Guru gobind singh indraprastha



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Bachelor of Education (B. Ed)

Scheme of Examinations

and

Syllabus

for

Bachelor of Education (B. Ed)

(Semester Mode)

w.e.f. August 2012



GURU GOBIND SINGH

INDRAPRASTHA

UNIVERSITY

Guru Gobind Singh Indraprastha University

Sector 16-C, Dwarka, Delhi. (India)

Program: Bachelor of Education (B. Ed)

This full time program is of one year duration spread over to two semesters.



General Objectives of B. Ed Program

  • To encourage the pupil teachers to be a global citizen, serving the human beings at large through the noble profession of teaching.

  • To persuade the pupil teachers to act as agents of modernization, social change, promote social cohesion, international understanding, and work for protection of human rights and rights of the child.

  • To enable the pupil teachers to understand the central concepts, tools of inquiry and structures of the disciplines of Education in general, and teacher education in particular.

  • To make the student teachers understand how children learn and develop, how they differ in their approaches to learning, and create learning opportunities that benefit diverse learners and learning contexts.

  • To imbibe knowledge, develop an understanding of the various methods and approaches of organizing learning experiences for secondary school students.

  • To develop the skills of student teachers to plan learning experiences in and outside the classroom that are based on learners’ existing proficiency, interests, experiences and knowledge, and enable them to understand how students come to view, develop, learn and make sense of subject matter contained in the curriculum.

  • To enable them to foster creative thinking among pupils for the reconstruction of knowledge.

  • To provide student teachers self-identity as a ‘teacher’ through school based learning experiences and reflective practices that continually evaluate the effects of their choices and actions.

  • To develop communication skills for education through Information and Communication Technology.

  • To acquire knowledge and develop an understanding of the various procedures and techniques of evaluation and their classroom applications.

  • To enable them to undertake Action Research and use innovative practices.

  • To foster in student teachers a desire for life-long learning.


Program: Bachelor of Education (B. Ed)

Courses in Semester I

S. No.

Course Code

Course Title

Credits Allotted/Max. Marks

Total Teaching - Learning hours in the Semester

CORE COURSES

1.

101

Philosophical Perspectives of Education

3/100

48

2.

103

Psychology of the Learner & the Teaching Learning Process

3/100

48

3.

105

Curriculum, Instruction and Evaluation

3/100

48

PEDAGOGICAL COURSES

4.

107-141

Teaching Method I

4/100

64

Teaching Method II

4/100

64

SCHOOL EXPERIENCE PROGRAM

5.

143

Teaching Skill Development Examination I

5/100

160

6.

145

Teaching Skill Development Examination II

5/100

160




Total

27/700

592

Total Courses in Semester I = 07 Max. Marks: 700


Courses in Semester II

S. No.

Course Code

Course Title

Credits Allotted/Max. Marks

Total Teaching - Learning hours in the Semester

CORE COURSES

1.

102

Education in Emerging Indian Society

3/100

48

2.

104

Policy Framework & Issues in Education

3/100

48

3.

106

ICT Mediated Education

3/100

48

ELECTIVE COURSES

4.

108-138

Elective (any one)

4/100

64

108

Educational Guidance and
Counseling




124

Education for Healthy Mind and Body

110

Educational Technology

126

Global Aspirations for Education

112

Inclusive Education

128

Environmental Education & Disaster Management

114

Educational Evaluation

130

Educational Planning and Administration

116

School Organization and Management

132

Non-Formal Education

118

Developing Computer Assisted Instructions

134

Elementary Education

120

Value Education for Meaningful Existence

136

Adult and Continuing Education: Social Concerns and Issues

122

Conducting Classroom Research

138

Life Skills Education

PRACTICAL COURSES

5.

146

Integrating Technology with Education

3/100

96

6.

148

Participation in Societal Development

3/100

96

7.

150

Psychological Initiation to Educational Research

3/100

96

8.

152

Educational Evaluation in School Environment

3/100

96




Total

25/800

592

Total Courses in Semester II = 08 Max. Marks: 800


Program: Bachelor of Education (B. Ed)





Semester I

Semester II

Total

Credits

27

25

52

Marks

700

800

1500

Courses

Seven

Eight

Fifteen

Teaching Learning Hours

592

592

1184

NB:

  1. The total Credits in B.Ed Program are 52 (I semester: 27, II semester: 25); the student shall have to EARN ALL THE CREDITS.

