Faculty of Education

Mahatma Gandhi Kashi Vidyapith

Varanasi

Department of Education

Rules, Regulations & Curriculum

Two Year B.Ed. Programme
(Semester Wise)

Session
2015 - 17
 FACULTY OF EDUCATION

B.ED. PROGRAMME

RULES, REGULATIONS AND CURRICULUM

The need for the establishment of Faculty of Education, Mahatma Gandhi Kashi Vidyapith was felt to
generate awareness regarding various aspects of New Education Policy amongst the youngsters of
Purvanchal interested in teacher-training programmes. The Classes for B.Ed. practically started in 1983
and after many years of painstaking efforts it could establish itself as a separate Education Faculty with the
approval from the U.P. Government in 1986-87. Since then the faculty has been providing courses leading
to degrees at B.Ed., M.Ed. and Research levels and offering opportunities to the youngsters to pursue a
career in education. Emphasis is being laid on the pursuit of a vision of competent teacher grounded in
values and who are able to adopt teaching as a profession directed at self empowerment and thus play an
important role in the development of the nation by aligning with the progressive venture and face of the
country’s mission.

1. PREAMBLE
The Bachelor of Education programme, generally known as B.Ed. is a professional course that
prepares teachers for upper primary or middle level (classes VI-VIII), Secondary level (Classes IX-X)
and Senior Secondary level (Classes XI-XII).
2. DURATION
The B.Ed. programme shall be of duration of two academic years spread over four semesters.
3. WORKING DAYS
a. There shall be at least two hundred working days each year exclusive of the period of examination
and admission.
b. The minimum attendance of student-teachers shall have to be 80% for all course work and practicum
and 90% for school internship.
4. ELIGIBILITY
a. Candidates with at least fifty percent marks (50%) either in the Bachelor’s Degree and /or in the
Master’s Degree in Science/Social Science/Humanity, Bachelor’s in Engineering or Technology with
Specialization in science and mathematics with fifty five percent marks (55%) or any other
qualification equivalent thereto, are eligible for admission to the programme.
b. The reservation and relaxation of SC/ST/OBC/PWD and other categories shall be as per the rules of
the Central Government/State Government, whichever is applicable.
5. ADMISSION PROCEDURE
Admission shall be made on merit on the basis of marks obtained in the qualifying examination
and/or in the entrance examination or in accordance with any other procedure as per the policy of the
State Government/University.
1
6. If the Student has not completed theory courses, practicum and school internship he/she will not be
allowed to appear in the B.Ed. examination.
7. During the study of B.Ed. course no student can avail the opportunity of any kind of full time or part
time paid job. If any such cases are reported, his/her admission will stand cancelled.
8. EXAMINATION
a. B.Ed. students can answer in English or in Hindi medium.
b. In the theory First division would be awarded to those students who have secured 60% and above,
Second division to those who have secured 48% and above but below 60% and Third division to
those getting a minimum of 40% in total and at least 36% marks in each theory course separately but
less than 48% marks in aggregate.
c. In practicum those getting 60% and above will be placed in First division, those getting 48% and
above but less than 60% will be placed in Second division and those with 40% and above but less
than 48% in Third division.
d. The division in theory and practicum will be indicated separately towards the end of the fourth
semester by aggregating the scores (credits) earned in the preceding three semesters and by adding
the same to the scores of the fourth semester.
e. In the first and second semester for the assessment of practicum the board of examiners will consist
of two members - one member from within/or outside the university and second member from the
concerned college in accordance with seniority through rotation and who will act as coordinator.
f. In the third semester during internship assessment of teaching competencies/skills will be carried out
by a board of examiners, consisting of three members one being an external member from University
other than Mahatma Gandhi Kashi Vidyapith, one member from within the university but not from
the same college where evaluation is conducted and third member from the concerned college in
accordance with seniority through rotation and who will act as coordinator.
g. The examiners for both theory and practicum of B.Ed. programme shall be appointed from a panel of
examiners prepared by The Board of Studies in Education. In no circumstance the departure from this
practice will be permitted.
h. In case of inflated markings in theory and practicum reported, the competent authority of the
university shall have the right to review the same with the help of experts duly appointed for the
purpose.
9. For the supervision of teaching practices, community work and practical examination partial
allowance and reimbursement of expenditure for travel etc will be allowed on the basis of the rates,
approved by The Vice Chancellor for university department and Management authority designated
for college. For university department finance officer will provide the required amount to the Head of
Department at least a week in advance.

2
 The B.Ed. Two year Curriculum
The B.Ed. programme of Mahatma Gandhi Kashi Vidyapith, Varanasi is a two year course consisting of
Theory Courses, Practicum and School Internship. Theory courses comprise perspective courses and
courses in curriculum and pedagogy studies. In the practicum the focus is on engagement with the field. In
the school internship the focus is on sustained engagement with learners and the school including
engagement in continuous and comprehensive evaluation, school based innovative practices and
community based interaction. The course aims at development of needed competencies and skills for an
effective teacher in the 21th century class room processes and school context.
There will be theory courses of 1200 marks (48 Credits) and Practicum comprising of EPC
(Enhancing Professional Competencies) and Internship I & II of 400 marks (16 Credits) spread over a
period of two years in four semesters. The year wise and semester wise distribution of theory, practicum &
internship programme with the weightage in terms of marks (credits) are indicated in the following plan.
The following is the outline of the courses and its layout Year / Semester wise.

First Year izFke o’kZ

First Semester izFke lsesLVj

Course Code Course Title Marks Credits

Theory Course
101 Perspectives in Sociological and Philosophical bases of Education 100 4
f”k{kk dk lekt”kkL=h; ,oa nk”kZfud vk/kkjxr ifjizs{;
102 Perspectives in Psychology of Teaching, Learning and 100 4
Development
f”k{k.k] vf/kxe ,oa fodkl ds euksfoKku dk ifjizs{;
103 Knowledge and Curriculum 50 2
Kku ,oa ikB~;Øe
104 Educational Technology and Computer assisted instruction. 100 4
“kSf{kd izkS|ksfxdh ,oa dEI;wVj lgvuqns”ku
Total 350 14
Practicum (EPC)
EPC 1 Practice in core teaching skills – ladsfUnzd f”k{k.k dkS”ky vH;kl 25 1
a. Set Induction izLrkouk
b. Explanation O;k[;k
c. Illustrating with examples n`’VkUrhdj.k mnkgj.k lfgr
d. Questioning and probing iz”uhdj.k ,oa [kkstiw.kZ iz”u
e. Writing of behavioral objectives O;ogkjijd mn~ns”; ys[ku
f. Lesson planning & Unit planning ikB;kstuk ,oa vfUofr
;kstuk fuekZ.k
g. Stimulus variation mn~nhiu & ifjorZu
h. Reinforcement and feedback izcyu ,oa izfriqf’V
i. Use of teaching aids including Black board writing
“;keiV~V ys[ku lfgr f”k{k.k lgk;d lkefxz;ksa dk iz;ksx
j. Sketching and drawing js[kkaadu ,oa fp= fuekZ.k
k. Closure ikB lekiu
(At least eight skills are compulsory) de ls de vkB dkS”ky
vH;kl vko”;d
3
EPC 2 Reading and Reflection of any two of the texts of Indian 25 1
Educators as opted by The University department/ College.
Hkkjrh; f”k{kk “kkfL=;ksa ds fdUgh nks xzaFkks ds vk/kkj ij iBu ,oa
foe”kZ ¼fo”ofo|ky; @ laLFkk }kjk p;fur½
a. Swami Vivekanand b. Mahatma Gandhi
Lokeh foosdkuUn egkRek xka/kh
c. Aurobindo d. Rabindra Nath Tagore.
vjfcUnks johUnz ukFk VSxksj
e. Gijju Bhai f. Krishna Murti
fxtw HkkbZ d`’.kewfrZ
g. Madan Mohan Malviya h. Acharya Narendra Dev
enu eksgu ekyoh; vkpk;Z ujsUnz nso
EPC 3 Drama and Art in Education f”k{kk esa vfHku; ,oa dyk 25 1
Total 75 3

4
Second Semester f}rh; lsesLVj

Course Code Course Title Marks Credits

Theory Course
201 Contemporary Indian Education lelkef;d Hkkjrh; f”k{kk 100 4
202 Assessment of Learning vf/kxe vkadyu 100 4
203 Action Research in Education f”k{kk esa fØ;kRed vuqla/kku 50 2
204 Inclusive Education lekos”kh f”k{kk 50 2
Total 300 12
Practicum (EPC)
EPC 1 Personality development with emphasis on -- Understanding the 10
self / Communication skill including Language Use and
improvement of speech.
O;fDrRo fodkl & vkRe vocks/k@lEiz’ks.k dkS”ky ¼Hkk’kk iz;ksx ,oa
okd~ lq/kkj lfgr½ ij cy nsrs gq,
EPC 2 Designing of assessment tools for achievement in school related 15
subject and administration of psychological tests with a brief
report thereon.
fo|ky; ls lacaf/kr fo’k;ksa dh fu’ifRr vkdyu gsrq midj.k fuekZ.k
rFkk euksoSKkfud ijh{k.kksa dk iz”kklu laf{kIr vk[;k lfgr
Internship – I In the Internship for first year of 4 Weeks following 50
activities/assignments will have to be undertaken.
fo|ky; lEc)rk&I izFke o’kZ ds vUrxZr fu/kkZfjr 4 lIrkg ds vof/k esa fu;r dk;Z @
nRr dk;Z
a. School Visit: Two days for every School : primary / upper
primary and secondary level schools. (One Week)
fo|ky; Hkze.k % izfr nks fnolksa esa izkFkfed@mPp izkFkfed ,oa
ek/;fed Lrj ds fo|ky;ksa ds fy, ¼,d lIrkg½
b. Observation: Observation of class room teaching,
Classroom and School sites including library, lab and sports
/ extramural programmes within the school with preparation
of school profile as an outcome. (One Week)
izs{k.k% d{kk f”k{k.k dk izs{k.k] fo|ky; ifjlj ftlesa iqLrdky;]
iz;ksx”kkyk ,oa ØhM+k vk;kstu ls lEcfU/kr dk;ZØeksa ds izs{k.k
}kjk fo|ky; ik”oZfp= izLrqr djuk ¼,d lIrkg½
c. Skill development through simulated and micro teaching
sessions. (One Week)
vuq:fir ,oa lw{e f”k{k.k l=ksa }kjk dkS”ky fodkl ¼,d lIrkg½
d. Improvising of teaching aids / exhibits / gadgets for use in
school. (One Week)
fo|ky;ksi;ksxh “kSf{kd lgk;d lkefxz;ksa iznZ”kksa ,oa lalk/kuksa dk
fuekZ.k ¼,d lIrkg½
Total 75 3

