Guru gobind singh indraprastha

Course Code: 118 Credits - 4 Time Allotted: 64 Hours

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Course Code: 118 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)
Course Objectives:

After completing units in the prescribed course, the student-teachers will be able to:

  1. Define Computer Assisted Instruction and grasp through historical background in the field of Computer Assisted Instruction

  2. Describe the stages in developing Computer Assisted Instruction

  3. Develop different types of Computer Assisted Instruction in respect to their teaching subjects

  4. Outline the process of teaching through Computer Assisted Instruction keeping in mind the prerequisites and precautions for Computer Assisted Instruction

  5. Evaluate the student’s performance for concepts learnt through Computer Assisted Instruction.

Prerequisites for the Course:

The Pupil teachers should possess working knowledge about the computers and internet.

Course Content:

Unit-I: Computers Assisted Instructions (CAI) (14 hours)

  • Definition and need for Computer Assisted Instruction (CAI), historical background of Computer Assisted Instruction in India and abroad.

  • Types, stages of development and equipment required for Computer Assisted Instruction. Advantages and limitations of CAI.

  • Comparison of Computer Assisted Instruction with Conventional Teaching. Computer Assisted Instruction, as a supplementary teaching strategy.

Unit-II: Tutorials and Drill-Practice sessions for CAI (18 hours)

  • Tutorials: Need, importance and Process of developing Tutorials. Advantages and limitations of tutorials. Comparison of tutorials with text books. Prerequisites and precautions to teach through tutorials.

  • Drill and Practice session: Need, importance and Process of developing Drill and Practice sessions. Advantages and limitations of drill and practice sessions. Comparison of Drill and Practice sessions with workbooks. Prerequisites and precautions to teach through drill and practice sessions.

Unit-III: Games and Simulation sessions for CAI (18 hours)

  • Games: Need, importance and process of developing Game sessions. Advantages and limitations of Game sessions. Comparison between real life educational games, games session for Computer Assisted Instruction and games played on computers. Prerequisites and precautions for teaching through Game sessions.

  • Simulation: Need, importance and process of developing Simulation sessions. Advantages and limitations of Simulation sessions. Comparison between simulations and simulations as practiced on computers. Prerequisites and precautions to teach through Simulation sessions.

Unit-IV: Evaluation (14 hours)

  • Evaluation of Student’s performance for concepts learnt through Computer Assisted Instruction.

  • Role of teacher while teaching through Computer Assisted Instruction.

  • Distribution of the developed 'Computer Assisted Instructional material’.

  • Evaluation of the developed ‘CAI’, for use in education.

NB: Teacher Educators should inspire to use Open Software for developing CAI.

Suggested Readings:

  • Computers in Education (2000). Indira Gandhi National Open University, Delhi (Study Material) retrieved from:

  • Morrison, G.R., Lowther, D.L. & Demeulle L. (1999). Integrating Computer Technology into the Classroom. United States of America: Merrill (Prentice Hall)

  • Roblyer, M.D. (2008). Integrating Educational Technology into Teaching. New Delhi: Pearson Education, South Asia, India.

  • Singh, Kamal. D. (2010). Development of CAI in Accountancy and Evaluation of its Effectiveness at Senior Secondary School Level. (Unpublished Doctoral thesis). Delhi: Jamia Millia Islamia.

  • Singh, Kamal. D., & Kaur, D. (2008). Using Computers in Education. Delhi: Dhanpat Rai Publishing Company (Pvt.) Limited.

Course Title: Value Education for Meaningful Existence

Course Code: 120 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


  1. To enable student teachers to understand the need and importance of value-education and education for Human Rights.

  2. To enable the student teachers to understand the nature of values, moral values, moral education and to differentiate such values from religious education, moral training or moral indoctrination

  3. To orient the student teachers with the basis of morality and with the place of reason and emotions in moral development of the child.

  4. To enable them to understand the process of moral development vis-à-vis their cognitive and social development

  5. To orient the student teachers with various intervention strategies for moral education and conversion of moral learning to moral education.

Course Content:

Unit-I: Value Education in the Multi-Cultural world (14 hours)

  • Value Education Concept, Nature, Source. Perspectives: Philosophical, socio-cultural and psychological.

  • Connected Terminology: Duty, Virtue, Dharma, Ethics, Religion, Morality; levels of morality

  • Typologies: Intrinsic / Extrinsic, Absolute / Relative, Permanent / Transient  

  1. Indian pluralism - the way of life of Islam, Buddhism, Christianity, Jainism, Sikhism and Hinduism.

  2. Greeco - Roman and Chinese cultural values.

Unit-II: Development of the Individual (14 hours)

  • Man making and character building education.

  • Development of right attitudes, aptitudes and interest.

  • Yoga, meditation and control over one’s own senses, knowing the strengths and weakness.

  • Positive approach to life – in words and deeds

  • Self discipline – Politeness, personality, Punctuality and Conduct.

  • The importance of Affective domain in Education

Unit-III: Value Crisis and Impact of Modern Education, Media on Values   (20 hours)

  • Value crises: Concept, Conflicts, Different strategies, models to develop values, approaches suggested by L. Kohlberg and A. Maslow.   Role of Education.  

  • Impact of Modern Education and Media on Values:

  1. Impact of Science and Technology

  2. Effects of Printed Media and Television on Values

  3. Effects of computer aided media on Values (Internet, e-mail, Chat etc.)

  4. Role of teacher in the preservation of tradition and culture.

  5. Role of family, tradition & community prayers in value development.


Unit- IV: Values: The ideal of Human Unity and Peace   (16 hours)  

  • Human rights - The rationale and its evolution, UDHR - Articles

  • Human Rights Education: Meaning, Objectives, Role of Education in promoting

Human Rights Education, Strategies for imparting Human Rights Education

  • National Human Rights Commission and its role

  • Role of the Indian Constitution including, The Right of Children to Free and Compulsory Education Act, 2009 in context of human Rights.

  • Peace Education: Meaning, objectives, Role of Education in promoting Peace

  • Education, Strategies for imparting Peace Education.

Suggested Readings:


  • Bhatt, S.R., Knowledge, Value and Education: An Axionoetic Analysis, Delhi: Gian Pub., 1986.

  • C, Sheshadri; The Source book of Value Education, NCERT

  • M. Shery; Bhartiya Sanskriti, Agra (Dayalbagh)

  • Joshi. D. (2005). Value Education & Civic Sense. New Delhi: Kanishka Publishers.

  • Joshi. D. (2006).Value Education & Globalization, New Delhi: Lotus Publishers.

  • Josta, Hari Ram, Spiritual Values & Education, Ambala, Associated Press, 1991.

  • Justice Rama Jois; Human Rights - Human Values, NCTE

  • Kar, N.N.(1996). Value Education: A Philosophical Study. Ambala: Associated Pub.

  • Karan, R. V. N., Men Education & Values, New Delhi, B.R. Pub. Corp., 1979.

  • Kulshrestha, S.P., Emerging Value Pattern of Teachers & Value Pattern of Teachers & New Trends, Education in India, New Delhi: Light & Life Pub., 1979.

