames : Linear
2.3 Levels of teaching - memory level, understanding level and
programme and Branching programme.
reflective level.
2. Handling of any one of the following audio-visuals aids :
2.4 Content analysis and its principles.
Transparency, Operating of Overhead Projector, Film 9. Sharma, R.A. (2006). Technological Foundations of
Projector or Slide Projector. Education. Meerut : R. Lall Book Depot.
3. Writing instructional objectives of five lessons of your choice 10. Vrasidas, C., Zembylas , M. and Glass, Gene V (2009). ICT
of any class and any subject. for Education, Development and Social Justice : Current
4. Presentation on sub topic of the syllabus by using power Perspective on applied information technologies. Centre for
point. the Advancement of Research & Development in
Educational Technology.
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.
PAPER - IV and their role and functions.
TEACHER EDUCATION - I 4.3 Agencies of Teacher Education at District Level - DIET.

Unit 5 : Issues, Problems and Research Trends in Teacher
Course Code : BM - 26 Education
5.1 Maintaining standards in Teacher Education - Admission Policies
Objectives : and Procedures. (At State Level)
* To understand Historical Background of teacher education. 5.2 Recruitment of Teacher Educators and problem.
* To acquaint the Admission Procedure and curriculum structure in 5.3 Research Trends in Teacher Education.
Rajasthan State. Assignment / Practicum :
* To understand the Problems and Research trends in Teacher 1. Visit and study History any Teacher Education Institution.
Education. 2. PPT Presentation on any current issue of Teacher Education.
* To acquaint the National and State Level Agencies of Teacher 3. Write a Term Paper on any Related Issue.
Education.
4. Visit and prepare a report on any agency of Teacher Education
Unit - 1 : Historical Perspectives of Teacher Education (Role and Functions).
1.1 Development of Teacher Education in India. 5. Organize a seminar on any related theme.
1.2 Pre-Independence Period in India. 6. Attend a National / International Seminar and report on it.
1.3 Post-Independence Period in India. 7. Write an Article on an issue of Teacher Education and Publish in
1.4 Modern India. a Journal.
Unit - 2 : Concept of Teacher Education References :
2.1 Meaning and Nature of Teacher Education. 1. Arora, G.L. (2002 : Teachers and their teaching. Delhi : Ravi
2.2 Need and Scope of Teacher Education. Book.
2.3 Changing context of Teacher Education in the Indian Scenario. 2. Chaurasia Gulab (2000) : Teacher Education and Professional
Unit - 3 : Curriculum and Admission Procedure Organizations. Delhi : Authors Press.
3.1 Admission Procedure at different levels of Teacher Education. 3. Kundu, C.L. (1998) : Indian Year Book on Teacher Education.
3.2 Curriculum Structure at different levels of Teacher Education. New Delhi : Sterling Publishers Pvt. Ltd.
3.3 Curriculum Reforms. 4. Mohanty Jagannath (2000) : Teacher Education in India.
Unit - 4 : Agencies of Teacher Education 5. Rajput, J.S. ( ) Encyclopedia 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 - V PAPER - VIII

PEDAGOGY OF SCHOOL SUBJECT -2 DRAMA AND ART EDUCATION
Course Code : BM- 27
Course Code : BM-30
Note :
Objectives :
Candidate will opted any one pedagogical subject from syllabus
1. Gain insight into the concept of Drama and Art in Education.
of first year. This subject will be different from subject which was
selected by candidate in first year. pedagogical subjects will be 2. Trace the development of Drama and Art in India.
selected according to graduation subject. 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
PAPER - VI through genuine exploration experience and free expression.
SCHOOL INTERNSHIP (16 WEEKS) 5. Enhance skills for integrating different Art forms across school
curriculum at secondary level.
Course Code : BM- 28 6. Enhance awareness of the rich cultural heritage, artists and
artisans.
Note : 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.
PAPER - VII 1.4 Knowledge of Indian Contemporary Arts and Artists; Visual Arts.
DISSERTATION 1.5 Indian festivals and its artistic significance.
Unit-2 : Visual Arts and Crafts (Practical)
Course Code : BM- 29 2.1 Experimentation with different materials of Visual Arts, such as
Note : pastel, poster, pen and ink, rangoli materials, clay, etc.
Candidate will select any one research problem related to education. 2.2 Exploration and experimentation with different methods of Visual
He will present in departmental research seminar. After finalization of Arts like Painting, Block printing, Collage, Clay modelling, Paper
research Topic he will present research design & research tool in cutting and folding etc.
departmental research seminar 2.3 Paper framing and display of Art works.
00
Unit-3 : Performing Arts : Dance, Music, Theater and Puppetry 5. Mc Donald, R. : Art as Education, Henry Holt & Company, New
3.1 Listening/viewing and exploring regional art forms of music, York
dance, theatre and puppetry. 6. t;nso vk;Z % dyk v/;kiu] y{ehukjk;.k vxzoky] vkxjk&3
3.2 Listening/viewing to live and recorded performances of classical 7. MkW- ekrk izlkn 'kekZ] MkW- Vh- ds- 'kekZ % dyk f'k{kk] Jh dfork izdk'ku]
and regional art forms.
t;iqj
3.3 Planning a stage setting for a performance by the student
teacher. 8. fot; vkpk;Z] f'kokuUn 'kekZ % dyk f'k{kk f'k{k.k] ';ke izdk'ku]
Assignments (Any One) : t;iqj
Theme-based projects from any one of the curricular areas 9. T;ksfr xkSre % dyk f'k{kk n{krk,¡] fo"k;oLrq ,oa f'k{k.k fof/k;k¡] lhek
covering its social, economic, cultural and scientific aspects ifCyds'ku] t;iqj
integrating various Arts and Craft forms.
10. vkseizdk'k xxZ % dyk f'k{kk f'k{k.k xks;y ifCyds'kUl] t;iqj
Textbook analysis to find scope to integrate Art forms either in the
text or activities or exercises. 11. dksbZuk iky % f'k{k.k dyk] fot; izdk'ku efUnj] okjk.klh 221001
Documentation of the processes of any one Art or Craft form with 12. MkW- fp=ys[kk flag % vk/kqfud fp=dyk dk bfrgkl
the pedagogical basis such as weaving or printing of textiles, making
13. MkW- izHkk 'kekZ % dyk f'k{kk f'k{k.k Jqfr ifCyds'ku t;iqj & 6
of musical instruments, folk performances in the community, etc. -
how the artist design their products, manage their resources, 14. MkW- jktdqekjh HkkxZo] MkW- euh"kk pkSchlk % dyk f'k{kk f'k{k.k] ân;
including raw materials, its marketing, problems they face, to make laLFkku] mn;iqj
them aware of these aspects of historical, social, economic,
15. Jherh ;'koUrh xkSM % Art Education Teaching, vfjgUr f'k{kk
scientific and environmental concerns.
izdk'ku] t;iqj
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
PAPER - IX PAPER - X
WORKING WITH COMMUNITY CULTURAL AND LITERARY DEVELOPMENT
OF LEARNERS
Course Code : BM - 31 Course Code : BM-32
Objectives : Objectives :
To acquaint student-teachers with their local surroundings 1. To search hidden talent of pupil teachers.
through Historical, Geographical, Educational, Cultural, Literary,
2. To develop Self Confidence of pupil teachers.
Environmental, Industrial, Political and Agricultural Study.
3. To become more creative in ideas and work of pupil teachers.
Activities :
4. To develop sports man spirit in pupil teachers.
The student teacher will opt any area of study according to
his interest. 5. To develop efficient team work in pupil teachers.
Areas of Interest : 6. To develop better co-ordination and understanding among
pupil teachers.
- Historical
- Geographical Outcomes :
- Agricultural 1. The hidden talent of pupil-teacher blooms.
- Educational 2. Their self-confidence rises.
- Cultural 3. They become more creative in their ideas and work.
- Literary 4. A true sportsman spirit is developed.

