Faculty of education



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Curriculum



FACULTY OF EDUCATION

Bachelor of Education Two Years Programme Annual System (Session – 2015-17)

Sri Dev Suman Uttarakhand University

Badshahithaul

Tehri Garhwal

1

Duration of the Programme: The B. Ed. Programme will be spread over two years duration i.e. minimum 200 working days in a year exclusive of the period of admission and examination which can be completed in a maximum of four years from the date of the admission to the programme. Institution shall work for a minimum of thirty six hours a week during which physical presence of all the teachers and student teachers in the institution is necessary to ensure their availability for advice, guidance, dialogue and consultation as and when needed. Each period will be of 45 minutes and the classroom engagement will be of six hours with a break of 10 minutes each, in the morning and afternoon sessions and 30 minutes for lunch.



Eligibility for Admission:

Candidates with at least 50% Marks either in Bachelor Degree and /or in Master Degree in Science/ Social Sciences/Humanities/Commerce, Bachelor in Engineering of Technology with specialization in Science and Mathematics with 55% Marks or any other Qualification equivalent thereto are eligible for admission to the programme.

Reservation of seats – as per the Uttarakhand state rules.

Admission Procedure

Admission shall be made on merit on the basis of marks obtained in the entrance examination or any other selection process as per policy of the State Government/ and the University.



Medium of Instruction: The medium of instruction and examination will be English and Hindi for all courses.

Attendance: A student shall be considered to have satisfactory attendance to appear the examination if he/she attends not less than 80% of the total working days for theory classes and attends 90 % school internship. 10% attendance in theory classes can be relaxed by the head for illness or medical condition after submitting the medical certificate in original countersigned by CMO.

A. Course Design:

Introduction: The programme is comprised of three broad inter-related curricular areas – I) Perspectives in Education, II) Curriculum and Pedagogic Studies, and III) Engagement with the Field. Transaction of the courses will be done using a variety of approaches, such as, case studies, group presentations, projects, discussions on reflective journals, observations of children, and interactions with the community in multiple socio cultural environments. The twelve courses are to be transacted in the two years period.

Perspectives in Education

Course -1: Childhood and Growing Up.

Course -2: Contemporary India and Education.

Course -3: Learning and Teaching.

Course -6: Gender, School and Society

Course -8: Knowledge and Curriculum

Course -10: Creating an Inclusive School

II Curriculum and Pedagogic Studies

Course -4: Language across the curriculum.

Course -5: Understanding disciplines & subjects

2

Course -7: Pedagogy of School Subjects



Course - 9: Assessment for Learning

Course -11: Education for sustainable development

Optional Course

Student will have to select any one of the following

Guidance & Counselling

Health & Physical Education

Education for peace

Education for Vocation/work experience

Extension education

III Engagement with the Field – the Self, the Child, Community and School

School Internship

Course on Enhancing Professional Capacities (EPC)

Course EPC1: Reading & Reflecting on Texts.

Course EPC2: Drama & Art in Education

Course EPC3: Understanding the self.

Course EPC4: Critical Understanding of ICT.

Year Wise Distribution of the Courses

Courses

Course

Total

Internal

External

Internal +

code

Marks

(Formative)

(Summative)

External

(Summative)

Year – I (July to June including exam)

Course 1 : Childhood and Growing Up

101

100


15

70

15



Course 2 : Contemporary India and Education

102


100

15

70



15

Course 4 : Language across the Curriculum

103

100


15

70

15



Course 5 : Understanding Disciplines and

104


100

15

70



15

Subjects


Course 7 : Pedagogy of two School Subjects

100


15 Each

70 Each


15 Each

1.

Hindi



105

Each


2.

English


106

3.

Sanskrit



107

4.

Biological Science



108

5.

Physical Science



109

6.

Maths



110

7.

Computer Science



111

8.

Home Science



112

9.

Social Studies (SST)



113

10.


History

114


11.

Civics


115

12.


Geography

116


13.

Economics

117

14. Commerce



118

15.