  • Mascarenhas, M. & Justa, H.R., Ed., Value Education in Schools and Other Essays, Delhi Konark, 1989.

  • Nirmal Kumar, The stream of Culture

  • R., King, Values & Involvement in Grammar School, London: Routledge, 1969.

  • S. Abid Hussain; The Indian Culture

  • Sharma, S. R., Ed., Teaching of Moral Education, N. Delhi: Cosmos, Pub., 1999.

  • Singh, Samporn, Human Values, Jodhpur: Faith Pub., 1979.

  • Source book of Human Rights - NCERT

  • Sri Aurobindo Centre, India is one, Pondicherry

  • Sri Aurobindo; The foundations of Indian Culture; Pondicherry

Course Title: Conducting Classroom Research

Course Code: 122 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


After completing this course, the student teacher will be able to:

  1. Develop an understanding of the concept and process for Classroom Research.

  2. Identify Classroom problems and develop hypotheses

  3. Specify independent, moderate and dependent variables in the classroom.

  4. Describe procedures for measuring or manipulating the variables.

  5. Build designs and perform statistical analysis for classroom research data

  6. Interpret and share classroom research results

  7. Develop an appreciation of the importance of Classroom Research for the professional growth of the teacher.

Course Content:

Unit - I: Research in Classroom (12 hours)

  • Research in Education and its Classification

  • Classroom components and their relation

  • Classroom Research: Concept, need and importance

  • Advantages and limitations of classroom research

  • Role of Teacher as a researcher. Professional development of teacher due to classroom research.

Unit - II: Classroom Research Methodology (22 hours)

  • Identification and Definition of the Problem.

  • Variables in the classroom

  • Independent Variables: (such as) Instructional Program, Instructional materials, Teaching Style or Strategy, Learning Environment, Learning Activity

  • Moderator Variables: (such as) Student Characteristics, Teacher Characteristics, Learning Material Characteristics

  • Dependent Variables: (such as) Specific knowledge and comprehension, General knowledge and comprehension, Thinking and Problem Solving, Attitudes and Values, Learning related Behaviour

  • Designs for the classroom research

Unit - III: Descriptive and Inferential Statistics (20 hours)

  • Descriptive Statistics: Classification and tabulation of Data, Measures of Central Tendency-Mean, Median and Mode; Measures of Variability - Mean Deviation, Standard Deviation and Quartile Deviation; Measures of Correlation - Rank Difference and Product Moment Method; Normal Probability curve - Properties and Uses.

  • Inferential Statistics: Graphical Representation of Data, Histogram, Bar Diagram, Pie Chart, O-give, Testing of Differences: t-test, Median Test.

Unit - IV: Writing and Sharing Research Report (10 hours)

  • Format, Style, Typing, Bibliography, Pagination, Tables, Figures, Graphs, difference between Reference and Bibliography, Appendices.

  • Sharing Research Experiences: Need and Modes (including Educational Journals, Paper presentations, Authoring Books, Online interactive groups/networking websites).

Suggested Readings:

  • Arya, D. et al.: Introduction to Research in Education. Holt Rinehart and Winston, New York, 1972.

  • Best, J.W.: Research in Education. Prentice Hall of India, New Delhi, 1980.

  • Dhondiyal, S. and Pathak, A.: Shikshak Anushahan Ka Vidhishastra. Rajasthan Hindi Granth Academy, Jaipur, 1972.

  • Entanistte, N.J. and Neshat, P.D.: Educational Research. Hoddar Strongton, London, 1972.

  • Garrett, H.E. Shiksha Aur Manovigyan Mein Sankhyiki. Kalyani Prakshan, Ludhiana, 1975.

  • Garrett, H.E.: Statistics in Psychology and Education. Vakil Faffer and Simon, Bombay, 1975.

  • Good, C.V.: Essentials of Educational Research: Methodology and Designs. Appleton Century Crofts, New York, 1941.

  • Hakim, M.A.: Manovigyan Shodh Vidhian. Vinod Pustak Mandir, Agra, 1977.

  • NCERT: Research in Education. New Delhi, NCERT, 1962.

  • Pal, H.R.: Educational Research. Bhopal, M.P.Granth Academy, 2004.

  • Pandey, K.P.: Shiksha Mein Kriyatmak Anusandhan. Vinod Pustak Mandir, Agra, 1965.

  • Rai, P.N.: Anusandhan Parichay. Laxmi Naryan Aggrawal, Agra, 1988.

  • Rawat, D.S.: Research in Classroom. NCERT, New Delhi, 1969.

  • Sinha, H.C.: Shaikshik Anusandhan. Vikas Publishing House, New Delhi, 1979.

  • Sukhia, S.P. and Malhotra, R.N.: Shiksha Mein Kriyatmak Anusandhan. Vinod Pustak Mandir, Agra, 1979.

  • Sukhiya, S. P. and Malhotra, R. N.: Shiksha Mein Kriyatmak Anusandhan Vinod Pustak Mandir, Agra, 1979.

  • Sukhiya, S.P.: Shikshik Anusandhan Ke Mool Tatva. Vinod Pustak Mandir, Agra, 1979.

  • Tuckman. Bruce W. (1972). Conducting Educational Research. New York: Harcourt Brace Jovanovich.

Course Title: Education for Healthy Mind and Body

Course Code: 124 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


  1. To introduce the student teacher with the concept of wholistic health.

  2. To enable them to understand the various dimensions & determinants of health.

  3. To acquaint them to school health program and its importance.

  4. To enable them to understand the need & importance of Physical Education.

  5. To introduce them to the philosophical bases of Yoga.

  6. To introduce them to types of Yoga & their importance.

  7. To motivate them to resort to physical activity for the fitness development.

  8. To help them understand the procedure of health related fitness evaluation

Course Content:

Unit-I: Health and Hygiene (12 hours)

  • Concept of Mind and Healthy Mind, Relation of Healthy Mind and Healthy Body.

  • Health: Concept, definition, dimensions and determinants.

  • Health Education: Definition, aims and objectives.

  • School Health Program: Health Services, Health Supervisions and Health Instructions.

  • Hygiene Education: Definition, aims and objectives.

  • Role of teacher in development of health and good hygienic habits.

Unit-II: Areas of Concern for Health and Hygiene (20 hours)

  • Communicable Diseases: Mode of Transmission, Methods of Prevention and Control.

  • Nutrition: Elements of Balanced Diet, Food habits, Functions of Food and Malnutrition.

  • Postures: Importance of Good Posture, Common Postural Defects and Remedial Exercises.

  • Recreation: Meaning, Significance and Recreational Programs in Schools.

  • Common Health Problems and Preventions: Accidents, Environmental Pollution, Overpopulation, Alcoholism, Smoking, Drug Abuses.

  • Sex Education and concerns for HIV/AIDS.

Unit-III: Physical Education (16 hours)

  • Physical Education: Concept, definition, aims and objectives

  • Need, scope and Importance of Physical Education Programs at different school levels

  • Athletic meet – Meaning, need and importance. Process to organize athletic meet at school level

  • Rules and Regulations of any one of the games/events: Hockey, Badminton, Volleyball, Basketball, Table Tennis, Kho-Kho, Track and Field Events.

