Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Syllabus
Syllabus for Education Courses
Semester –I
Language skills and Development
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar in different skills of Language.
➢ To make the learners competent in dealing with most routine tasks, classroom situation
and social situation.
Course Content:
Developing Basic concepts and terminology –
form and meaning in language and language use ;Grammar – grammatical frameworks: rules and
conventions relating to words, sentences, paragraphs and texts ;Lexis: word formation,
meaning and use in context ; Phonology: the formation and description of English phonemes;
features of connected speech ;The practical significance of similarities and differences between
languages ;Reference materials for language awareness ;Key strategies and approaches for
developing learners’ language knowledge
Suggested Readings:
1) Basic grammar in use. CUP./ William R. Smalzer
2) Beginning to write. CUP./ Peter Grundy
3) Cambridge academic English.CUP/ Martin Hewings
4) Cambridge story books for young Readers (INDIA). 2 books for each level CUP
5) Classroom English. OUP/Gardner
6) College English / T. sriraman
7) Collins Improve Your writing skills by Graham King
8) Common mistakes… and how to avoid them. CUP. (intermediate).
9) Communicative activities for EAP. CD Rom.
10) Conversation. OUP./Rob Nolasco
BASICS IN EDUCATION
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with fundamental concepts of Education
➢ To Develop in Learner understanding regarding education and its concern aspects in
present scenario.
Course Content:
➢ Basic Concept:
Concept and Meaning of Education; Goals of Education; Processes and Modes of
Education; Education in Present context: issues and Challenges
➢ Education and Knowledge :
Knowledge: Meaning and Facets; Process of Knowing; Organisation of Knowledge in
Schools, Relation knowledge and Education
➢ Autonomy and Accountability;
Teacher Autonomy and Accountability, Learner Autonomy, Freedom vs Autonomy
Values: Concept and Context; Values in the Emerging Social Context; Education and
Values.
Suggested Readings:
• Basics in Education NCERT
• Taneja,V.R.(1990), Educational Thought and Practices,Sterling ,New Delhi
• Taneja,V.R. and Taneja .S (2004), Educational Thinker,Atlantic Publishers and
Distributers (P) Ltd. ,New Delhi
CONTEMPORARY DEBATES IN EDUCATION
Course Objectives:
➢ To make student familiar with emerging issues in Education
➢ To Develop in Learner understanding regarding education and its concern issues in
present scenario.
➢ Evaluate and arbitrate between different positions in some contemporary debates
about issues in education.
➢ Use a range of sources to further extend your knowledge and understanding of
issues relating to education, and to critically examine contemporary debates and
issues in education.
➢ Supportively assess and critique the work of your peers and yourself be competent
and capable of responding rationally and developmentally to such critiques of your
work.
Course Content:
Contemporary Issues (Social, Political, Economic, Environmental and Developmental)
Globalisation; Sustainability; Poverty; Unemployment; Discrimination; Human Rights
Violation; Marginalisation; Privatization; Climate Change etc. with reference to India and
World.
Education and Contemporary Social Issues:
Social Change and Social Mobility ; Education – Sex and Gender; Education and Social equity;
Education and Social Justice; Education and Human Rights; Education and rural transformation;
Education and Modernisation; Education and Empowerment of women; Education and
Empowerment of Tribal people; Education and Empowerment of Weaker section, social
inclusion and exclusion, religion in the education system and curriculum policy.
Education and Contemporary Economic and Developmental Issues:
Education for Sustainability; Education for Peace and Harmony; Education and Technology,
Politics of Education; Pluralistic Education in present context; Education and Privatization;
Globalisation of Education; Digital Education.
Contemporary Issues in Educational Studies:
School effectiveness; student academic freedom; educational inequality; The role of
home and parent ; National goals for schools; Home schooling; Preparing new
teachers; accreditation; certification; Students Rights and Responsibilities.
Suggested Readings:
➢ Anand, C,L.(1993). Teacher and Education in the Emerging IndianSociety, New Delhi,
NCERT.
➢ Durkheim, E. (1966). Education and Sociology, New York, The Free Press.
➢ Freire, Paulo. (1970) Pedagogy of the oppressed. New York: Herder and Herder.
➢ Gore, M. S. (1984). Education and Modernization in India. Jaipur: Rawat Publishers
➢ Havighurst, R. (1995). Society and Education, Boston: Allyn and Bacon
➢ Kumar,Ramchandra and Chandra,M.(2018) “Contemporary Debates in Education
Human Rights and Democracy in India”,Victorious Publications.
➢ Yunus,T. and Kumar,R. (2018) “Education and Sustainablity :An Emerging Paradigm”
in Kumar,R. and Chandra,M. (Eds) Contemporary Debates in Education Human Rights
and Democracy in India,Victorious Publications.
➢ Kumar, Ramchandra et. All (2017), “Inclusive Education in India in the Context of
Poverty, Inequality and Exclusion” Victorious Publishers ,New Delhi.
➢ Chandra, M.,Bharat Ratna Dr. Bhimrao Ambedkar: Dharmik ewam Samajik Chintan
(Co-Editor) Sangrah Times Publication, 2018, ISBN: 978-93-83315-10-9
➢ Chandra, M.,Samkaleen Vimarsh: Muddein, Chunautiyan ewam Samadhan (Co-Editor)
Anu Books, 2018, ISBN: 978-93-87922-43-3
➢ Chandra, M.,Bharat mein Uchch Shiksha ka Gair-samaveshi Charitra (Author),
Victorious Publishers (India), 2017, ISBN: 978-93-84224-20-2
➢ Chandra, M.,Bharatiy Loktantra ka Samajik aur Rajneetik Pariprekshya (Co-Editor),
Victorious Publishers (India), 2016, ISBN: 978-93-84224-62-2
➢ Chandra, M.,Social and Political Aspects of Community Conciousness (Co-Editor),
Victorious Publishers (India), 2016, ISBN: 978-93-84224-56-
➢ आचायत ,प्रमेश (२००० ),िे शज शशक्षा औपतनवेशशक ववरासत एवं जाततय ववकल्प ,ग्रन्ि शशल्पी इंडडया
प्राइवेट शिशमटे ड , नई दिल्िी l
➢ जोशी ,रामशरण (१९९७),आदिवासी समाज और शशक्षा, ग्रन्ि शशल्पी इंडडया प्राइवेट शिशमटे ड , नई दिल्िी l
➢ कुमार,कृष्णा (१९९८),शैक्षक्षक ज्ञान एवं वचतथव , ग्रन्ि शशल्पी इंडडया प्राइवेट शिशमटे ड , नई दिल्िी l
➢ कुमार,कृष्णा (१९७८ ),राज समाज और शशक्षा , ग्रन्ि शशल्पी इंडडया प्राइवेट शिशमटे ड , नई दिल्िी
Semester –II
FUNDAMENTALS OF COMPUTER
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with basics of computer
➢ To Develop in Learner understanding regarding use of computer in teching and learning
process
Course Content:
Introduction to Computer
Computer: Definition, Characteristics of Computers, Basic Applications of Computer,
Generations of computers; Components of Computer System; Data processing; ;Definition of
Information and data; Representation of data/Information.
Operating system-MS-Windows
Operating system- Definition & functions, Basics of Windows. Basic components of windows;
icons, types of icons, task-bar, activating windows, using desktop & Laptop, title bar, running
applications, exploring computer, managing files and folders, copying and moving files and
folders; Control panel ;Using windows accessories.
Word Processing-MS Word
Word Processing Basic: An Introduction to Word Processing and MS-Word, Working with
documents, using tables, pictures, and charts, using mail merge and sending a letter to a group of
people, creating form letters and labels, collaborating with workgroups, modifying a report,
macros.
Presentation software-MS Power Point
Creating and enhancing a presentation, creating and publishing a web presentation, modifying a
presentation, working with visual elements, delivering a presentation and designing a template.
Suggested Activities
➢ Prepare a Power Point Presentation in any topic of Education
Suggested Readings:
Course Objectives:
➢ To make student familiar with Concept of environmental Education and Learning for
Sustainability.
➢ To Develop in Learner understanding regarding environmental education and its concern
issues in present scenario.
➢ To Appreciate various movements, projects and laws for conservation and protection of
environment
Course Contents
Understanding the Environment:
Environment and its components; Ecosystem :Structure and Function; Natural Resources :
Renewable and Non – Renewable Resources; Loss of Bio –Diversity; Environmental Pollution :
Causes, effects and remedies of air, water, soil, noise and radiation pollution; Global
Environmental Issues -Global Warming ,Climate Change ,Desertification, Deforestation
,Depletion of Ozone layer, Green House Effect; Environmental Issues in India; Critical
Environmental Issues in Jharkhand ;Environmental Ethics and Legislation in India .
Environmental Education and Learning for Sustainability:
Concept, Principles, need and objective of Environmental Education; Relationship between
Education and Environment; Strategies of Transecting ; Integrating environmental education
through co-curricular activities ,Field Trip, Project, Environment Survey, Eco Magazines, Eco
Club ;Environmental Education and role of teacher; Evaluation of Learning for environment and
Sustainability.
Suggested Activities
Suggested Readings:
➢ Joshi, P.C. & Joshi, N. (2012) A Text Book of Environmental Science, A.P.H. Publishing
Corporation, New Delhi.
➢ Kumar, A. (2013) A Text Book of Environmental Science, A.P.H. Publishing House, New
Delhi.
➢ World Commission on Environment and Development (1987) Our Common
Future,Oxford University Press ,Oxford
➢ Arvill,R(1967)Man and Environment ,Crisis and the Strategy of Choice,Penguin.
➢ Detwyer,T.R.(1971) Man’s Impact on Environment,Mc Graw-Hill New York.
➢ Jackas,G.V. and White,R.O.(1939) The Rape of the Earth,Fabev,London.
➢ Singh,H.H. Et al.(1986) Geography and Environment ,Concept,New Delhi.
➢ Saxena,H.M. (1999) Environmental Geography,Rawat Publications,New Delhi.
➢ Kumar,R. and Chandra,M.(2018) Contemporary Debates in Education Human Rights and
Democracy in India,Victorious Publications.
➢ Kumar,R. and Ynush,T. (2018) Education and Sustainability :An Emerging Paradigm in
Kumar,R. and Chandra,M. (Eds) Contemporary Debates in Education Human Rights and
Democracy in India,Victorious Publications.
➢ Mohanty, S.K. (2013), Universal Law Publishing Co. Pvt. Ltd., New Delhi.
➢ Shrivastava,K.K (2010). Environmental Education: Principles, Concepts and
Management,Kanishka Publishers, New Delhi.
➢ Singh, Y.K. (2013). Teaching of Environmental Science, A.P.H. Publishing House, New
Delhi.
➢ हररश्चंद्र व्यास, पयातवरण शशक्षा ,ववद्या ववहार नई दिल्िी l
➢ आर ० ए ० शमात , पयातवरण शशक्षा,बक
ू मेन , नई दिल्िी l
➢ अनप
ु ी समैया ,पयातवरण शशक्षा,अग्रवाि पस्लिकेशन, आिरा उत्तर प्रिे श l
PSYCHOLOGY OF DEVELOPMENT AND LEARNING
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with Concept, theory and practices of Psychology of
Development and Learning.
➢ To Develop in Learner understanding regarding application of knowledge of psychology
of development and learning in teaching –learning process.
Course Contents
Educational Psychology:
Meaning and Nature; Methods of Studies of Human behavior- Introspection, Observation,
Experimental, Case study; Use of psychology to the teacher; Growth & development of the
learner-Nature & importance of heredity and environment - social heredity; Stages of growth &
development - later childhood & adolescence (physical, mental, emotional, social). Role of
school in growth & development of the learner; Individual Differences-nature, cause , types
;Individual differences with reference to - personality, self concept achievement motivation.
Psychology of Learning:
Nature of learning process; Theories of learning & their educational importance: Trial& Error,
introduction to cognitivism, Behaviorism, & constructivism and learning application of
constructivism; Transfer of Learning - Concept & types. Role of Teacher in school; Higher
Mental Processes-Sensation, Perception, Imagination, Concept formation, mind mapping;
Thinking: Types and Nature; Intelligence: Meaning, Types, and Various theories.
Suggested Activities: At least one of the following
➢ Conduct experiment on retention of memory and prepare the project report
➢ Comparative Study of Whole v/s Part Method of Learning
➢ Perceive a particular stimuli in the environment and write a report
➢ Experiment on division of attention
➢ Generalize a particular concept by using inductive reasoning
➢ Select a particular problem from your day to day life, solve the problem using the
steps and write a brief report and present in the classroom
➢ Any other relevant activity
Suggested Readings
➢ Aggrawal, J.C. (2002). Essential of Educational Psychology, Delhi: Doaba Book
House.
➢ Chauhan, S.S. (2001). Advanced Educational Psychology. New Delhi: Vikash
Publishing House.
➢ Dandapani, S. (2001).Advanced Educational Psychology. Anmol Publication, New
Delhi.
➢ Mangal, S.K. (1994).Advanced Educational Psychology, New Delhi: Prentice Hall
of India Pvt. Ltd.
➢ Kumar, Ramchandra et. All (2017), “Inclusive Education in India in the Context of
Poverty, Inequality and Exclusion” Victorious Publishers, New Delhi.
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with Concept, theory and practices of Educational Managment
➢ To Develop in Learner understanding regarding application of knowledge of Educational
management in teaching –learning process.
➢ To motivate the students to carry out field work assignments to develop understanding
about the reality in actual situation.
