Unit-II
Learning its meaning factors affecting learning and types of learning (Gagne)
Theories of learning-Trial and Error,classic,Conditioning,Operant Conditioning Gestalt. Piaget and Burner.
Transfer of learning, factors theories and its Implications for teacher.
Motivation meaning and role in the process of learning.
Unit-III
Personlity meaning,types,factors responsible for shaping it, objective and Projective of assessment.
Intelligence meaning Theories measurment and role in learning
Creativity meaning components, development and measurement
Unit-IV
Psychology of adjustment concept of adjustment, mechanism of adjustment Ego-defense mechanisms, identification and education of mal adujsted children.
Individual differences-meaning,causes and their educational Implications, (with special referencr to the slow learner gifted, delinquent,Physically disabled and Socially deprived children.
Unit-V
Group Dynamics,Classroom as a group-its impact upon learning
Development of a child as an individual (concept development), School and development of self-concept.
Creative thinking reasoning and problem-solving and the effects of social class on their development.
Learning increments of Socialization, Individualized instruction Diagnosing learning difficulties.
Concept of Social Learning (Bandura).
Sessional Work (20 Marks)
One test of (10 Marks)
Any one of the following (10 Marks)
case-Study of Special child
Administraion of Psychological test and presentation of the result.
Observing the behaviour of an adolescent boy/girl and listing his/her chracteristics and problem
Sociometry-preparation and interpretation
Study of community factors that effect pupil learning
One experiment on any aspect of learning.
REFERENCES
1. Agarwal.J.C.
|
Essentials of Educational Psychology Vikas Publishing House Pvt Ltd,1995
|
2. Bhatia and Purohit
|
Education Psychology
|
3. Bhatnagar,R.P.
|
Education Psychology Meenakshi Publications Kanpur
|
4. Bigge
|
Learning Theories for Teachers Harper,N.Y.1982
|
5. Blair,jones and Simpson
|
Educational Psychology Macmillan,N.Y.1954
|
6. Chauhan,S.S.
|
Advanced Educational Psychology Vikas Publication House,N.D.1990
|
7. Eggen, Paul
|
Educational Psychology
|
8. Hilgard,E.R.
|
Theories of Learning Appleton Century Craft N.Y 1956
|
9. Lindgren,H.C.
|
Educational Psychology in the classroom Macmillan,N.Y. 1956.
|
10. Sharma,R.A.
|
Fundamentals of Educational Psychology Lal Book Depot, Meerut,1996
|
11. Skinner,B.F.
|
Essentials of Edcuational Psychology Asia Publishing House,Bombay,1960
|
12. Uday Shanker
|
Advanced Educational Psychology Oxonian Press Pvt.Ltd., New Delhi,1984
|
13. Sharma,Ramnath
|
Educational Psychology
|
14. Batnagar, Suresha
|
Educational Psychology
|
15. Mathur,S.S.
|
Educational Psychology
|
16. Singh Upadhyay
|
Vikas and Aadhigam ki mano Samajik Aadhar
|
17. Rampal Singh
|
Educational me navchintan
|
Paper - III
Educational Management and School Organization
Objectives:
To enable student teacher to
Acquire a knowledge of the concept of Educational Administration and Management.
Understand the role of centre state and local agencies in managing education.
Acquire a knowledge of administration and supervision of educaion in Rajasthan.
Develop an understanding of the principles and practices of school organization.
Development understanding of the main issues related to Indian educational system.
Unit-I
Concept need,Characteristics principles of Educational Administration and Educational Management.
Concept of authority delegation of power centralization and decemtralization directionm communication unity of command.TQM.
Unit-II
Concept types,principles,styles, need,problems of Leadership Leadership role of school HM in Institutional planning.
Concept type,aims,need of Institutional planning and financial management/
School budget, nature,process of preparation,problems and soutions
Unit-III
Meaning,old and modern concept types differences objectives principles,nature,problem,remedies of supervision and inspection Role of school Headmaster in Supervision and Inspection
Concept,type,objectives,principles,nature,problem,remedies of following:
- Development and maintenance of infrastructure.