Art

119


Course 8: Knowledge and Curriculum

120


100

15

70



15

Course 9 : Assessment for Learning

121

100


15

70

15



3

Courses



Course

Total

Internal

External

Internal +

code

Marks

(Formative)

(Summative)

External

(Summative)

Course EPC 1: Reading and Reflecting on Texts

122

50

35



15

Course EPC 2: Drama and Art in Education

123

50

35



15

School Internship I (Two to three weeks)

124

100


30

70

Total



1000

220

560

220

Six days should be allocated for practicum/field work.



Year – 2 (July to June including exam)

Course

Total

Internal

External

Internal +

code

Marks

(Formative)

(Summative)

External

(Summative)

Course 3: Learning and Teaching

201

100


15

70

15



Course 6: Gender, School and Society

202


100

15

70



15

Course 10 : Creating an Inclusive School

203

100


15

70

15



Course 11 : Education for sustainable development

204


100

15

70



15

Course 12 : Optional Course

100

15

70



15

a) Education for Vocation/work experience

205

b) Health and Physical Education



206

c) Education for peace

207

d) Guidance and Counselling



208

e) Extension education

209

Course EPC 3: Critical Understanding of ICT



210

50

35



15

Course EPC 4 Understanding the Self

211

50

35



15

School Internship II

212

400


150

250


Total

1000

295

350

355

Tutorials, Seminar, Activities, community work, Educational Tour, scout guide camp and

workshop/ Seminar for ESD etc will be the integral part of the curriculum.

School Internship: The B.Ed. curriculum shall provide for sustained engagement with the Self, the Child, Community and School, at different levels and through establishing close connections between different curricular areas. School Internship is an integral component of B. Ed. Course. In the first year, there shall be work on the field amounting to a minimum of 4 weeks spread throughout the year. In the second year, there shall be a minimum of 16 weeks of engagement with the field for school internship. Thus, a minimum of 20 weeks (4+16) shall be allocated over the two years for tasks, assignments and school internship in the field, under the broad curricular area Engagement with the Field. The weightage of internal assessment for internship shall be 50 %.

Examination pattern:

Assessment will include both internal and external. Internal assessment will be conducted on the basis of assignments, internal exam, reflective patterns, project reports, dairies, journals and students portfolios. The summative assessment will be conducted in the following manner.

There shall be a university examination at the end of each year as per the details of the scheme of examination.

The minimum pass marks in each year examination shall be 40% for each theory paper and practicum and 50% for internship in teaching separately. Candidates will have to pass each theory paper and practicum separately.

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A candidate who fails in maximum two courses in the first year of the course will be eligible to take the examination in that part of the subject (theory paper/practicum) as the case may be, in which he/she fails along with the next year.



A candidate who fails in maximum two courses in second year of the course will be allowed to appear as an ex-student in that part of the subject in which he/she fails at the subsequent examination.

In case a candidate fails in internship teaching, he/she will have to undergo internship as a regular student in the subsequent year.

A candidate will be given a maximum of two chances to pass the examination in any year of the course. If he/she does not pass the examination even after two chances he/she will not be eligible for B.Ed. degree.

Candidates can apply for re-evaluation in any of the theory papers as per the rules stipulated by the University.

Teaching Subjects means subjects offered by a candidate at his Bachelor’s or Master’s Degree examination either as a compulsory subject or as an optional subject.

The evaluation of the practicum and internship programme of the B.Ed. students will be performed by a board of examiners in the following manner:-



For the 1st year (02)

External Examiners (01) of the same university /other universities of the state.

Internal Examiner (01) - Head/Representative of the same institution.

For 2nd year

External Examiners (02) one from the same university/other universities of the state and one from the other universities.

Internal Examiner (01) - Head/Representative of the same institution.

Instead of declaring results of theory and practical separately, there will be only one result combining the two.