➢ To develop in student leadership quality for educational development of nation .
Course Contents
Introduction to Management
Concept, Meaning, Types & Characteristics of Management; Functions of Management; Concept
of quality Management & Excellence in Education, Institutional Planning-Structural and
Functional; Types of School Management ;
Concept & training of human resource development; Leadership importance /Need,
Characteristics, Types, Managerial Trainings, Functions and Quality of a Teacher
,Administrator, Head etc Resource Personals.
School Education System in India and Jharkhand
Administrative Setup of School Education System in India and Jharkhand; Structure and
Functions of Different Agencies –MHRD (Central and State); NCTE, CBSE, NCERT, SCERT,
District Education Officer, Block Education Officers etc. Relevant Educational Policies with
specific reference to India. (Since 1947);
Management of various issues & problems : Centre- State Relationship, Centralization-
Decentralization, Control-Autonomy, Accountability; Role of Macro level Authorities in
management of Education at each level; Wastage & stagnation; Enrolment in Urban &
Enrolment Rural area; Discipline problem in school; Location of Higher Secondary Education;
Mid Day Meals Scheme, Vocationalization of Education; Internship :Issues and Challenges.
Suggested Readings
➢ K.S. Bhat, S. Ravishankar - Administration of Education, Seema Publication , Delhi
07.
➢ Dr. J.S. Walia - Foundation of school administration and organization, Paul
Publisher, N - N 11 Gopal Nagar Jalandhara City (Panjab)
➢ Kochhar S.K. - Secondary School administration
➢ Agarwal J.C. - School organization, Administration and management, Doaba House,
Delhi 06.
➢ Agarwal J.C. - Development and Planning of Modern Education.
➢ Mathur S. S.(1990) - Educational Administration and Management, The Indian
Publications, Ambala Cantt.
➢ Richard D. Freedman (1982) - Management Educaiton ,John Walia & sons, New
York.
➢ Rai B.C. - School Organization and Management, Prakashan Kendra, Lucknow.
➢ रजनी जोशी ,ववद्यािय प्रशासन एवं प्रबंधन ,शारिा पुथतक भवन ,इिाहबाि l
➢ आर ० ए ० शमात ,शशक्षा प्रशासन एवं प्रबंधन, R. Lall Book Depot, मेरठ l
➢ एस ० पी ० सखु िया ,शैक्षक्षक प्रशासन एवं ववद्यािय प्रबंधन ,अग्रवाि पस्लिकेशन,आिरा l
Semester -III
KNOWLEDGE AND CURRICULAM
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with how knowledge and curriculum both are interrelated
➢ To Develop in Learner understanding regarding application of knowledge on
development of curriculum.
➢ The courses intends to inform student-teachers that how knowledge and curriculum –
making plays a critical role in a heterogeneous and plural society like India.
➢ To realise the role of school organization and culture, as well as of the teacher, in
operationalizing and developing a contextually responsive ‘curriculum’ and ‘critical
pedagogy.
Course Contents
Concepts of curriculum
Understanding the meaning and nature and Types of curriculum: need for curriculum in schools.
Differentiating curriculum framework, curriculum and syllabus; Curriculum determinants and
considerations (Social political cultural geographical economic diversity, Social political
aspirations, including ideologies and educational vision, Economic necessities, Technological
possibilities, National priorities, System of governance and power relations and, International
context)
Considerations in curriculum development-Forms of knowledge and its characterization in
different school subjects; Relevance and specificity of educational objectives for concerned
level; Social-cultural context of students – multi-cultural, multilingual aspects; Learner
characteristics , Teachers experiences and concerns; Critical issues: environmental concerns,
gender difference, inclusiveness, value concerns and issues social.
Suggested Readings
➢ Schilvest, W.H. (2012), Curriculum: prospective paradigm and possiilty.M.C
MLLAN publication.
➢ Hirst, Paul, H. Knowledge and the curriculum. Routledge publication.
➢ Letha ram mohan (2009). Curriculum instrchon and evaluation. Agerwal
publication, Agra.
➢ Scolt, dand (2003). Curriculum studies: curriculum knowledge. Routledge falmes,
m.y.
➢ Kelly, AV. (2009). The curriculum: theory and practice sage publication Singapore.
➢ Shulman L. S. (1986) those who understand: knowledge growth in teaching.
educational researcher, 4-14 9.
➢ Kumar,Ramchandra( 2017) “Dr Ambedkar ka shiksha vishayak darshan” in Chandra,
M.,Bharat Ratna Dr. Bhimrao Ambedkar: vichar ewam darshan , Victorious Publication
(India )New,Delhi
➢ Chandra, M.(2017) ,Bharat Ratna Dr. Bhimrao Ambedkar: vichar ewam darshan ,
Victorious Publication (India )New,Delhi
➢ Sinha, S. (2000) Acquiring literacy in schools, seminar, 38-42 10.
➢ Sternberg, R.J. (2013). intelligence, competence, and expertise, in A.J. Elliot & C.S.
Dweck (Eds), handbook of competence and motivation (pp 11.
➢ Tagore, R. (2003) Civilization and progress. in crisis in civilization and other essays.
new delhi: rupa &co.
➢ Pathak, A (2013) Social implications of schooling: knowledge pedagogy and
consciousness. Aakar books
➢ JhokLro] ,p-,l-,oa prqosZnh] ,e- th ¼2010½- ikB~;p;kZ vkSj f’k{k.k fof/k;kW] f’k{kk
izdk’ku] t;iqj
➢ कुमार ,रामचंद्र (२०१८), समकािीन भारत में शशक्षा ,िोकतंत्र एवं अशभशासन की चुनौततयां
(सम्पादित) में “ िााँधी एवं टै िोर के शशक्षा िशतन का ति
ु नात्मक अध्यन” ववक्टोररयस
पस्लिशसत इंडडया नई दिल्िी l
➢ कुमार,रामचंद्र (२०१८ ) , “इक्कीसवीं सिी का भारत एवं डॉ भीम राव अम्बेडकर की प्रासंगिकता ”
,ववक्टोररयस पस्लिशसत नई दिल्िी l
➢ ;kno] f’k;kjke] ikB~;dze fodkl vxzoky izdk’ku-2011
➢ िाि एवं तोमर , “शशक्षा के िाशततनक आधार” , आर ० िाि ० बुक० डडपो, मेरठ l
➢ पचौरी, जी ० “शशक्षा के िाशततनक आधार” , आर ० िाि ० बक
ु ० डडपो, मेरठ l
➢ त्यािी ,शाशिनी , “ज्ञान एवं पाठ्यक्रम” , आर ० िाि ० बुक डडपो ,मेरठ ,उत्तर प्रिे श l
SCHOOL EDUCATION IN INDIA
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with school education setup its structure and Function
➢ To Develop in Learner understanding regarding Primary, Secondary and Senior
Secondary level school education and its concern issues.
➢ To make student aware of different educational provisions, policies for promoting and
ensuring quality education for all.
Course Content
Evolution of Educational Network and Universalisation of Education
Constitutional provisions for Secondary Education and Policies and programmes for realizing the
constitutional obligations; Evolution of educational network over the past two centuries (1800s
to 21st century): a brief overview of historical development of learning systems that resulted in
the present network of schools; Univesalization of Education
Critical Evaluation of Ongoing Central and State Assisted School Educational Policies at
Different Level-Problems of School Education in India and Jharkhand : Access, Equity, Quality
and Relevance, Curriculum, Assessment, Teaching, Technology, Financing and Governance;
Mid Day Meals ,Sarwa Shiksha Abhiyan(SSA); Rastriya Madhyamik Shiksha Abhiyan (RMSA)
; Kasturba Gandhi Awashiya Balika Vidyalaya, Common School System ; Samgra Shiksha.
Right to Education Act (RTE): Ground Reality and Challenges of its Implementation;
Course Objectives
➢ To Understand the basis of categorizing the human abilities into different cognitive
and non-cognitive areas
➢ Demonstrate his/her understanding of different cognitive and non-cognitive measures
of ability testing
➢ Develop ability of administration, scoring and interpretation of various psychological
tests
Course Contents:
Cognitive measures of Ability Testing
Achievement - concept, purposes and functions of Achievement tests, Achievement tests in
specific areas- reading, mathematics, Language, Social studies, Science, Music and Art etc.;
Intelligence- Types of Intelligence Tests- individual and group, verbal, Non-verbal and
performance test, Applicability of Intelligence tests for the students in the classroom;
Creativity - verbal and Non-verbal tests of creativity, measures for fostering creativity of the
students; Aptitude - Difference between ability, achievement and aptitude.
Non-cognitive measures of Ability Testing
Concept and Measurement of Interest: specific Interest Inventories used in the teaching
learning process; Measurement of Attitude : methods of measuring Attitude- Thurstone
Scale, Likert Scale, Guttman Scale, Analysis on specific Attitude Scales; Concept and
Measurement of Adjustment; Adjustment Inventory for School, College Students and
Teachers.
Suggested Readings
➢ Aggrawal, J.C. (2002). Essential of Educational Psychology, Delhi: Doaba Book
House
➢ Aiken, L.R. Psychological Testing and Assessment. Allyn and Bacon, Boston,
London, Toronto, Sydney, Tokyo
➢ Chauhan, S.S. (2001). Advanced Educational Psychology. New Delhi: Vikash
Publishing House.
➢ Dandapani, S. (2001).Advanced Educational Psychology.Anmol Publication, New
Delhi.
➢ Freeman, F.S (2002). Theory and Practice of Psychological Testing, Oxford and IBH
Publishing Co. Private Limited. New Delhi
➢ Mangal, S.K. (1994).Advanced Educational Psychology, New Delhi: Prentice Hall of
India Pvt. Ltd.
➢ Woolfolk,A. E. (2009). Educational Psychology (11th Edition) (My Education Lab
Series) Prentice Hall.
➢ Panda,P.K. (2010),Measurement, Evaluation, Statistics and Guidance in Education,
Agarwal Publications ,Agra.
➢ युनूस, टी ० एवं शमात ,रोशन (२०१३),शशक्षा मनोववज्ञान ,िायत्री पस्लिकेशन ,रीवा
,मध्य प्रिे श l
➢ शसंह ए ० के ० , “ शशक्षा मनोववज्ञान” मोतीिाि बनारसीिास ,पटना बबहार l
➢ चौबे ,एस ० पी ० , “सामान्य मनोववज्ञान के मि ं कंपनी
ू तत्व”, कांसेप्ट पस्लिशशि
,नई दिल्िी l
Practicum in Measurement of Human Abilities
Course Objectives:
➢ To make student familiar with Concept of ICT and to develop understanding regarding
different aspects of ICT with reference to Teaching and Learning.
➢ To enable student-teachers to recognise, understand and appreciate ICT as an effective
learning tool for learners and an enormous functional support to teachers.
Course Contents
Introduction to ICT
Concept and History of ICT; Relevance of ICT in Education (Radio, Television, Computers);
Role of information technology in ‘construction of knowledge’; Possible uses of audio-visual
media and computers; Visualising Learning Situations using Audio-Visual and Other media; Use
of radio and audio Medias: script writing, storytelling, songs, etc.; Use of television and video in
education; Use of newspaper in education
Functional knowledge of operating computers-on / off, word processing, use of power point,
excel; Computer as a learning tool; Effective browsing of the internet for discerning and
selecting relevant information; Survey of educational sites based in Indi; Downloading
relevant material; Cross collating knowledge from varied sources; Competencies in
developing original software.
Suggested Reading
➢ Bharihok Deepak. (2000). Fundamentals of Information Technology. Pentagon Press:
New Delhi
➢ Conrad, Keri (2001). Instructional Design for Web based Training. HRD Press
➢ Crumlish Christian (1999). The Internet No Experience Required. BPB Publications:
New Delhi
➢ Evant, M: The International Encyclopedia of Educational Technology.
➢ Jain Amit; Sharma Samart; &BanerjiSaurab (2002). Microsoft Word for Beginners.
NISCOM, CSIR: New delhi
➢ Jain Amit; Sharma Samart; &BanerjiSaurab (2002). Microsoft Excel for Beginners.
NISCOM, CSIR: New delhi
➢ Jain Amit; Sharma Samart; &BanerjiSaurab (2002). Microsoft PowerPoint. NISCOM,
CSIR: New delhi
➢ James,K.L. (2003). The Internet: A User’s Guide. Prentice Hall of India Pvt.Ltd: New
Delhi
➢ Lee, William W., Dianna, L. Owens, (2001) Multimedia based Instructional design:
Computer Based Training. Jossey-Bass
➢ Sanders Donald, H. (1998). Computers Today. McGraw Hill Book Company: New Delhi
➢ Sarkar, S.K. & Gupta, A.K.(1998). Elements of Computer Science. S.Chand& Company:
New Delhi
➢ Saxena Sanjay. (2000). A First Course in Computers. Vikas Publishing House Pvt.Ltd:
New Delhi
➢ एस ० के ० मंिि ,शशक्षा तकतनकी ,PHI Learning Private Ltd. New Delhi.
➢ कुिश्रेष्ट ,एस ० पी ० एवं शसंघि ,अनुपमा “शैक्षक्षक तकतनकी के मूि आधार” अग्रवाि
पस्लिकेशन्स ,आिरा ,उत्तर प्रिे श l
***********************
ASSESSMENT FOR LEARNING
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To enable student-teachers to gain a critical understanding of issues in assessment and
evaluation (from a constructivist paradigm)
➢ To enable student-teachers to become cognisant of key concepts, such as formative and
summative assessment, evaluation and measurement, test, examination.