Unit-IV: Yoga (16 hours)

  • Introduction, Meaning and Mis-concepts about Yoga

  • Types of Yoga, Ashtang Yoga of Patanjali (Eight stages of Yoga)

  • Effects of asana on our body and relation of Psychology with Yoga

  • Importances of Yogasanas, Pranayama and Shudhikriya

  • Importance of Meditation in school

Suggested Readings:

  • Atwal & Kansal. (2003). A Textbook of Health, Physical Education and Sports, Jalandhar, A. P. Publisher,

  • Bucher, C.A. (1979). Foundations of Physical Education and Sports, St. Louis: C.V. Mosby & Co.

  • Kamlesh, M.L. & Sangral, M.S. (1986). Methods in Physical Education, Ludhiana: Prakash Brothers.

  • Kangane, Sopan & Sonawane, Sanjeev. (2007). Physical Education. Pune: Nirali publication.

  • Kaur, Manjeet. (2003). Health and Physical Education, Ludhiana: Tendon Publications.

  • Sharma, Anil P. (2011). Mind, Body and Divine Yoga. New Delhi: Personal Graphics & Advertiser Pvt. Ltd.

  • Sharma, Anil P. & Pandey, Pradeep K. (2010). Psychology in Yoga. New Delhi: Personal Graphics & Advertiser Pvt. Ltd.

  • Singh, Ajmer & Gill, Jagtar Singh & Brar, Racchpal Singh & Bains, Jagdish & Rathee, Nirmaljit Kaur. (2003). Essentials of Physical Education, Ludhiana: Kalyani Publishers.

  • Singh, Ajmer. (2003). Essentials of Physical Education. Ludhiana: Kalyani publishers.

  • Sonia Kanwar, Manmeet Kaur Gill, R.S. Brar, Teaching Methodology and Educational Technology in Physical Education, Kalyani Publishers, Ludhiana.

  • Syedentop, Daryl (1994). Introduction to physical education, fitness and sports (2nd ed.). London: Mayfield publishing company.

  • Uppal, A.K. & Gautam, G. P. (2004). Physical Education and Health. Delhi: Friends publisher.

Course Title: Global Aspirations for Education

Course Code: 126 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)

  1. To acquaint the student teachers with the concept and need for education in International scenario.

  2. To describe the meaning, purpose and limitations of Comparative education at Secondary Stage

  3. To analyze the educational systems of different countries (U.S.A., Australia and India) in relation to the Foundation of Education: History of Education, Social, Political, Cultural and Geographical Factors.

  4. To explore the notions of multicultural perspectives

  5. To familiarize student- teachers with the requirements as a teaching professional in an international set up.

Course Content:

Unit-I: Comparison for Education in International scenario (16 hours)

  • Concept, need and objectives of Education in International scenario.

  • Meaning, Purpose and limitations of Comparative Education.

  • Comparison of three Countries (U.S.A., Australia, and India) to be made with special reference to the following issues:

(i) Foundations of Education: Social, Political, Cultural and Geographical.

(ii) A brief History of Education.

  • International Baccalaureate Organization (History, Purpose and Functions)

Unit-II: Education Systems in Different Countries (20 hours)

  • Educational Structure at the Secondary Stage in U.S.A., Australia, and India with special reference to:

(a) Objectives

(b) Curriculum

(c) Teaching – Learning Process

(d) System of Admission

(e) Financing of Education

(f) Problem of Education

Unit- III: Teaching in the Diverse World (14 hours)

  • Catering to Diversity

i) Concept of Multicultural Education,

ii) Global Perspectives in the Classroom.

iii) Challenges faced by a Teacher in a Multicultural World.

  • Teaching for a Sustainable and Equitable World.

i) Paulo Freireian thoughts on Education

ii) Millennium Development Goals.

Unit -IV: Teaching in International Scenario (14 hours)

  • Licensing and Certification of Teachers

  • Qualities and Skills for Teaching on the International Circuit

  • Professional Development Avenues — through educational networking, student / teacher exchange (reciprocal) programs, schools linking

Suggested Readings:

  • Chaube, S. P., Chaube, A. (2001), Comparative Education, Vikas Publishing House, Pvt. Ltd., New Delhi.

  • Chaube, S.P. (1985), Features of Comparative Education, Vinod Pustak Mandir, Agra-2.

  • Dutt, B. S., Venkata & Rao, D.B. (2004), Comparative Education, Saujanya Books, New Delhi.

  • Khanna, P.K: Education in the New Millennium.

  • Khem Chand .: Culture in Educational Institutions,

  • Kubow, P. K. F., Paul R., Comparative Education Exploring Issues in International Context, Prentice Hall, New Jersey, United States.

  • Lasley T., Matczynski T. & Rowley J: Instructional Models: Strategies for Teaching in a Diverse Society.

  • Marshall P.L.: Cultural Diversity in our Schools.

  • Mishra, B.K. and Mohanty, R.K. (2000), Trends and Issues in Indian Education, Surya Publication, Meerut.

  • Rai, B.C. (2005), Comparative Education, Prakashan Kendra, Lucknow.

  • Senge P.: Schools that Learn: A Fifth Discipline Field book

  • Shalaway L: Learning to Teach: The Essential Guide for all Teachers

  • Sharma, R.S: A Comparative Perspective on Education.

  • Sharma, Y.K. (2004), Comparative Education, Kanishka Publisher, Delhi.

  • Shrivastva, S.K. (2006), Comparative Education, Vedams Books Pvt. Ltd., New Delhi.

  • Sodhi, T.S. (2003), Text Book of Comparative Education, Vikas Publishing House, Pvt. Ltd., New Delhi.

  • Suarez.-Orozco M.M.: Learning in the Global Era: International Perspectives on Globalization and Education

  • Tan Oon Seng: Problem-based learning Innovation.

  • Taylor L.S. :Schools for All; Educating Children in a Diverse Society

Course Title: Environmental Education & Disaster Management

Course Code: 128 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


On successful completion of the course the student-teachers should have:

  1. Understood the concept and evolutionary development of environmental education.

  2. Developed the ability to identify the environmental problems caused by pollution and destruction of natural resources.

  3. Learnt the environmental Acts, Policies and Legislations.

  4. Learnt the environmental programs conducted worldwide through various modes and agencies.

  5. Gained the knowledge to frame the environmental education curriculum along with method of teaching and learning through technology.

Course Content:

Unit-I: Concept of Environmental Education (12 hours)

  • Meaning, need and scope of Environmental Education

  • Evolution and Development of Environmental Education

  • Stock Holm conference, Tbilisi conference and Earth Summit

  • Instructional objectives of Environmental Education

Unit-II: Environmental Problems and Policies (18 hours)

  • Acid rain, Ozone depletion, Effects of Urbanization and Industrialization, Impact of Deforestation, Pollution: Kinds, Causes and Prevention, Global warming and Kyoto Conference.