- Environmental 5. They also become efficient in working with team.
- Industrial 6. It also result in better co-ordination and understanding among
- Political 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.
00 Syllabus B.Ed. - M.Ed.
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
15. Without Gas Cooking
14. Fancy Dress
16. Annual Function
B.ED. - M.ED.
INTEGRATED
COURSE
III YEAR
Paper - I 2.6 Quantitative and Qualitative aspects of assessment : Appro-

priate tools for each.
ASSESSMENT FOR LEARNING
Unit-3 : Data Analysis, Feedback and Reporting
Course Code : BM-33 3.1 Concept and use of Statistics.
3.2 Statistical Tools - Percentage, Graphical Representation,
Objectives : Frequency distribution, Measures of Central - Tendency,
1 To gain a critical understanding of issues in assessment and standard deviation.
evaluation. 3.3 Feedback as an essential component of formative assessment.
2 To understand Key concepts, such as formative and summative 3.4 Type of Teacher Feedback (Written, comments, oral), Pear
assessment and evaluation. Feedback.
3 To acquaint with different kinds and forms of assessment that Unit-4 : School-Based Assessment and Evaluation Policie
aid student learning. Practices and Possibilities
4 To use of a wide range of assessment tools and learn to select 4.1 Impact of examination - driven schooling on pedagogy : content-
and construct these appropriately. confined, information focused testing; Memory centric teaching
5 Evolve realistic, comprehensive and dynamic assessment and testing on school culture
procedures. 4.2 De-linking school-based assessment from examinations : Some
Unit-1 Assessment and Evalution possibilities and alternate practices.
1.1 Concept of Assessment and Evaluation. Unit-5 : Directions for Examination Reform
1.2 Difference between Assessment and Evaluation. 5.1 Flexibility in examination ( Open book and on line examination)
1.3 Distinction between 'Assessment of Learning' and 'Assessment 5.2 Improving quality and range of questions in exam papers.
for Learning'. 5.3 Including school-based credits
1.4 Purposes of Assessment 5.4 Role of ICT in examination
1.5 Formative and Summative Evaluation Assignments (Any one) :
1.6 Continuous and Comprehensive Assessment 1. Write a report on current practices of assessment and
Unit-2 Assessment of Learning evaluation at the upper primary, secondary / sr. secondary
2.1 Assessment tools stage.
2.2 Kinds of tasks : projects, assignments, performances 2. Analysis the question papers of any subject in the light of
2.3 Kinds of test and their construction knowledge, understanding and application.
2.4 Observation of learning processes by self, by peers, by teachers 3. Develop question paper to assess all the aspects of teaching.
2.5 Self-assessment and peer-assessment. 4. Analysis answers given by the learner for one particular
question.
5. Observation of the record of CCE maintained by upper primary 12. Payne, D.A. (2003). Applied Educational Assesment. New
school teachers and its report presentation. Jersey, Engle wood Cliffs : Prentic Hall Inc.
Reference Books : 13. Shefered (2000) the Role of assessment in learning culture :
1. Care, Esther, Mc Gaw, Barry & Griffin, Patrick (2012). educational researcher
Assessment and teaching of 21st century skills. New York : 14. Tierney, R.J., Carter, M.A., & Desai, L.E. (1991). Portfolio
Springers. Assessment in the Reading-Writing classroom. Norwood, M.A. :
2. Gardner, John(2012). Assessment and learning -2nd edition. Christopher-Gordon publishers.
New Delhi : SAGE Publication India Pvt. Ltd. 15. Ved Prakash, et.al. (2000); Grading in Schools, NCERT,
3. Glaser, R. Cowdewsky N. & Pellegrino J.W. (Eds) (2010) Published at the publication Division by the secretary, NCERT,
knowledge what students know the science and design of Sri Aurbindo Marg, New Delhi
educational assessment National Academy press. 16. Wright, Robert J. (2008) New Delhi : Educational Assessment-
4. Glathorn, A.A. (1998). Performance Assessment and Standard- Tests and Measurements in the Age of Accountability. Sage
based curricual : the Achievement Cycle. Larchmont, NY : Eye Publication Pvt. Ltd.
no Education 17. Wyatt Smith, Clair : Cumming, Joy (Eds.) (2009). New Delhi :
5. Gredler, M.E. (1999). Classroom Assessment and Leaning. Educational Assessment in the 21st Century. Springer.
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.
Paper - II moment correlation coefficient.

STATISTICS IN EDUCATIONAL RESEARCH 4.2 Partial and multiple correlation.
Biserial, Point Biserial Correlation.
Course Code : BM-34 Unit - V Computer Software for Data Analysis and Report
Writing
Objectives : 5.1 Overview of computer software for data analysis
1. To understand nature of educational data. 5.2 Coding of data and data entry in computer software and
2. To develop the vision to carry out qualitative and quantitative Microsoft Excel
research. 5.3 Analysis of scores using computers
3. To apply important qualitative and quantitative statistical 1 The preliminary section
techniques for analyzing and interpreting research data.
Title page,
4. To use computers to code and analyze data.
A Acknowledgment page,
Unit- I Educational Data B Preface, list of contents, tables and figures.
1.1 Nature of educational data: Quantitative and Qualitative. 2 The main body
1.2 Organization and analysis of qualitative data. A The medium of report
1.3 Organization, presentation and analysis of quantitative data. B Rules of thesis / Dissertation
1.4 Approaches to Qualitative data Analysis. C Abstract, Summery
Unit - II Testing of Statistical hypothesis Assignments (Any One)
2.1 Mean and Standard division, 2.2 Percentile and Correlation • Write a paper on the measures of central tendency and
2.3 Significance of difference between two mean's variability.
One Way and Two way Analysis of Variance (ANOVA) Analysis • Write a paper on the various methods of finding correlation
of covariance coefficient.
Unit - III Basic Statistics • Analysis of any data using the Excel.
3.1 Descriptive and Inferential statistics • Write an abstract of any Ph.D. Thesis.
3.2 Normal probability curve- characteristics and application • Prepare cover page and write preface of any problem of you
3.3 Parametric and non-parametric tests choice
3.4 Test of significance – one tailed and two tailed Reference Books
1 Asthana, H.S. &Bhushan, B.: Statistics for Social Sciences.
3.5 Type I and Type II errors
Prentice Hall of India (2007)
Unit - VI Correlation in measurement
Best, John W. : Research in Education
4.1 Correlation, meaning, types and estimation of product
2 Dalen, Deobold B. Van: An Introduction to Educational Paper - III