5
Second Year
Third Semester r`rh; lsesLVj

Course Code Course Title Marks Credits

Theory Course
301 Pedagogy of School Subject – 1 fo’k; f”k{k.k & 1 100 4
302 Pedagogy of School Subject – 2 fo’k; f”k{k.k & 2 100 4
Total 200 8
Practicum (EPC)
EPC 1 Classroom/School/Community based research projects and 25 1
implementation
d{kk] fo|ky; ,oa leqnk; vk/kkfjr “kks/k ifj;kstuk,¡ ,oa mudk
fØ;kUo;u
EPC 2 Intelligent use of ICT and development of power point 25 1
presentation including improvisation of teaching aids and
gadgets.
lwpuk ,oa lEizs’k.k rdukWykth dk cqf)erk iw.kZ vuqiz;ksx rFkk ikoj
IokabUV izLrqfr;ksa dk fodkl ftlesa f”k{k.k midj.kksa ,oa lalk/kuksa dk
fuekZ.k Hkh “kkfey gS
Internship – II In the Internship for second year of 16 weeks, following 200 8
activities / assignments will have to be undertaken.
fo|ky; lEc)rk&II nwljs pj.k dh fo|ky; lEc)rk dh vof/k 16 lIrkg gksxh ftlesa
fuEufyf[kr izdkj ds fofgr @ nRr dk;Z iwjs djus gksaxs
A. The B.Ed. trainee will be attached to primary/upper primary
level schools for (Four Weeks), to secondary level schools
for (Ten Weeks) and to senior secondary schools for (Two
Weeks). The purpose of the internship programme is to
integrate theoretical knowledge of courses in perspectives
and pedagogy with engagement in various sites such as the
school, the classroom, the community and the learner and
thereby ensuring a holistic development of teaching
competencies and skills needed for an effective teacher
professional of 21st century global world.
fo|ky; lEc)rk dk;ZØe dk iz;kstu gS & ifjizs{; vk/kkfjr
lS)kfUrd ikB~;Øeksa] fo’k;ksa ds f”k{k.k ,oa fo|ky; d{kk] leqnk;
rFkk vf/kxedRRkkZvksa ls lacaf/kr LFkyksa ls tqM+s vuqHko ,oa laKku
dks lefUor :Ik nsuk ftlls f”k{k.k O;olk; ds fy, visf{kr
izoh.krkvksa ,oa dkS”kyksa ij vk/kkfjr bDdhloha lnh ds oSf”od
laanHkZ dks n`f’Vxr j[kdj visf{kr fuiq.krkvksa ls lfTtr izHkkoh
f”k{kdksa dk fodkl gks ldsA
B. The activities undertaken during this programme of school
attachment will comprise of :
fo|ky; lEc)rk ds dk;ZØe esa fuEukafdr dk;Z iwjs djus gSa %
a. Observing teaching sessions of school teachers.
fo|ky; ds f”k{kdksa ds f”k{k.k l=ksa dk izs{k.k
b. Teaching 40 lessons (Supervised by B.Ed. faculty).
40 ikBksa dk f”k{k.k vH;kl ¼ch0,M0 i;Zos{kdksa ds funsZ”ku esa½
c. Participation in school chores such as prayers, assembly,
organization of Co-Curricular activities.
fo|ky;h fØ;kdykiksa ;Fkk izkFkZuk] nSfud lHkk ,oa ikB~;Øe
lgxkeh fØ;kvksa ds vk;kstu esa izfrHkkx
6
 d. Library and lab management (in cases of trainees having
to work with laboratories).
iqLrdky; ,oa iz;ksx”kkyk izca/ku ¼dsoy mUgha izf”k{kdksa ds
fy, ftuesa iz;ksx”kkyk dk;Z visf{kr gS½
e. Excursion, Study tours etc. as part of the school
programme.
fo|ky; dk;ZØe ds vUrxZr Hkze.k ,oa v/;;u&i;ZVu
f. Community interactions including teacher-parent
meetings and visits to specific community centres.
Lkeqnk; vk/kkfjr vUr%fØ;k,¡ ftlesa v/;kid vfHkHkkod
lfEeyu rFkk fof”k’V lkeqnkf;d LFkyksa dk Hkze.k “kkfey gS
Total 250 10

Pedagogy of School Subjects – Course Code 301 and 302

Pedagogy of two school subject have to be selected from the following groups in which only one
subject is to be selected from each group:
fuEufyf[kr laoaxksZa esa ls fdUgha nks fo’k;ksa dk p;u djuk gS ftlesa ,d laoaxZ ls ,d gh fo’k; dk p;u
djuk gS %
Group A Group B Group C Group D
1. Hindi teaching 1. History teaching 1. Commerce teaching 1. Biology teaching
fgUnh f”k{k.k bfrgkl f”k{k.k Okf.kT; f”k{k.k Tkho foKku f”k{k.k
2. Sanskrit teaching 2. Geography teaching 2. Science teaching 2. Mathematics teaching
laLd`r f”k{k.k Hkwxksy f”k{k.k foKku f”k{k.k Xkf.kr f”k{k.k
3. English teaching 3. Civics teaching 3. Home Science teaching
vaxzsth f”k{k.k Ukkxfjd ”kkL= f”k{k.k Xk`g foKku f”k{k.k
4. Economics teaching
vFkZ”kkL= f”k{k.k

7
Fourth Semester prqFkZ lsesLVj

Course Code Course Title Marks Credits

Theory Course
401 Environmental Education in Indian perspective 100 4
Hkkjrh; ifjizs{; esa Ik;kZoj.k f”k{kk
402 Gender, School and Society 50 2
fyax] fo|ky; rFkk lekt
403 Any two of the following – fuEufyf[kr esa ls dksbZ nks & 200 8
& a. Guidance and counselling in school fo|ky; esa funsZ”ku rFkk micks/ku
404 b. School management fo|ky; izca/ku
c. Value education and moral ethics ewY; f”k{kk ,oa uSfrd vkpkj
d. History of Indian Education. Hkkjrh; f”k{kk dk bfrgkl
Total 350 14
Practicum (EPC)
EPC 1 Scouting and Guiding – Under the guidance of an authorized trainer
with certification.
LdkmfVax ,oa xkbfMax& izkf/kd`r izf”k{kd ds funsZ”ku esa izek.k i= lfgr
EPC 2 Yoga Education – Under the guidance of a formally trained yoga
expert with certification from the concerned institution.
;ksx f”k{kk & vkSipkfjd :Ik esa izf”kf{kr ;ksx fo”ks’kK ds funsZ”ku esa izek.k
i= lfgr

8
 B.Ed.
First Semester
Course 101 – Perspective in Sociological and Philosophical bases of Education

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

1. Explain the educational implications underlying the thoughts of great thinkers.
2. Analyze the concepts of education and teaching.
3. To make a distinction among different schools of Educational Philosophy and their teaching
implication.
4. To analyze the role of different agencies for social change, different dimensions of social change and
factors affecting social change.
5. To understand the role of education in economic development and the need of educational planning.
6. To explain the role of education in national integration, international understanding, human values
and human rights.
Unit-1-
A. Education & Philosophy- Meaning, Relation, Different forms of education and new approach to
philosophy; Branches of Philosophy- Metaphysics, Epistemology and Axiology and their
Educational implications.
B. Indian Philosophy and Education: Upanishidic Educational Philosophy; Importance, Nature and
its relevance. Importance of Buddhist Educational Philosophy- Nature and Educational
Implications.
Unit-2-
A. Reflections on various schools of Educational Philosophy– Idealism, Naturalism, Realism and
Pragmatism in terms of Aims of education, curriculum, teaching methods and student-teacher
relationship.
B. Indian and Western Educational Philosophers- Shankaracharya, Mahatma Gandhi, Russel and
Annie Besant: Important implications for designing an effective educational system of Education.
Unit- 3 -
A. Education and Contemporary Indian society: Education as a factor of social change, Role of family,
school and community in social change, Social system and education, meaning of social system,
functional and structural sub-systems, role of education in social system.
B. National integration and international understanding- meaning, aim, role of education, Human
rights: Meaning, Aim, Relevance and implications Development of democracy and role of
education, Fundamental Rights and Fundamental Duties in the constitution and role of education in
realization of these.
Unit- 4 –
A. Educational planning and Economic development- Meaning of educational planning, Role of
educational planning. The new planning policy in India : Economic development: meaning, aims,
role of education in economic development ; concept of education as human investment and
educational implications.
B. Culture and Education- meaning, difference between civilization and culture, role of teaching in re-
establishing culture. Value– meaning, Indian values and role of teacher in instilling Indian Values.