➢ Become the use of a wide range of assessment tools, and learn to select and construct
these appropriately.
➢ Enable student-teachers to evolve realistic, comprehensive and dynamic assessment
procedures that are able to keep the whole student in view.
Course Contents
Evaluation, Assessment and Measurement
Concept of evaluation, assessment and measurement, similarities and difference; Types of scale:
- Normal, ordinal interval and ratio scale; Characteristics of measuring instruments, concept
reliability and validity, their procedure of estimation.
Measurement procedures in respect of cognitive and non-cognitive testes-
Ability testing procedures; Disability testing procedures; Uses of cognitive and non-cognitive
tests; Norm referenced and criterion referenced testing; Concept of norm-referenced and
criterion referenced testing; Difference between norm-referenced and criterion reference testing;
Developing tests under norm-referenced and criterion referenced testing approaches; Assessing
the differently and discriminating indices of test items; Estimation of reliability and validity for
norm-referenced and criterion referenced testing
****************
Statistical Applications in Education
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with Statistical Application in Education
*****************
Yoga Education and Community Awareness
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make student familiar with the concept and different aspects of yoga education and
community awareness.
➢ To enable in students skills of meditation, self management.
➢ To make student aware of importance of community awareness and its role in teaching –
learning process.
Course Contents:
Yoga Education :
Philosophy of yoga, goals of life and yoga, fundamental concepts common to all ; Physiology
of yoga : Chitta (mind) and the metod of chitta vriti (chitta control), vritti patyahar, dharna,
samndhi; Physiology of socio – moral bases – kinds of dhyana : sthula, a shukshma and
jyotimaya, nirmal chita nand the final goal; Socio – moral base of yoaga. The five ymas and
five niyamas, the universal code of social- roal restaints and personal observances leading to
ides adjustment in social and personal life; Classification of yoga ;some important aasanas.
Community Awareness:
Concept and Meaning of Community; Types of Community; Community as an agency of
education; Role community in educational process; Concept ,meaning and need of community
awareness; School-community interaction and engagement ; need of parent –teacher meet;
school –community organisation.
Suggested Activity:
Practices of Some important asanas : Shavasana, Sarvingasan, Halsana Paschimottanasana,
Bhujangasana, Shalbhasana, Dharnurasans, Chakrasana, Vajrasana, Gomukhasana,
Matsyasana, Janusirasana, Ardhamststyasana, Padmasana, Ans, Sirasana, Neti, Kapalbhati
and Trastak, Anulom-vilom, Bhramari, Shitali, Ujjai, Pranayams
Suggested Reading:
Course Objective
➢ To make student familiar with the meaning of Curriculum and its associate concepts
➢ To develop in students understanding of the components of Curriculum and the various
principles of curriculum development
➢ To enable in students skills of curriculum construction and Development.
Course Contents:
Introduction to Curriculum Construction and Development
Meaning and Concept of curriculum; Components of curriculum – objectives, content, learning
experiences and evaluation; Types of curriculum – subject cantered, learner cantered, core
curriculum and integrated curriculum, the hidden curriculum; Contemporary Curriculum: Trends
and Issues; National Curriculum Framework-2005.
Principles and Process of Curriculum Development
Understanding different approaches to curriculums development: subject cantered; behaviourist;
competency-based; learner – cantered and constructivist; Tylor’s and Taba’s Models of
Curriculum Development.
Process of curriculum making-Formulation aims and objective; Criteria for selecting knowledge;
representing knowledge in the forms of thematic questions in different subjects; Organizing
fundamental concepts and themes vertically across levels and integrating themes within and
across different subjects; Implementation of Curriculum; Curriculum Renewal and Evaluation.
Suggested Reading:
➢ Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi.
Book Enclave.
➢ Aggarwal J.C. (1990) Curriculum Reforms in India: World Overview, Doaba House, New Delhi.
➢ Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic
Approach, California, Jossey-Bass Inc. Publication.
➢ Arora G.L. (1998) Curriculum and Quality in Education, NCERT, New Delhi.
➢ Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York.
Teacher College Press.
➢ MaitreyaBalsara (2004) Principles of Curriculum Construction, Kanishka Publishers, New Delhi.
➢ Marlow Ediger&DigumartiBhaskar (2006) Issues in School Curriculum, Discovery Publishing
House, New Delhi.
➢ त्यािी ,शाशिनी , “ज्ञान एवं पाठ्यक्रम” , आर ० िाि ० बक
ु डडपो ,मेरठ ,उत्तर प्रिे श l
*******************
Pedagogy of English Language
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
➢ To make the student-teachers able to understand the different roles of language;
understand the relation between literature and language; understand and appreciate
different registers of language; to be able to develop creativity among learners;
understand role and importance of translation.
➢ To make the student-teachers to be able to examine authentic literary and non-
literary texts and develop insight and appreciation; understand the use of language in
context, such as grammar and vocabulary; to be able to develop activities and tasks
for learners; understand the importance of home language and school language and
role of mother tongue in education.
➢ To make the student-teachers to be able to use multilingualism as a strategy in the
classroom situation; develop an understanding of the nature of language system;
understand about the teaching of poetry, prose and drama.
➢ To make the student-teachers to be able to identify methods, approaches and
materials for teaching language at different levels.
➢ To make the student-teachers to be able to develop an insight into the symbiotic
relationship between curriculum syllabus and textbooks;
➢ To familiarise students with our rich culture, heritage and aspects of our
contemporary life. Language classroom and texts have a lot of scope to make
students sensitive towards surroundings, people and the nation.
➢ To sensitise teacher students about emerging issues such as right to education for
children, peace and environment education in context with language teaching.
Course Contents:
Introduction to English Language Education
The function of a second language in multilingual society; general principles of teaching
English as a second language; Aims and objectives of teaching English at secondary level and
senior secondary level with special reference to NCF 2005, Place of English in the school
curriculum of India and Jharkhand; English as a link language in global context; challenges of
teaching and learning English.
Approaches of Teaching Learning of English Language
Constructive approach; multilingual approach to language teaching ;Critical analysis of various
methods of language teaching-Field trip, role play, dramatization, exploratory, concept
mapping, self-learning strategies, assignment, multimedia, collaborative approaches to learning,
simulation and Games, Debate and Quiz; Grammar-Translation method, Direct Method,
Functional Communication approach, Structural approach, Teaching of Prose and Poetry,
Teaching of Grammar- Inductive and Deductive method
ACQUISITION OF LANGUAGE SKILLS in Teaching/ Learning English
-Listening, speaking, reading and writing-
Listening and Speaking: Sub skills of listening: Tasks; Storytelling, dialogues, situational
conversations, role plays, simulations, speech, games and contexts, language laboratories,
pictures, authentic materials and multimedia resources
Reading: Sub skills of reading; Importance of understanding the development of reading skills;
Reading aloud and silent reading; Extensive and intensive reading; Study skills, including using
thesauruses, dictionary, encyclopaedia, etc.
Writing: Stages of writing; Process of writing; Formal and Informal writing, Reference skills;
Study skills; higher order skills.
Suggested Activities: At least one of the following
➢ Comparative study on the teaching practices in terms of adoption of approaches
and methods used in English class rooms of both Government and private schools
and write the report
➢ Any other relevant activity
➢ Talk to the students and find out the different languages that they speak. Prepare a
plan to use multilingualism as a strategy in the English classroom.
Suggested Readings
• Billows, F. L. (1975). The Techniques of Language Teaching, London Longman,
• Bista, A.R. (1965). Teaching of English. Sixth Edition. Agra: Vinod PustakMandir,
• Bright, J.A. (1976). Teaching English as Second Language. London: Long Man
Group.
• Brown, G. et al (2001). The Principal Portfolio. Sage Publications.
• Chaudhary, N.R. (1998). Teaching English in Indian Schools. New Delhi: H.
Publishing Corporation,. Munby, John, (1978). Read and Think. London: Long Man
Group Ltd.
• Newton and Handley. (1971). A Guide to Teaching Poetry. London: University of
London Press.
• NCERT: Reading in Language and Language Teaching Book I, Publication div.
NCERT, New Delhi.
• Norton, B. &Toohey, K. (2004). Critical Pedagagies and Language Learning.
Cambridge University Press.
• Catarby, E. V.( 1986). Teaching English as a Foreign Language in School
Curriculum India, New Delhi, NCERT.
• Doughty, Peter. (1994). Language “English” and the Curriculum. Schools
Counselling Programme in Linguistic and English Teaching.
• Eckman, F.et al. Eds.(1995). Second language acquisition theory and
pedagogy.Lawrence Erlbaum.
• Ellis,R.(1997). SLA Research and language teaching.OUP
• Jain, R.K.( 1994). Essentials of English Teaching. Agra: Vinod Pustak Mandir,
Agra.
• Joyce, B. & Weil, M. (1979). Models of Teaching. Prentice Hall Inc., New Jersey.
Pedagogy of Hindi Language
Total Marks 50
External assessment 40
Internal assessment 10
mís'; &
➢ izLrqr ikB;Øe ds ek/;e ls fgUnh f'k{k.k lEcU/kh fof/k;ksa] ;qfDr;ksa] iz;ksxksa ,oa
iz.kkfy;ksa dk laKku fodflr dj fgUnh f'k{kdksa esa Hkk"kk;h n{krk ,oa Hkk"kk&f'k{k.k dh
uohure jpuk dkS'kyksa esa ikjaxfr ykuk izeq[k mís'; gSA
➢ Hkk"kk dh izd`fr] Hkk"kk lh[kus dh izfØ;k] Hkk"kk ds fofo/k i{kksa ,oa fgUnh Hkkf"kd
rRoksa ds f'k{k.k dh n`f"V ls mPpkj.k] orZuh] 'kCn] okD; jpuk ,oa O;kdj.k f'k{k.k ds lkFk
lkfgfR;d fo/kkvksa dh n`f"V ls x|] nzqrikB] dgkuh] jpuk] ukVd] dfork vkfn dh f'k{k.k
fof/k;ksa esa izoh.krk ykuk Hkh bl ikB;Øe dk izeq[k iz;kstu gS ftlls dq'ky] izHkkoh ,oa
vk/kqfud izfof/k;ksa esa lgtrk j[kus okys fgUnh&f'k{kd rS;kj gksa ldsaA
➢ izLrqr ikB;Øe ds ek/;e ls mPp ek/;fed Lrj ¼2 Lrj ½ ij fgUnh O;k[;krkvksa dks fgUnh f'k{k.k
ds dkS'kyksa ,oa izoh.krkvksa ls lfTtr djuk eq[; /;s; gSA blds varxZr fgUnh O;kdj.k] jpuk ,oa
lkfgfR;d fo/kkvksa ;Fkk% x|] dfork] dgkuh ,oa ukVd vkfn ds f'k{k.k gsrq mi;qDr j.kuhfr;ksa
rFkk izfof/k;ksa esa n{krk fodflr djuk fo'ks"krkSj ij js[kkafdr fd;k x;k gS ftlls fgUnh ds f'k{kd
uohu fof/k;ksa ,oa 'kSf{kd izkS|ksfxdh ds v|ru izfrekuksa ds vuqiz;ksx esa fu".kkr gks
ldsaA ikB~;Øe ds rgr LofunsZf'kr vf/kru ,oa v/;;u ;qfDr;ksa ds fodkl dh i)fr;ksa ij Hkh cy
fn;k x;k gSA
Course Contents:
भाषा शशक्षण के आधार
Hkk"kk dh izd`fr ,oa Hkk"kk dk ekuoh; ewY;ksa ds fodkl dh n`f"V ls egRo; ekr`Hkk"kk ,oa
vU; Hkk"kk dh vf/kxe izfØ;k% nksuksa esa varj rFkk Hkk"kk f'k{k.k dh izHkkoh O;oLFkk ds
l`tu gsrq mudk fufgrkFkZA ; Hkk"kk lh[kus dh izfØ;k; Hkk"kk ds O;kogkfjd :i; Hkk"kk ds
vk/kkj;
दहंिी भाषा पररचय :
भारत में दहंिी भाषा ; दहंिी भाषा का अन्य भाषाओँ से सम्बन्ध ; भारत में दहंिी भाषा की
वततमान स्थितत ; fgUnh dk ekr`Hkk"kk ds :i esa egRo; ikB;Øe esa mldk LFkku ,oa ekr`Hkk"kk
f'k{k.k ds mís';; भारत में दहंिी भाषा शशक्षण की चुनौततयां l
fgUnh Hkkf"kd rRoksa dk f'k{k.k % fgUnh Hkk"kk esa /ofu foKku] :i foKku ,oa okD; foU;kl;
fgUnh ds 'kCn & i;kZ;okph] rRle ,oa rn~Hko] buds f'k{k.k gsrq visf{kr ;qfDr;k¡; orZuh f'k{k.k] okD;
jpuk f'k{k.k] ekSf[kd ,oa fyf[kr jpuk f'k{k.k; l`tu'khy jpuk gsrq f'k{k.k dh fof/k;k¡; iBu f'k{k.k&lLoj
,oa ekSu iBu & mís'; ,oa f'k{k.k dh fof/k;k¡A
l=h; dk;Z
➢ fgUnh ds /ofu foKku ,oa :i foKku esa O;kogkfjd izf'k{k.k ¼nl l=ksa esa½
➢ gUnh dh lkfgfR;d fo/kkvksa ij vk/kkfjr vkn'kZ ikB&;kstukvksa ,oa fØ;kRed vuqla/kku dh
;kstukvksa dk fuekZ.k ,oa mudk fØ;kUo;uA
➢ izR;sd izf'k{kq dks nl ,slh ;kstukvksa dk fuekZ.k ,oa mudk fØ;kUo;u l=h; dk;Z ds :i esa
lqfuf'pr djuk gksxkA
Suggested Readings
➢ Bhai Yogendrajeet: Hindi BhashaShikshan, Vinod PustakMandir, Agra.