Distribution of Marks per course

Internal

Course

Total

Internal

Distribution

Internal + External

Marks

marks

Viva

All Courses



100

20

Assignment

Internal

Exams

5

10

15

(two, 5+5)

Practicum (any two activities)

EPC, 1,2,3 & 4



50

40

Activities

15

30

Internship I



100

50

Activities

70

30

Internship II



400

200

Activities

280

120

External

Courses

Type of Question

To

Marks

attempt

each

5

Course 1 : Childhood and Growing Up



Ø Long Questions

Two out


15

Course 2 : Contemporary India and Education

of four

Course 3: Learning and Teaching



Course 4 : Language across the Curriculum

Ø Short Questions

Five out


08

Course 5 : Understanding Disciplines & Subjects

of eight

Course 6: Gender, School and Society

Course 7: Pedagogy of School Subjects (two)

Course 8: Knowledge and Curriculum

Course 9 : Assessment for Learning

Course 10 : Creating an Inclusive School

Course 11 : Optional Courses

OBJECTIVES OF THE B. Ed PROGRAMME

The objectives of this programme are

Prepare teachers from upper primary to middle level (Classes VI-VIII), Secondary Level (Classes IX-X) & Senior Secondary Level (Classes XI-XII).

Understand various educational issues in the context of diverse socio- cultural & Multilingual Indian Society.

Internalize the nature of education and pedagogic process through enriched experiences.

Contribute to reduce the gap between theory and practice by dovetailing both appropriately.

Use varied modes of learning engagement in accordance with the requirements.

Understand the nature, purpose, influencing factors and problems of secondary education in contemporary issues.

Describe teaching learning process in the classroom and various factors that influence it.

Plan and organize classroom through learners’ centered techniques of instruction and inclusive education.

Organize effective whole classroom instruction and justify it.

Conduct Pedagogical content analysis in subject areas and use it for facilitating learning in the classroom.

Use Information Communication Technology resources, for effective classroom teaching.

Develop and select tests, evaluate and keep records of student’s progress.

Resolve classroom and school problems through action research.

Foster skills and attitude for involving the Community as an educational partner and use Community resources in education.

Become self-regulated learners; develop professional commitment and work as responsible professionals.

6

YEAR – I



Course 1: Childhood and Growing Up

Code: 101

Total Marks: 100

Learning Outcomes:

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

Explain Educational psychology.

Understand children of different ages by interacting and observing them in diverse social, economic and cultural context.

Explain childhood, child development and adolescence.

Describe theories of Child development.

Understand personality and its measurement.

Describe mental health & Hygiene and its importance in school.

Understand the role of the family and the school in the child’s development.

Understand Personality, its theory and assessment.



UNIT – I

Educational psychology : Meaning and importance

Childhood: Concept and characteristics, Children from diverse social, economical and cultural backgrounds.

Effect of family, schools, neighbourhoods and community on development of child or childhood.

Role of teacher, media and NGOs in protecting childhood.

UNIT – II

Meaning and Principles of Growth and development.

Theories of Child development: Piaget’s & Bruner’s theory of Cognitive Development.

Physical, Intellectual, Social and emotional development of child.

Equity and equality: Meaning in child’s perspective

UNIT – III

Adolescence: Meaning and characteristics.

Influence of social, economical and cultural settings on adolescence.

Impact of urbanization and economic changes on adolescence.

Need of guidance and counselling for adolescence.

UNIT – IV

Mental health & Hygiene: Meaning and Factors affecting mental Health & Hygiene.

Personal and environmental hygiene.

Role of teacher and Importance of hygiene in school.

Swakchta diwas, Role of media in disseminating the massage of hygiene

7

UNIT – V



Personality : its meaning and development

Type and Trait Theories of Personality

Assessment of Personality

Factors affecting personality, Role of teacher in personality development.



Practicum/Field Work

Critically examine hygienic condition of school and prepare a report.

Organize creative activities for children and prepare a report.

Organize health check-up programme and prepare a report.

Psycho practical - Administration of a test in school and interpretation.

References

Mangal, S.K. and Mangal S., 2005, Child Development, Arya Book Depot, New Delhi.