Research.
TEACHER EDUCATION-II
3 Edwards, A. L. Statistical Methods for Behavioural
Sciences, New York: Holt, Course Code : BM - 35
4 Ferguson, G. A Statistical Analysis in Psychology and
Education, New York: McGraw Course Objectives :
5 Fisher, R.: Designs of Experiments. 1. To acquaint students about Inservice Teacher Education
Fisher, R.A. Statistical Methods for Research Workers, New Programme.
York: hafner Publishing 2. To acquaint students about the State and National Agencies of
Teacher Education with reference to Quality Control.
6 Garret, H.E. Statistics in Psychology and Education,
Bombay: Vakils 3. To introduce students about Internship Program in the light of
NCFTE 2009 Guidelines.
Garrett, H.E.: Statistics in Education and Psychology.
4. To acquaint students about Regulation of National Council for
7 Good, C.V.: Introduction to Research. Teacher Education in the light of Recruitment of Teacher
8 Guilford, J. P. & B. Fruchter. Fundamental Statistics in Educators.
Education and Psychology, 5. To know the Innovative Practices in Teacher Education.
9 Guilford, J.P.: Fundamental Statistics in Psychology and Unit-I : Pre Service Teacher Education in India
Education. 1.1 A review of the understanding development on teacher
10 Keeves, John P. (Ed.): Educational Research, Methodology notes & function Pre Service Teacher education - concept.
and Measurement : An 1.2 Structure, curriculum and modes of Pre-Service Teacher
11 Kerlinger, Fred N.: Foundations of Behavioural Research. Education Nature, Objective and Scope.
1.3 Structure of teacher education curriculum and its vision in
Lindquist, E. F. Statistical Analysis in Educational Research,
curriculum document of NCTE & NCTFT. Or
Boston: Houghton
1.4 Component of Pre-service Teacher Education.
13 McNemar, Q. Psychological Statistics, New York: Henry Holt
Unit - II : Content of Teacher Education
& co.
2.1 Theory of Teacher education and its duration.
14 Mouley, George J.: The Science of Educational Research.
2.2 Practical activities to be conducted during the training.
Myros J.K.: Fundamentals of Experimental designs.
3.3 Instructional Methods in Teacher Education :- Seminar,
15 Siegel, S. Non Parametric Statistics for Behavioural Workshop, Lecture and discussion, Panel discussion Brain
Sciences, New York: McGraw Hill. Storming.
2.4 Instructions methods in teacher education.
UNIT-III : Internship in Teacher Education
3.1 Internship - Meaning objectives, Importance, Organization
and activities. Education Programme (Universities of Rajasthan State).

3.2 Principles of Organizing Internship Programme. 9. Discuss CCE in class and preparae report.
3.3 Difficulties in Organizing Internship and measures to make 10. Guidance and supervision of lessons Internship
effective internship programme. Programme.
3.4 Significance and supervision of internship. Reference Book :
UNIT-IV : Issues and Problems of Teacher Education. 1. Arora, G.L. (2002) : Teachers and Their Teaching. Delhi,
4.1 Major Issues in Teacher Education. Ravi Book.
4.2 Quality Management and maintaining standards in Teacher 2. Chaurasia, Gulab (2000) : Teacher Education and
Education. Professional Organizations. Delhi, Authors Press.
4.3 Privatization, Globalization and Autonomy in Teacher 3. Kundu, C.L. (1998) : Indian Year Book on Teacher
Education. Education. New Delhi, Sterling Publishers Privatization Ltd.
4.4 Problems in Teacher Education. 4. Mohanty, Jagannath (2000) : Teacher Education in India.
UNIT-V : Innovative Practices In Teacher Education And 5. Rajput J.S. : Encyclopedia of Teacher Education, NCTE,
Research Trends New Delhi.
5.1 Concept and need of innovation.
6. Dillon Justin and Maguire Meg. (1997) : Becoming A Teacher
5.2 Co-Operation and collaborative Teacher Education. : Issues in Secondary Teaching, Buckingham, Open
5.3 Construct visit and reflective Teacher education. University Press.
5.4 Rashtriya Madhanic Shiksha Abhiyan (RMSA), Objectives 7. Dunking Michael, J. (1987) : The International
and Functions. Encyclopaedia of Teaching and Teacher Education, Oxford,
Assignments any One : Pergamon Press.
1. PPT Presentation on any current issue of Teacher 8. Elahi, Nizam (1997) : Teacher's Education in India, New
Education. Delhi. APH Publishing Corporation.
2. Write a Term Paper on any related issue. 9. McNergney, Robert F. and Herbert, Joanne M. (2001) :
3. Visit and prepare a report on any agency of teacher Foundations of Education : The Challenge of Professional
education. Prepare (Role & Function) report. Practice, Boston, Allyn and Bacon.
4. Organise a Seminar on any related theme. 10. Misra, K.S. (1993) : Teachers and Their Education, Ambala
5. Attend and present a paper in National / International Cantt., The Associated Publishers.
Seminar and Report. (Presentation in class) 11. Murray, Frank B.(Ed) (1996) : Teacher Educator's Handbook
6. Write an Article on any issue of Teacher Education and : Building A Base for Preparation of Teachers, San
Publish it in journal. Francisco, Jossey - Bass Publishers.
7. Group Discussion on any relevant issue of Teacher 12. National Council for Teacher Education (NCTE) (1998) :
Education and Prepare Report. NCTE Document, New Delhi, Published by Member
8. Study and Analyze the Evaluation System of any Teacher Secretary, NCTE.
Paper - IV 3.2 Indian experiment regarding curriculum organization - Shanti

Nikaten of Tagore, Gurukul System and Basic Education.
CURRICULUM DEVELOPMENT
3.3 Indian School Curriculum and its re-constructure.
Course Code : BM-36 3.4 New trends in curriculum development.
Unit - 4 : Curriculum Design
Objectives : 4.1 Eclectic model of curriculum design
After completing the course, the students will be able to : 4.2 Taba's model of curriculum development
* To Understand the concept of curriculum and curriculum Unit - 5 : Curriculum Determinants
development. 5.1 Concept of Curriculum change
* To Understand the foundations of curriculum. 5.2 Forces affecting Curriculum change
* To Understand the principles of curriculum construction. 5.3 Obstacles of Curriculum change
* To Understand factors affecting curriculum change. 5.4 Designing Curriculum change
* To Understand eclectic model of curriculum design. Assignments (Any one) :
* To Understand Taba's model of curriculum development. 1. Critical analysis of M.Ed. curriculum of any University of
* To aquaint old and new trends in curriculum development Rajasthan.
Unit - 1 : Concept of Curriculum Development 2. Read guideline for curriculum development given by NCTE for
1.1 Concept of curriculum development. two years Teacher-Education programme and prepare a report.
1.2 Epistemological, sociological and psychological foundations of 3. Analyse curriculum framework (NCF 2005, NCFTE 2009,
curriculum development : NCERT 2 yearTeacher Education curriculum) in the light of
(a) Curriculum framework - need and importance, ramification of broad determinants given in the syllabus.
curriculum framework into curriculum, syllabus and textbooks. 4. Study the critical issues (according to the syllabus) involved in
(b) Different models of curriculum : the textbook of Science / Language / Social Science and prepare
a report.
- Administration - Grass Root
5. Write a term paper on any sub-unit of the syllabus.
- Demonstration - System Analysis
References :
Unit - 2 : Nature, Purpose and Scope of Curriculum
Development 1. Annuing, Angela (1995) : "A National Curriculum for the Early
Years". Open University Press, Buckingham, Philadelphia.
2.1 Nature, purpose and scope of curriculum development
2. Audrey & Howard Nocoholls (1978) : Developing Curriculum - A
2.2 Principles of formulating aims, specific content, defining
Practical Guide. George Allen & Unwin, Boston, Sydney,
teaching, learning experiences and evaluation procedures.
London.
Unit - 3 : Old and new trends in curriculum development
3. Denis Lawton (1986) : School curriculum planning. Hodder &
3.1 Role of teacher as a curriculum construction. Stronghton, London, Sydney.
4. Edward, A. Krug (1960) : The Secondary School Curriculum. Paper - V