➢ Joyce, B. & Weil, M. (1979). Models of Teaching. Prentice Hall Inc., New Jersey.
➢ Kshatriya, K.: Matra Bhasha Shikshan, Vinod Pustak Mandir, Agra.
➢ Lal, Raman Bihari: Hindi Shikshan, Rastogi Publications, Meerut.
➢ Pal, H.R and Pal, R.( 2006). Curriculum – Yesterday, Today and Tomorrow. Kshipra,
New Delhi,.
➢ Pal, H.R.( 2003). Speech Communication – Hindi. Bhopal: M.P.Granth Academy.
➢ Pal, H.R. (2000). Methodologies of Teaching & Training in Higher Education. Delhi:
Directorate of Hindi Implementation, Delhi University,.
➢ Sansanwal, D.N. & Singh, P.( 1991). Models of Teaching. Society for Educational
Research &Development, Baroda,
➢ Sansanwal, D.N. and Tyagi, S.K. (2006). Multiple Discriminant Type Item. MERI
Journal of Education, Vol.1, No. 1, pp. 18 – 25.
➢ Satya, Raghunath : Hindi ShikshanVidhi, Punjab Kitabghar, Jullundur.
➢ Sharma, Dr.Laxminarayan :Bhasha 1, 2 Ki Shikshan-VidhiyanAurPaath-Niyojan
Vinod PustakMandir, Agra.
➢ Singh, Savitri : Hindi Shikshan, Lyall Book Depot, Meerut.
➢ Weil, M & Joyce, B. (1979). Information Processing Models of Teaching. Prentice
Hall Inc.,New Jersey,.
**********************
Pedagogy of Urdu Language
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
➢ To make the student-teachers able to understand the different roles of language;
understand the relation between literature and language; understand and appreciate
different registers of language; to be able to develop creativity among learners;
understand role and importance of translation.
➢ To make the student-teachers to be able to examine authentic literary and non-
literary texts and develop insight and appreciation; understand the use of language in
context, such as grammar and vocabulary; to be able to develop activities and tasks
for learners; understand the importance of home language and school language and
role of mother tongue in education.
➢ To make the student-teachers to be able to use multilingualism as a strategy in the
classroom situation; develop an understanding of the nature of language system;
understand about the teaching of poetry, prose and drama.
➢ To make the student-teachers to be able to identify methods, approaches and
materials for teaching language at different levels.
➢ To make the student-teachers to be able to develop an insight into the symbiotic
relationship between curriculum syllabus and textbooks;
Foundations of Urdu Education
Origin and development of Urdu language and its status in India; Mother Tongue Learning Role
& Importance of Mother Tongue; Objectives of Teaching Urdu – as First language; as second
language; and as third language; Place of Urdu in the school curriculum, aims and objectives of
teaching Urdu at secondary and senior secondary level with special reference to NCF 2005;
Qualities and Role of the Urdu Teachers.
Approaches of Teaching Learning of Urdu Language
Critical analysis of various methods of language teaching-Field trip, role play, dramatization,
exploratory, concept mapping, self-learning strategies, assignment, multimedia, collaborative
approaches to learning, simulation and Games, Debate and Quiz; Grammar-Translation method,
Direct Method, Functional Communication approach, Structural approach, Teaching of Prose
and Poetry, Teaching of Grammar- Inductive and Deductive method
ACQUISITION OF LANGUAGE SKILLS in Teaching/ Learning English
-Listening, speaking, reading and writing-
Listening and Speaking: Sub skills of listening: Tasks; Storytelling, dialogues, situational
conversations, role plays, simulations, speech, games and contexts, language laboratories,
pictures, authentic materials and multimedia resources
Reading: Sub skills of reading; Importance of understanding the development of reading skills;
Reading aloud and silent reading; Extensive and intensive reading; Study skills, including using
thesauruses, dictionary, encyclopaedia, etc.
Writing: Stages of writing; Process of writing; Formal and Informal writing, Reference skills;
Study skills; higher order skills.
*******************
Pedagogy of Sanskrit Language
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
➢ To make the student-teachers able to understand the different roles of language;
understand the relation between literature and language; understand and appreciate
different registers of language; to be able to develop creativity among learners;
understand role and importance of translation.
➢ To make the student-teachers to be able to examine authentic literary and non-
literary texts and develop insight and appreciation; understand the use of language in
context, such as grammar and vocabulary; to be able to develop activities and tasks
for learners; understand the importance of home language and school language and
role of mother tongue in education.
➢ To make the student-teachers to be able to use multilingualism as a strategy in the
classroom situation; develop an understanding of the nature of language system;
understand about the teaching of poetry, prose and drama.
➢ To make the student-teachers to be able to identify methods, approaches and
materials for teaching language at different levels.
➢ To make the student-teachers to be able to develop an insight into the symbiotic
relationship between curriculum syllabus and textbooks;
➢ To familiarise students with our rich culture, heritage and aspects of our
contemporary life. Language classroom and texts have a lot of scope to make
students sensitive towards surroundings, people and the nation.
➢ To sensitise teacher students about emerging issues such as right to education for
children, peace and environment education in context with language teaching.
Course Contents:
Introduction to Sanskrit Language Education
The function of a second language in multilingual society and the general principles of
teaching English as a second language; Aims and objectives of teaching Sanskrit at
secondary level and senior secondary level with special reference to NCF 2005, Place of
Sanskrit in the school curriculum of India and of Jharkhand; Challenges of teaching Sanskrit
in India .
Approaches of Teaching/ Learning of Sanskrit Language
Critical analysis of various methods of language teaching-Field trip, role play, dramatization,
exploratory, concept mapping, self-learning strategies, assignment, multimedia, collaborative
approaches to learning, simulation and Games, Debate and Quiz; Grammar-Translation method,
Direct Method, Functional Communication approach, Structural approach, Teaching of Prose
and Poetry, Teaching of Grammar- Inductive and Deductive method
ACQUISITION OF LANGUAGE SKILLS in Teaching/ Learning Sanskrit
-Listening, speaking, reading and writing-
Listening and Speaking: Sub skills of listening: Tasks; Storytelling, dialogues, situational
conversations, role plays, simulations, speech, games and contexts, language laboratories,
pictures, authentic materials and multimedia resources
Reading: Sub skills of reading; Importance of understanding the development of reading skills;
Reading aloud and silent reading; Extensive and intensive reading; Study skills, including using
thesauruses, dictionary, encyclopaedia, etc.
Writing: Stages of writing; Process of writing; Formal and Informal writing, Reference skills;
Study skills; higher order skills.
Suggested Activities: At least one of the following
➢ Comparative study on the teaching practices in terms of adoption of approaches
and methods used in English class rooms of both Government and private schools
and write the report
➢ Any other relevant activity
➢ Talk to the students and find out the different languages that they speak. Prepare a
plan to use multilingualism as a strategy in the English classroom.
Suggested Readings:
➢ Kshatriya, K.: Matra Bhasha Shikshan, Vinod Pustak Mandir, Agra.
➢ Pal, H.R and Pal, R.( 2006). Curriculum – Yesterday, Today and Tomorrow.
Kshipra, New Delhi,.
➢ Weil, M & Joyce, B. (1979). Information Processing Models of Teaching. Prentice
Hall Inc.,New Jersey.
➢ जैन ,सुध्यात्म प्रकाश , “संथकृत शशक्षण” रािी प्राकाशन प्राइवेट शिशमटे ड ,आिरा ,उत्तर प्रिे श
l
******************
Pedagogy of Bangla Language
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
➢ To make the student-teachers able to understand the different roles of language;
understand the relation between literature and language; understand and appreciate
different registers of language; to be able to develop creativity among learners;
understand role and importance of translation.
➢ To make the student-teachers to be able to examine authentic literary and non-
literary texts and develop insight and appreciation; understand the use of language in
context, such as grammar and vocabulary; to be able to develop activities and tasks
for learners; understand the importance of home language and school language and
role of mother tongue in education.
➢ To make the student-teachers to be able to use multilingualism as a strategy in the
classroom situation; develop an understanding of the nature of language system;
understand about the teaching of poetry, prose and drama.
➢ To make the student-teachers to be able to identify methods, approaches and
materials for teaching language at different levels.
➢ To make the student-teachers to be able to develop an insight into the symbiotic
relationship between curriculum syllabus and textbooks;
➢ To familiarise students with our rich culture, heritage and aspects of our
contemporary life. Language classroom and texts have a lot of scope to make
students sensitive towards surroundings, people and the nation.
➢ To sensitise teacher students about emerging issues such as right to education for
children, peace and environment education in context with language teaching.
Course Contents:
Introduction to Bangla Language Education
The function of a second language in multilingual society and the general principles of
teaching Bangla as a second language; Aims and objectives of teaching Bangla at secondary
level and senior secondary level with special reference to NCF 2005, Place of Bangla in the
school curriculum of India and of Jharkhand; Challenges of teaching Bangla in India .
Approaches of Teaching/ Learning of Sanskrit Language
Critical analysis of various methods of language teaching-Field trip, role play, dramatization,
exploratory, concept mapping, self-learning strategies, assignment, multimedia, collaborative
approaches to learning, simulation and Games, Debate and Quiz; Grammar-Translation method,
Direct Method, Functional Communication approach, Structural approach, Teaching of Prose
and Poetry, Teaching of Grammar- Inductive and Deductive method
ACQUISITION OF LANGUAGE SKILLS in Teaching/ Learning Sanskrit
-Listening, speaking, reading and writing-
Listening and Speaking: Sub skills of listening: Tasks; Storytelling, dialogues, situational
conversations, role plays, simulations, speech, games and contexts, language laboratories,
pictures, authentic materials and multimedia resources
Reading: Sub skills of reading; Importance of understanding the development of reading skills;
Reading aloud and silent reading; Extensive and intensive reading; Study skills, including using
thesauruses, dictionary, encyclopaedia, etc.
Writing: Stages of writing; Process of writing; Formal and Informal writing, Reference skills;
Study skills; higher order skills.
Suggested Activities: At least one of the following
➢ Comparative study on the teaching practices in terms of adoption of approaches
and methods used in English class rooms of both Government and private schools
and write the report
➢ Any other relevant activity
➢ Talk to the students and find out the different languages that they speak. Prepare a
plan to use multilingualism as a strategy in the English classroom.
Suggested Readings:
➢ Kshatriya, K.: Matra Bhasha Shikshan, Vinod Pustak Mandir, Agra.
➢ Pal, H.R and Pal, R.( 2006). Curriculum – Yesterday, Today and Tomorrow.
Kshipra, New Delhi,.
➢ Weil, M & Joyce, B. (1979). Information Processing Models of Teaching. Prentice
Hall Inc.,New Jersey.
➢ Bhattacharya and Sinha, “Pedagogy of Bengali (Bengali Version)” Alpna Pub.
Kolkata (West Bengal) .
***********************
Pedagogy of Tribal Language (Khortha/Kurukh/Nagpuri/Santhali etc. Languages in
Jharkhand )
Total Marks 50
Course Objectives
External assessment 40
Internal assessment 10
Suggested Readings:
➢ Kshatriya, K.: Matra Bhasha Shikshan, Vinod Pustak Mandir, Agra.
➢ Pal, H.R and Pal, R.( 2006). Curriculum – Yesterday, Today and Tomorrow.
Kshipra, New Delhi,.
➢ Weil, M & Joyce, B. (1979). Information Processing Models of Teaching. Prentice
Hall Inc.,New Jersey.
**********************
Pedagogy of Mathematics
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
Encouraging learner for probing, raising queries, appreciating dialogue among peer - group,
promoting the student's confidence (Carrying out examples from various mathematical content
areas, such as Number Systems, Geometry, Sets, etc.).
Objectives of curriculum, principles for designing curriculum, designing curriculum at different
stages of schooling, some highlights of curriculum like main goal of mathematics education, core
areas of concern in school mathematics, Pedagogical analysis of various topics in mathematics at
various level of schooling—Arithmetic (Development of Number Systems), Algebra,
Trigonometry, Statistics and Probability, etc
APPROACHES AND STRATEGIES IN TEACHING AND L EARNING OF
MATHEMATICAL CONCEPTS
Nature of concepts, concept formation and concept assimilation, Moves in teaching a concepts.
Giving counter examples; Non-examples; Planning and implementation of strategies in teaching
a concept like teaching of algebra, geometry, trigonometry, mensuration, etc.; Problem posing
and solving, discovering or exploring various options for solving the problems formulation of
conjecture and generalisations through several illustrations; Difference between teaching of
mathematics and teaching of science.
Suggested Readings:
➢ Cooney, Thomas J. and Others (1975). Dynamics of Teaching Secondary
SchoolMathematics, Boston: Houghton Mifflin.
➢ Driscoll,M., Egan, M., Nikula, J., &DiMatteo, R. W. (2007). Fostering geometric
thinking: Aguide for teachers, grades 6-10. Portsmouth, NH: Heinemann.