9
Transactional strategies

The course will be transacted through discussions based on cases, interactive lectures, group
discussions, quizzes and at least four assignments on each of the four units.

Reference Books-

Chaube, S.P. &

Chaube, Akhilesh.: Philosophical and Sociological Foundation of Education, Vinod Publication,
Agra.

Pandey, K.P. : Perspectives in Social Foundations of Education. Vishwavidyalaya Prakashan,
Varanasi.

Pandey, R.S. : Education in emerging Indian Society, Vinod Publication, Agra.

Sharma, R.N. : Philosophy and Sociology of Education, Surjeet Publication.

Vazhayti, Joy : Reflections on the Philosophy of Education, N.C.E.R.T.

10
 Course 102 - Perspectives in Psychology of Teaching, Learning and Development

Objectives- After taking this course, the student will be able to :

1. Comprehend the meaning, scope and the relevance of Educational Psychology.
2. Explain and understand the intellectual, social and emotional changes that occur during different
developmental stages.
3. Make a difference between various stages and levels of teaching.
4. Differentiate between the focus of concern in the different theories of learning.
5. Work out the implications of the concept of intelligence, its different theories.
6. Analyze the concepts of personality & adjustment.
7. Explain the different categories of mentally retarded children and their educational implications.
Unit-1-
A. Psychology of teaching: meaning, scope, Indian & Western concept and its relevance from the
point of view of teachers, Stages in teaching: Preactive, Interactive & Postactive, Levels in
teaching: memory level, understanding level and reflective level.
B. Psychology of development: meaning of development, difference between development & growth,
characteristics related to cognitive, social and emotional development during childhood &
adolescence and their educational implications.
Unit-2-
A. Psychology of learning: meaning, factors affecting learning, transfer of learning: meaning, types
and its educational implications, Motivation: meaning, various techniques for motivating the
students.
B. Theories of learning: Classical, Operant, Gestalt and Cognitive theory of Piaget and Bruner, Main
features and their educational implications.
Unit-3-
A. Psychology of intelligence: meaning, concept, theories of intelligence: cognitive, associative and
unitive. IQ, EQ and SQ: their implications for organizing teaching-learning processes. Use of
intelligence tests and its limitations. Indian concept of intelligence.
B. Psychology of Adjustment: meaning, process of adjustment, characteristics of a well adjusted
person. Stress: concept, coping mechanism and its educational implications for teacher & learner.
Ensuring wellness life style: determinants of wellness and scales to measure wellness life style.
Unit-4-
A. Psychology of personality: meaning, its Indian and Western conceptualizations: development of
personality, measurement of personality.
B. Psychology of exceptional children: creative, gifted, slow learner and mentally retarded children-
their characteristics and implications for providing education.
Practical work-
A. Case study of an exceptional child and submission of a report thereon.
B. Preparation of two write ups / presentation on any two recent developments in the field of
psychology.

11
Transactional strategies
Discussions based on case studies, observations of classroom and school related participation of
specific cases, modular presentations, administration and use of psychological tests of intelligence,
creativity, personality, adjustment and wellness life style scales, Interactive seminars and buzz
sessions.
Reference Books–

Dutta, N.K. : The Psychological Foundation of Education, Doaba house, Delhi, 1974.

Hurlock, E.C : Psychological development a life span approach, Tata Mc Graw Hill’s, 5th edition
1983.

Kundu, C.L. : Educational Psychology, Sterling Publication, 1983.

Misra, K.S. :Emotional Intelligence: Concept Measurement and Research, Associate for
Education Studies, Allahabad, 2007.

Pandey, K.P. : Advanced Educational Psychology, Viswavidhyalaya Prakashan 2007.

Sharma, N. :Understanding Adolescence, NBT, India 2003.

12
 Course 103 – Knowledge and Curriculum

Objectives- After taking this course, the student will be able to :

1. Explain and understand the epistemological basis of education.
2. Analyse the basis of ‘knowledge’ and ‘information’ processing contexts in teaching and learning.
3. Differentiate between content and process in educational contexts.
4. Plan instructional designs keeping in view the various levels of knowledge.
Unit-1- Epistemological Concerns
A. Knowledge and Information: Meaning and difference between knowledge and information and their
implications for teaching and learning in schools.
B. Process of knowledge creation: Western and Indian views- Inter disciplinary perspectives.
Unit-2- Approaches and Designs of Curriculum development
A. Relating curriculum to knowledge development: various approaches to curriculum design -
behaviorist, cognitivist and constructivist perspectives.
B. Developing a curriculum for a specific stage: structure and constraints in developing a structure.
Unit-3- Curriculum transaction
A. Direct and Indirect curriculum transactional strategies: Difference between the two, Focus on a few
selected strategies such as interactive discussions, team teaching, inquiry training, experiential
learning and brain storming etc.
B. Determinants of effective curriculum transaction.
- The teacher
- The learner
- The school
- The community
Unit-4- Curriculum for catering Learner Diversity
A. Learner need- diversity in terms of sociological perspectives: Addressing the diversities in a school
related site.
B. Issues of congruence between need of learners and the content & process stressed through the
curriculum.
Transactional strategies
The course will be transacted with the help of multiple pedagogic procedures such as :
- Interactive discussions including group discussions.
- Brainstorming sessions
- School visit based reflective discussions
- Projects – individual & group based.

Reference Books–

Borich, Gary D. : Effective teaching methods–Research Based Practice: Pearson 7th edition, 2012

Allan, Ornatein C. :Teaching: Theory into Practice: Allyn & Bacon, 1995.

Pandey, K.P. :Shikshan Bywahar ki Technology : Vishwavidyalaya Prakashan, 2010 .

Kumar, K. :What is worth Teaching ? (3rd edition) orient Blackswan (2004)

Holt, J. :How children fail (Rev.ed.) Penguin, 1964.

13
 Course 104 - Educational Technology and Computer Assisted Instruction
Objective- After taking this course, the student will be able to:
1. Understand the concept of Educational Technology and its linkage with modern technological devices.
2. Plan and organize T-L systems effectively with Educational Technology Support.
3. Adopt the Educational Technology approach for optimizing learning outcomes.
Unit-1-
A. Educational Technology : Concept, Development of ET and its ramifications : Hardware, Software
and system’s approach , ICT (Information and Communication Technology) and its application for
optimizing learning outcomes.
B. Behaviorist and Constructivist perspectives for development and design of ET.
Unit-2-
A. Models of teaching: Basic teaching model; concept attainment model and the Indian model of
development and learning.
B. Behaviour modification techniques: Simulation, micro teaching and sensitivity training procedures:
ensuring holistic development.
Unit-3-
A. Communication as a process ; Components of a communication process in teaching : Ensuring
effective communication in the classroom with the help of ET.
B. Planning, organizing, monitoring and controlling in T-L systems : Developing unit plans, lesson
plans and exercises to optimise learning outcomes.
Unit-4-
A. Examples of ET Approach: Programmed Instructional Approach, Personalised systems of
Instruction; Use of Televised teaching and learning.
B. Use of Computer in teaching: computer assisted teaching and learning, computer literacy and
computer programming, developing modules for computer-aided learning. Word processing,
internet accessing and use of Edu-sat New developments in computer-assisted learning and
teaching.
Transactional strategies
The course will be transacted with the help of diverse strategies/methods such as : modular
presentations, power-point presentations involving intelligent use of ICT, programmed instructional
material and projects prescribed individually and in groups.
Reference Books-

Bhatnagar, R.P : Educational Technology and Management, Layal Publication, Meerut.

Chauhan, S.S. : Innovations in Teaching-Learning Process.

Pandey, K.P. : Modern Concepts of Teaching Behaviour, Vishwavidyalaya Prakashan, Varanasi.

Sharma, R.A. : Technological Foundation of Education, R.Lal Publication, Meerut.

Vanaja, M. : Educational Technology, Neel Kamal Publication, New Delhi.

MHRD : National Policy on Information & Communication technology in school Education
GOI (2012).

14
First Semester
Practicum (EPC)
EPC 1 Practice in core teaching skills –
a. Set Induction
b. Explanation
c. Illustrating with examples
d. Questioning and probing
e. Writing of behavioral objectives
f. Lesson planning & Unit planning
g. Stimulus variation
h. Reinforcement and feedback
i. Use of teaching aids including Black board writing
j. Sketching and drawing
k. Closure
(At least eight skills are compulsory)
EPC 2 Reading and Reflection of any two of the texts of Indian Educators as opted by The
University department/ College.

a. Swami Vivekanand b. Mahatma Gandhi

c. Aurobindo d. Rabindra Nath Tagore.
e. Gijju Bhai f. Krishna Murti
g. Madan Mohan Malviya h. Acharya Narendra Dev

EPC 3 Drama and Art in Education

15
 B.Ed.
Second Semester

Course 201 – Contemporary Indian Education

Objectives- After taking this course, the student will be able to :

1. Analyse the role of various committees and commissions in the shaping of contemporary Indian
Education.
2. Explain the background of the present educational problems and their dimensions in a proper
perspective.
3. Reflect on the possible effective measures to address the educational problems at the various levels
of education.
4. Develop a critical perspective for revisiting various problem-ridden educational exposures.
Unit-1- Scenario of Education
A. The scenario of present Indian Education in terms of quantitative and qualitative dimensions with
reference to general schooling and vocational education .
B. Quality concerns for the educational institutions: Quality parameters and their observance.
Unit-2- Feature of school level Education in India
A. Educational systems at the primary and elementary levels of education: Issues of access and
retention: Interventions used to address them: SSA (Sarva Shiksha Abhiyan) and universalization of
enrolment: Hindrances in reaching the targets.
B. Educational systems at secondary and senior secondary level of education: The Vocationalization
of secondary level education; problems & measures to address them.
Unit-3- Centrally sponsored Intervention & other Institutions for school Education
A. The Institutions created centrally to address the issues related to access, equality, equity and
quality: Novodaya and Central school systems and NIOS (National Institute of Open Schooling) -
their purpose and contributions to school education.
B. Interventions introduced with a view to ensure equality of educational opportunity and Rights to
Education: Enactments in this regard and their observance: Issues and challenges.
Unit-4- Teacher preparation at the school level
A. Teacher Education Institutions at the primary, elementary and secondary level education: Role of
regulatory bodies like the NCTE and the function of Accreditation agencies.
B. The Education Commissions & Committees in the post independence period: their salient
recommendations & the extent of implementation:
- Secondary Education Commission (1953)
- Education Commission (1964)
- New Education Policy (1986) and its revisions (1992)
- The Curriculum Framework (2005)
Transactional strategies

The course will be transacted on the basis of important excerpts drawn from various education
commissions in original and the discussions conducted on:
- Selected Readings of these from Education commissions’ Reports.
- Various current issues in education.
- Reflective seminars/symposia.
- Critical/Creative presentations on selected themes relating to various levels of school education.
16
Reference Books-

Naik, J. P. : The Education Commission and after APH Publishing (1982).