Harper & Row Publishers, New York.
MEASUREMENT AND EVALUATION AT
5. Erickson, H. Lynn (1998) : Concept-based curriculum and
instruction. Corwin Press, Inc. ELEMENTARY SCHOOL LEVEL
6. Gakhar, S.C. (2009) : Curriculum Development, Panipat, N.M.
Course Code : BM-37-A1
Publications.
7. Goodson, Iror, F. (1994) : Studying Curriculum. Open University
Press, Buckingham. Objectives :
8. Hugh (1976) : Designing the Curriculum. Open Books, London. 1. To acquaint the student with the basic concepts and
practices adopted in educational measurement and
9. Iron, K. Davies (1976) : Objectives in Curriculum Design.
McGraw Hill Book Co. Ltd., England. educational evaluation.
10. Leece, Joseph & Others (1961) : The Teacher in Curriculum. 2. To help the student understand relationship between
measurement and evaluation in education.
11. Lewy, Aneh (1991) : Studying Curriculum. Open University
Press, Buckingham. 3. To orient the student with tools and techniques of
12. Ornstein, Allen, C.A. : Curriculum Foundations, Principles and measurement and evaluation.
Issues, Prentice Hall International Ltd., London. 4. To Develop skills and competencies required for
13. Pratt, David (1980) : Curriculum Design and Development. constructing, standardizing and using various tools and
Harcourt Brace and World Inc., New York. tests for measuring both cognitive and non-cognitive
14. Romiszowski, A.J. (1986) : Designing Instructional System - aspects / domains.
Decision Making in Course Planning & Design. 5. To make the students implement the appropriate statistic
15. Saylor & Alexander (1960) : Curriculum Planning. Holt Linchart & measures on an educational data for its analysis.
Winston, New York. 6. To Evaluate educational problems through inferential
16. Smith, Stawey & Shores (1957) : Curriculum Development. statistics.
World Book Co. Unit-I : Basics of Measurement
17. Solomen, Pearl G. (1998) : The Curriculum Bridgo. Corwin Press 1.1 Measurement : Concept, relevance, function and scope.
Inc. 1.2 Levels of Measurement.
18. Tyler, R.W. (1974) : Basic Principles of Curriculum and 1.3 Norm referenced and criterion referenced measurement.
Instruction. Open University Pub., London
1.4 Limitations of Test and Measurement.
19. Vernon, E. Anderson (1962) : Principles and Procedures of
Unit-II : Evaluation Process
Curriculum Improvement.
20. Zais, R.S. (1976) : Curriculum Principles and Foundations. 2.1 Evaluation : Meaning, concept and characteristics,
Harper & Row Pub., London. Relationship between Measurement and Evaluation.
2.2 Basic principles and functions of evaluation.
2.3 Steps and process of evaluation, types of evaluation : 3. Ebel, R.L. : Essential of Educational Measurement. Third
Formative vs. Summative. Will Prentice Hall Inc., New Jersey, (1970)
Unit-III : Defining Instructional Objectives 4. Ferguson, G.A.: Statistical Analysis in Psychology and
3.1 Need of defining objectives and method of stating objective. Education, McGraw Hill International Book Co. (1981).
3.2 Inter-relation of evaluation, objectives and learning 5. xqIrk] ,l-ih- % vk/kqfud ekiu ,oa ewY;kadu] 'kkjnk iqLrd Hkou]
experiences. bykgkcknA
3.3 Taxonomy of Educational Objectives and Role of 6. vLFkkuk fofiu % euksfoKku vkSj f'k{kk esa ekiu ,oa ewY;kadu] fouksn
measurement and evaluation.
iqLrd eafnj] vkxjkA
3.4 Bloom's Taxonomy : Cognitive, Co-native and Affective
Domains. 7. HkVukxj] ,-ch- ,oa HkVukxj] ehuk{kh % euksfoKku vkSj f'k{kk esa ekiu
Unit-IV : Tools of Measurement and Evaluation ,oa ewY;kadu] vkj-yky cqd fMiks] esjBA
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.
Paper - V 3.2 Aptitude & Attitudes

MEASUREMENT AND EVALUATION AT 3.3 Skills & Personality
3.4 Interpretation of the above test-scores and methods of
SECONDARY SCHOOL LEVEL
feedback to students.
Course Code : BM-37-A2 Unit-IV : Correlation in Measurement
4.1 Correlation, its meaning, types how to estimate product
moment correlation coefficient.
Objectives :
4.2 Partial & Multiple correlations
1. The student will gain ability to prepare and use psychological
test and different kinds. 4.3 Regression and Prediction.
2. They will be taught about the basic characteristics of a good Unit-V : Testing of Statistical Hypothesis
measuring instrument . 5.1 Significance of various statistical measures - Mean, SD,
3. Handle various types of data and interpret results. Percentile and Correlation.
4. Will become skilled at Test Construction and Its 5.2 Significance of difference between two mean's.
Standardization. 5.3 One way and Two way Analysis of Variance (ANOVA),
5. Students will learn about measuring various psychological Analysis of Covariance (ANCOVA).
traits like aptitude, attitude, intelligence etc. 5.4 Construction of a teacher made test for the measurement of
6. Participate in examination reforms and carry to examination any one of these - Achievement / Aptitude / Attitude / Interest
and evaluation work. / Skills, Administration of the test constructed, its
interpretation and implications to students, teachers and
Unit-I : Basic Characteristics of a good Measuring Instrument
stakeholders.
1.1 Usability and Objectivity
References :
1.2 Validity and Reliability : Nature, Types and Problem of their
1. Agarwal, Y.P. (1998) : Statistical Methods, Sterling, New
measures.
Delhi.
1.3 Scaling - standard scores, T scores, C scores.
2. Lindquist, E.F. : Statistical Analysis in Educational
Unit-II : Test Construction and Its Standardization
Research. Calcutta, Oxford & IBH Publishing Co., 1970.
2.1 General principles of test construction and its
3. Garrett, H.E. : Statistics in Psychology and Education. Vikas
standardization.
Peffer & Smara Co., Ins., New York.
2.2 Writing test items - objective, essay and interpretative.
4. Cronbach, L.J. : Essential of Psychology Trends, Harper
2.3 Comparison of teacher made test and standardized test. Row, New York.
2.4 Item analysis & process of Test Standardization. 5. Guilford, J.P. : Fundamental Statistics in Psychology and
Unit-III : Measurement of Psychological Traits Education, McGraw Hill (1965).
3.1 Achievement, Interest and Intelligence 6. K.V.S. Sharma : Statistics made Simple Do It Yourself on PC.
New Delhi, Prentice Hall of India Ltd., 2001. Paper - VI