➢ Driscoll,M.(1999). Fostering algebraic thinking: A guide for teachers, grades 5-
10.Portsmouth, NH: Heinemann.
➢ Grouws, D.A. (ed) (1992). Handbook of Research on Mathematics Teaching and
Learning,NY: Macmillan Publishing.
➢ Lester, F.K (Ed) (2007). Second Handbook of Research on Mathematics Teaching
andLearning, Charlotte, NC: NCTM & Information Age Publishing.
➢ Mager, Robert (1962) Preparing instructional objectives. Palo Alto, CA: Fearon.
➢ Malone, J. and Taylor, P. (eds) (1993). Constructivist Interpretations of
TeachingandLearning Mathematics, Perth: Curtin University of Technology.
➢ Marshall, S.P.(1995) Schemes in Problem-solving. NY: Cambridge University Press.
➢ Moon, B. & Mayes, A.S. (eds) (1995). Teaching and Learning in Secondary School.
London:Routledge.
➢ NCERT, A Textbook of Content-cum-Methodology of Teaching Mathematics, New
Delhi:NCERT.
➢ NCERT and State textbooks in Mathematics for Class VIII to X
➢ Nickson, Marilyn (2000). Teaching and Learning Mathematics: A Guide to Recent
Researchand its Applications, NY: Continuum.
➢ Nunes, T and Bryant, P (Eds) (1997). Learning and Teaching Mathematics: An
InternationalPerspective, Psychology Press.
➢ Polya, George (1957) How to solve it, Princeton, NJ: Princeton University Press.
**************************
Pedagogy of BIOLOGICAL SCIENCE
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To make the student familiar with nature and scope of BIOLOGICAL SCIENCE.
➢ To develop in students Understanding of aims and objectives of learning
BIOLOGICAL SCIENCE at secondary and higher secondary level.
➢ To make student familiar with different approaches of BIOLOGICAL SCIENCE
Teaching and enable in them skills of effective teaching.
Course Contents:
NATURE AND SCOPE OF BIOLOGICAL SCIENCE
Biological Science for environment and health, peace, equity; History of biological science, its
nature and knowledge of biological science independent of human application; Origin of life
and evolution, biodiversity, observations and experiments in biological sciences;
Interdisciplinary linkages, biological sciences and society.
AIMS AND OBJECTIVES OF BIOLOGICAL SCIENC-Developing scientific attitude and
scientific temper; Nurture the natural curiosity, and creativity in biology; Imbibe the values of
honesty, integrity, cooperation, concern for life preservation of environment; Solving problems
of everyday life; its applications consistent with the stages of cognitive development of learners;
Specific objective of different content areas in biology.
EXPLORING LEARNERS
Generating discussion, involving learners in teaching-learning process, encouraging learners to
raise questions, appreciating dialogue amongst peer groups, encouraging learners to collect
materials from local resources and to develop/fabricate suitable activities in biological science
(individual or group work); Role of learners in negotiating and mediating learning in biology
Trends in Science curriculum; Consideration in developing learner -centred curriculum in
biology; Analysis of textbooks and biology syllabi of NCERT and JAC, secondary and higher
secondary stages; Analysis of other print and non-print materials in the area of biological
science used in various states.
Suggested Readings:
➢ Ameetha, A. (2004) Methods of Teaching Biological Science, Neelkamal, Hyderabad
➢ Esler, K. William & Mark. K.Esler (2001): Teaching Elementary Science (8thedition)
Wadsworth group, Thomas learning, Printed in the USA.
➢ Jennings, T. (1986): The young scientist investigates- Teacher’s Book of Practical work,
Oxford University Press, Oxford.
➢ Mangal S.K &Shubhra (2005) Teaching of Biological Sciences, International Publishing
House, Meerut
➢ Mason M & Ruth T. Peters, Teacher guide for Life sciences, Published by D. Van
Nostrand Company, Inc, New york.
➢ National Curriculum Frame Work 2005, NCERT, New Delhi.
➢ NCERT text books (2005) science for classes from VIII to X
➢ NCERT (1982) Teaching Science in Secondary Schools, NCERT, New Delhi.
➢ NCERT (2006) Science Text books of Classes, NCERT, New Delhi
➢ Sharma L.M (2003) Teaching of Science & Life Science, DhanpatRai Publishers, New
Delhi.
➢ Sharma, R.C (2005) Modern Science Teaching, Dhanpat Rai& Sons, Delhi.
*********************
Pedagogy of Social Science
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To develop an understanding of the nature of Social Sciences, both of individual
disciplines comprising Social Sciences, and also of Social Sciences as an integrated/
interdisciplinary area of study;
➢ to acquire basic knowledge and skills to analyse and transact the Social Sciences
curriculum effectively following wide-ranging teaching- learning strategies in order to
make it enjoyable and relevant for life;
➢ to sensitise and equip student teachers to handle social issues and concerns in a
responsible manner, e.g., preservation of the environment, disaster management,
promoting inclusive education, preventing social exclusion of children coming from
socially and economically deprived backgrounds, and saving fast depleting natural
resources (water, minerals, fossil fuels etc.).
Course Contents:
Foundations of Social Sciences Education
Meaning and nature of concepts of Social Sciences and Social Studies, place of Social Sciences
in the school curriculum, need for strengthening teaching of Social Sciences, Scope of Social
Sciences;Integration of different elements of Social Sciences (History, Geography, Economics,
Political Science), Relating content to child’s everyday life, learner as a constructor of
knowledge. Aims and objectives of teaching social sciences at different school levels.
Understanding Teaching
Teaching as a planned activity – elements of planning; Maxims of teaching ; Phases of teaching:
pre-active, interactive and post-active; The general and subject related skill and competencies
required in teaching; An analysis of teacher roles and functions in the three phases: pre-active
phase –visualizing; decision-making on outcomes, preparing and organization; interactive phase
-facilitating and managing learning; post-active phase – assessment of learning outcomes,
reflecting on pre-active, interactive and post-active process.
Approaches and methods to teaching/learning Social Sciences
project method, source method, demonstration method, lecture cum discussion method,
assignment method, inductive-deductive method, storytelling method, narration cum discussion
method, Field trip, role play, dramatization, exploratory, concept mapping, self-learning
strategies, map based learning, multimedia, collaborative approaches to learning, Games, Debate,
Quiz and Seminar
Suggested Activities:
➢ Select any one theme and identify integration of elements of Social Sciences.
➢ Analysis of any one text book of social sciences in terms of its relation in our
everyday life
➢ Interacting with the school teachers to understand about pedagogical issues
➢ Practice of teaching skills in a simulated situation
Suggested Readings:
➢ Bining, Arthur, Cand Bining, David, H.(1952). Teaching Social Studies in Secondary
Schools, McGraw, Hill Book Company, Inc., New York.
➢ Banks, James, A., (1977). Teaching Strategies for the Social Studies: Enquiry,
Valuing And Decision Making, Wesley Publishing Comp., Massachusetts.
➢ Dhamija, Neelam (1993), Multimedia Approaches in Teaching Social Studies,
Harmen Publishing House, New Delhi
➢ James, Hemming (1953), The Teaching of Social Studies in Secondary Schools.
Longman Green and Company, London
➢ NCERT textbooks in Social Sciences.
➢ UNESCO, New Source Book for Teaching of Geography, UNESCO 2005.
➢ Yagnik, K., S.(1966). The Teaching of Social Studies in India, Orient Longman Ltd.
***********************
Pedagogy of Physical Science
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ gain insight on the meaning and nature of physical science for determining aims and
strategies of teaching-learning;
➢ appreciate the fact that every child possesses curiosity about his/her natural
surroundings;
➢ analyse the contents of physical science with respect to its branches, process skills,
knowledge organisation and other critical issues;
Course Contents:
NATURE OF SCIENCE
Meaning ,Nature ,Type ,Scope and Importance of Physical Science; Relationship with other
subjects; AIMS AND OBJECTIVES OF PHYSICAL SCIENCE-Developing scientific attitude
and scientific temper, Nurture the natural curiosity and creativity in Science (secondary stage)/
Physics and Chemistry (higher secondary stage); Relate Science/Physics and Chemistry
education to the environment (natural environment, artefacts and people) and appreciate the
issues at the interface of science technology and society; Solving problems of everyday life;
Know the facts and principles of science/physics and chemistry and its applications consistent
with the stages of cognitive development of learners, Specific objective of different content areas
in science/physics and chemistry.
EXPLORING LEARNERS
Suggested Readings:
➢ Buxton.A Cory.(2010) Teaching Science in Elementary and Middle School Sage
Publications, New Delhi.
➢ Bybee.w.Roger (2010) The Teaching of Science 21st Century Perspective National
Science Teachers Association, USA
➢ Fensham P.J. (1994) The content of Science: A constructive Approach to its Teaching
and Learning, The Falmer Press, Washington, D.C
➢ Joshi S.R (2005) Teaching of Science, A.P.H Publishing Corpn., New Delhi
➢ Journal of Research in Science Teaching (Wiley-Blackwell).
➢ International Journal of Science Education.
➢ Lawson.E. Anton.(2010) Teaching Inquiry Science in Middle School Sage Publications,
New Delhi
➢ Leckstein, John Murrey (1988) Basic Skills – Science, John Murrey Boston
➢ Mangal S.K &Shubhra (2005) Teaching of Biological Sciences, International Publishing
House, Meerut
➢ Minkoff, E.C. and Pamela J. Baker (2004). Biology Today: An issues Approach. Garland
Science New York pp. 1-32, Biology: Science and Ethics.
➢ Narendra Vaidya (2003) Science Teaching in Schools, Deep & Deep Publishers, New
Delhi
➢ NCERT (2006) Science Text books of Classes, NCERT, New Delhi
➢ NCERT, National Curriculum Framework- 2005, NCERT. New Delhi.
➢ NCERT, ‘Focus Group Report’ Teaching of Science (2005). NCERT New Delhi.
*********************
Pedagogy of Commerce
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To enable the teacher trainees to understand the basic concepts of Commerce and their
wide applicability.
➢ To enable the teacher trainees to understand the importance of Commerce, it’s scope
and relationship with other school subjects.
➢ To enable the teacher trainees to understand the objectives of Commerce, at
higher secondary stage.
➢ To enable the teacher trainees to select appropriate methods, audio-visual aids
and techniques for teaching Commerce at higher secondary stage.
➢ To acquaint the teacher trainees with evaluation process in Commerce and prepare a
model question paper along with a Blue Print.
➢ To enable the teacher trainees to critically analyse the syllabus and textbooks of Commerce
at higher secondary stage.
➢ To enable the student teacher to perform his role effectively as Commerce teacher.
➢ To enable the teacher trainees to use Commercial Activities in teaching of Commerce.
➢ To enable the teacher trainees to use Community Resources in teaching of Commerce.
Suggested Activities:
➢ Select any one theme and identify integration of elements of Commerce.
➢ Analysis of any one text book of Commerce in terms of its relation in our everyday
life
➢ Interacting with the school teachers to understand about pedagogical issues
➢ Practice of teaching skills in a simulated situation
Suggested Readings:
➢ Aggarwal, J.C. (2010) Teaching of Commerce, A practical approach, New
Delhi, Vikas Publication
➢ Khan, M.S. (1982). Commerce Education, New Delhi, Sterling Publishers
Private Limited.
➢ Kapoor, N.D. (1990). Principles and Practice of Accountancy, New Delhi,
Pitamber Publishing Company.
➢ Maheshwar; S.N., & Maheshwari, S.K. (1989) Element of Business Studies,
New Delhi, Asha Praka Greh.
➢ Musselman and Hanna (1960) Teaching Book Keeping and Accountancy, New
York, McGraw Hill Book Company.
➢ Rao, Seema (1995) Teaching of Commerce, New Delhi, Anmol Publications Pvt. Ltd.
➢ Venkateswarlu, K.; Methods of Teaching Commerce
***********************
Human Rights and Value Education
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
On completion of this course the students will be able to:
➢ Understand the concept of value,
➢ Understand aims and need of value inculcation through education
➢ Identify various values required to be inculcated through education
➢ Apply different approaches and strategies to inculcate values among students through
education
➢ Understand the importance of school activities and programmes
➢ Elaborate the role of home-school-community partnership in inculcation of values
➢ Illustrate different issues related to mapping values context in schools
Human Rights :
Human rights in education; role of UNESCO, role of school, education up to 14 years as
fundamental rights fundamental duties, media and it’s role ; constitutional and institutional
safeguards to human rights, national human rights commission (NHRC) and associated
commissions with vital domain of human right.
Value Education:
Value and its acquisition; Aims of Value Education, Need of education for value; Values and the
contemporary Realities: Traditions vs. Modernity, Globalisation, Diversity , Inclusivity and
Environment; Value Concerns at School Stage: Justice, Liberty of thought and action, Equality,
Fraternity, Core Value Concerns: Health and Hygiene, Responsibility, Love Care and
Compassion, Critical and Creative Thinking, Appreciation for beauty and aesthetics.