Kheva, De A. & Samson, M. &
Kumar Shiva, A.K. : PROBE revisited : A report on elementary education in india, oxford
university press, New Delhi GOI (2011).

Mudaliar, L.S. : Report of the secondary education commission (1953).

GOI : Report of the education commission : Education and National Development
ministry of education, New Delhi (1966).

GOI : National Policy of Education (1986).

GOI : National Policy on Education (As modified in 1992) (1998).

NCERT : National Curriculum Framework (2005).

17
 Course 202 – Assessment of Learning

Objective – After completing this course, the student will be able to:
1. Differentiate between assessment and measurement.
2. Explain the conceptual basis of various types of assessment – Formative & Summative.
3. Design various assessment tools for measuring learning outcomes.
4. Interpret assessment outcomes using NRT and CRT approaches.
5. Ensure reliability and validity of assessment tools.
Unit-1-
A. Measurement, Assessment and Evaluation: difference between the three in conceptual terms,
Different types of Measures: nominal, ordinal, interval and ratio, Preparing assessment tools for
learning outcomes at nominal, ordinal and interval levels.
B. Formative and Summative Assessment procedure for various teaching – learning context- formal
and nonformal.
Unit-2-
A. Characteristics of a good assessment tool: Determining reliability & validity of assessment tools.
B. Designing classroom tests: unit tests and periodic tests: Writing behavioural objectives and
objective congruent test items, process of assessing difficulty and discrimination power of test,
Developing norms - institutional, local and regional.
Unit-3-
A. Interpretation of Assessment indicators: Z score & percentile rank based comparisons, need and
rationale, NRT (Norm referenced test) and CRT (Criterion referenced test).
B. Differentiating between assessment procedures for scholastic & Co-scholastic domain, Assessment
procedure for measuring attitude, interest and personality characteristics, CCE (Continuous and
Comprehensive Evaluation): concept and procedure with reference to scholastic & co-scholastic
areas. Reporting of Assessment outcomes: reporting formats and devices.
Unit-4- Statistical techniques for the analysis and interpretation of data
• Measures of central tendency & variability.
• Measures of relative position: percentiles and percentile ranks.
• Measures of correlation.
• Graphical representation of data and normal distribution.

Transactional strategies –
• Workshop on designing assessment tools for diverse groups of learners.
• Writing of test items & their validation through individual and group based projects.
• Individual and group projects on preparation of question papers for use as formative and summative
assessment tools.
• Critical evaluation of selected psychological tests on the basis on reliability and validity.

Reference Books-

Anastasi, A. : Psychological Testing, The Mc Millan Company, New York.

Asthana, Bipin.: Measurement and Evaluation in Psychology and Education, Vinod Pustak Mandir,
Agra.

Bloom, B.S. : Taxonomy of Educational objectives, Hand Book I : Cognitive domain, David Mc
Kay Company, New York.
18

Ebel, R.L. : Measuring Educational Achievement, Englewood eliffs, N.J. : Prentice Hall Inc.

Freeman, F.S. : Theory and Practice of Psychological Testing, New York : holt Rinehart and
Winston.

Garrett, H.E. : Statistics in Psychology and Education, Bombay: Vakils, Feffer and Simons Pvt.
Ltd.

Gronlund, N.E.: Measurement & Evaluation in Teaching, The Mc Millan Company, New -York.

Guilford, J.P. : Psychometric Methods, New York, Mc Graw Hill.

Pandey, K.P. : Shaikshik Mapan tatha mulyankan : Vishwavidyalaya Prakashan, Varanasi (2007)

Harper, Edwin, A. &
Harper Erika S.: Preparing objective examinations: A handbook for teachers, students and
examiners : Prentice hall of India, PVT. Limited, New Delhi (1992)

Thorndike, E.L. &
Hagen, E.P. : Measurement & Evaluation in Psychology and Education, John Wiley and Sons,
Inc. New York.

19
 Course 203 - Action Research in Education

Objective – After taking this course, the student will be able to:

1. Explain the meaning and importance of action research with reference to Indian schools.
2. Use various steps involved in action research in a school.
3. Design and implement school based action research project.
4. Use Action research strategy for improving school practices.

Unit-1- Meaning of fundamental, applied and action research, difference between traditional
(fundamental and applied) research and action research.

Unit-2- Action research for improving class room and school based programmes : Illustrative example in
specific areas for use of action research interventions in teaching, learning, co-scholastic areas
and organizational climate of a school.

Unit-3- Procedure of designing action research: Selection of problem, Formulation of action hypotheses
and developing a suitable design for testing of such hypotheses, Evaluation of results in action
research and their use.

Unit-4- Developing school based projects for action research ; Format of a project and its implementation.
Determining intervention based effects in terms of pre-post comparison: Precautions needed.
Formulating an action research based report for the benefit of other practitioners.

Transactional strategies –
The course will be transacted in a projected mode. Each student teacher will be required to develop
a short action research project individually and in groups under the guidance of faculty members of
the concerned teacher education department. The projects may be based on
school/classroom/community related problems in the areas of teaching/learning/evaluation and
environmental management.

Reference Books-

Best, John W. : Research in Education, Prentice Hall, Inc.

Corey, Stephen M. : Action Research to Improve School Practices, Bureau of Publication,
Teachers College, Columbia University, New York.

Kerlinger, fred N. : Foundation of Behavioural Research, Surjeet Publication, 7 K Kolhapur
Road Kamala Nagar, Delhi.

Pandey, K.P.& Amita : Shiksha me Kriyatmak Anushandhan, Vinod Pustak Mandir, Agra.

Pandey, K.P. : Fundamentals of Educational Research, Vishwavidyalaya Prakashan,
Varanasi.

Tuckman, Bruce W. : Conducting Educational Research, Harcourt Bruce Jovanovich, Inc.

Pandey, K.P. & Amita : Action Research for techers: Capacity Building Project: Sponsored
by World Bank (U.P.)

20
 Course 204 – Inclusive Education

Objective – After taking this course, the student will be able to:
1. Analyse the negative effects of the practices of exclusion.
2. Practice the values of inclusive education.
3. Organize the various practices and programmes at the school level to suit the requirements of
inclusive education.
4. Promote a culture of inclusive education in the classroom interactions.
Unit-1- Inclusive education
A. Meaning, Concept and need of inclusive education in the present context.
B. Indentifying the policies & practices which hinder inclusive approach.
Unit-2- Domains of Inclusive education
A. Social, Economic and Gender discrimination.
B. Ability and Disability domain based Educational practices and discrimination.
Unit-3- Instruments of Inclusive Education
A. Policies and programmes at school level to promote inclusion and prevent exclusion.
B. Curriculum and teaching strategies to create an inclusive school.
Unit-4- Evaluation practices related to Inclusive Education
A. Areas of evaluation and assessment policies which hinder inclusive education.
B. Evolving a framework of policies for management of education at school level from the
perspectives of inclusiveness in areas such as physical/mental/social handicaps and educational
disabilities.
Transactional strategies –
• Using Case methods to highlight the events of exclusion.
• Discussions on causes of exclusion and measures to mitigate their effect.
• Brainstorming sessions on promoting a culture of inclusive practices at school level.
• Reflective readings on excerpts from documents such as that of UNESCO.

Reference Books-

Ladson, Billings, G. : Towards a theory of culturally relevant pedagogy : American Educational

Research Journal (1995).

UNESCO : Policy guidelines on inclusion in education (2009)

Parekh, B.C. : Rethinking multiculturalism: Cultural Diversity & political theory: Palgrave (2000)

Pathak, A., :Social Implications of schooling: knowledge, pedagogy and consciousness: Aaker
Books (2013)

Nambissan, G.B. :Exclusion and discrimination in schools , Indian Institute of Dalit Studies &
UNICEF (2009)

Govinda, R. : Who Goes to School? Exploring exclusion in Indian Education, Oxford University
Press (2011).

21
Second Semester
Practicum (EPC)
EPC 1 Personality development with emphasis on -- Understanding the self /
Communication skill including Language Use and improvement of speech.
EPC 2 Designing of assessment tools for achievement in school related subject and
administration of psychological tests with a brief report thereon.