  • The Water Act (1974, 1977), The Air Act (1981), Wild Life Act (1972), Forest Conservation Act (1980), Environment Act (1986)

  • Environmental Legislations in India and Environment Management

Unit-III: Curriculum Development and Environmental Education (16 hours)

  • Curriculum Development: Inter-disciplinary, Multi-disciplinary, Formal and Non-formal approach

  • Learner initiated activities: value oriented, problem centered, community oriented activities

  • Teaching-learning strategies and evaluation techniques in environmental Education

  • Planning environmental education in schools, colleges and universities

  • Role of electronic media, mass media and computers in environmental education.

Unit IV: Managing Environmental Disasters (18 hours)

  • Definition, Types of Disaster, Causes of different disasters and their effects. Disaster Management cycle. Acts & legal aspects about Disaster.

  • Disaster Preparedness at community level: Individual, Society or a group of independent houses, at place of work.

  • Manifesting the Mitigation: Matching the resource availability working out requirement of Medical Teams Establishing a control centre. Forming & Deploying of Rescue Teams, Organizing Activities at Ground zero Security. Disposal of Dead & Records, Casualty Evacuation Records.

  • Rescue from Disaster: Principles Governing Rescue, Rescue Process.

  • Relief for Disaster: Preparatory Phase of Relief, Planning Immediate Relief, Execution of Relief

Suggested Readings:

- Anjaneyulu, Y. (2005). Introduction to Environmental Science. Hyderabad: BS Publications.

- Arvind Kumar. A textbook of Environmental Science

- Doraisami, S. (1979). Environmental Education in the Curricula of Indian Schools. School Science. Vol. 8, No.3.

- Environmental Education — Deb, Sikdar and Agarwal.

- Environmental Education- K Purushotham and D Narasimha Reddy

- Environmental Education- V Krishnamachayulu

- Environmental Science: A Global Concern - William P Cunningham

- Environmental Science: A study of interrelationship — Eldon D Enger and Bradely F. Smith

- Environmental Science: Richard T Wright and Bernard J Nebel.

- Environmental studies- Chand publication, R.A. Sharma.

- Kaayar, V.S. (1997). Environmental Concerns, Depleting Resources and Sustainable Development. Jaipur: Pointer Publishers.

- Karpagam, M. (1991). Environmental Economics. New Delhi: Sterling Publishers.

- Krishnamacharyulu, V. (2004). Environmental Education. Hyderabad: Neelkamal Publications.

- Kumar, A. (2004). A Textbook of Environmental Science. New Delhi: A.P.H. Publishers.

- Manivasakam, M. (1995). We Breathe and Drink Poison. New Delhi: National Books Trust.

- Saxena, A.B. Education for the environmental concerns

- Sharma, B.M. (2004). Teaching Environmental Education. New Delhi: Akansha Publishing House.

- State of India’s Environment — Citizens report 2001

- The Curriculum Guides on Nutrition/ Health Education and Environmental Sanitation in Primary Schools. New Delhi: NCERT.

- The Hindu — survey of the Environment

- UNESCO-UNEP International Environment Education Program Report.

Course Title: Educational Planning and Administration

Course Code: 130 Credits - 4

Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


To enable the student teachers to:

  1. Gain knowledge regarding educational planning and the problems involved in educational planning.

  2. Understand the need and scope of educational administration.

  3. Recognize the basic principles of efficient administration.

  4. Understand the hierarchy in educational administration for a proper understanding of the functions of educational administration at various levels.

  5. Understand the responsibilities of the state and central Governments in the administration of schools.

Course Content:

Unit - I: Educational Planning and Administration (12 hours)

  • Planning for education – place of education in the five year plans – different levels of educational planning – long term plans and short term plans.

  • Educational planning directed towards national integration – role of the National Staff Colleges in educational planning and administrative techniques and procedure.

  • Essential elements – planned allocation. Stimulation, Coordination and Evaluation.

  • Policy making and decision making – factors influencing decision making.

  • Need for evaluating administrative techniques and procedure.

Unit- II: Hierarchy in Educational Administration (18 hours)

  • Center and state their role in policy making NCERT and its impact on Administrative practices.

  • Education in the state list and its implications

  • Machinery for implementation – Directorate of education – its branches – their role and functions.

  • Institutional Planning: Definition – need and objectives – implementation and evaluation.

  • Role of pupils, teachers and principals – involvement of the public and cooperation of the community – time table- co – curricular activities – student government.

Unit- III: Human Resource Management (20 hours)

  • Concept of supervision – difference between supervision & inspection – dynamics of supervisory behavior.

  • Improving teaching interest, leadership and group progress, panel Inspection advantages and draw backs

  • Supervision as a means of valuating administrative practices and tone of the school.

  • The school building and equipment

  • The site – master planning –building – planning and designing school building – essential elements of school architecture – furniture – the school office, school library, hostel.

  • Scope, importance and functions of HRM. Characteristics and Planning Process of Human Resource Planning. Reasons for Increased Focus on human Resource Planning

Unit - IV: Educational Administration at different levels (14 hours)

  • Secondary schools under different managements – center –state and private agencies.

  • Public schools Sainik schools – Oriented schools, Navodaya Schools and integrated schools for the handicapped.

  • Study of difference in administration – staff pattern, syllabus – conditions of recognition etc. problems peculiar to each type of school.

  • Problem peculiar to each type of school.

  • Institutional sources of Resistance.

Suggested Readings:

- Baldev Mahajan & Khullar K.K., Educational Administration in Central Government, Vikas Publishing House, (2000)

- Bhat K.S. & Ravishankar S, (1985) Administration of Education, Seema Publishers

- Bhatt. B. D. Sharma. S. R (1992) Educational Administration’ C Modern Educatio (series), kaniskha publishing hous, New Delhi.

- Gupta L.D., Educational Administration, Oxford and IBH Publishing Co., New Delhi, (1986)

- Jagannath Mohanthy, Educational Administration supervision & school, Deep & Deep (1990)

- Raghunath Safaya & B.D. Shaida, (1975). School Administration and Organization, Jagdish Kapur for Dhanpat Rai & sons, Jullundur, Delhi.

- Sharma. O.P “Administration of Education Boards in India” s. B. Nangia, Ashish publishing House, 8/81 Pubjabi Bagh. New Delhi – 1

- Suresh Bhatnagar, 1985-86, “Indian Education To-day of Tomorrow”, International publishing House, Meerut, U.P.,”

Course Title: Non-Formal Education

Course Code: 132 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


To enable the teacher trainees:

  1. To understand the concept of Non-Formal Education as different from Formal Education.

  2. To understand the importance of Non-Formal Education for rural development.

  3. To understand the minimum learning needs of the learners.

  4. To understand the objectives of teaching Non-Formal Education.

  5. To understand the methods of teaching Non-Formal Education.

  6. To know the techniques of Non-Formal Education.

Course Content:

Unit - I: Conceptual Framework for Non-Formal Education (12 hours)

  • Meaning, Need and Objectives of Non-Formal Education. Difference between Non-Formal and Formal Education, Role of Non-Formal Education in Universalisation of Education.

  • Non-Formal Education Programs in India, Role of State Resource Centre in promoting Non-Formal Education, Non-Formal Education Project(s) of NCERT.

  • Steps and Infrastructure required for organization of Non-Formal Education Centre.