7. M. Rajamanikaram. Statistical Methods in Psychological GUIDANCE AND COUNSELLING
and Educational Research. New Delhi, Concept Publishing
Company, 2001. AT ELEMENTARY SCHOOL LEVEL
8. dfiy] ,p-ds- % lkaf[;dh ds ewyrRo] HkkxZo iqLrd izdk'ku] Course Code : BM-38-A1
4@230] dpgjh ?kkV] vkxjk&4
9. xqIrk] ,l-ih- % vk/kqfud ekiu ,oa ewY;kadu] 'kkjnk iqLrd Hkou] Course Objectives :
bykgkcknA 1. To acquaint students with the concept of guidance and
10. xqIrk] ,l-ih- % lkaf[;dh fof/k;ka ,oa ewY;kadu] 'kkjnk iqLrd Hkou] counselling.
bykgkcknA 2. To acquaint them with different types of guidance at Elementary
School Stage - Educational, Vocational and Personal.
11. vLFkkuk fofiu % euksfoKku vkSj f'k{kk esa ekiu ,oa ewY;kadu] fouksn
3. To make them understand the guidance for special children at
iqLrd eafnj] vkxjkA Elementary School level.
12. HkVukxj] ,-ch- ,oa HkVukxj] ehuk{kh % euksfoKku vkSj f'k{kk esa ekiu 4. To describe the different services in the guidance programme.
,oa ewY;kadu] vkj- yky cqd fMiks] esjBA 5. To make them understand the role of Headmaster, Teacher and
13. yky] jeufcgkjh ,oa tks'kh % HkkSfrd ekiu] ewY;kadu ,oa lkaf[;dhA Students for good guidance programme at Elementary School
jLrksxh ifCyds'ku] esjBA 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.
3.2 Objectives of Counselling. 3. John. S. Koshy : Guidance and Counselling, Dominant

3.3 Need and Principals of Counselling. Publishers and Distributors, New Delhi, 2007.
3.4 Difference between Guidance and Counselling. 4. B.N. Das : Guidance Services in Schools, Dominant
Publishers and Distributors, New Delhi, 2003.
UNIT-IV : Guidance and Counseling For Special Children at
Elementary School Level 5. Indu Dave and A.B. Phatak : Nidarshan ke mool tatwa,
Rajasthan Hindi Granth Academy, Jaipur, 1973.
4.1 Concept, Objectives and Need.
6. S.K. Kochhar : Educational and Vocational Guidance in
4.2 Types of Special Children.
Secondary Schools, Sterling Publishers Pvt. Ltd., 1984.
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.
Assignment (Any One)
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.
Paper - VI UNIT-III : Dynamics of Guidance and Identification of
GUIDANCE AND COUNSELING AT Individual
SECONDARY SCHOOL LEVEL 3.1 Dynamics of Guidance Process.
3.1.1 Major elements of individual guidance process.
Course Code : BM-38-A2 3.1.2 Variability of individual characteristics.
3.2 Individual Analysis
Course Objectives : 3.2.1 Individual Analysis - its concept.
1. To acquaint students with the fundamentals of guidance and 3.2.2 Need of individual analysis.
counselling.
3.2.3 Principles of individual analysis.
2. To acquaint them with guidance programme and services. UNIT-IV : Data Collection of the Individual
3. To make them understand the dynamics of guidance and 4.1 Information collection related to individual.
counselling.
4.2 Types of testing devices - standardized and unstandardized.
4. To acquaint them with the principles and need of individual
4.3 Criteria of the test collection, Precautions in the use of tests.
analysis.
4.4 Use of following in the guidance and counselling :
5. To acquaint them with the collection data of the individual.
(a) Case study, (b) Interview, (c) Autobiography, (d) Rating
6. To acquaint them with the latest researches in the guidance and Scale, (3) Sociometery.
counselling.
UNIT-V : Research In Guidance And Counselling
UNIT-I : Fundamentals of Guidance and Counseling
5.1 Importance of Research in guidance and counselling.
1.1 Guidance - Meaning, Nature, Functions and Purposes.
5.2 Types, Research - Qualitative, quantitative and
1.2 Counselling - Meaning, Nature, Functions and Purposes. experimental.
1.3 Basic Principle of Guidance and Counselling. 5.3 Research trends related to guidance and counselling in
1.4 Need and Types of Guidance and Counselling. India.
UNIT-II : Guidance Programme and Services 5.4 Latest researches and future research possibility in the area
of counselling and guidance.
2.1 Characteristics of a good guidance programme.
Assignment (Any One) :
2.2 Outline of minimum guidance programme at Secondary
School stage. 1. Case Study of child or adolescent and guidance-counselling
based advice.
2.3 Guidance Services - Types, Need and Importance.
2. Prepare a Term Paper on any topic related with the content
2.4 Dynamics of Counselling process. of this paper.
3. Prepare a PPT on any sub-unit of the syllabus. Paper -VII

4. Role of the Headmaster, Teacher and student for good EDUCATIONAL ADMINISTRATION AND
guidance or counselling programme.
MANAGEMENT AT ELEMENTARY SCHOOL LEVEL
5. Review of researches in counselling or guidance. (Last five
years). Course Code : BM-39-A1
References :
1. Pre Pasaricha : Guidance and Counselling in Indian Course Objectives :
Education, NCERT, New Delhi, 1976. 1. To enable students to learn basic concept of educational
2. C.H. Miller : Foundations of Guidance, Harper and Row, administration.
New York, 1961. 2. To acquaint the students with the elements of the elementary
3. I Dave : The basic essentials of counselling, Sterling educational administration.
Publishers Pvt. Ltd., New Delhi, 1982. 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.
2.3 Role of local bodies in the administration of Primary and Bibliography