Internship – I In the Internship for first year of 4 Weeks following activities/assignments will
have to be undertaken.

a. School Visit: Two days for every School : primary / upper primary and
secondary level schools. (One Week)
b. Observation: Observation of class room teaching, Classroom and School sites
including library, lab and sports / extramural programmes within the school
with preparation of school profile as an outcome. (One Week)
c. Skill development through simulated and micro teaching sessions. (One Week)
d. Improvising of teaching aids / exhibits / gadgets for use in school. (One Week)

22
 B.Ed.
Third Semester
Pedagogy of School Subjects – Course Code 301 and 302
Pedagogy of two school subject have to be selected from the following groups in which only one
subject is to be selected from each group:

Group A Group B Group C Group D

1. Hindi teaching 1. History teaching 1. Commerce teaching 1. Biology teaching

2. Sanskrit teaching 2. Geography teaching 2. Science teaching 2. Mathematics teaching

3. English teaching 3. Civics teaching 3. Home Science teaching

4. Economics teaching

23
 Third Semester

Group (A) 1. fgUnh f”k{k.k

mn~ns”; & bl iz”ui= ds v/;;u ds mijkUr fo|kFkhZ %
1- f”k{kk esa ekr`&Hkk’kk f”k{k.k ds egRo ls voxr gks ldsaxsA
2- fgUnh Hkk’kk f”k{k.k ds fofHkUu mn~ns”;ksa dk fu:i.k dj ldsaxsA
3- fgUnh Hkk’kk esa mPpkj.k] /ofu foKku ,oa mPpkj.k laca/kh nks’kksa] dkj.kksa ,oa muds fuokj.k ls
voxr gks ldsaxsA
4- fgUnh Hkk’kk f”k{k.k gsrq fofHkUu fof/k;ksa dk mi;ksx dj ldsaxsA
5- Hkk’kk f”k{k.k esa n`”;&JO; lk/kuksa dk izHkkoh vuqiz;ksx dj ldsaxsA
bdkbZ 1v- ek/;fed Lrj ij m0iz0 cksMZ }kjk fu/kkZfjr ikB~;Øe dk leh{kkRed v/;;uA
c- fu/kkZfjr ikB~;Øe dk Hkkf’kd i{k ,oa f”k{k.k gsrq fufgrkFkZA
bdkbZ 2v- ekr`Hkk"kk f”k{k.k ,oa mldk egRo] jk’Vªh; ,drk ds fodkl esa fgUnh dh Hkwfedk]
fgUnh f”k{k.k ds mn~~ns”;% KkukRed] dkS”kyijd] jlkRed ,oa ltZukRedA
c- Hkk’kk f”k{k.k ,oa Hkk"kk foKku% /ofu foKku] in foKku] okD; foKku ,oa vFkZ foKku]
Hkk"kk f”k{k.k ,oa mPpkj.k% “kq) mPpkj.k dk egRo] mPpkj.k esa nks’k] dkj.k ,oa funkuA
bdkbZ 3v- fgUnh f”k{k.k dh fof/k;k¡ & x| f”k{k.k] Ik| f”k{k.k ,oa O;kdj.k f”k{k.k ds lUnHkZ esa]
ikB~;kstuk % vko”;drk] fofHkUu izdkj] fuekZ.k ds inA
c- Hkk’kk f”k{k.k esa ikB~~; iqLrdksa dk egRo] mn~ns”; ,oa muds izdkjA
bdkbZ 4v- Hkk"kk f”k{k.k esa n`”;&JO; lk/kuksa dh Hkwfedk% n`”; midj.k] JO; midj.k] n`”;&JO;
midj.k ,oa dEI;wVjA
c- fgUnh f”k{k.k ,oa ewY;kadu dh uohu izfof/k;k¡ A
v/;;u xzUFk&

xqIr] euksjek % Hkk"kk f”k{k.k fl)kUr vkSj izfof/k] dsUnzh; fgUnh laLFkku] vkxjkA

prqosZnh] lhrkjke % Hkk"kk dh f”k{kk] fgUnh lkfgR; dqVhj] okjk.klhA

frokjh] mn;ukjk;.k % Hkk"kk foKkuA

frokjh] HkksykukFk % Hkk"kk foKku] fdrkc egy] 22,] ljkstuh uk;Mw ekxZ] bykgkcknA

nwcs] ehjk % fgUnh f”k{k.kA

ik.Ms;] jke”kdy % fgUnh f”k{k.k] fouksn iqLrd efUnj] vkxjkA

oekZ] jkepUnz % fgUnh iz;ksxA

prqosZnh] f”k[kk % fgUnh f”k{k.k] vkj- yky cqd fMiks] esjBA

24
 Group (A) 2. laLd`r f”k{k.k
mn~ns”; & bl iz”ui= ds v/;;u ds mijkUr fo|kFkhZ %
1- f”k{kk esa laLd`r f”k{k.k ds egRo ls voxr gks ldsaxsA
2- laLd`r Hkk’kk f”k{k.k ds fofHkUu mn~ns”;ksa dk mYys[k dj ldsaxsA
3- laLd`r Hkk’kk esa mPpkj.k] /ofu foKku ,oa mPpkj.k laca/kh nks’kksa] dkj.kksa ,oa muds fuokj.k ls
voxr gks ldsaxsA
4- laLd`r Hkk’kk f”k{k.k gsrq fofHkUu fof/k;ksa dk mi;ksx dj ldsaxsA
5- Hkk’kk f”k{k.k esa n`”;&JO; lk/kuksa dk iz;ksx dj ldsaxsA
bdkbZ 1v- m0iz0 ek/;fed cksMZ }kjk fu/kkZfjr laLd`r fo’k; dk ikB~;Øe mldk Hkkf’kd i{k ,oa
f”k{k.k gsrq fufgrkFkZA
c- laLd`r fo’k; dk vU; fo’k;ksa@Hkk"kkvksa ls lEcU/kA
bdkbZ 2v- laLd`r Hkk"kk esa mPpkj.k lEcU/kh Nk=ksa dh dfBukb;k¡] /ofu foKku] mPpkj.k&nks"k] dkj.k
,oa fuokj.kA
c- Hkk’kk f”k{k.k esa ikB~;iqLrdksa dk egRo mn~ns”; ,oa muds izdkjA
bdkbZ 3v- laLd`r f”k{k.k esa “kS{kf.kd midj.k ,oa lgk;d lkexzh& Hkk"kk iz;ksx”kkyk] n`”; lkexzh]
n`”; ,oa JO; lkexzh] dEI;wVj lefFkZr vuqns”kuA
c- laLd`r f”k{k.k gsrq ikB;kstuk fuekZ.k] vFkZ] izdkj] fofHkUUk in ,oa mi;ksfxrkA
bdkbZ 4v- laLd`r f”k{k.k dh fof/k;k¡& x| ds lUnHkZ esa] Ik| ds lUnHkZ esa] O;kdj.k ds lUnHkZ esa]
c- laLd``r esa ewY;kadu dh uohu izfof/k;k¡A
v/;;u xzUFk&

xqIr] euksjek % Hkk"kk f”k{k.k] fl)kUr vkSj izfof/k] dsUnzh; fgUnh laLFkku] vkxjkA

pkUQs] ch0 ,u0 % laLd`r f”k{k.k fof/kA

pkScs] fot;ukjk;.k % laLd`r f”k{k.k fof/k] fgUnh laLFkku] y[kuÅA

ik.Ms;] jke”kdy % laLd`r f”k{k.k] fouksn iqLrd efUnj] vkxjkA

frokjh] HkksykukFk % Hkk"kk foKku] fdrkc egy] 22 ,] ljkstuh uk;Mw ekxZ] bykgkcknA

f}osnh okpLifr % laLd`r f”k{k.k fof/k] lq”khy izdk”ku] pkSd iVukA

25
 Group (A) 3. English Teaching

Objective- After Studying this paper, the student will be able to :

1. Explain the principles of language teaching.
2. Formulate the objectives of English teaching at different levels.
3. Use the appropriate method of teaching prose, poetry and grammar.
4. Make use of teaching aids appropriate for second language.
5. Prepare the lesson plan for teaching at different stages.
Unit- 1-
A. A critical study based on the survey of the english language course prescribed at the school level
and the implications for pedagogy of English.
B. Aspects of English language prescribed : English Grammar, Vocabulary and Usage.
Unit-2-
A. Nature of English language: Some implications for organizing teaching of English as a second
language, role of English language in India today, Objectives of teaching English at junior and
senior stages of school.
B. English sounds: Segmental and supra segmental phonemes in English, English morphemes:
derivational and inflectional, English syntax: Basic and transformed sentences in English.
Unit-3-
A. Methods of teaching English: direct method, bilingual method: pattern practice, teaching methods
for prose, poetry, grammar, reading, writing and composition.
B. Drills and exercises in teaching of English.
Unit-4-
A. Use of audio-visual and technological aids in teaching of English.
B. Testing and evaluation in English as a second language.
C. Uses of the mother tongue and teaching of translation in English.

Reference Books-

Bisht, Abha Rani : Teaching English in India, Vinod Pustak Mandir, Agra.

Jain & Sharma : Essentials of English Teaching, RSA, International Publication, Agra.

Nagaraj, G. : English Language teaching : Approaches methods Techniques, Orient
Longman, Kolkata

Pandey K.P. & Amita : Teaching English in India, Viswavidyalaya Prakashan, Varanasi.

26
 Group (B) 1. History Teaching

Objective- After Studying this paper, the student will be able to :

1. Understand the place, scope, need, importance and utility of History Teaching in Education.
2. Understand relationship between History and other subjects and objectives of history teaching
according to different periods.
3. Critically analyze concept of curriculum, and principles underlying present curriculum of history at
various stages.
4. Apply special techniques by using various methods of History Teaching.
5. Prepare lesson plans in History teaching and understand the utility of teaching materials in History
teaching.
6. Design tests for continuous evaluation in History Teaching.