Unit - II: Non-Formal Education Curriculum (18 hours)

  • Principles of Curriculum Construction for the Non-Formal Education; Curriculum for the different Age Groups: (a) 6-15, (b) 15- 35, (c) 35 and above.

  • Non-Formal Education Curriculum for the different subjects - Language, Arithmetic, Environmental Studies, Role of Science in Daily Life and Modernization.

  • Learning of Various Crafts.

  • Minimum Learning Continuum Prepared by NCERT.

Unit - III: Approaches, Methods of Teaching and Instructional Material (22 hours)

  • General Methods - Story Telling, Discussion, Demonstration, Field Trip, Environmental and Integrated Approach and Functional Literacy.

  • Teaching Aids - Improvised Apparatus, Charts, Models, Films & Radio Lessons.

  • Instruction Skills required for Non-Formal Education Teachers

  • Instructional Materials: Nature and Type of Instructional Material Needed for the Non-Formal Education Program, Local Specific Instructional Material, Description of Market, Fairs, Personalities etc. Supplementary Reading Materials; Instructional Material Prepared for Non-Formal Education by the NCERT and other Agencies; Additional Reading Material for the Development and Retention of Learning

Unit - IV: Evaluation (12 hours)

  • Concept of Evaluation, Difference between Evaluation in Formal and Non-Formal education system.

  • Construction of Test Items in Different Subjects of Non-Formal Education Centres; Local Specific Nature of Test Items.

  • Maintenance of Cumulative Records.

Suggested Readings:

- Ahemad, M.: Proudhon Ko Padhane Likhane Ki Shiksha Sakchhrata Adhyapak Margdarshika, Shiksha Mantralaya. New Delhi: Bharat Sarkar, 1965.

- Bhatnagar, S.: Adhunik Bhartiya Shikshan aur Uski Samasyaen, Adhyay 12 Samaj Shiksha, Merrut: Lion Book Depot, 1980.

- Inter University Board: Education Ministry's New thrust for Non-Formal Education, University News Vol. XVI, No. 9, 1978.

- Johari and Pathak: Bhartiya shiksha Ki Samasyayen, Adhyay 4 Samaj Shiksha. Agra: Vinod Pustak Mandir, 1963.

- Proudh Shiksha Sansadhan (Bhag 1 Aur 2), Adhayan Adhyapan Samagri : Rajya Sansdhan Kendra Proudh Shiksha M.P., Bhopal.

- Rastogi, K.P.: Bhartiya Shiksha Ka Vikas Avam Samasyae, Adhyay 17 Proudh Shiksha Evam Samaj Shiksha, Meerut: Sarita Prakashan, 1968.

- Saxena, D.P.: Non-Formal & Adult Education.New Delhi: Cyber Tech Publication, 2006.

- Vankataiah,S.: Non-Formal Education. New Delhi: Anmol Prakashan, 2001

Course Title: Elementary Education

Course Code: 134 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


  1. To enable  the prospective teachers to identify the problems and issues associated with the Elementary Education

  2. To acquaint the prospective teachers with the government  policies and Programs for  the development of Elementary Education

  3. Enable them to mobilize and utilize community resources as educational inputs

  4. To develop among them the capacity to find out solution to the problems associated with the Elementary Education

Course Content:

Unit-I: Elementary Education: Conceptual Framework   (26 hours)

  • Elementary Education in India - Scope, Issues and its present status

  • Constitutional provisions for Universalisation of Elementary Education (UEE)

  • Expansion of Elementary Education under various Five Year Plans

  • National Policy on Education-1986, 1992 

  • The Right of Children to Free and Compulsory Education Act, 2009

Unit-II: Organization &Management of Elementary Education    (10 hours)

  • Micro Planning and School Mapping

  • Education Planning at District level and Panchayati Raj Institutions

  • Curriculum at Elementary level – its transaction

Unit-III: Programs for achieving Universalisation of Elementary Education (22 hours)

  • Meaning and significance of Minimum Level of learning

  • Multi Grade and Multi Level Teaching Learning Process

  • Operation Black Board

  • District Primary Education Program

  • Education For All

  • Sarva Shiksha Abhiyan

  • Alternative Schooling

  • Role of NGOs towards Universalisation of Elementary Education

  • Strategies for Universal Access, Enrolment, Retention & Quality of Elementary Education 

Unit-IV: Role of SCERT in promotion of UEE  (06 hours) 

  • District Institute of Education and Training (DIET) – Concept, functions and role as a pace setter for UEE

  • Pre-Service Teacher Education in DIET for adult and non- formal education 


Suggested Readings:

  • Aggarwal, J.C & Aggarwal, S.P, (1992). Educational Planning in India, Vol. I, New Delhi; Concept Publishing Co.

  • Chopra, R.K., (1993). State of Teachers in India, New Delhi: N.C.E.R.T.

  • Gandhi, M.K., (1956). Basic Education, Ahmdabad: Nalijban.

  • Khan, R.S. & Ahmad, I. (1998). Elementary Education and The Teacher, New Delhi: IASE, JMI.

  • Malhotra, P.L., (1986). School Education in India, Present Status and Future Needs, New Delhi: NCERT.

  • MHRD (1986, 1992), National Policy of Education 1992, Modification and their POA's MHRD.

  • Mohanty, J. (2002). Primary and Elementary Education. New Delhi: Deep & Deep Publication Pvt. Ltd.

  • Mohanty,J. (1984). Indian Education in Emerging Society. New Delhi: Sterling Publishers.

  • NCERT. (1997). Code of Professional Ethics for Teachers, New Delhi: NCERT.

  • NCERT. (2005). National Curriculum Framework

  • NCTE. (1988). Gandhi on Education, New Delhi: NCTE.

  • Ruhela, S.P. & Ahmad I. (1977). Uniqueness of Zakir Husain and His Contributions, New Delhi: Regency Publications Educations.

  • Sadler, J.E. (1985). Concept in Primary Education. New York: Oxford University Press.

  • Salamatullah, (1979). Education in Social Context: New Delhi.

  • Syed, Nurullah & Naik, J. P. (1943). History of education in India-During British Period. Bombay: McMillian & Co. Ltd.

Course Title: Adult and Continuing Education: Social Concerns and Issues

Course Code: 136 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


  1. To enable the student teachers to develop an understanding of the meaning and concept of Adult Education.

  2. To impart knowledge to student teachers about the problems and difficulties coming in the way of achieving full literacy in the country.

  3. To prepare them to create awareness among illiterate adults for their development.

  4. To acquaint the student teachers with chief characteristics of an adult learner, different methods and evaluation techniques of adult learning.

  5. To enlighten the student teachers about the Adult Education policies of the country.

  6. To be aware of the population trends and spread of AIDS in the world.

  7. To understand that population becomes stable when there is little difference between birth and death rates.

  8. To develop among themselves a healthy, rational and scientific attitude towards the natural phenomena of the birth and death.

  9. To realize that the solution to the problem lies in the acceptance of small family norms.

  10. To develop an attitude that would promote living in peace & harmony along the nature.

Course Contents:
Unit - I: Adult and Continuing Education (14 hours)

  • Meaning, Concept and Scope of Adult and Continuing Education.