Upper Primary education. 1. Campbell, R.F. and Gregg, R.T. (Ed.) : Administrative
2.4 Administrative problem of Primary and Upper Primary Behaviour Education (Sharped).
schools. 2. Coladrei, A.P. and Gatzel, J.W. : The Use Theory in
UNIT-III : School Educational Leadership Educational Administration (Monograph), Standford
University, 1950.
3.1 Concept, Nature and Styles of leadership.
3. Heneray, H.B. : Changing concepts in Education
3.2 Leadership traits : Responsible, innovative, imaginative,
Administration, University of Chicago Press, 1955.
visionary.
4. Moehlman : School Administration, McGraw Hill, 1946.
3.3 Leadership skills at school level - POSDCORB.
5. Sears, J.B. : The Nature of Administrative Process, McGraw
3.4 The role of school headmaster as a leader.
Hill, 1950.
UNIT-IV : Decision-Making and Principal as A Change Agent
6. A.S.A. : Staff Relation in Educational Administration, 33rd
4.1 Concept and Nature of decision-making. Year Book, 1955.
4.2 Decision-making process. 7. Mort Paul, R.: Principles of School Administration, McGraw
4.3 Resources management - (a) human resources, (b) physical Hill, 1956.
resources. 8. Johna, R.L. and Masphe, E.L. (Ed.): Problems and Issues in
4.4 Principal role as a Manager - Staffing, curricular and co- Public Finance, T.O., 1952.
curricular activities. 9. Adilph and Turner Harold, E.: Supervision for Change and
UNIT-V : Financial Planning And School Environment Innovation, Houghton Miffin Company, 1970.
5.1 Role of following bodies in financing education - (a) Govt. of 10. Shukla, P.O. : Administration of Education in India, Vikas
India, (b) State Government, (c) Local bodies, (d) Private Publishing House Pvt. Ltd., New Delhi.
agencies. 11. Castcller William : The Personnel function in Educational,
The Macmillan Company, New York, 1971.
5.2 Sources of educational finance - (a) Govt. grant, (b) State
govt., (c) Donation, (d) Foreign aids. 12. Kimbrough, B., Ralph Michael & Nunnery : Educational
Administration (an introduction), Macmillan Publishing Co.
5.3 Characteristics of good school environment.
Inc., New York, 1976.
5.4 Factor affecting school environment.
13. Gupta, L.D. : Education Administration at College Level,
Assignment any One Oxford and IBH Publishing Co., New Delhi, 1983.
1. Term paper on selected theme from the course. 14. Mohan, G. and Haberti, H.R. : Contemporary Educational
2. Case study of effective Govt. School. Administration, Macmillan Publishing Co. Inc., New York,
3. A study of leadership of school principal. 1982.
4. A study of decision-making process of school principal. 15. Harling, Paul (Ed.) : New Directions in Educational
Leadership, The Falmer Press, London, 1984.
Paper - VII UNIT-II : Organizational Climate and Conflict Management

EDUCATIONAL ADMINISTRATION AND 2.1 Organizational Climate : Concept, Types and Organizational
development.
MANAGEMENT AT SECONDARY SCHOOL LEVEL
2.2 Different levels of educational organization.
Course Code : BM-39-A2 2.3 Conflict - Concept and Characteristics.
2.4 Conflict management : Areas of conflict, Pressure group and
Course Objectives : Principal role to remove conflicts.
1. To introduce concept of education management. UNIT-III : Quality Management and Supervision
2. To enable students to become effective manager of school 3.1 Institutional Planning - Concept and Importance.
administration and management. 3.2 S.W.A.T. Analysis - Concept, Need, Importance.
3. To enable student to become agent of change in various aspect 3.3 Communication and Supervision Skills : Concept, Need and
of education i.e. - curriculum construction, classroom Importance.
management, planning and policies. 3.4 New trends and techniques of modern supervision.
4. To acquaint student with role of centre state and local agencies UNIT-IV : Decision-Making Process and New Trends in
of educational development. Educational Management
5. To acquaint student with concept and method of supervision. 4.1 Decision : Meaning, Nature and Need.
6. To acquaint students with different role of principal as a 4.2 Decision-making process in organization
administrator or manager. 4.3 Levels of decision :
7. To acquaint student with various decision-making process in (a) High : Central, State, Departmental.
institution.
(b) Medium : Principal and Incharge.
UNIT-I : Introduction of Educational Management - Concept,
(c) Low : Personal Decision.
Process and Functions
4.4 Modern trends in educational development.
1.1 Concept, Need, Nature of Educational Management.
UNIT-V : Machinery of Educational Management and Finance
1.2 Role of Principal at Secondary level -
Management
- Planning School Programmes
5.1 Central Machinery, State Machinery and local bodies.
- Institutional Planning
5.2 Educational Finance - Concept and Importance.
- Implementation of different strategies.
5.3 Financial Planning - Construction and Process of Financial
1.3 Organizing : Instructional Programme, Curricular and Co- Control
curricular programme, Evaluation of school programme.
5.4 Education Cost and its Calculation : Unit Cost, Additional
1.4 Modern development of education management in India. Cost and Institutional Cost.
Assignment (Any One) Paper -VIII

1. Write a term paper of any topic. ELEMENTARY SCHOOL LEVEL POLICY,
2. Study any problem related to educational management. ECONOMICS AND PLANNING
3. Case study of effective organization / school.
4. Review research paper of any educational management Course Code : BM-40-A
area.
Reference Books : Course Objectives :
1. Anastasi, A.: Psychological Testing (Fifth-21), Macmillan 1. To acquaint students with the need, scope and objectives of
Pub. Co., Inc., New York. elementary education.
2. Arun Kumar Singh : Tests, Measurement and Research 2. To acquaint students with recommendations of various
Methods in Behavioral Sciences, New Delhi, Tata McGraw committees.
Hill Publishing Co. Ltd., 1986.
3. To acquaint students with DPEP, SSA and RTE Act 2009.
3. Ebel, R.L. : Essential of Educational Measurement. Third
4. To understand the role of NCERT, DIET, SIERT in Elementary
Will Prentice Hall Inc., New Jersey, (1970)
Education Planning.
4. Ferguson, G.A.: Statistical Analysis in Psychology and
5. To understand the role of Panchayats and Community in
Education, McGraw Hill International Book Co. (1981).
Elementary Education Planning.
5. xqIrk] ,l-ih- % vk/kqfud ekiu ,oa ewY;kadu] 'kkjnk iqLrd Hkou]
6. To acquaint students with concept, Principles and approaches
bykgkcknA of educational planning.
6. vLFkkuk fofiu % euksfoKku vkSj f'k{kk esa ekiu ,oa ewY;kadu] fouksn 7. To acquaint students with economics of elementary education.
iqLrd eafnj] vkxjkA 8. To acquaint students with Govt. Programmes and Projects.
7. HkVukxj] ,-ch- ,oa HkVukxj] ehuk{kh % euksfoKku vkSj f'k{kk esa ekiu UNIT-I : Introduction of Elementary Education
,oa ewY;kadu] vkj-yky cqd fMiks] esjBA 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.
2.2 SSA and Elementary Education for Equity and Quality. Reference Books:
2.3 Rights of Children for free and compulsory education (RTE 1. NCERT, National Curriculum Framework (NCF) 2005.
Act, 2009). NCERT : New Delhi.
UNIT-III : Planning and Administration of Elementary 2. Sharma, R.K. : Elementary Education. Radha Prakashan
Education Mandir, Agra-2.
3.1 Role of Govt. in Elementary Education - (a) Central Level 3. Kothari Commission.
Agency (NCERT) (b) State Level Agency (SIERT, DIET). 4. MkW- ts-ih- oekZ % ^fo|ky; izcU/ku*] fouksn iqLrd eafnjA
3.2 Role of Panchayats and Community involvement in
5. ik.Mk vfuy dqekj % ^Hkkjrh; f'k{kk dk bfrgkl ,oa leL;k,¡*]
Elementary Education Planning.
lkfgR; jRukxkjA
3.3 Mid-Day Meal.
UNIT-IV : Educational Planning at Elementary Level 6. ukVkuh izdk'k ukjk;.k % efgyk ,oa cky fodkl ds u;s vk;ke]
4.1 Concept, Need and Goals of Educational Planning. ek;k izdk'ku eafnjA
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.
4. Prepare a PPT on any sub unit of the syllabus.
Paper - VIII UNIT-II : Perspectives and Context of Elementary Education