Unit- 1 -
A. A critical study of content of history prescribed at school level and its pedagogic implication.
B. History Teaching – Concept, Scope, Need and Place of History teaching in school curriculum,
Aims and Objectives of history teaching at different stages.

Unit- 2 –
A. Curriculum of History: concept and principles of curriculum in construction, Relationship of history
with other subjects.
B. Different method of History teaching- Story, Explanation, Project and Discussion method.

Unit- 3 -
A. Teaching material in History teaching and its importance, teaching chronology.
B. Lesson planning in History Teaching: meaning, different types of lesson plans.

Unit- 4 -
A. Evaluation in history, Construction of achievement test based on objective type items and
determination of its reliability and validity.
B. History class and history teacher, Excursions and Museum: its importance.

Practical Work –
1. Developing a Unit- test on any topic.
2. Essay writing on any research related to history.

Reference Books-

Tyagi, G.S. : Teaching History, Vinod Pustak Mandir, Agra (1990).

Kochar, S.K. : Teaching of History, Sterling Publisher, Delhi (1967).

Singh, Y.K. : Teaching of History : Modern Methods, Ashish books, Delhi (2010).

Ghate V.D. : History Teaching, Hariyana Academy, Chandigarh (1989).

Vajneshwari, R. : A handbook for History Teaching, Allied Publisher, Bombay (1996).

Choudhary K.P. : Audio visual aids in Teaching Indian History, Atma Ram and Sons, Delhi (1968).

Sharma, R.A. : History Teaching (Hindi), International Publishing House, Meerut (2001).

Hartwell, E.C. : The Teaching of History (History Teaching Resources), Create space
Independent publishing Platform, U.K. (2013)

Husband, C. : What is History Teaching, Open University Press, U.K. (1996)

27
 Group (B) 2. Geography Teaching

Objective- After studying this paper, the student will be able to :

1. Explain the importance and objectives of Geography Teaching in school curriculum.
2. Use different methods for Geography Teaching.
3. Prepare lesson plan of Geography Teaching.
4. Use teaching aids for making Geography Teaching effective.
5. Construct test in Geography Teaching.
Unit-1-
A. A critical study of content of geography prescribed at school level and its pedagogic implication.
B. Geography teaching: Meaning, Nature, Need and Place of Geography in curriculum.
Unit-2–
A. Aims and objectives of Geography teaching.
B. Curriculum of Geography- Concept and Principles of curriculum construction.
Unit- 3 -
A. Methods of Geography Teaching – Observation method, Inductive and Deductive method, Lecture
method, Excursion method, Demonstration method, Regional method, Comparative method,
Project method, Sample study method, Concentric method and Problem solving method.
B. Lesson plan for Geography Teaching: techniques, related materials and their utility.
Unit- 4 -
A. Evaluation procedures for measuring achievement in Geography, construction of test, for evaluation
of learning outcomes in geography based on Objective type items and determination of its
reliability and validity.
B. Geography lab, library and club.
Practical Work
• Making of a model and drawing maps related to the subject.
• A Critical analysis of the teaching methods used in geography teaching in any two schools of
Varanasi.
• Writing an essay based on innovative practices and events related to geography.

References Books –

Arora K.L. : The Teaching of Geography. R. Lal Pub. Meerut.

Biswas Bhaskar Chandra : Learn and Teach Geography. Authors Press New Delhi.

Cans, G.J. : Handbook for Geography Teacher, London, Mathur Educational Ltd. 1957.

Hal, Devid : Geography and the Geography Teacher, Landon, Geography Hall, 1976.

Long and Robertson : Teaching of Geography, , London, Honeman Educational Books, Ltd. 1958.

Mesney, E.A. : Teaching of Geography, London, Oxford University Press, 1952.

Rao, M.S. : Teaching of Geography, Anmol Pub. 1995.

Singh, H.N. : Geography Teaching, Vinod pustak mandir, Agra, 1985.

Song, M.L. : Handbook for Geography Teacher, London, Mathur Educational Ltd. 1974.

Srivastava, K.M. : Teaching of Geography, Sahitya Prakashan, Agra.

Verma, J.P. : Teaching of Geography, R.Lal book depot, meerut, 2012.

Verma, O.V : Geography Teaching, Strling pub. 1991.

Walford, R. Ed. : Directions in Geography Teaching, London, longman’s co. 1973.

28
 Group (B) 3. Civics Teaching

Objective- After studying this paper, the student will be able to :

1. Explain the place, scope, need and importance of civics teaching in education.
2. Formulate the objectives of civics teaching according to different time periods and the correlation
of civics with other subjects.
3. Critically analyze the present curriculum of civics at different levels, concept and construction of
civics curriculum.
4. To use different methods of civics teaching.
5. To develop lesson plans on civics teaching and understand the importance of the content in civics
teaching.
6. Construct test in civics teaching.

Unit- 1 -
A. A critical study of the content of civics prescribed at school level and its pedagogic implications.
B. Teaching of Civics – Meaning, nature, need, importance and relation with other school subjects.

Unit- 2 –
A. Aims and Objectives of Civics teaching at the school level.
B. Curriculum of Civics Teaching – Concept and Principles of curriculum construction.

Unit- 3 -
A. Methods of Civics Teaching– Lecture method, Discussion method, Source method, Project method,
Brain storming method, Simulated Teaching method and Problem solving method.
B. Format of various lesson plans: importance and construction of lesson plan for Civics Teaching.

Unit- 4 -
A. Importance and application of teaching aids in Civics Teaching, Activities for civics teaching,
civics room and library, civics teacher.
B. Evaluation in Civics – Construction of achievement test based on objective type items and
determination of its Reliability and Validity.

Practical Works –
1. Constructing Unit- tests based on Civics curriculum at school level.
2. Writing an essay based on amendments in constitution.

Reference Books-

Singh, Rampal : Teaching of civics, R. Lal Book Depot. Meerut (2012).

Singh, Satnam. : Modern Methods of Teaching Political Science, Srishti Book Distributors, New-
Delhi.

Tyagi, Gurusaran : Teaching of civics, Vinod Pustak Mandir, Agra (2013).

Yadav, Nirmal. : Teaching of Civics and Political Science.

29
 Group (B) 4. Economics Teaching

Objective – After studying this paper, the student will be able to :

1. Indicate the importance and Objectives of Economics Teaching in school curriculum.
2. Use different methods of Teaching in Economics.
3. Make lesson plan of Economics Teaching.
4. Use Teaching aids for making Economics Teaching effective
5. Construct objective based objective type test items in Economics.
Unit-1-
A. Content of Economics as a school subject at a glance: Its pedagogic implications in terms of
interdisciplinary approach.
B. Economics Teaching: Nature, Scope and Place of economics teaching in school curriculum,
Aims and Objectives of Economics teaching at different levels.
Unit-2–
A. Economics curriculum – Concept, Principles of Curriculum construction in economics: critical
analysis of present curriculum implemented at different levels of Education, Correlation of
Economics with other subjects.
B. Methods of Economics Teaching – simulated Teaching, project method, lecture method, discussion
method, brain storming and methods based on small groups.
Unit-3-
A. Teaching aids & their use in Economics teaching.
B. Lesson planning in Economics Teaching: Meaning, types and importance.
Unit-4-
A. Methods of evaluation in Economics Teaching, Construction of tests for evaluation on the basis of
objective type items and determination of its reliability and validity.
B. Economics library and club.
Practical Work –
1. Construction of Unit- test in subject of economics at school level.
2. Essay writing on new researches and events related to economics.
Reference Books-

Agrawal, J.C. : Teaching of Economics, RSA International Publication, Agra.

Anuja, Amrish Kumar : Economics of Education, Authors Pub.

Roi, B.C. : Methods of Teaching of Economics, Prakashan Kendra, Lucknow.

Singh, Satnam : Modern Methods of Teaching Economics, Srishti Book, New Delhi.

30
 Group (C) 1. Commerce Teaching

Objective- After studying this paper, the student will be able to :

1. Explain the place of commerce and objectives of commerce teaching in school curriculum.
2. Use methods of teaching in commerce teaching.
3. Make lesson plan of commerce teaching.
4. Utilize teaching aids in commerce teaching.
5. Construct tests for commerce teaching.
Unit-1-
A. A critical study of the content of commerce as a school subject and its pedagogic implications.
B. Commerce Teaching: Meaning, Scope, Need & Use. Place of Commerce Teaching in school
curriculum, Aims and Objectives of Commerce teaching at different levels.
Unit-2-
A. Commerce curriculum: Concept, Principles of curriculum construction.
B. Correlation of commerce with other subjects, Commerce book passed on CCE pattern.
Unit-3-
A. Methods of Commerce Teaching: Simulated teaching, Project method, Lecture method, Problem
solving method, Brain storming, Inductive: Deductive method, Synthesis & Analysis method.
B. Teaching aids in Commerce Teaching: Kinds and Use, Library, Club.
Unit-4-
A. Construction of lesson plan in commerce teaching: Formats and Use.
B. Evaluation in commerce : Construction of achievement test based on objective type items and
Determination of its Reliability and Validity.
Practical Work –
1. Construction of unit- test for subject of commerce at school level.
2. Essay writing on important national / international events related to Commerce.
Reference Books-

Agrawal, J.C. : Teaching of Commerce: A Practical Approach, Vikash Pubishers.

Rao, Seema : Teaching of Commerce, Anmol Publication PVT.Ltd. New Delhi.

Singh, Satnam : Modern Methods of Teaching Commerce, Shrishti Books Distributors. New Delhi.

Tomar, S. : Teaching of Commerce, Vinod Pustak Mandir, Agra.

Tyagi, G.S. : Vanijya Shikshan, Vinod Pustak Mandir, Agra.