  • Need and Importance of Adult Education for the development of an Individual for Social Change.

  • Adult Education in Independent India: Target, efforts, achievements and causes for slow progress.

  • National Literacy Mission - Aims, objectives and strategies.

Unit - II: Teaching - Learning process in Adults (14 hours)

  • Agencies and Organizations: Local, State and Central level, their problems.

  • Adult Learner — Characteristics, problems and motivation.

  • Adult teaching — Different methods, Role of Mass media.

  • Evaluation Techniques for Adult Learning.

UNIT - III: Population and AIDS Education (24 hours)

  • Importance of Population Education – concept / meaning and objectives of population education – factors affecting population explosion – importance of Family Life Education, with reference to Affect of Population Growth on: Economic Development, Social Development, Educational Development, Environmental and Natural Resources, Health and Nutrition.

  • Symptoms of AIDS – causes, Prevention of AIDS – Aids Education – meaning and objectives. Role of different agencies in promoting AIDS Awareness Education – [Local, National and International Agencies – 2 each]

UNIT-IV: Integrated Population Education (12 hours)

  • Role of Government and Non-Govt. Agencies concerning Population Education.

  • Integration of Population Concept in different School Subjects.

  • Population Education through co-curricular activities.

  • Role of the Teacher in Population Education Programs.

Suggested Readings:

- Aggarwal, S. N., India’s Popu1ation Problems, New Delhi,Tata McGraw Hill, Pub. House, 1985.

- Asha A. Bhende and Tara Kanitkar. Principles of Population Studies, Himalayan Pub. House, Bombay, 1988

- Chandana, R.C, Geography of Population Education, Kalyani Publishers, ND. 1994

- Chopra, Rita. Adult Education, Bombay: Himalaya Publishing House, 1993.

- Cruz L de La: Population Edu.: Its nature & role, UNESCO (ROEAP), Bankok, 1980

- G.B. Saxena; Indian Population in Transition, ND. Commercial Pub. Bureau, 1971.  

- Ghosh, B.N. (1978) Population Theories and Demographic analysis, Meenakshi Prakashan, New Delhi

- J.C. Aggarwal, Population Education, 2003.

- Jacobson Wellard JU,(1979) Population Education;  A knowledge base, NY, Teachers College Columbia University.

- Kundu, C.L. Adult Education, Principles: Practice & Prospects, New Delhi: Sterling Publishers Pvt. Ltd., 1987.

- Ministry of Education, Adult Education Research — Future Directions, 1987.

- Natarajan Chitra; Population Problem, 1997

- Parakh , B. S., Population Education Inception to Institutionalization, New Delhi: NCERT, 1985.

- Rao, D.G., Population Education: A Guide to Curriculum and Teacher Education, New Delhi, : Sterling Publishers, Pvt. Ltd., 1974.

- Sharma, R. C., Population Resources, Environment and Quality of Life: Hand Book on Population Education, New Delhi: Rai & Sons, 1988.

- Sheshadri, C & J.L. Pandey (1991) Population Education: A national Source Book, ND, NCERT

- Sodhi, T. S. & Others, Population Education, Bawa Publication, Patiala, 2006.

- Teacher’s Handbook of Social Education, Ministry of Edu., Govt. of India, 1955.

- Thakur, Devendra, Adult Education and Mass Literacy, New Delhi: Deep & Deep Publications, 1980.

- Thrope, Mary & Crangeon, David, Open Learning for Adults, U.K.: Longman Groups, 1987.

- University Grants Commission Report of the Regional Conference on Adult & Continuing Education.

Course Title: Life Skills Education

Course Code: 138 Credits - 4 Time Allotted: 64 Hours

MM: 100 (External 75, Internal 25)


On completion of the course on Life Skills, the pupil teachers are expected to have:

  1. Developed optimally and holistically as an individual.

  2. Acquired the knowledge, skills and understanding needed by individuals to manage their environment

  3. Developed daily living skills, personal-social and occupational skills

  4. Developed Critical thinking, Problem solving, individual initiative, interpersonal and enquiring skills

  5. Gained the necessary knowledge and skills to interact with, and learn about their community, the government of their country and the world around them.

Course Content
Unit - I: Introduction (12 hours)

  • Life Skills: Concept, need and importance of Life Skills for human beings.

  • Life Skills Education: Concept, need and importance of Life Skills Education for teachers.

  • Difference between Livelihood Skills and Life Skills.

  • Core Life Skills prescribed by World Health Organization.

  • Key issues and concern of Adolescent students.

Unit - II: Process and Methods Enhancing the Life Skills (20 hours)

  • Classroom Discussions

  • Brainstorming

  • Demonstration and guided practice

  • Role plays

  • Audio and visual activities, e.g. arts, music, theatre, dance

  • Small Groups

  • Educational games and Simulation

  • Case Studies

  • Story telling

  • Debates

  • Decision mapping or problem trees.

Unit - III: Core Life Skills (I) (16 hours)

  • Skills of Self awareness and Empathy: Concept, importance for Human beings and Educationists, Integration with the teaching learning process.

  • Skills of Coping with Stress and Emotion: Concept, importance for Human beings and Educationists, Integration with the teaching learning process.

  • Skill of Interpersonal relationship: Concept, importance for Human beings and Educationists, Integration with the teaching learning process.

Unit - IV: Core Life Skills (II) (16 hours)

  • Skills of Critical thinking and Creative thinking: Concept, importance for Human beings and Educationists, Integration with the teaching learning process.

  • Skills of Problem Solving and Decision making: Concept, importance for Human beings and Educationists, Integration with the teaching learning process.

  • Skill of Effective Communication: Concept, importance for Human beings and Educationists, Integration with the teaching learning process.

Suggested Readings

  • A Life Skills Program for Learners in Senior Phase. (2002). University of Pretoria. Chapter in Thesis. Retrieved from:

  • Life Skills Based Education. (2011). Wikipedia. Retrieved from:

  • Life Skills Based Education CCE. (2009). CBSE. Retrieved from:

  • Ministry of Education. (2006). Senior Secondary Phase. Republic of Namibia. Retrieved from:

  • Success Stories: Life Skills through Literature. (1997). US Department of Education. Retrieved from:

  • Unite for Children. (2011). Life Skills. UNICEF. Retrieved from:

  • YUVA modules (2009). SCERT, Delhi.

Semester II

(Practical Courses)

Course Title: Integrating Technology with Education

Course Code: 146 Credits - 3 Time Allotted: 96 Hours

MM: 100 (External 60, Internal 40)

  • Multimedia Lesson Transaction (Individually): Develop and Transact One ‘Technology - Supported’ Multimedia Lesson (any one Teaching Subject) during second semester, is compulsory for all student teachers. They would be transacting the Multimedia Lesson among the peer group in the college during Simulation for Multimedia Lesson, within specially arranged sessions in the regular time schedule.