ELEMENTARY SCHOOL LEVEL - STRUCTURE 2.1 Developmental characteristics and nroms - Physical,
Cognitive process and abilities, language development,
STATUS AND CONCERN socio-emotional development during early and late
childhood.
Course Code : BM-40-B
2.2 Influence of home, school and community related factors on
child's development.
Course Objectives :
2.3 Conceptual analysis of the concepts in elementary
On completion of this course, the students will be able to : education like learner / learning centered approach, activity
1. Understand the context of Elementary Education. centered approach, freedom and discipline, reflection on
2. Understand the concept, objectives, rationale, challenges and present practices.
extent of success of universal elementary education. \UNIT-III : Development of Elementary Education
3. Develop an understanding of underlying principles of curriculum 3.1 Nature of Elementary Education
development and evaluation at elementary stage. 3.2 Mahatma Gandhi and Rabindranath Tagore on Elementary
4. Reflect on the need and importance of work experience, art Education, Constitutional provision for Education.
education, health, physical education and working with 3.3 Principle related to Elementary Education.
community. 3.4 Right to Education Act.
5. Develop the capability to use effectively various methods and UNIT-IV : Uee, Objectives and Challanges
approaches of teaching language, mathematics and EVS at 4.1 Concept, Objective, Meaning and Justification of UEE.
elementary level. 4.2 Critical appraisal of current status of UEE.
6. Gain insight into the need and objectives of elementary teacher 4.3 Access and Enrolment of different types of learner issues
education. and challenges.
UNIT-I : Early Childhood Education : Concept and Issues 4.4 Achievement levels of different types of Learners - status
1.1 Concept, Scope and Significance of Early Childhood and issues.
Education. 4.5 Differently abled children - types, access, issues and
1.2 Institutions for Early Childhood Care Education. challanges, critical appraisal of inclusive education as a
solution.
1.3 Curriculum for Young Children.
UNIT-V : Curriculum and Evaluation
1.4 Program for Early Childhood Care Education, Planning,
Methods of Teaching Activities, Evaluation. 5.1 Principles of Elementary School Curriculum.
5.2 Evaluating Of Work Experience Art Education, Health &
1.5 Inclusive Care and Education - Philosophy, Children with
Physical Education, 10 Regular, Mathematical, EV and
special needs, classroom practices.
Natural Science in Elementary.
Assignments (Any One) Paper - IX

1. Study the Elementary School Programme SECONDARY AND SENIOR SECONDARY
2. Prepare Scrapbook SCHOOL LEVEL POLICY
3. Prepare PPT on any related theme
ECONOMICS AND PLANNING
Reference Books
1. Mishra, R C - Early Childhood Care and Education, APH Course Code : BM-41-A
Publishing Corporation New Delhi.
2. Leeper- "good Schools For Your Young Children", The Course Objectives :
Macmillan Company Landon. 1. To acquaint students with need, scope and objectives of
3. Sharma, SN, "Elementary Education" Kanishka Publishers secondary education.
New Delhi. 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.
2.2 Rights of children for free and compulsory education (RTE 5. A study of implementation of government scheme related to
Act, 2009). secondary education.
2.3 R.A.M.S.A. and Secondary Education. 6. A study of implementation of recommendation of any
2.4 Universalization of Secondary Education : Issues and national documents on education.
Challenges. Reference Books
UNIT-III : Role of Government In Secondary Education 1. HkVukxj] lqjs'k ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡] lw;kZ
3.1 Central Level Agency - NCERT. ifCyds'ku] esjBA
3.2 State Level Agency - DIET, SIERT, Shiksha Vibhag.
2. 'kekZ] vkj-,- ¼1995½ % fo|ky; laxBu rFkk f'k{kk iz'kklu] lw;kZ
3.3 Role of Secondary Education and Community in Secondary
ifCyds'ku] esjBA
Education Planning and Financing.
UNIT-IV : Educational Planning at Secondary Level 3. O;kl] gfj'kpUæ ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡]
4.1 Concept, Need and Goals of Educational Planning. vk;Z cqd fMiks] fnYyhA
4.2 Principles of Educational Planning. 4. ;ksxsUæ] thr HkkbZ ¼1977½ % 'kSf{kd ,oa fo|ky; iz'kklu] fouksn
4.3 Approaches of Educational Planning. iqLrd eafnj] vkxjkA
4.4 Educational Planning in India since Independence. 5. Bhatt, B.D. (2005) : Modern Indian Education : Planning and
UNIT-V : Economics of Secondary Education Development, Kanishka Publishers, New Delhi.
5.1 Meaning, Aims and Scope of Economics of Secondary 6. Goel, S.L. and Goel, A. (1994) : Education Policy and
Education. Administration, Deep and Deep Publications, New Delhi.
5.2 Central and State level expansion on Secondary Education. 7. Govt. of India (1986) : National Policy on Education, Ministry
5.3 Government Programmes and Projects (Lok Jumbish, of HRD, New Delhi.
Shiksha Karmi Project, Kasturba Gandhi, Shiksha Yojana). 8. Gupta, V.K. and Gupta, Ankur (2005) : Development of
Assignments (Any One) Education System in India, Vinod Publication, Ludhiana.
Any one of the following : 9. Inderjeet, K. and Raj Kumar (2006) : Development of
1. A term paper on any of the issue related to Secondary Educational System in India, 21st Century Publication,
Education in India. Patiala.
2. Prepare a PPT on any sub-unit of the syllabus and ICT 10. M.H.R.D. (1986) : National Policy on Education and
Presentation. Programme of Action, Govt. of India.
3. Write a Term Paper on any sub-unit of the syllabus. 11. M.H.R.D. (1990) : Ram Murti Committee Report,
Department of Education, Govt. of India, New Delhi.
4. A comparative study on the functioning of any two different
types of schools. 12. M.H.R.D. (1992) : Programme of Action, Department of
Education, Govt. of India, New Delhi. Paper - IX