31
 Group (C) 2. Science Teaching

Objective- After studying this paper, the student will be able to :

1. Acquire knowledge about meaning, need, value & place of science teaching.
2. Understand the objectives of general science teaching.
3. Clarify different teaching methods & curriculum constructions.
4. Explain functioning of science lab & library.
5. Develop interest in scientific activities along with curricular activities.
6. Construct lesson plan based on different approach & models of teaching.
Unit- 1 -
A. A critical study of the content of science prescribed at school level and its pedagogic implications.
B. Science Teaching: Nature, Need and Scope and Its correlation with other subjects, Value of science
in present day living and its place in curriculum, Objectives of science teaching: objectives at
different levels, Revised Bloom’s taxonomy, methods of writing instructional objectives in
behavioural terms viz, mager’s method and RCEM.
Unit- 2 -
A. Science teaching methods- Lecture method, Lecture-cum-demonstration method, Heuristiic
method, Project method, Assignment method and Modern trends in science teaching viz-e-learning,
Team teaching, integrated approach.
B. Teaching aids in science teaching- meaning, types, significance, qualities of a good teaching aid,
self improvised apparatus and teaching aids, steps for effective use of audio-visual aids.
Unit- 3 -
A. Science laboratory: Organization and structure of science laboratory, administration, maintenance
and safety measures in the lab and first aid kit, Science library: need & importance along with
different activities of library.
B. Science lesson plan- meaning, characteristics, major steps involved in lesson planning, Format of
lesson plan, Different type of lesson plan based on different approaches.
Unit- 4 -
A. Evaluation in science: Construction of achievement test based on objectives type items and
determination of its Reliability and Validity.
B. Co-curricular activities- science fair & exhibitions, science club excursion- visit to science museum
& science park, concept mapping, constructivist approach in science teaching.
Practical work:-
1. Construction of low cost improvised apparatus.
2. Construction of a lesson plan based on constructivist approach.

References books –

Bloom, B.S. (1956) : “Taxonomy of educational objectives”, David Mackay Company, INC,
New York.

NCERT : “Text Book of Science, NCERT, New Delhi.

Pareekh, A.M. (2001) : “Lesson Planning in Indian School”, R.C. of Education, Jaipur.

Rao, D.B. (1997) : “Reflection on Scientific Attitude”, Discovery Publishing House, New
Delhi.

Singh, Satnam : Modern Methods of Teaching Science, Srishti Book Distributors New
Delhi.

Singh, Uttam Kumar : Science Education, C.W. Nayak A.K.

Sood, J.K. (1999) : “New Direction In Science Teaching”, Kohli Publication, Chandigarh..

Yadav, M.S. : Modern method of teaching of science, Anmol publishers, New
Delhi.

32
 Group (C) 3. Home Science Teaching

Objective- After studying this paper, the student will be able to :

1. Formulate the objectives of Home Science Teaching.
2. Use the different equipments of Home Science lab.
3. Explain the importance of Home Science Teaching.
4. Use the different methods of evaluation in Home Science.
Unit- 1 -
A. A critical study of the content of home science prescribed at school level: The interdisciplinary
nature of the content and its pedagogic implications.
B. Home Science teaching- need, relevance and correlation of home science with other subjects,
Objectives of home science teaching at school level.
Unit- 2 –
A. Home science curriculum- Concept, Principles of curriculum construction.
B. Home science laboratory equipments needed- building, arrangement of residence making and
decoration.
Unit- 3 -
A. Methods of Home Science Teaching- Lecture, Lecture cum demonstration, Laboratory method,
Project method.
B. Lesson planning in Home Science teaching- Format, Characteristics, Need and Importance. .
Unit- 4 -
A. Use and importance of material aids in home science teaching, tour, exhibition and its importance.
B. Evaluation in home science : construction of achievement test based on objective type items and
determination of its reliability and validity.
Practical –
1. Preparation of Unit- tests in home science.
2. Essay writing based on different researches related to interior decoration.
Reference Books –

Bhargav, Priya : Teaching of Home Science, C.E. Publications.

Roy, Binita : Fundamentals of Home Science, Sterling Publishers.

Singh, Satnam : Modern Methods of teaching Home Science, Srishti Book Distributor New Delhi.

33
 Group (D) 1. Biology Teaching

Objectives- After studying this paper, the student will be able to :

1. Acquire knowledge about Meaning, Scope & Need of Biology.
2. Understand objectives of Biology Teaching.
3. Clarify the Teaching methods and curriculum constructions.
4. Analyze learning outcomes in Biology from the points of view of behaviourism to constructivism.
5. Construct lesson plan on the basis of different approaches & teaching models.
6. Develop interest in Biology laboratory work, bio club & botanical garden.
Unit- 1 -
A. A critical study of the content of biology prescribed at school level and its pedagogic implications.
B. Biology teaching: nature, need & scope its correlation with other subjects; Place of Biology in
school curriculum, difference between curriculum and syllabus, Principles of curriculum
constructions. Aims and objectives of biology teaching, methods and techniques of writing specific
objectives in behavioural term. Revised bloom’s taxonomy, difference between general & specific
objectives.
Unit- 2 -
A. Methods of Biology teaching- lecture method, lecture-cum-demonstration method, problem solving
method, heuristic method, project method & laboratory method. Modern trends in biology teaching-
e-learning, team teaching, integrated method, discrepant event approach.
B. Biological laboratory- Need and significance of laboratory work, administration and safety
measures in the lab and first aid kit, low cost improvised apparatus, maintenance of Biology
laboratory. Biology library-need & importance.
Unit- 3 -
A. Learning in Biology- Constructivism vs Behaviourism, Meaning & difference between
constructivist & behaviourist approach. Constructivist classroom, teacher and lesson. Concept
mapping- meaning, definition & its significance.
B. Teaching Aids- meaning, type, significance & principles of the selection of proper teaching aids &
their use. Co-curricular activities in Biology- visit to community resources, botanical garden,
aquarium, vivarium & terrarium and their construction, bio-club, eco-club.
Unit- 4 –
A. Evaluation in Biology : Construction of achievement test based on objective type items and
determination of its Reliability and Validity.
B. Lesson plan- characteristics, different approaches, major steps involved in lesson planning, format
of lesson plan. Importance of lesson plan and different types of lesson plan based on different
models of teaching viz. BTM & Biological inquiry training model.
Practical work -
1. Construction of an achievement test.
2. Construction of a lesson plan based on constructivist approach.
3. Essay writing on any innovation in Biology teaching & research.
Reference Books-

Bhusan,S. : Biology teaching, Agarwal publication, Agra.

Bloom, B.S. :Taxonomy of educational objectives, David Mackey, Newyork.

Falk, Dons : Biology teaching method, Wiley Newyork.

Kulshrestha, S.P.: Teaching of Biology, Loyal book department. Meerut.

Kumar, S. :Biology Teaching, Agrawal Publication, Agra, 2010.

Ratho. T.N. : Emerging Trends in Biology teaching, Surya Prakashan, Meerut .

Ravi Kumar, S.K.: Teaching of Biology. Mangal deep Pubishers, meerut.

Singh, Satnam : Modern Methods of Teaching Zoology. Srishti Books Distributors. New Delhi.

Sood, J.K. : Teaching life sciences, Arya book depot, New Delhi.

Yadav.K. : Teaching of life science, Anmol publication, New Delhi.

34
 Group (D) 2. Mathematics Teaching

Objective- After studying this paper, the student will be able to :

1. Know the place of mathematics in school curriculum and aims of mathematics teaching.
2. Use the teaching methods in mathematics teaching.
3. Prepare lesson plan of mathematics teaching.
4. Use the teaching aids in mathematics teaching.
5. Develop standardized achievement test in mathematics.
Unit-1-
A. A critical study of the content of mathematics prescribed at school level and its pedagogic
implications.
B. Contribution of Great Mathematicians- Aryabhatta, Bhaskaracharya, Ramanujan, Gauss and
Pythagoras, Place of mathematics in school curriculum, Correlation of mathematics with other
subjects.
Unit-2-
A. Aims and objectives of mathematics teaching.
B. Curriculum of mathematics- concept and principles of curriculum construction.
Unit-3-
A. Methods used in mathematics teaching- Inductive-Deductive method, Analytic and Synthetic
method, Lecture method, Heuristic method and Project method.
B. Using various techniques for teaching mathematics viz oral, written, drill and assignment or home
work.
Unit-4-
A. Lesson plan and teaching aids in mathematics teaching. Mathematics Library, Laboratory and club.
B. Evaluation in mathematics : Construction of achievement test based on objective type items and
determination of its reliability and validity.
Practical work -
• Preparing Unit- test based on Mathematics curriculum at school level and determining the
difficulty level and discrimination power of items included in the test.
Reference Books-

Kumar, Sudhir &
Ratnatikar, D.N. : Teaching of Mathematics, Anmol publication Pvt. Ltd., New Delhi.

Sidhu, Kulbir Singh: The Teaching of Mathematics. Sterling Publishers, New Delhi

.Vashista, S.R. : Curriculum Construction, Anmol publication Pvt. Ltd., New Delhi.

35
Third Semester
Practicum (EPC)
EPC 1 Classroom/School/Community based research projects and implementation

EPC 2 Intelligent use of ICT and development of power point presentation including
improvisation of teaching aids and gadgets.

Internship – II In the Internship for second year of 16 weeks, following activities / assignments
will have to be undertaken.