  2. The total Marks for B.Ed Program are 1500 (I semester: 700, II semester: 800).

  3. The total Courses for B.Ed Program are 15 (I semester: 07, II semester: 08).

  4. Each student shall be required to appear for the examination in all the courses.

  5. The maximum marks in each course are 100, irrespective of the number of credits assigned to the course. For passing in any course, minimum 50 marks are required to be secured.

  6. Full credits are awarded after passing in a course; otherwise no credits are awarded.

  7. For a Core/Pedagogical/Elective Course, the ratio of External: Internal marks is 75:25, and for a Practical Course the ratio of External: Internal marks is 60:40

  8. One Credit is equal to one hour for lecture and two hours for laboratory/practical work per week. The timetable for B.Ed Program should be in a manner to ensure well planned accommodation (per week) for all the prescribed theoretical and practical courses in the particular semester.

  9. It is suggested that for the first eight weeks (at least), the theory for core and pedagogical courses in the first semester may be imparted @ Six hours per paper per week and @ Eight hours per paper per week respectively, and the preparatory sessions for SEP may be organized @ One and a half hour per paper per week; so that, the School Experience Program, thereafter, could be continued independently for the specified period in the First semester.


List of Courses in B. Ed Program



S. No


Course Code


Course Title

Credits/Total Teaching Learning Hours in the semester




A. CORE COURSES




1

101

Philosophical Perspectives of Education

3/48

2

102

Education in Emerging Indian Society

3/48

3

103

Psychology of the Learner & the Teaching Learning Process

3/48

4

104

Policy Framework & Issues in Education

3/48

5

105

Curriculum, Instruction and Evaluation

3/48

6

106

ICT Mediated Education

3/48




B. PEDAGOGICAL COURSES (any two)




7

107

Teaching of Hindi

4/64

8

109

Teaching of Sanskrit

4/64

9

111

Teaching of English

4/64

10

113

Teaching of Punjabi

4/64

11

115

Teaching of Urdu

4/64

12

117

Teaching of Mathematics

4/64

13

119

Teaching of Social Sciences

4/64

14

121

Teaching of Integrated Sciences

4/64

15

123

Teaching of Home Science

4/64

16

125

Teaching of Accountancy

4/64

17

127

Teaching of Business Studies

4/64

18

129

Teaching of Physics

4/64

19

131

Teaching of Chemistry

4/64

20

133

Teaching of Life Sciences

4/64

21

135

Teaching of Political Science

4/64

22

137

Teaching of Economics

4/64

23

139

Teaching of Geography

4/64

24

141

Teaching of History

4/64

NB: Two courses are to be chosen from the listed Pedagogical Courses. Courses 125 to 141 must be offered to an individual who possess the Master’s Degree in the concerned/related subject. The student with Master’s Degree in Commerce is allowed to offer both the courses (Teaching of Accountancy and Teaching of Business Studies) simultaneously.








S. No


Course

Code


Course Title

Credits/Total Teaching Learning Hours in the semester




C. ELECTIVE COURSES (any one)




25

108

Educational Guidance and Counseling

4/64

26

110

Educational Technology

4/64

27

112

Inclusive Education

4/64

28

114

Educational Evaluation

4/64

29

116

School Organization and Management

4/64

30

118

Developing Computer Assisted Instructions

4/64

31

120

Value Education for Meaningful Existence

4/64

32

122

Conducting Classroom Research

4/64

33

124

Education for Healthy Mind and Body

4/64

34

126

Global Aspirations for Education

4/64

35

128

Environmental Education & Disaster Management

4/64

36

130

Educational Planning and Administration

4/64

37

132

Non-Formal Education

4/64

38

134

Elementary Education

4/64

39

136

Adult and Continuing Education: Social Concerns and Issues

4/64

40

138

Life Skills Education

4/64




D. SCHOOL EXPERIENCE PROGRAM AND RELATED PRACTICALS




41

143

Teaching Skill Development Examination I

5/160

42

145

Teaching Skill Development Examination II

5/160

43

146

Integrating Technology with Education

3/96

44

148

Participation in Societal Development

3/96

45

150

Psychological Initiation to Educational Research

3/96

46

152

Educational Evaluation in School Environment

3/96



NB: Student can opt for only those elective courses which are offered by the concerned college.