Approaches and Strategies:
The Whole School Approach; Pedagogy of Values, Some General Strategies : Silent sitting,
Role Plays, Stories, Anecdotes, Group Singing, Group activities, Questioning, Discussion, Value
Clarification, Reflective Practices; The Stage Specific Focus
Some Dimensions for mapping Value context in schools
School Activities and Programmes; Teacher and Classroom Practices; Value context in teaching
of subjects; Evaluation System ; Home – School – Community Partnership
Suggested Activities: At least one of the following
➢ Analysis of School Curriculum for integrating value concerns
➢ Individual or Group project to visualize feasible school based strategies for inculcation of
values
➢ Preparation of question items reflecting values
➢ Seminar Presentation on a topic related to Value
➢ Preparation of Anecdotes
➢ Role Play
➢ Conducting Survey on the maintenance of Health and Hygiene
➢ Writing playcards related to value messages
➢ Any other relevant activity
Suggested Readings:
➢ NCERT.Education for Values in Schools – A Framework. Department of Educational
Psychology and Foundation of Education, New Delhi.
➢ Central Board of Secondary Education. Value Education: A Handbook for teachers, New
Delhi.
➢ Venkataiah,N. (1998). Value Education, A.P.H. Publishing, New Delhi.
➢ S.P.Ruhela 1986, Human values and Education, Sterling, New Delhi.
➢ Gawande, E.N (2004). Value Oriented Education, Sarup& Sons, New Delhi
➢ http://cbseacademic.in/web_material/ValueEdu/Value%20Education%20Kits.pdf
************************
GENDER SCHOOL AND SOCIETY
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
This course will enable the students to
➢ develop basic understanding and familiarity with key concepts–gender, gender bias, gender
stereotype, empowerment, gender parity, equity and equality, patriarchy and feminism;
studies and some important landmarks in connection with gender and education in the
historical and contemporary period;
➢ learn about gender issues in school, curriculum, textual materials across disciplines,
pedagogical processes and its intersection with class, caste, religion and region; and
SUGGESTED READING
➢ Aikman, S. & Unterhalter, E., Eds. (2005). Beyond Access: Transforming policy and
Practice for gender equality in education. Oxford: Oxfam GB.
➢ Barker, G. (2005). Dying to be Men: Youth, masculinity and social exclusion. New
York: Routledge.
➢ Dunne, M. (2009). Gender as an Entry Point for Addressing Social Exclusion and
Multiple Disparities in Education. Technical Paper. UNGEI Global Advisory
Committee Technical Meeting. 2009, 27 May. New York.
➢ वमात ,मनोज एवं प्रसाि ,दिनेश , “शिंि ववद्यािय एवं समाज’’ न्यूिीप पस्लिकेशन
,पटना ,बबहार l
➢ शमात ,िीपक , “शिंि ववद्यािय एवं समाज’’ टं डन पस्लिकेशन ,िगु धयाना l
Semester-VI
Pedagogy of English Language
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
➢ The course will enable the pupil teachers to
➢ Develop competency in preparing Unit plan and lesson plan
➢ Be trained in developing materials for teaching English as Second Language and
remedy the errors that the pupils make.
➢ Understand the fundamental concepts, principles and practices of language testing
➢ To train in using interaction mode to evaluate himself and pupils and inculcate right
language skills
Course Contents:
LANGUAGE, LITERATURE AND AESTHETICS:
Suggested Readings
➢ Allen & Campbell, (1972). Teaching English as a second language, TMH
Edition. New Delhi : Tata McGraw Hill Publishing Company,
➢ Chaudhary, N.R. (1998). Teaching English in Indian Schools. New Delhi: H.
Publishing Corporation,.
➢ NCERT: Reading in Language and Language Teaching Book I, Publication div.
NCERT, New Delhi.
➢ Sachdev, M.S.( 1983). Teaching of English in India. Ludhiana: Prakash Brothers
Educational Publishers. Baruah, T.C. (1984). The English Teacher’s Handbook.
New Delhi: Sterling Publishers Pvt. Ltd.
➢ Sharma, K.L.( 1970). Methods of Teaching English in India. Agra :Laxmi Narayan
Agrawal.
➢ Sharma, Kusum: A Handbook of English teaching, Radha Prakashan Mandir,
Agra.
➢ Shrivastava, B.D.( 1968). Structural Approach to the Teaching of English. Agra:
Ramprasad and Sons.
➢ Trivedi, R. S. Techniques of Teaching English, Balgovind Prakashan.
➢ Ellis,R.(1997). SLA Research and language teaching.OUP
➢ Jain, R.K.( 1994). Essentials of English Teaching. Agra: Vinod Pustak Mandir,
Agra.
******************
Pedagogy of Hindi Language
Total Marks 50
External assessment 40
Internal assessment 10
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➢ izLrqr ikB;Øe ds ek/;e ls fgUnh f'k{k.k lEcU/kh fof/k;ksa] ;qfDr;ksa] iz;ksxksa ,oa
iz.kkfy;ksa dk laKku fodflr dj fgUnh f'k{kdksa esa Hkk"kk;h n{krk ,oa Hkk"kk&f'k{k.k dh
uohure jpuk dkS'kyksa esa ikjaxfr ykuk izeq[k mís'; gSA
➢ Hkk"kk dh izd`fr] Hkk"kk lh[kus dh izfØ;k] Hkk"kk ds fofo/k i{kksa ,oa fgUnh Hkkf"kd
rRoksa ds f'k{k.k dh n`f"V ls mPpkj.k] orZuh] 'kCn] okD; jpuk ,oa O;kdj.k f'k{k.k ds lkFk
lkfgfR;d fo/kkvksa dh n`f"V ls x|] nzqrikB] dgkuh] jpuk] ukVd] dfork vkfn dh f'k{k.k
fof/k;ksa esa izoh.krk ykuk Hkh bl ikB;Øe dk izeq[k iz;kstu gS ftlls dq'ky] izHkkoh ,oa
vk/kqfud izfof/k;ksa esa lgtrk j[kus okys fgUnh&f'k{kd rS;kj gksa ldsaA
➢ izLrqr ikB;Øe ds ek/;e ls mPp ek/;fed Lrj ¼2 Lrj ½ ij fgUnh O;k[;krkvksa dks fgUnh f'k{k.k
ds dkS'kyksa ,oa izoh.krkvksa ls lfTtr djuk eq[; /;s; gSA blds varxZr fgUnh O;kdj.k] jpuk ,oa
lkfgfR;d fo/kkvksa ;Fkk% x|] dfork] dgkuh ,oa ukVd vkfn ds f'k{k.k gsrq mi;qDr j.kuhfr;ksa
rFkk izfof/k;ksa esa n{krk fodflr djuk fo'ks"krkSj ij js[kkafdr fd;k x;k gS ftlls fgUnh ds f'k{kd
uohu fof/k;ksa ,oa 'kSf{kd izkS|ksfxdh ds v|ru izfrekuksa ds vuqiz;ksx esa fu".kkr gks
ldsaA ikB~;Øe ds rgr LofunsZf'kr vf/kru ,oa v/;;u ;qfDr;ksa ds fodkl dh i)fr;ksa ij Hkh cy
fn;k x;k gSA
Suggested Readings
➢ Bhai Yogendrajeet: Hindi BhashaShikshan, Vinod PustakMandir, Agra.
➢ Joyce, B. & Weil, M. (1979). Models of Teaching. Prentice Hall Inc., New Jersey.
➢ Kshatriya, K.: Matra Bhasha Shikshan, Vinod PustakMandir, Agra.
➢ Lal, Raman Bihari : Hindi Shikshan, Rastogi Publications, Meerut.
➢ Pal, H.R and Pal, R.( 2006). Curriculum – Yesterday, Today and Tomorrow. Kshipra,
New Delhi,.
➢ Pal, H.R.( 2003). Speech Communication – Hindi. Bhopal: M.P.Granth Academy.
➢ Pal, H.R. (2000). Methodologies of Teaching & Training in Higher Education. Delhi:
Directorate of Hindi Implementation, Delhi University,.
➢ Sansanwal, D.N. & Singh, P.( 1991). Models of Teaching. Society for Educational
Research &Development, Baroda,
➢ Sansanwal, D.N. and Tyagi, S.K.( 2006). Multiple Discriminant Type Item. MERI
Journal of Education, Vol.1, No. 1, pp. 18 – 25.
➢ Satya, Raghunath : Hindi ShikshanVidhi, Punjab Kitabghar, Jullundur.
➢ Sharma, Dr.Laxminarayan :Bhasha 1, 2 Ki Shikshan-VidhiyanAurPaath-Niyojan
Vinod PustakMandir, Agra.
➢ Singh, Savitri : Hindi Shikshan, Lyall Book Depot, Meerut.
➢ Weil, M & Joyce, B. (1979). Information Processing Models of Teaching. Prentice
Hall Inc.,New Jersey,.
**********************
Pedagogy of Urdu Language
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
The course will enable the pupil teachers to
➢ Develop competency in preparing year Unit plan and lesson plan
➢ Be trained in developing materials for teaching Urdu as Second Language and identifying
the errors that the pupils make
➢ Understand the fundamental concepts, principles and practices of language testing
➢ To train in using interaction mode to evaluate himself and pupils and inculcate right
language skills
➢ Develop the skills of preparing and using effectively the instructional material related to
teaching of Urdu.
➢ Develop diagnostic & remedial skills in teaching of Urdu.
Course Contents:
LANGUAGE, LITERATURE AND AESTHETIC
Understanding different forms of literature; Literature in the school curriculum: Needs objectives
and relevance; Role and relevance of media in school curriculum; Translation: Importance and
need; Translation as a creative activity: Through examples of translated texts into Urdu from
different Indian languages; Introduction of various literary forms of Urdu language; Planning
lessons in prose; Planning lessons in poetry; Drama at various school levels.
DEVELOPMENT AND ANALYSIS OF SYLLABUS AND TEXTUAL MATERIALS
Understanding the relationship between curriculum, syllabus and textbook; Selection of
materials; Development of activities and tasks; Moving away from rote-learning to
constructivism; Teacher as a researcher.
Print media, other reading materials, such as learner chosen texts, magazines, news-papers, class
libraries, etc., ICT, audio-visual aids, Planning co-curricular activities (discussion, debates,
workshops, seminar etc.); Language labs, etc.
ASSESSMENT–ITS ROLE AND IMPORTANCE
Course Objectives
➢ The course will enable the pupil teachers to
➢ Develop competency in preparing Unit plan and lesson plan
➢ Be trained in developing materials for teaching Bangla as Second Language and
remedy the errors that the pupils make.
➢ Understand the fundamental concepts, principles and practices of language testing
➢ To train in using interaction mode to evaluate himself and pupils and inculcate right
language skills
Course Contents:
LANGUAGE, LITERATURE AND AESTHETICS:
**************
Pedagogy of Sanskrit Language
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
➢ The course will enable the pupil teachers to
➢ Develop competency in preparing Unit plan and lesson plan
➢ Be trained in developing materials for teaching Sanskrit as Second Language and
remedy the errors that the pupils make.
➢ Understand the fundamental concepts, principles and practices of language testing
➢ To train in using interaction mode to evaluate himself and pupils and inculcate right
language skills
Course Contents:
LANGUAGE, LITERATURE AND AESTHETICS:
****************
Pedagogy of Tribal Language (Khortha/Nagpuri/Kurukh/ Santhali)
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
➢ The course will enable the pupil teachers to
➢ Develop competency in preparing Unit plan and lesson plan
➢ Be trained in developing materials for teaching Tribal Language as Second Language
and remedy the errors that the pupils make.
➢ Understand the fundamental concepts, principles and practices of language testing
➢ To train in using interaction mode to evaluate himself and pupils and inculcate right
language skills
Course Contents:
LANGUAGE, LITERATURE AND AESTHETICS:
****************
Pedagogy of Commerce
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To enable the teacher trainees to understand the basic concepts of Commerce and their
wide applicability.
➢ To enable the teacher trainees to understand the importance of Commerce, it’s scope
and relationship with other school subjects.
➢ To acquaint the teacher trainees with evaluation process in Commerce and prepare a
model question paper along with a Blue Print.
➢ To enable the teacher trainees to critically analyse the syllabus and textbooks of Commerce
at higher secondary stage.
➢ To enable the student teacher to perform his role effectively as Commerce teacher.
Course Contents:
Suggested Activities:
➢ Select any one theme and identify integration of elements of Commerce.
➢ Analysis of any one text book of Commerce in terms of its relation in our everyday
life
➢ Interacting with the school teachers to understand about pedagogical issues
➢ Practice of teaching skills in a simulated situation
Suggested Readings:
➢ Aggarwal, J.C. (2010) Teaching of Commerce, A practical approach, New
Delhi, Vikas Publication
➢ Musselman and Hanna (1960) Teaching Book Keeping and Accountancy, New
York, McGraw Hill Book Company.
➢ Rao, Seema (1995) Teaching of Commerce, New Delhi, Anmol Publications Pvt. Ltd.
***********************
Pedagogy of Mathematics
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ explore the use and relevance of different learning resources and materials in learning
different mathematical concepts and themes..
➢ develop learning materials on selected units/themes that facilitate learning of
mathematics in the classroom
➢ identify the mathematics themes for which community can be used as a learning site.
➢ organise mathematics related activities through mathematics club during school
attachment.
➢ study the mathematics laboratories in schools – lay out, facilities, equipments, materials
and other learning aids available that facilitate learning of Biology.
➢ familiarize with the different types of curricular projects in biology and their purposes
,themes, learning materials, resources etc
➢ reflect upon his/her own experiential knowledge in the different processes of becoming a
Life science teacher.