- Time table. - Planning co-curricualr activities
- School records - Student discipline - Overall school climate and tons.
Unit-IV
A brief survey of growth and development of education in India
(A) Pre-Independence era-
Edcuation during Vedic,Buddhist and Medieval period.
Development during British period-Maculay's minute.
(B) Post-independence era- Salient features of Secondary Education Commission 1952-53,Education commission 1964 and National Policy on Edcuation 1986.
(C) Major recommendations of Education Commission (1964) and NPE-1986 for educational administration.
Unit-V
Role of central and state agencies of education
- MHRD,NCTE,NCERT,CBSE,CABE (Central Advisory Board of Education),NIEPA.
- State Dept of Education,RBSE,SIERT,IASE CTE,DIET Sessional Work-(20 Marks)
(1) One test of 10 Marks
Any one of the following:10 Marks
A detailed essay on any aspect of educational administration in India.
Detailed essay on any aspect of school organisation.
Preparation of an institutional planning on any aspect of school organization
A case study of a secondary school with reference to the leadership role of school Headmaster.
Reference:
No.& Lekhak ka naam
|
Book Name
|
Year Publication
|
1. Bhatnagar,Suresh
|
sakshik Padhandha and shisha ki samashaye
|
1996 Surya Publication
|
2. Gupta,L.D.
|
Uchacha sakshik Pashashan
|
1990 Hriyana Shahity Aakadami Chandigathaa
|
3. Sukhiya,S.P.
|
School Parshasan and Saganthan
|
1965 Vidon book minadir Agra
|
4. Vasheshtha K.K.
|
School saganthan and baratiy shisha ki samsaye
|
1985 layal book Depot minadir Agra.
|
5.Dev Acharya Mahendra
|
School Pavandah
|
1998 Rastrvani pakashan delhi
|
6. Sharma,R.A.
|
School Saganthan and shisha pashasan
|
1995 Surya Publication meret
|
7. Vayas,Harisacha
|
Sakshik Padndha and shisha ki samsayaye
|
1996 khukhapal gupta,arya book Depot,delhi.
|
8. Agarwal,J.C.
|
School Pashasan
|
1972 Arya book depot, karol baug,new delhi
|
9. Yegendra Jit bhay
|
Sakshik and school prashasan
|
1977 Vinod pustak mandir,Agra.
|
10. Kochhar,S.K.
|
Secondary School Administration
|
1970 Sterling publishers
|
11. Mukerji S.N.
|
Secondary School Administration
|
1953-Acharya Book Depot Barpda
|
12. Mukerji,S.N.
|
Administration of Education in Inida
|
1962 Acharya Book Depot Baroda
|
13. Mohiyunddin,M.S.
|
School organization and management
|
1944 Govt.of Mysore.Banglore
|
14. Sharma,R.C.
|
School Administration
|
1970 Kendriya Vidyalaya Sangahan,Delhi
|
15. Kabir,Humayan
|
Student Indiscipline
|
1955 Ministry of Education, Delhi
|
16. Bhatnagar, R.P.
|
Educational Administration
|
1995 Surya Publication. Meerut
|
17. Mahajan.Baldev
|
Educational Administration in Rajasthan
|
1996 Vikash Publication house.
Pvt.Ltd New.Delhi.
|
18. Mukhopadhyay
|
Total Quality Managment in Education
|
2001 NIETA,Delhi
|
19.Mathur,S.S.
|
Educational Administration
|
1969 Krishana Brothers Jullundur
|
20.
|
The Report of Education Commission
|
1964 Govt.of India Ministry of Education
|
21.
|
The Report of secondary Commission
|
1952 Govt of India Ministry of Edcuation
|
22 Shukla,J.c.
|
Administration of Edcuation in India
|
1983 Vikash Publishing House,Pvt Ltd. Delhi.
|
23. Agarwal,J.C.
|
School Administration
|
1972 Arya Book Depot Karol Bagh,New Delhi.
|
24. Khan Mohd.
|
Educational Administration
|
1979 Ashish Publishing House,H-12,Rajoury
Garden.New Delhi.
|
25. Mukerjee,L.
|
Problems of Administration of
Education in India
|
1960 Kitab Mahal Allahabad
|
Paper-IV
Educational Technology and Classroom Management
Objectives
After completing this course the students and teachers will be able:-
Explain the concept of E.T., its types, scope and role in educational practice
Make use of modern information and communication technology to improve teaching-learning process.