13. M.H.R.D. (1964-66) : Education and National Development SECONDARY AND SR. SECONDARY SCHOOL
Report of Indian Education Commission, Govt. of India, New
LEVEL STRUCTURE, STATUS AND CONCERN
Delhi.
14. Nayar, D.P. (1989) : Towards a National System of Course Code : BM-41-B
Education, Mittal Publishing, New Delhi.
15. NCERT, National Curriculum Framework, 2005. Course Objectives :
16. Singh, L.C. et al. (1990) : Teacher Education in India, New After completion of the course, the student will be able to :
Delhi, NCERT.
1. Develop an idea about the structure of Secondary education in
17. Sodhi, T.S. (2005) : Development of Education System in India.
India, Bawa Publications, Patiala.
2. Know about the historical development of Secondary education
18. Sharma, Ram Nath (2002) : Indian Education at Grassroots, in Pre and Post Independent India.
New Delhi. 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
secondary education.
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 -
Mudaliar Commission, Kothari Commission, NPE-1986 and 2. Two Abstracts on articles related to Secondary Education
NCF-2005. published in some standard journals.
2.4 Universalization of Secondary Education : Issues and 3. A survey of the evaluation practices in government and
Challenges. private schools.
UNIT-III : Management of Secondary Education In India 4. Prepare a PPT on any sub-unit of the syllabus and ICT
3.1 Importance, functions and management of Secondary presentation.
Education in India. 5. Write a Term Paper on any sub-unit of the syllabus.
3.2 Role of M.H.R.D., AND NCERT in Secondary Education 6. Visit a school and evaluate the role of school management
Management. committee during last 2 years and prepare a report with
3.3 Management of Secondary Education in Rajasthan. photographs.
3.4 Privatization of Secondary Education. 7. Conduct a study on 'good practices' in various schools and
UNIT-IV : Management at Institutional Level prepare a report including leadership, information system,
4.1 Management of Secondary School with special reference of data management etc.
Planning, Coordinating, Team Working and Visionary. Reference Books :
4.2 Role of Head / Principal and teachers in creating academic 1. HkVukxj] lqjs'k ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡] lw;kZ
culture and appropriate climate in school. ifCyds'ku] esjBA
4.3 Aims, Objectives and Role of Secondary Education
2. 'kekZ] vkj-,- ¼1995½ % fo|ky; laxBu rFkk f'k{kk iz'kklu] lw;kZ
Institution & in the special reference with NPE-1986 and
NCF-2005. ifCyds'ku] esjBA
4.4 Criteria of Quality Secondary Education. 3. O;kl] gfj'kpUæ ¼1996½ % 'kSf{kd izcU/k vkSj f'k{kk dh leL;k,¡]
UNIT-V : Quality Concern in Secondary Education vk;Z cqd fMiks] fnYyhA
5.1 Indicators of Quality at Secondary Education. 4. ;ksxsUæ] thr HkkbZ ¼1977½ % 'kSf{kd ,oa fo|ky; iz'kklu] fouksn
5.2 Professional development of Heads and teachers through iqLrd eafnj] vkxjkA
various In-service Training Programmes.
5. Bhatt, B.D. (2005) : Modern Indian Education : Planning and
5.3 Capacity building of teachers at in-house / school level. Development, Kanishka Publishers, New Delhi.
5.4 Team work and transparency in functioning among 6. Goel, S.L. and Goel, A. (1994) : Education Policy and
teachers. Administration, Deep and Deep Publications, New Delhi.
5.5 Total Quality Management (TQM) for Institutional Upliftment. 7. Govt. of India (1986) : National Policy on Education, Ministry
Assignments (Any One) : of HRD, New Delhi.
1. A Term Paper on any of the issue related to Secondary 8. Gupta, V.K. and Gupta, Ankur (2005) : Development of
Education in India. Education System in India, Vinod Publication, Ludhiana.
9. Inderjeet, K. and Raj Kumar (2006) : Development of Paper - X

Educational System in India, 21st Century Publication, PROFESSIONAL WRITING
Patiala.
10. M.H.R.D. (1986) : National Policy on Education and Course Code : BM-42
Programme of Action, Govt. of India.
11. M.H.R.D. (1990) : Ram Murti Committee Report, Objectives :
Department of Education, Govt. of India, New Delhi. Students will be able to :
12. M.H.R.D. (1992) : Programme of Action, Department of
1. To develop scientific attitude among scholars.
Education, Govt. of India, New Delhi.
2. To encourage them to write research papers.
13. M.H.R.D. (1964-66) : Education and National Development
Report of Indian Education Commission, Govt. of India, New 3. To develop proposals for a project.
Delhi. Activities :
14. Nayar, D.P. (1989) : Towards a National System of 1. Write and Publish Research Article in a Journal.
Education, Mittal Publishing, New Delhi. 2. Prepare a Research Proposal on any thrust area of
15. NCERT, National Curriculum Framework, 2005. Education and submit to supervisor.
16. Singh, L.C. et al. (1990) : Teacher Education in India, New 2. Viva-Voce.
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.
Paper - XI Paper - XII

INTERNSHIP IN TEACHER DISSERTATION-II
EDUCATION INSTITUTIONS
Course Code : BM-43 Course Code : BM-44
Note : Student Teacher will opt any one paper from core papers of Objectives :
B.Ed. Syllabus and any one from methodological Papers for 1. To enable the students to develop skills and competencies
internship program in teacher education institutions. He will for conducting rigorous, theoretically correct and practically
complete internship program in any teacher education institutions relevant research.
with in one month duration. The students teacher will deliver lecturer
Activities Related to Research Work :
daily (one lecturer in core papers and one in methodological
papers). 1. Data Collection
2. Data Analysis
3. Report Writing
4. Submission of Dissertation.
5. Viva-Voce. (External)

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Janardan Rai Nagar Rajasthan Vidhyapeeth

(Deemed) University, Udaipur (raj.)

Lokmanya Tilak Teachers Training College (CTE)

Objectives : ? Plan and organize classroom instruction through learner

Duration and Working Days

PROGRAMME STRUCTURE FOR THIRD TEAR

B.Ed.-M.Ed. INTEGRATED COURSE 1. ASSESMENT FOR LEARNING 100

10. INTERNSHIP (4 WEEKS) 75 LEVEL -A: ELEMENTARY

PAPER - I Naturalism, Contents, Teacher - Pupil Relationship

(b) Principles of Growth and Development.

PAPER - III 3.1 Education in Ancient india

PAPER-IV 2.5 Recent trends and innovations in Science Discipline.

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

2.4 Language as a tool of learning 5.4 Strategies to enhance writing skills.

3.4 Questioning in Classroom 3. Prepare a write-up on multi-lingualism as a resource of

PAPER-VI fundamental rights, duties and directive principles.

Reference Books : PAPER - VII

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

Paper - VIII Unit-2 : Teaching of Listening and Speaking

Language Teaching. Cambridge, C.P.U. Paper - VIII

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

2.3 General approaches and underlying principles of curriculum b. Blue Print

PAPER - VIII 3.2 Fundamental principles of formatting curriculum in History and

Reference Books : PAPER - VIII

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

UNIT-III : TEACHING LEARNING OF GEOGRAPHY Reference Books :

PAPER - VIII 1.5 Aims and Objectives of Teaching Economics at Senior

curricular Activities in teaching Economics. Oliver, J.M.

PAPER -VIII construction in teaching of commerce.

Unit-5 : Continues and Comprehensive Evaluation in PAPER - VIII

Unit-2 : Mathematics as a School Subject c. Congruency and Smilarity

2. http://www.mathforum.org/dr.math Unit - 1 : Nature, Scope and Objectives :

3.2 Learner centered methods - Demonstration method, Laboratory Chandigarh.

5.3 Continuous and Comprehensive Evaluation in Physical PAPER - VIII

learning, cooperative learning, concept mapping, peer quantitatively.

PAPER - VIII 2.4 Unit Plan and Lesson Plan.

Home Science. PAPER - IX

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

Course Code : BM-22

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

PAPER- II Unit - 3 : Structure of Indian Education

Social Differentiation among women in educational context Reference Books

PAPER - III UNIT-IV : Learners In Inclusive Education

PAPER - III Unit-III : Instructional Design :

PAPER - IV and their role and functions.

TEACHER EDUCATION - I 4.3 Agencies of Teacher Education at District Level - DIET.

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

Unit - 4 : Agencies of Teacher Education 5. Rajput, J.S. ( ) Encyclopedia of Teacher Education.

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

PAPER - V PAPER - VIII

- Agricultural 1. The hidden talent of pupil-teacher blooms.

- Educational 2. Their self-confidence rises.

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

- Literary 4. A true sportsman spirit is developed.

Paper - I 2.6 Quantitative and Qualitative aspects of assessment : Appro-

Paper - II moment correlation coefficient.

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

and activities. Education Programme (Universities of Rajasthan State).