Pareek M. (2002). Child Development and Family Relationship, Research Publication, Jaipur.

Sharma, R. K., Sharma, H.S, and Tiwari, A. (2006). Psychological Foundation of Child development, Radha Prakashan Mandir, Agra.

Shrivastawa D.N. and Verma P. (2007). Child Psychology: Child Development, Vinod Pustak Mandir, Agra.

Shrivastva D.N, Verma Preeti 2007, Child Psychology: Child Development Vinod Pustak Mandir, Agra.

Singh. D.P., talang. Amritanshy, prakash ved. 2002 psycho- social basis of learning and development, research publication, Jaipur.

Mathur, S.S. 2007-08, Development of learner and Teaching learning process, Agrawal publication, Agra.

Mishra. R.C. 2010, Child psychoplogy. A.P.H publishing corporation, New Delhi.

Course 2: Contemporary India and Education

Code: 102

Total Marks: 100



Learning Outcomes:

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

Contextualize contemporary India and education.

Evolve a deeper understanding of its purpose and its relationship with society and Humanity.

Understand the classroom as a social context.

Provide a setting for interaction, generation of dialogue and the opportunity to appreciate diverse perspectives of issues.

Critically analyse human and child rights.

Learn about policy debates overtime the implementation of policies and actual shaping of school education.



UNIT – I

Education and society: relationship, Educational sociology.

8

Social diversity: Individual, regions, languages, religions, castes, tribes, etc.



Role of education in grooming children of diversified situations.

Socialization of child, role of teacher



UNIT – II

Constitutional Preamble, Fundamental Rights and Duties of Citizens.

Directive Principles of State Policies in relation to educational aims.

Constitutional provisions against Inequality, discrimination and marginalization.

Universalization of education. Role of NCPCR (National Commission on Protection of Child Right).

UNIT – III

School education in relation to various educational policies in pre independence period.

Dialogue on Right to Education, Sarva Shiksha Abhiyan.

The role of teachers in the context of universal and inclusive education.

Policies related to secondary and higher education (Rastriya Madhyamik Shiksha Abhiyan, RMSA and Rastriya Uttchatar Shiksha Abhiyan RUSA).

UNIT – IV

Modern education and education in post independence period.

Education for weaker sections of society i.e. Women, SC and ST.

Language policies- multilingual education and Three Language Formula.

Mid Day Meal programme and its implementation.

UNIT – V

Kothari Commission - recommendations and implementation in the context of planned Industrialization & Education.

National Policy on Education 1986 in the context of Liberalization and Globalization of Indian economy.

NCF 2005 and its salient features.

Public Private Partnership (PPP) for primary and secondary education.

Practicum-

Organize stage show or play to demonstrate cultural diversity of India / Uttarakhand and prepare a report.

Observe and report on mid day meal of a school to assess its nutritive value and social values inculcating among the children from various socio-cultural background religion, caste etc.

Organise a quiz / debate on any of related issues in the school and prepare a report.

Conduct an awareness programme on Child Rights in the school and prepare report.

Reference

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4.

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ipkSjh] fxjh’k] ipkSjh fjrq ¼2010½ mHkjrs

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f’k{kd dh Hkwfedk] vkj- yky- cqd fMiks] esjBA

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Sexena, N.R. Swaroop, Principles of Education, International Publishing House, Merrut (U.P)



Course 4

Language across the Curriculum

Code: 103

Total Marks: 100



Learning outcome:

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

Understand the language background of the students.

Create sensitivity to the language diversity in the classroom.

Understand the nature of classroom discourse and develop strategies for using oral language in the classroom.

Understand the nature of reading comprehension and writing in specific content areas.

Explain the Nature of expository texts and narrative texts.

Describe journals and Communication.

Understand writing with a sense of purpose, writing to learn and understand.

Understand function of language and how to use it as a tool.



Unit-I

Language its component and significance

Language background of students, multilingualism in classroom.

The home language and school language and dialects.

Use of first and second language in teaching the subject, creating sensitivity to the language diversity.

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