Course Content:
PLANNING FOR TEACHING-LEARNING
MATHEMATICS
Selecting the content for instruction; Identifying concepts to be transacted at various level with
special emphasis on content (Algebra, Geometry, Trigonometry, Coordinate Geometry; Statistics
and Probability, etc.); Organisation of concepts for teaching-learning of mathematics; Stating
instructional objectives, identifying learning experiences, appropriate strategies, teaching aids
(Using low-cost material – preparation of various activities, such as verification of algebraic
identities, surface areas and volumes of cube, cuboids, cylinder, cone, sphere, conic sections, etc.
); ICT applications; Evaluation tools and learners participation in developing instructional
materials
Suggested Readings:
➢ Cooney, Thomas J. and Others (1975). Dynamics of Teaching Secondary
SchoolMathematics, Boston: Houghton Mifflin.
➢ Driscoll,M., Egan, M., Nikula, J., &DiMatteo, R. W. (2007). Fostering geometric
thinking: Aguide for teachers, grades 6-10. Portsmouth, NH: Heinemann.
➢ Driscoll,M.(1999). Fostering algebraic thinking: A guide for teachers, grades 5-
10.Portsmouth, NH: Heinemann.
➢ Grouws, D.A. (ed) (1992). Handbook of Research on Mathematics Teaching and
Learning,NY: Macmillan Publishing.
➢ Lester, F.K (Ed) (2007). Second Handbook of Research on Mathematics Teaching and
Learning, Charlotte, NC: NCTM & Information Age Publishing.
➢ Mager, Robert (1962) Preparing instructional objectives. Palo Alto, CA: Fearon.
➢ Malone, J. and Taylor, P. (eds) (1993). Constructivist Interpretations of
TeachingandLearning Mathematics, Perth: Curtin University of Technology.
➢ Marshall, S.P.(1995) Schemes in Problem-solving. NY: Cambridge University Press.
➢ Moon, B. & Mayes, A.S. (eds) (1995). Teaching and Learning in Secondary School.
London:Routledge.
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Course objectives:
On completion of the course, student will be able to
➢ explore the use and relevance of different learning resources and materials in learning
different concepts and themes of physical science.
➢ develop learning materials on selected units/themes that facilitate learning of physical
science in the classroom
➢ identify the themes related to physical science for which community can be used as a
learning site.
➢ organise physical science related activities through science club during school
attachment.
➢ study the science laboratories in schools – lay out, facilities, equipments, and materials,
specimens, models, and other learning aids available that facilitate learning of physical
science.
➢ reflect upon his/her own experiential knowledge in the different processes of becoming a
Life science teacher.
Course Content:
LEARNING RESOURCES IN PHYSICAL SCIENCE
Identification and use of learning resources in physical science from immediate environment
(e.g. Natural pH Indicators, Soaps and Detergents, Baking Soda, Washing Soda, Common Salts,
Fruits, Fibre, Pulleys, Projectiles, Lenses and Mirrors, Inter-conversion of one Form of Energy to
other, Propagation of waves in Solid, Liquid and Gas etc.), Improvisation of apparatus
developing science kit and laboratory in science (secondary stage), physics and chemistry
(higher secondary stage); Designing laboratories, textbooks, audio-visual materials; Multimedia–
selection and designing;
TOOLS AND TECHNIQUES OF ASSESSMENT FOR LEARNING PHYSICAL SCIENCE
Identification and application of physical and chemical phenomenon in day-to-day life and
human welfare, facilitating learning progress of learners with various needs in science/physics
and chemistry; Organising various curricular activities, such as debate, discussion, drama,
poster making on issues related to science/ physics and chemistry; Organising events on specific
day, such as Science Day, Environment Day, etc.; Planning and organising field experiences ,
Science club, Science exhibition, nurturing creative talent at local level and exploring linkage
with district/state/central agencies.
Suggested Readings:
➢ ArchanaTomar (2005) Teaching of Biology, Kalpaz Publications, New Delhi.
➢ Buxton.A Cory.(2010) Teaching Science in Elementary and Middle School Sage
Publications, New Delhi.
➢ Bybee.w.Roger (2010) The Teaching of Science 21st Century Perspective National
Science Teachers Association, USA
➢ Fensham P.J. (1994) The content of Science: A constructive Approach to its Teaching
and Learning, The Falmer Press, Washington, D.C
➢ Joshi S.R (2005) Teaching of Science, A.P.H Publishing Corpn., New Delhi
➢ Lawson.E. Anton.(2010) Teaching Inquiry Science in Middle School Sage Publications,
New Delhi
➢ Leckstein, John Murrey (1988) Basic Skills – Science, John Murrey Boston
➢ Mangal S.K &Shubhra (2005) Teaching of Biological Sciences, International Publishing
House, Meerut
➢ Narendra Vaidya (2003) Science Teaching in Schools, Deep & Deep Publishers, New
Delhi
➢ NCERT (1982) Teaching Science in Secondary Schools, NCERT, New Delhi.
➢ NCERT (2006) Science Text books of Classes, NCERT, New Delhi
➢ NCERT, National Curriculum Framework- 2005, NCERT. New Delhi.
➢ NCERT, ‘Focus Group Report’ Teaching of Science (2005). NCERT New Delhi.
➢ Novak, J.D. & Gown, D.B. (1984). Learning how to learn; Cambridge University Press.
➢ P. Ameetha (2004) Methods of Teaching Biological Science, Neelkamal, Hyderabad
➢ Ralph, E. Martin & Others (1994) Teaching Science for all Children, Allyn and Bacon
➢ Rao, V.K. (2004) Science Education, APH Publishing Corpn. New Delhi
➢ Sharma L.M (2003) Teaching of Science & Life Science, DhanpatRai Publishers, New
Delhi
➢ Sharma, R.C (2005) Modern Science Teaching, DhanpatRai& Sons, Delhi.
➢ Siddiqui .H.Mujibil(2007) Teaching Science Balaji offset, N.Delhi
➢ Siddiqui N.N & Siddiqui M.N (1994) Teaching of Science Today & Tomorrow, Dooba
House, Delhi
➢ Science & Children (NSTA’s peer reviewed journal for elementary teachers).
➢ Science Teacher (NSTA’s peer reviewed journal for secondary science teachers).
➢ Steve Alsop & Keith Hicks (2003). Teaching Science. Kogan Page India Private Limited.
➢ Sutton, C. (1992). Words, Science and Learning. Open University Press, Buckingham.
Course Objectives
The course will enable the pupil teachers to
• Plan lessons based on different approaches to facilitate learning of Social Sciences.
• Realize her/his role as facilitator in enhancing Social Sciences learning in the real
classroom situation.
• Explore the use and relevance of different learning resources and materials in learning
different units in Social Sciences.
• Develop learning materials on selected units to facilitate learning in Social Sciences
• Identify themes in Social Sciences in which community can be used as a learning
resource
• Use Social Science Laboratory to facilitate learning of Social Science
• Reflect upon her/his own experiential knowledge in the process of becoming a Social
Science teacher
• understand different ways of assessing learners’ performance and providing
additional support to the learners
Course Contents:
Pedagogic planning in Social Sciences
Designing of objective based learning outcomes in cognitive, affective and psychomotor domain;
Content analysis of a particular unit; Various steps and planning of Lesson plan and Unit plan;
Need for updating content and pedagogical competencies for the professional development of the
social science teachers
Learning Resources and Preparation of Materials
Importance and functions of social science room, social science club and social science text
book; Audio Visual Materials - charts, models, maps, supplementary materials, preparation of
low cost teaching aids for teaching social sciences; Community as a resource site, use of library
resources. ICT in learning Social Sciences – Websites on learning Social Sciences, interactive
websites, on line learning and developing ICT based learning materials.
Assessment of Learning in Social Sciences
Continuous and comprehensive evaluation in social science; Construction of objective based test
items ; Evaluating and recording procedures to assess student performance; Self-assessment by
students, by teachers, peer assessment, assessment of teachers by students; Use of rubrics and
portfolio in assessment of learning Social Sciences; providing feedback to the learner, diagnosis
of learning difficulties and providing additional support to the learners.
Suggested Readings:
• Learning Without Burden, Report of the National Advisory Committee, 1993,
Ministry Of Human Resource Development, Government of India.
• National Curriculum Frame Work 2005, NCERT, New Delhi
• National Curriculum for Elementary And Secondary Education, A Frame Work,
1988, NCERT, New Delhi.
• NCERT (1971). Report of the Committee on Examinations, CABE, Ministry of
Education on Social Welfare, India, New Delhi.
• NCERT textbooks in Social Science.
• Position Paper by National Focus Group on Teaching of Social Sciences.
• Report of the Secondary Education Commission, 1953, Ministry of Education,
Government of India, New Delhi.
• Report of the Education Commission, 1964 – 66, Ministry of Education, Government
of India, New Delhi.
• The Curriculum for the Ten Year School – A Frame Work, 1975, NCERT, New
Delhi.
• UNESCO, New Source Book Teaching of Geography, UNESCO 2005.
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Pedagogy of Biological Science
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ explore the use and relevance of different learning resources and materials in learning
different Biological concepts and themes..
➢ develop learning materials on selected units/themes that facilitate learning of life science
in the classroom
➢ identify the biological themes for which community can be used as a learning site.
➢ organise life-science related activities through eco or science club during school
attachment.
➢ study the science laboratories in schools – lay out, facilities, equipments, and materials,
specimens, models, and other learning aids available that facilitate learning of Biology.
➢ familiarize with the different types of curricular projects in biology and their purposes
,themes, learning materials, resources etc
➢ reflect upon his/her own experiential knowledge in the different processes of becoming a
Life science teacher.
Course Content:
Pedagogic planning in learning life science
Designing of objective based learning outcomes in cognitive, affective & psychomotor
domains; Content analysis of a unit/lesson; Lesson Planning – Importance and Basic steps.
Learning Resources and Preparation of Materials
Importance and use of teaching aids, Types of teaching aids ; Biology Museum, Science Club,
Field Trips, Exhibitions, Aquarium , Herbarium, Vivarium,; ImprovisedTeaching Aids;
Laboratory management and organization of life science lab; Websites on life science content
Assessment of and for learning Life Science
Continuous and comprehensive assessment in life science: preparation and use of worksheets;
use of observation techniques, self and peer assessment; assessment of worksheets; students’
journals; use of rubrics in assessing students’ performance based activities; feedback for
improving learning;Diagnosing learning difficulties in life science and providing additional
support to the learner; Planning for Portfolio assessment in life science ; Construction of
different types of test items and questions to assess content specific- simple factual knowledge,
higher order thinking and application abilities; preparation of blue print/table of specifications;
Diagnostic test and remedial measures.
Suggested Readings:
➢ Ameetha, A. (2004) Methods of Teaching Biological Science, Neelkamal, Hyderabad
➢ Esler, K. William & Mark. K.Esler (2001): Teaching Elementary Science (8th edition)
Wadsworth group, Thomas learning, Printed in the USA.
➢ Jennings, T. (1986): The young scientist investigates- Teacher’s Book of Practical work,
Oxford University Press, Oxford.
➢ Mangal S.K &Shubhra (2005) Teaching of Biological Sciences, International Publishing
House, Meerut
➢ Mason M & Ruth T. Peters, Teacher guide for Life sciences, Published by D. Van
Nostrand Company, Inc, New york.
➢ National Curriculum Frame Work 2005, NCERT, New Delhi.
➢ NCERT text books (2005) science for classes from VIII to X
➢ NCERT (1982) Teaching Science in Secondary Schools, NCERT, New Delhi.
➢ NCERT (2006) Science Text books of Classes, NCERT, New Delhi
➢ New UNESCO Source Book for teaching science, UNESCO, Paris, Richardson, J.S.
Science teaching in secondary schools; New York; prentice hall.
➢ Novak. D.J & D.BobGowin (1984): Learning how to Learn, published by the press
syndicate of the University of Cambridge, Printed in the USA.
➢ Robin Millan (1984): Doing Science: Images of Science in Science education, the Falmer
Press, London.
➢ Sharma L.M (2003) Teaching of Science & Life Science, DhanpatRai Publishers, New
Delhi
➢ Sharma, R.C (2005) Modern Science Teaching, DhanpatRai& Sons, Delhi.
➢ Siddiqui .H.Mujibil(2007) Teaching Science Balaji offset, N.Delhi
➢ State text Books for classes VIII to X.
➢ Steve Alsop, Keith Hicks (2007): Teaching Science: A Handbook for Primary and
Secondary school teachers, Kogan Page, New Delhi
➢ Tomar, A. (2005) Teaching of Biology, Kalpaz Publications, New Delhi
➢ Turner,T&W.Dimarco (1988); learning to teach science in the secondary school – a
companion to school experience, Published by Routledge,
➢ Vaidya, N. (2003) Science Teaching in Schools, Deep & Deep Publishers, New Delhi
***********************
School observation
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
Upon completion of the course student will be able to
➢ Reflect upon and make the most of their previous school experiences
➢ Develop an understanding of the nurturant and deterrent aspects of the school environment
➢ Develop conceptual understandings about teaching and learning in school environment
**********************
Microteaching
Total Marks 50
External assessment 40
Internal assessment 10
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Creating an inclusive school
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ plan need-based programmes for all children with varied abilities in the
classroom;
➢ use human and material resources in the classroom;
SUGGESTED READING
➢ Jangira, N. K. (2002) Special educational needs of students and young adults: an
unfinishedagenda, in: M. Alur & S. Hegarty (Eds) Education and students with special
needs: from segregation to inclusion New Delhi, Sage.
➢ Ministry of Social Justice and Empowerment (2006) National Policy for persons
with disabilities (New Delhi, Government of India).