Multimedia Lesson in standard form should be based on the concept of Computer Based Instructional Courseware (as an aid to teach), and/or any other activity based upon concept of Computer Assisted Instructions. The Computer Based Instructional Courseware should be developed by the pupil-teachers using Multimedia (and Hyperlinks) relevant to the (sub) topic. They should identify websites relevant to the Teaching Subject, download and use content (text, images, videos, etc.) as per limits specified under Fair Use Guidelines for Educational Multimedia. This development and transaction must be an individual effort but, should be transacted systematically under the observation of a Teacher Educator and evaluated using common Multimedia Lesson Evaluation Rubric.

  • Project Based on The iNtegrating Technology for inquiry (NTeQ, pronounced “in-tech”) model (Group Efforts): Create an Educational Multimedia Project (any one Teaching school subject and working with a small group) that showcases technology supported Project Based Cooperative Learning. For that the Pupil Teachers need to work on assumptions that:

  • they plan for the Unit (to be taught through technology and with the students working in a small group) as a ‘Subject Teacher’.

  • they work in the NTeQ model as if, the ‘students’ of the respective class would have worked as per guidance of the teacher.

  • they prepare the evaluation rubric as if, the ‘Subject teacher’ would set the criteria to evaluate the workings/outcome of the assigned task through technology.

The contents of the Educational MM Project should be:

      • Unit Plan - Planning for the unit to be taught through Technology Integration

      • Record of all the activities completed through integration of different application software. (All planned activities are actually to be performed by the group, each on assuming role specified by the group co-ordinator)

      • Evaluation Rubric for the workings/outcome of the assigned task through technology.

  • Computer Practical: Testing for working with computer application software (as familiarized in the Theoretical paper), used in the Educational teaching - learning process.

Pupil Teachers should be attached to Teacher Educator(s) for individual/group subject specific guidance and progress observation in relation to Multimedia Lesson transaction and preparation of Project through NTeQ model. All Teacher Educators in the institution should jointly share Practical Work Load/Sessions.


This portion from the Core Course (106) ICT Mediated Education may be integrated for, and imparted in the hours allotted for this practical course. (Base for components of Practical)

  • Development of Computer Based Instructional Courseware

  • Evaluation of lessons transacted through Computer Based Instructional Courseware (MM Lessons).

  • The iNtegrating Technology for inquiry (NTeQ, pronounced “in-tech”) model


All the efforts will be jointly evaluated by an Internal Examiner and an External Examiner appointed by the University. The pupil teachers will be evaluated on the basis of the NTeQ model and the lessons they transact through technology. The Examiners may conduct viva through the digital copy (emailed to the concerned Teacher Educator) or print outs of the Educational Project and the Technology Supported Multimedia Lesson, and indeed viva must be focused upon use of computers in Education. At the time of computer practical, student teachers may be asked to use their practical knowledge and understanding to apply upon the assigned piece of work on computers within prescribed application software.

The efforts in the area of Multimedia Lesson transaction, NTeQ Project and Computer Practical are to be evaluated by the examiners in the ratio of 50:30:20. The criterion may be as stated:

Criterion for External Evaluation: MM: 60


Marks Division

Viva for Multimedia Lesson transaction


Viva for Educational MM NTeQ Project


Computer Practical




Criterion for Internal Evaluation: MM: 40


Marks Division

Multimedia Lesson transaction

Observation / Evaluation through Rubric, Dedication and Viva


Educational MM NTeQ Project

Performance Observation, Involvement in Group Efforts and Viva:


Computer Practical




Course Title: Participation in Societal Development
Course Code: 148 Credits - 3 Time Allotted: 96 Hours

MM: 100 (External 60, Internal 40)

  • Community Service (Individually): Learning to serve the community is one of the objectives of this course, and that has to be done simultaneously with developing other Academic/professional skills. It shall include a dedicated service to the community for 20 hours, at least 2 hours per day. This may comprise of serving the individuals at an Old age home, Blind home, Center of Children with Special needs or marginalized group, or even learning to literate adults or children around the institution. Students may also work for Campus (and surroundings) improvement and awareness campaign. The pupil teachers may work under supervision of Teacher Educators and maintain record of every visit.

  • Co-curricular Activities (Individually): Let the pupil teachers understand the logic of the Preamble of Indian Constitution and its relevance to school’s CCA program. The emphasis should be on the managerial/organizing skills for activities. Apart from activities to be held throughout the semester(s), at least two activities are to be organized during School Experience Program at the practice Teaching School, and (written) record for all is to be maintained. Especially, the original images and videos are to be shared among peer group and Teacher Educators through any social networking website, leading to formation of collaborative group every year and indeed an Alumni Association under the co-ordination of a Teacher Educator. Pupil teachers should be encouraged to organize and participate in: college, inter-college and University activities. Local Field trips within NCR (Delhi) [purely optional] may be organized to strengthen the human bonding.

  • Sports, Yoga and Life Skill activities (Individually): Included with an objective of developing the physical and mental aspects for the personality, the admitted pupil teachers in a teacher training program should learn to, organize and participate, in sports and yoga activities. Initially, the institution must make it mandatory for the pupil teachers to participate in at least one workshop on ‘theoretical and practical aspects of sports and yoga’. The institution should provide opportunities and support to the pupil teachers working in groups (in rotation) to get organized different events for indoor/outdoor games, at least two every month and guide the organizing group to learn about the sports event organized (in detail), evaluated by the viva for the theory and the experience accumulated in organization. The pupil teachers should learn at least Five Aasnaas and the Pranayaam. Also, at least Five Core Life Skills should be theoretically oriented and practiced by the Pupil Teachers. Practical records (as a sub section of CCA file) need to be maintained.

  • Socially Useful Productive Work (SUPW) (Individually): The institution should create opportunities and make arrangements for the pupil teachers to learn activities listed for SUPW. The pupil teacher should opt to learn for any one activity.

    • Art and Craft Work

    • Clay Modeling

    • Domestic Use of Electric Gadgets

    • Gardening

    • Interior Decoration

    • Low Cost Teaching Aids.

    • Painting

    • Photography

    • Printing and Designing

Pupil Teachers should be attached to Teacher Educator(s) for Community Service Sessions. Guidance of experts in the field of Yoga, Sports and SUPW may be sought, if expertise of any Teacher Educator within the institution is not available. All Teacher Educators in the institution should jointly help organize CCA, and indeed make efforts to share Life Skills with the Pupil teachers themselves.


All the efforts will be jointly evaluated by an Internal Examiner and an External Examiner appointed by the University. The basis of evaluation will be sincere efforts to learn about/organize/participate in the activities, and the viva-voce on the records submitted.

The efforts in the field of Community Service, Co-curricular Activities, Sports, Yoga and Life Skill activities and SUPW are to be evaluated by the examiners in the ratio of 25:25:25:25. The criterion may be as stated:

Criterion for External Evaluation: MM: 60


Marks Division

Viva for Community Service


Viva for Co-curricular Activities


Viva for Sports, Yoga and Life Skills activities


Viva for SUPW




Criterion for Internal Evaluation: MM: 40


Marks Division

Community Service

Sincerity, Dedication and Viva


Co-curricular Activities

Participation, Organization and Viva


Sports, Yoga and Life Skills activities

Participation, Organization and Viva



Interest, Performance, and viva for the Final product




Course Title: Psychological Initiation to Educational Research
Course Code: 150 Credits - 3 Time Allotted: 96 Hours

MM: 100 (External 60, Internal 40)

  • Case Study (Individually): During School Experience Program, an individual effort by the pupil teacher has to be made to conduct one in-depth study (Case Study). Preference to be given for the cases covered under Special Educational Needs of Students, with a focus on, devising means and methods for sustaining their Inclusion in the educational mainstream.