Differentiate the concept of teaching learning, training and instruction.
Structure the content for different levels of teaching.
Perform content analysis and write instructional objectives in students behavioural terms.
Distinguish approaches strategies and methods of teaching and there by plan and select the most appropriate method/streatgy/communication strategies/teaching aids to the context of classroom situation.
Identify the different teaching skills and device various teaching strategies for development of skills.
Explain the concept and significance of different teaching models in relation to instructional objectives
Realize the importance of feed-back devices in teacher education and develop the competency to probide feed-back through different procedures.
Diagnose learning difficulties and to suggest remedial procedures
Develop skill of computation and use of elementary statistics.
Construct and use of evaluation tools and techniques.
COURSE CONTENT
UNIT-I
Concept of Educational Technology-Scope and its role in Educational Practices.
Types of ET-Teaching Technology,Instructional Technology. Instructional Technology and Behaviour (meaning characteristic basic assumptions and content)
Concept of communication; Elements of communication, Communication Skills, Teaching Learning process as the process of communication.
System Approach in Education.
UNIT- II
Concept of teaching instruction training and learning, Relationship between teaching and learning.
Nature of teaching and maxims of teaching
Content analysis.
Classification and specification of instructional behaviour
Strategies of Teaching : Group discussion,Panel discussion, Team teaching Programmed Instruction (concept organization, merits and limitations) Computer Assisted Instruction (CAI)
UNIT-III
Concept of Teaching Effectiveness and its development
Meaning concept of Teaching Skills.
Micro-Teaching, its meaning, need and concept, micro - teaching.
Skill of questioning probing, illustrating, reinforcement, stimulus variation and using Black Board (concept components, and observation schedule).
Concept,steps and significance of following teaching models
I. enquiry Training Model
Concept attainment Model.
Concept of feed-back in teacher education, Flander's interaction analysis category system (FIACS)
UNIT-IV
Concept of measurement and evaluation and purpose,types of evaluation.
Characteristics of a good test.
Steps of achievement test construction
Concept and procedure of Educational diagnosis and their characteristics
Concept of Remedial teaching,Preparation of a remedial programme
UNIT-V
Importance and uses of Educational Statistics
Frequencey distribution
Graphical presentation: Histogram, Frequency Pologon,Ogive
Measures of Central tendency mean, median and mode
Measures of dispersion-Standard Deviation
Correlation its interpretation Rank difference correlation.
SESSIONAL WORK(20 Marks)
(1) One test of 10 Marks
(2) (Any one of the following) : 10 Marks
Preparation of a Diagnostic Test on a unit
Preparation try out and reporting of an instructional plan based on teaching strategies (any one viz. Group discussion panel discussion team teaching)
Observation of two lessons of the same student-teacher for encoding and decoding on the basis of FLACS.
Preparation of Action plan
Agarwal Y.P.:
|
Statistical Method; Concept,Application and Computation : Sterling publisher Pvt.Ltd: New Delhi,1980
|
Alien,D. and Ryan K.:
|
Micro Teaching New York Addison,Wisley,1969.
|
Bamard,H.C.
|
An Introduction to teaching UL Publication,U.S.A. 1970
|
Bloom,B.S.
|
Taxonomy of Educational Objectives-Congnitive Domain Book-1 Mckay, New York
|
Chauhan,S.S.
|
Innovation in teaching learning process,Vikas Publication, New Delhi,1990
|
Coulson,J.E. (Ed)
|
Programmed learning and computer based instruction New York,1990
|
Coulson,J.E. (Ed.)