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Semester-VII
Human Development
Total Marks 100
External assessment 80
Internal assessment 20
Course Objectives
The course will enable the pupil teachers to
➢ Develop an understanding about the impact/ influence of socio cultural context in
shaping human development
➢ Appreciate inter-relatedness and interdependence of individual and society in the
context of human development
➢ Visualize the multiple dimensions and stages of human development and
developmental tasks
➢ Gain an understanding of different theoretical perspectives of human development
➢ Understand the dynamics of human development
➢ Acquire competencies and skills required for meeting the classroom dynamics
Fundamentals of Human Development
Concept and nature of human development, Social context of human development- families,
peers, school, ethnicity, culture and gender, Socioeconomic status and language; Learner as a
developing individual, Development as a resultant of interactions between and among
individual’s potentials (Innate, inherited and acquired) and external environment (Physical,
social, cultural, economic, political and technological)
Dimensions of Development and their Educational Implication
Developmental characteristics of a child and an adolescent: physical, cognitive, social,
emotional, moral and language; their interrelationships ; Developmental tasks of childhood and
adolescence and their educational implications; Adolescence in the Indian context-
characteristics and problems, their needs and aspirations, educational support required for
adolescent development; Theories of development- Piaget’s cognitive development theory,
Erickson’s psychosocial development theory, Kohlberg’s moral development theory
Dynamics of Human Development
Concept of self, self-concept, self-esteem, self-efficacy and self-realization; Determinants of
personality development of an individual-biological and socio-cultural; Personality assessment ;
Mental Health: concept, characteristics, factors affecting mental health of the students, Role of
the teacher in fostering good mental health of the students; Role of teacher in managing
frustration, conflict and stress of the students
Group Dynamics and Individual
Concept and characteristics of group dynamics, Dynamics in the classroom, Effect of group
process and interpersonal relations on learning conditions, measures to improve human relations
and interaction, social skills required for maintaining human relations; Socio-emotional climate
of the classroom and role of teacher in developing socio-emotional climate of the classroom
Suggested Readings
➢ Aggrawal, J.C(2002). Essential of Educational Psychology, Delhi: Doaba Book
House
➢ Chauhan, S.S. (2001). Advanced Educational Psychology. New Delhi: Vikash
Publishing House.
➢ Dandapani, S. (2001).Advanced Educational Psychology. Anmol Publication, New
Delhi.
➢ Mangal, S.K. (1994).Advanced Educational Psychology, New Delhi: Prentice Hall of
India Pvt. Ltd.
➢ Woolfolk,A. E. (2009). Educational Psychology (11th Edition) (My Education Lab
Series) Prentice Hall.
➢ Brown, J.S., Collins A and Dugrid, P (1989).Situated Cognition and the Culture of
Learning, Educational Researcher; 32-42.
➢ Erickson, E.H. (1968). Identity, Youth and Crisis. New York: W.W. Norton
➢ Jeanne, Ellis Ormrod. Educational Psychology : Developing Learners. Fourth Edition
➢ Jeffrey Arnett (2007), Adolescence and Emerging Adulthood: A Cultural Approach.
(3rd. ed.). Upper Saddle River, N.J.: Pearson.
➢ Klausmeier, Herbert J (1985). Educational Psychology. Harper and Row, Pub. New
York.
➢ Kohlberg, L., & Gilligan, C. (1974). The Adolescent as a Philosopher: The Discovery
of the Self in a Post-Conventional World. In H.V. Kraemer (Ed) Youth and Culture: A
Human Development Approach. Monterey, CA: Brooks/Cole.
➢ Kohlberg, L., Levine, C., &Hewer, A. (1983). Moral Stages: A Current Formulation
and a Response to Critics. New York: S. Karger.
➢ Lindgren, H.C. (1980). Educational Psychology in the Classroom Oxford University
Press, New York.
➢ Morgan, C. T., King, R. A., Weiss, J. R., &Schopler, J. (2001).Introduction to
Psychology (7th Edition). New Delhi: Tata McGraw Hill.
➢ Patricia A. Alexander, Philip H. Winne (2006) Handbook of Educational Psychology
➢ Rathus,S.A.(2012). Psychology Concepts and Connections (11th Edition).Wadsworth
Cengage Learning, Nelson Education Limited, Canada.
➢ Rathus,S.A.(2012). Psychology Concepts and Connections (11th Edition).Wadsworth
Cengage Learning, Nelson Education Limited, Canada.
➢ Sarangapani M. Padma(2003). Constructing School Knowledge :An Ethnography of
learning in an Indian Village, Sage Publication
➢ Sturt Mary, Oakden, E.C. (1999) Modern Psychology and Education, Routledge.
➢ Vygotsky, L.S. Mind in Society, Harvard University Press: Cambridge, 1978.
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Course Objectives
On completion of the course the student will be able to
➢ Understand the content and pedagogical principles, issues and problems related to
teaching
➢ Acquire competencies and skills required for effective classroom teaching, class
management and evaluation of student learning, organization of co-curricular activities,
working with the community
➢ Develop proper professional attitudes, values and interests
➢ Understand the role of a teacher
➢ Familiarize with the existing educational scenario of the respective states.
Activities
Getting acquainted with various aspects of cooperating schools- The student will teach at least 15
Lessons in each method/subject. Out of 15 lessons in each subject, 20% will cater to the
needs of slow learners, enrichment for talented children, in-group learning set up and on
self-learning models
The student will observe 5 lessons in each subject/method of peer group.
Participating in school activities and organisation of activities
Administering of diagnostic tests and identifying of learning difficulties
Organizing curricular and co-curricular activities
***************
Semester-VIII
Course Objectives
On completion of the course the student teacher will be able to
➢ Understand the content and pedagogical principles, issues and problems related to
teaching
➢ Acquire competencies and skills required for effective classroom teaching,
classmanagement and evaluation of student learning, organization of co-curricular
activities,working with the community
➢ Develop proper professional attitudes, values and interests
➢ Understand the role of a teacher
➢ Familiarize with the existing educational scenario of the respective states.
Activities
Getting acquainted with various aspects of the cooperating schools- The student will teach 15
Lessonsin each method/subject. Out of 15 lessons in each subject, 20% will cater to theneeds of
slow learners, enrichment for talented children, in-group learning set up and onself-learning
models
Participating in school activities and organisation of activities
Administering of diagnostic tests and identifying of learning difficulties
Conducting a case study/action research
Organizing curricular and co-curricular activities
Area
1. Teaching
2. Record of Lesson Observation
3. Evaluation Record
4. Preparation and presentation of teaching aids
5. Record of participation in school activities
Reflective Journal
Total Marks 50
Internal
The students will prepare a diary analyzing their work and learning progress critically throughout
the School Experience Programme. It will include their critical, analytical and reflective writing
about their awareness of the cultural context (setting) of the school, class, prevalent practices of
teaching - learning activities and the curriculum. It may include their reflections on the journey
of the School Experience programme. It may include research notes, personal
comments/reflections, notes, images, videos, quotes extracts from the parents, students, teachers,
principal and other working staff of the school, books, journals and photos/sketches.
*****************
TRIBAL EDUCATION
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
➢ To enable the student teachers to understand the concept of Tribe and their status.
➢ To provide a deeper understanding of Tribal Welfare programmes in India & Jharkhand.
➢ To provide insights into the growth and development of Tribal Education in India &
Jharkhand
➢ To enable the student teachers to understand the issues and trends in contemporary Tribal
➢ To give a practical experience to students in Tribal Education programmes.
Course Contents:
Introduction to Tablas India and Jharkhand :
Concept of Tribe (Meaning and Definition) Historical development of Tribes in India;
Characteristics of Tribes; Classification of Tribes in India; Welfare in India-
Constitutional provisions to Tribal Development of India; Status of Tribal Population;
Development policies and programmes formulated for Tribal Development in India; Tribal
Welfare in Jharkhand -Tribal Welfare Programme in Jharkhand (Health, Social and Economic
programmes)
Tribal Education policies and programmes in Jharkhand.
a. Higher Education b. Secondary Education c. Primary Education d. Pre-Primary Education
3.2 Recent Trends & Issues in Tribal Education.
Education and Welfare of Tribal Women -Educational Status of Tribal Women ; Problems of
Adolescent Tribal girls; Empowerment of Tribal Women
Health Education and Tribal Welfare - Health Status of tribes in Jharkhand; Common Health
Problems in Tribal communities 5.3 Government Initiatives for the development of health in
tribal areas; Role of NGOs in improvement of health status of tribes
Practicum
Activities
➢ Helping at least five (5) illiterate tribals to become literates.
➢ Participation in literacy or other development awareness programmes in tribal
Settlements.
➢ Visiting ashram/tribal welfare residential school/tribal welfare department/ITDA and
studying its functions.
➢ Participation in bridge school Programmes in Tribal settlement / village / area /
neighblourhood.
➢ Participation in Sarva Shikshan Programmes in tribal areas.
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Optional Papers
Any one from given four Options (For Semester VIII Only)
Course Objectives
The course will enable the pupil teachers to
➢ Understand the concept, nature, need and principles of guidance and counselling
➢ Know the different types of guidance and counselling
➢ Understand the various stages involved in the process of counselling
➢ Develop an understanding of the procedures of organizing various guidance services
➢ Be aware of the role of parents, teachers, guidance workers and counsellors for
organising guidance services in schools
➢ Understand the concept, need and guidance for the children with special needs
Course Contents:
Meaning, nature scope and functions of guidance, principles of guidance; Need of guidance at
various stages of life, types of guidance : educational, vocational personal guidance (their
meaning, objectives, needs and importance )
Procedure of guidance-Individual and group procedures of guidance, their nature and advantage
Group guidance techniques – class tasks, career – task, career – conference – group discussion
field – visits, career – exhibition, audio – visual techniques Role of various community
agencies in school guidance program
Studying and appraising and individual –its need and importance in EVG; Testing and non –
testing devices for the study of an individual; Testing: intelligence, aptitude, attitude, interest,
achievement and personality; Techniques used in guidance: questionnaire, anecdotal records,
interview scheduled, case study diary and autobiography cumulative – record cards
Job analysis: concept and need; Job satisfaction: concept an factor affecting job satisfaction
Course Objectives
The course will enable the pupil teachers to
➢ Acquire essential knowledge about the social needs of children with sensory and intellectual impairments
in the context of education for all.
➢ Identify and assess special needs in classroom.
➢ Be aware of curriculum adjustments and adaptation of instructional procedures to improve access of
children with special needs to different curricular areas.
➢ Acquire the skills to Identify children with special needs; Work with other professional, wherever
necessary to assess special needs;
➢ Plan and implement instructional procedures adapted to special needs and handle special aids and
equipment used for overcoming disable children
➢ Analyse the role of teachers in implementing reforms in assessment and Evaluation in special education
➢ बबष्ट ,अभारानी एवं सक्सेना ,थवातत , “ववशशष्ट बािक” ,अग्रवाि पस्लिकेशन ,आिरा l
Distance Education and Open Learning
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives:
On completion of this course the students will be able to:
➢ Understand the concept of distance education and Open learning
➢ Reflect on the growth of distance learning system in India
➢ Discuss the present status of distance education in India
➢ Understand the nature of distance learner and their problems
➢ Understand the role of Distance educators
➢ Develop an understanding of the intervention strategies in D.E & O.L
Distance Education and Open Learning: An Introduction
Concept, Need and Importance, Scope; Growth of Distance Learning System in India at the level of School
Education and at Higher Education; Present Status of Distance Education in India; National Institute of Open
Schooling (NIOS) and Indira Gandhi National Open University (IGNOU); Distance Educators : Meaning and their
types; Distance Learners : Nature, Characteristics, Types and their Problems
➢ IGNOU (1988): Distance Teaching: Prerequisites and Practices (Block 1,2& 3). IGNOU, New
Delhi.
➢ IGNOU (1988): Reading in Distance Education (Block 1,2& 3). IGNOU, New Delhi.
➢ Keegan, D.J. (1986): The Foundation of Distance Education. Croom Helm, USA.
➢ Kaye, A. & Rumble, G. (1981): Distance Teaching for Higher and Adult Education. Croom
Helm, USA.
➢ Parmaji, S. (Ed.) (1984): Distance Education. Sterling Publishers, New Delhi.
➢ Pentz, M.J. & Neil M.W. (1981): Education of Adults at a Distance. Kogan Page, London.
➢ Power et al; (2000): Quality in Distance Education in performance indicator in Higher Education.
Aravali, New Delhi.
➢ Reddy, G.R. (1988): Open Universities: The Ivory Towers Thrown open. Sterling Publishers,
New Delhi.
➢ Rountree, D. (1986): Teaching through Self-Instruction. Kagon Page, London.
➢ Rumble, G. &Herry, K. (1982): The Distance Teaching Universities. Croom Helm, USA.
➢ Rumble, G. (1992): The Management of Distance Learning. UNESCO and IIEP. Paris.
➢ Sewart, D. Keegan D. & Holmberg, B. (Eds.) (1988): Distance Education: International
Perspectives. Routledge, Chapman and Hall, London.
Population Education
Total Marks 50
External assessment 40
Internal assessment 10
Course Objectives
The course will enable the pupil teachers to
➢ Understand the meaning, need, objective and scope of population education
➢ Familiarise the students with the important causes, effects and problems of population
growth in India
➢ Understand the place of curricular and co-curricular activities in the organisation of
population education programme
➢ Know about the trends and issues in population education
➢ Develop awareness about the role of teacher in organising population education
programme
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