Semester I

(Core Courses)



Course Title: Philosophical Perspectives of Education

Course Code: 101 Credits - 3 Time Allotted: 48 Hours

MM: 100 (External 75, Internal 25)

Objectives

  1. To enable the Pupil Teacher to understand the relationship between philosophy and Education & their interdependence.

  2. To enable the pupil teacher to analytically appraise the fundamental concepts in Educational Philosophy.

  3. To orient the Pupil teacher to various Philosophical schools

  4. To develop an understanding of the contribution of Indian philosophers

  5. To develop an understanding of the contribution of Western philosophers.

  6. To sensitize the pupil teachers towards the various facets of the realm of education.

  7. To enable them to build their own philosophy of education/response to the reality of education.

To achieve this, students will be provided with selected material to study for analysis and syntheses. Discussion/Presentation/Lectures will be held to encourage students to formulate their own logical, consistent viewpoint to become responsible, sensitive human beings and professional teachers.



Course Content

Unit - I: Philosophical foundations of Education (8 hours)

  • Education: Meaning, nature, aims in relation to time and place.

  • Philosophy: Meaning and nature. Relationship between Philosophy and Education.

  • Foundations of Education: Philosophical, Sociological and Psychological.

  • Educational Philosophy: Meaning, nature and relevance for the teaching learning process.

  • Analytical appraisal of fundamental concepts in Educational Philosophy: Learner, training, learning, teaching, indoctrination and inquiry.



Unit - II: Major Philosophical Schools (12 hours)

  • Idealism,

  • Naturalism,

  • Realism,

  • Pragmatism,

  • Existentialism

Study of the mentioned philosophical schools with special reference to their basic principles, aims, curriculum and teaching methodology


Unit - III: Educational Thinkers (Indian) (14 hours)

    • Analytical study of thoughts of the Indian thinkers in relation to their formulation about aims of education, curriculum, teaching methodology and teacher:

  • Rabindra Nath Tagore

  • Mahatma Gandhi

  • Sri Aurobindo

  • J. Krishnamurti



Unit - IV: Educational Thinkers (Western) (14 hours)

    • Analytical study of thoughts of the Western thinkers in relation to their formulation about aims of education, curriculum, teaching methodology and teacher:

  • Rousseau

  • John Dewey

  • Pestolozzi

  • Frobel


Suggested Readings:

    • Aggrawal, J. C.: Basic idea’s in Education, Delhi, Shipra Publications, 2001.

    • Aggrawal, J.C (1996), 10th rev. ed. Theory and principles of education, New Delhi, Vikas publication.

    • Brubacher, John S. Eclectic Philosophy of Education, Prentice Hall, Engeliwood Cliffs, New Jercy, 1962.

    • Brubacher, John S Modem Philosophies of Education, McGraw-Hill Book Company Inc. New York, 1962.

    • Brubacher, John S. Philosophy of Higher Education San Francisco, jossey — Ban 1978

    • Delors, Jacques (1996) learning the Treasure within, UNESCO: Report to UNESCO of the International Commission on Education for Twenty first Century.

    • Dhavan, M. L. : Philosophy of Education, Delhi, Editor, Isha Books 2005

    • Kilpatrick, WH Source Book in the Philosophy of Education, McMillan and Company. New York, 1934.

    • Mahatma Gandhi – Romain Rolland

    • Mayer, F Foundations of Education, Charles E Merril Books Inc., Ohio, 1963.

    • Panday, R S.: An Introduction to Major Philosophers of Education, Agra, Vinod Pusatak Mandir.

    • Ross, James (1962), Groundwork of Educational Theory, London: George Harre and Sons.

    • Saiyidain, K. G. (1970), Facts of Indian Education, New Delhi: NCERT.

    • Shanna, Ramnath (2000), Textbook of Educational Philosophy, ND: Kanishka publ.

    • Somnath Agrawal, Philosophical foundation of Education. Authors Press,2007

Course Title: Psychology of the Learner and the Teaching Learning Process
Course Code: 103 Credits - 3 Time Allotted: 48 Hours

MM: 100 (External 75, Internal 25)

Objectives:

After completing this course, the pupil-teachers will be able to:



  1. Understand the implications of various principles, procedure and theories of psychology in the teaching-learning process.

  2. Understand the methods and techniques of Educational Psychology.

  3. Acquire knowledge and understanding about the learner and the teaching-learning process to bring effectiveness in the learning outcomes.

  4. Know characteristics of adolescents and their problems.

  5. Be acquainted with Group Dynamics and Role of the Teachers.

  6. Understand concept of learning, theories of learning and their implications.

  7. Identify and understand the needs and differences among learners and provide adequate guidance and counseling.

  8. Develop an understanding of the concept and philosophy of inclusive education in the context of education for all.




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