|
Programmed learning and computer based instruction New York Wiley 1962.
|
Douglass, H.R.:
|
Trends and Issues in Secondary Education,Prentice Hall of Indian (P) Ltd.1965
New Delhi,1965
|
Flanders, N.A.
|
Analyzing Teaching Behavior Addison Wescley Pub.Co., Lonodn 1972
|
Garrett,Henry,E:
|
Statistics in Psychology and Education Vakils Feter And Simors,Bombay,1996
|
Gron Lund,N.E.:
|
Stating Behavioral objectives for classroom Instruction Macmillan Co., London 1970
|
John P De CeCCo
|
William R. Crawdford: The Psychology of Learning and Instructions,Prentice Hall of India Pvt.Ltd New Delhi,1977 second Edition
|
Joyce,B.Well.M:
|
Models of Teaching Prentice Hall inc.Englewood Cliff,New Jersey.1985
|
K.K. Vasistha;
|
Teacher Education in India,Concept Publishing Company,New Delhi
|
Passi B.K. and Lalit,M.S.:
|
Micro Teaching Approach Ahmedabad,Sahitya Mudnranaly
|
Pathak C.K.:
|
Distance Education: Prospect and Constraints.Rajat Publication,New Delhi,.
|
Ramanna,R.K.:
|
Education is Digital Age,Ragat Publication,New Delhi.
|
Ruhela,S.P.
|
Education Technology,Faj Prakashan,New Delhi,1973
|
Saxena N.R. Swaryp
|
Oberoi S.C.: Technolog of Teaching Surya publication ,Lall Book Depot,1996
|
Sharma.,R.A.:
|
Technology of Teaching Meerut 1989
|
Skinner B.F.:
|
Technology of Teaching Appleton Century Crofts. N.Y. 1981
|
Thompson James J.:
|
Instructional Communication Van Nostrand Roinhold Co., New Jersey,1969
|
Verma Ramesh:
|
Suresh K. Sharma: Modern trends in Teaching Technology Co., Anmol Publications Pvt.Ltd., New Delhi 1990
|
Purohit,Jagdisha Narayan:
|
Shishan ki liye Aayojan hindi grath aakadmi,jaipur 1982
|
Sharma,R.A.
|
Shishan Takniki Mardan Publication,Merad,1989
|
Badhila,Hetsingh:
|
Sheshanik Padhaigik rajsthan hindi garth aakdami,jaipur 1996
|
Mital,Santosha:
|
Sheshanik Takaniki
|
Purohit Ramdev Narayan
|
Bhavi shishako ka liye aadharbhut karykarm, rajsthan hindi garth aakadami.Jaipur
|
Kathuriya ramdev,P Sushaya
|
Aadhanyapan Vinod Book Manadir,Agra 1996.
|
Kapoor Uramila
|
Sheshak Takniki
|
Venugopal and aany
|
Parmibhak Computer Anupayog, Himanshu Publication,Udeypur
|
METHODOLOGY OF TEACHING ENGLISH
Objectives: to enable the student teachers to-
Develop a good understanding of the basic concepts in second language teaching
Teach basic language skills as listening speaking reading and writing and integrate them for communicative purpose.
Critically review and use appropriately different approaches and methods of teaching English as second language
Prepare lesson plans on different and prescribed aspects of English as second language.
Choose,prepare and use appropriate audio visual teaching aids for effective teaching of English
Use various teachniques of testing English as second language and develop remedial and conduct teaching.
Course Content
UNIT-1 : BASIC CONCEPTS, OBJECTIVES,AND METHODS OF TEACHING ENGLISH AS A SECOND LANGUAGE
(A) Basic CONCEPT
Mother-tongue
Second Language
Difference between teaching and language teaching
Principles of Second Language Teaching
Forms of English-Formal informal,Written,Sponken Global English
English as a Second Language (ESL) English as a Foreign Language (EFL) English for Specific Purpose.(ESP)
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