  • Standardized Psychological Test (Individually): One Psychological testing (using Standardized testing apparatus) is to be conducted, may or may not be in the school environment. The purpose is to learn conducting (individually) the Psychological test in the standard conditions, followed by systematic analysis and interpretation. Recording and reporting should be in written.

  • Action Research (Group Efforts): One Action Research (Project) has to be conducted, as a Project Based Cooperative Learning effort. (Pupil Teachers to work in a small group). Recognizing the local problem and working over the same for solution in a systematic manner (as a group effort) is expected.

Recognition of the subject(s) and collection of data should be within SEP; analysis, interpretation, reporting and viva would be conducted in the second semester. Pupil Teachers should be attached to a Teacher Educator for individual/group guidance and progress observation in relation to the Case Study and the Action Research Project. All Teacher Educators in the institution should jointly share Practical Work Load/Sessions.


The theory for the above stated components may also include (for records and viva):

  • Case Study: Meaning, need and importance. Steps for developing a Case Study. Case study tools. Using Case Study results.

  • Standardized Psychological Test: Details of the chosen Psychological test along with difference between the ‘Teacher made’ and the ‘Standardized test’.

  • Action Research: Meaning of Action research, its importance. Principles of Action research. The Action research process and the tools.


All the efforts will be jointly evaluated by an Internal Examiner and an External Examiner appointed by the University. The basis of evaluation will be Quality reflection in the records submitted and the viva-voce.

The efforts in the area of In-depth Study, Standardized Psychological Test and Action Research are to be evaluated by the examiners in the ratio of 40:30:30. The criterion may be as stated:

Criterion for External Evaluation: MM: 60


Marks Division

Viva for In-depth Study


Viva for Standardized Psychological test


Viva for Action Research (Project)




Criterion for Internal Evaluation: MM: 40


Marks Division

In-depth Study

Performance Observation, Dedication and Viva


Standardized Psychological test

Performance Observation, Dedication and Viva


Action Research (Project)

Performance Observation, Involvement in Group Efforts and Viva




Important: Teacher Educators should encourage/help the Pupil teachers for publication of the papers based on Action Research.

Course Title: Educational Evaluation in School Environment
Course Code: 152 Credits - 3 Time Allotted: 96 Hours

MM: 100 (External 60, Internal 40)

  • Achievement Test Record (ATR) (Individually): During School Experience Program, the pupil teachers would not only learn to transact the planned lessons, but also, learn about evaluation of student’s academic progress, and the related data analysis and interpretation procedures, compiled as ATR. Apart from the relevant theoretical base about evaluation, ATR should include a Question paper based on blue print, question wise analysis schedule, answer key, marking scheme, award list, Master Sheet, difficulty index, discriminatory value of the questions. Statistical Analysis should include calculating mean, median, mode and standard deviation, backed by histogram and frequency polygon. Achievement Test Record to be constructed, administered and evaluated in any one teaching subject. Achievement Test Recording is to be an individual effort.

  • Digital School Profile (Group Efforts): Profile of the Practice teaching schedule to be developed. Aspects should be recorded digitally (text, images, videos, etc.). Digital copy (e-mailed to the concerned teacher) and print outs may be used for viva conduction in relation to the prepared School Profile. They also need to compare the standard theoretical expectancies with the experienced ground realities, i.e. actual conditions prevailing in the school selected for School Experience Program. Developing Profile of the School should be a group effort.

  • One Aspect of the School Environment (detail study) (Individually): Out of the various aspects existing in the school environment, the pupil teachers are required to conduct an independent detailed study of any one of the aspect of the school environment. They also need to compare the standard theoretical expectancies with the experienced ground realities, i.e. actual conditions prevailing in relation to the aspect selected in the practice teaching school.

  • Review Right to Education Act (2009) OR system of Continuous and Comprehensive Evaluation (Individually): The pupil teachers are required to either review Right to Education Act (2009) and draft a report on its status and implications for education thereon OR study and record the Continuous and Comprehensive Evaluation system as prevalent in the school in which their School Experience Program was conducted.

Data should be collected by the pupil teachers during School Experience Program; analysis, interpretation, reporting and viva would be conducted in the second semester. Pupil Teachers should be attached to a Teacher Educator for individual/group guidance and progress observation in relation to preparation of ATR, School Profile and Reviews. All Teacher Educators in the institution should jointly share Practical Work Load/Sessions.


Theoretically the students should also be oriented about the concepts of Normal Distribution Curve, Correlation, Percentiles and their calculations. These may be examined through Viva for ATR along with other theoretical basics for Educational Evaluation.


All the efforts will be jointly evaluated by an Internal Examiner and an External Examiner appointed by the University. The basis of evaluation will be Quality reflection in the records submitted and the viva-voce.

The efforts in the area of Achievement Test Record, Digital School Profile, Detailed School Aspect and Reviews are to be evaluated by the examiners in the ratio of 50:20:10:20. The criterion may be as stated:

Criterion for External Evaluation: MM: 60


Marks Division

Viva for Achievement Test Record


Viva for Digital School Profile


Viva for Detailed School Aspect


Viva for Review




Criterion for Internal Evaluation: MM: 40


Marks Division

Achievement Test Record

Performance Observation, Dedication and Viva


Digital School Profile

Performance Observation, Involvement in Group Efforts and Viva


Detailed School Aspect

Performance Observation, Dedication and Viva



Performance Observation, Dedication and Viva




Appendix A

Suggested Parameters for Internal Regular and Final Lesson Observation


Introduction to the topic

Questioning Skill and Elaboration

Presentation of the Content

Reinforcement, Use of Blackboard and Audio Visual Aids, Recapitulation

Discipline and Class Room Management

Overall Presentation (Communication Skills and Class Room Interaction)

Appendix B

Suggested Bifurcation for Internal (Theory Courses) Marking MM: 25

  1. Core Courses



Home Examinations


Two Best Assignments and related presentation (any one)


Regularity and Classroom Interaction




  1. Pedagogical/Methodology Courses



Home Examinations


Method specific article/paper prepared in consultation with Method Teacher Educator and under guidance of Tutorial Teacher Coordinator (peer reviewed)


Regularity and Classroom Interaction




  1. Elective Courses



Home Examinations


Elective specific article/paper prepared in consultation with (Elective) Teacher Educator and under guidance of Tutorial Teacher Coordinator (peer reviewed)


Regularity and Classroom Interaction





  1. The articles/papers may be encouraged for publication in Educational (National / International) Journals or Method / Elective specific College publications/ journals.

  2. One hour (Bi-monthly) may be devoted towards Method / Elective tutorial sessions.

Guru Gobind Singh Indraprastha University, Delhi

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