A. The B.Ed. trainee will be attached to primary/upper primary level schools for
(Four Weeks), to secondary level schools for (Ten Weeks) and to senior
secondary schools for (Two Weeks). The purpose of the internship programme
is to integrate theoretical knowledge of courses in perspectives and pedagogy
with engagement in various sites such as the school, the classroom, the
community and the learner and thereby ensuring a holistic development of
teaching competencies and skills needed for an effective teacher professional of
21st century global world.
B. The activities undertaken during this programme of school attachment will
comprise of :
a. Observing teaching sessions of school teachers.
b. Teaching 40 lessons (Supervised by B.Ed. faculty).
c. Participation in school chores such as prayers, assembly, organization of
Co-Curricular activities.
d. Library and lab management (in cases of trainees having to work with
laboratories).
e. Excursion, Study tours etc. as part of the school programme.
f. Community interactions including teacher-parent meetings and visits to
specific community centres.

36
 B.Ed.
Fourth Semester
Course 401 - Environmental Education in Indian Perspective
Objectives - After studying this course, the student will be able to :
1. Know the meaning of Environment, its different dimensions, pollution and the role of teacher in its
prevention.
2. Understand the importance of Environment in traditional Indian society.
3. Understand the aim of Environmental education, its importance, factors affecting it and the
expectations of teacher training institutes related to Environmental education.
4. Use different strategies to make the Environmental education effective.
5. Identify the role of teachers in solving the problems related to Environmental education.
6. To assess the role of Indian values in Environmental management and education.
Unit-1-
A. Environment: meaning, different dimensions and components. Environmental pollution: meaning
and kinds, Environmental degradation, role of the teacher in prevention of environmental pollution,
environment in the Indian society.
B. Ideas of Gandhi, Tagore and J. Krishnamurti in relation to environmental protection.
Unit-2-
A. Environmental Education: meaning, objective, need and importance. Factors influencing
environmental education, expectation from environmental education and teachers training institute.
B. Various resources of environmental education and methods of its use. Role of mass communication
in propagation of environmental education.
Unit-3–
A. Strategies for making the environmental education effective– lecture, discussion, project,
simulation & simulation games, problem solving, enquiry & field work and their uses and
limitations.
B. Evaluation and conducting of the programmes of environmental education and difficulties
encountered there in: the role of action research in solving Environmental problems.
Unit-4–
A. Role of Indian values in environmental education, responsibilities of teachers in development of
environmental awareness.
B. Environmental education based on environmental management and community: meaning of
environmental management, effects and evaluation.
C. Importance of population education and health education with reference to environmental
education.
Practical work-
1. Collection of Statements and ideas related to Environment and its Conservation from Indian
literature.
2. Construction of Project based on Environmental Education/ Pollution Control.
Transactional strategies –
The course will be transacted through interactive lecture, discursions, problem solving enquiry and
field work for making the environmental education effective.
Reference Books-

Chitrabhanu, T.K. : Environmental Education, Authors Press, Delhi.

Goyal, M.K. : Essential Environment, RSA International, Agra.

Nagi, G.K. : et al. Noise Pollution, Common Wealth Publisher, New Delhi,1999.

Pandey, G.N. : Environment Management Vikas Publishing House Pvt, 1997.

Raj, Shalini : Teaching of Environmental Education, I.V.Y Publication, New Delhi.

37
 Course 402 – Gender, School and Society

Objective – After taking this course, the student will be able to:
1. Relate the issues of gender in school and social practices in a correct perspective.
2. Identify the gender related discriminatory practices in educational context.
3. Explain the classroom situations having potential for gender based discrimination.
4. Indicate the stand taken in policy documents in respect of gender, education and society.
Unit-1- Conceptual Concerns
A. The Indian perspective on gender and its implications for education.
B. School as an agency: Differentiating it from other agencies of socialization such as family, hobby
club, community and Activity Centers. Their role in developing knowledge, attitude and skills.
Unit-2- Social System and the gender bias
A. Nature and characteristics of Indian society – Issues related to plurality in terms of Caste, Creed and
Economic disparities.
B. Specific Areas in social system with reference to rural and urban habitat which encourage gender
bias: Measures to neutralize their negative effects.
Unit-3- School and gender bias
A. Co-education schools - Their strengths and weaknesses in the Indian Context.
B. Curriculum and teaching transactions: vulnerable areas for gender discrimination.
Unit-4- Interventions and measures for minimizing inequalities based on gender
A. The girl child in the Indian Society, measures to provide discrimination free school system;
Incentives for the education of girls.
B. The policy observations of a few selected Education Commissions on the education of girls: The
extent to which they could be implemented.
Transactional strategies –
• Readings and reflections on selected documents on education of women.
• Case presentations followed by discussions.
• Discussions/Seminars on themes having national relevance for education of women.
• Assignments in the form of Compositions and Creative writings highlighting the predicaments of
the girl child in India.
Reference Books-

Nirantar : Textbook regimes: A feminist Critique of nation and identity, New Delhi. (2010)

Menon, N. : Seeing like a feminist India : Penguin (2012)

Bhatt, H. : The diary of a school teacher, An Azim Premji University publication, New Delhi.

Batra, P. : Voice & Agency of teachers.

Pandey, K.P. : Perspectives in Social Foundation of Education. (2010)

Kushwaha, Madhu : Gender aur Shiksha, Ganga Sharan & Grand Sons, Varanasi.

38
 Course 403 & 404 – A - Guidance and Counselling in School

Objective - After studying this course, the student will be able to:
1. Plan and organize guidance programmes in schools.
2. Conduct counselling sessions in school situation.
3. Use appropriate tools & technique for guidance & counselling sessions.
Unit-1-
A. Guidance: concept, need, objectives, scope and status of guidance in Indian context.
B. Principles and basic assumptions of guidance, various theories of guidance, modern trends and
problems of Guidance in Indian context.
Unit-2-
A. Kinds of guidance: educational, vocational and personal.
B. Needs of guidance for special children: ongoing efforts in this field.
Unit- 3 -
A. Counselling: meaning, conceptual similarities and differences between guidance and counselling,
relevance of counselling in present context, organization of guidance and counselling services in
schools.
B. Techniques of counselling: directive, non-directive and eclectic counselling: objectives, steps,
characteristics and educational implications.
Unit- 4 -
A. Evaluation techniques used in guidance: standardized and non-standardized tests, interview,
observation, case study, autobiographical description, their merits and demerits.
B. Formation of cumulative records - step and importance.
Transactional Strategies:

The course will be transacted mainly through practical work such as the following :
• Preparing the cumulative record of any two students by collecting data through case study method.
• Conducting a counselling session based on the problem of two students by using appropriate
counselling technique and preparation of report thereon.
Reference Books-

Bhatia K.K. : Principles of Guidance and counseling. Kalyani Publication.

David, A. : Guidance and Counselling. Com.W. Publication.

Kochhar, S.K. : Educational and Vocational Guidance in secondary shells. Sterling Publication.

Pandey, K.P. : Educational and Vocational Guidance in India. Vishvavidyalaya Prakashan

Rao, S.N. : Counselling and Guidance, Tata Mcgraw hill, New Delhi.

Traxler, A. E. &
North, R. I. : Techniques of Guidance, Harper and Raw, New York.

39
 Course 403 & 404 – B - School Managements

Objective- After Completing this Course, the student will be able to:
1. Understand the process of planning, organizing, controlling and evaluating aspects of managerial
concerns in school education and their implications.
2. Develop competencies in using the results of SWOT analysis for better management of classroom
and school system.
3. Acquire appropriate skills and competencies for imbibing effective transactional and
transformational leadership attributes.
Unit-1- Conceptual basis of school management
A. Basic management functions : planning, organizing, leading, motivating and controlling and their
implications for effective school management.
B. Using management functions for an effective classroom management in schools.
Unit-2- Needed Competencies for better school managements
A. Needed skills for conducting strength, weakness, opportunity and threat (SWOT) analysis for
improving school management.
B. The technique of ‘Can do’ / ‘Will do’, ‘Cannot do’ / ‘Will not do’ to enhance competence in school/
classroom management.
Unit- 3 – Total Quality Management approach for Schools
A. The concept of TQM and the scope for its application in school management.
B. Human resource development in schools.
Unit- 4 – Control and Evaluation mechanisms for better school system
A. The system of evaluation : accreditation and quality assurance : Institutions created to watch quality
concerns in school : organizational climate and ethos- ensuring positive ambience within a school.
B. Improving the present system of inspection and supervision in schools: Participatory management
and issues of accountability in school transactions.
Transactional strategies –
• Case based study of exemplary practices in school management.
• Visits to schools with records of best practices.
• Developing case profiles of effective classrooms / schools.
Reference Books-

Bhatia, K.K. &
Singh, Jaswant : Principles and practice of school management, Tandaon publications books
market, Ludhiana.

Bhatnagar, R.P. &
Agrawal, Vidya : Educational administration, Supervision, Planning & financing, Surya
Publication, Meerut.

Koortz, Harold &
Weihrich, Heinz : Essential of management an international perspective, Tata Mc Graw-Hill
Publishing Company Limited, New Delhi

Sindhu, Kulbir Singh :School organization and administration, Sterling Publishing Private Limited,
New Delhi.

Varshrey, G.K. : Organisation and Management, S. Chand and Company LTD., New Delhi.

40
 Course 403 & 404 – C - Value education and moral ethics

Objective- After Completing this course, the student will be able to:
1. Understand the value aspects of educational programmes and activities.
2. Appreciate the importance of value education at school level.
3. Develop an attitude favourable for imbibing moral ethics / Codes of conduct necessary for teaching
profession.
4. Interpret the moral obligations implicit in the job of teaching.
Unit-1- Meaning and scope of value education
A. Meaning of values: axiological basis of human values and their relevance for education.
B. Classification of values in terms of individual and social need and their hierarchy.
Unit-2- Pedagogy of values
A. Organizing instructional programmes in schools with focus on values specially human values.
B. Strategies- direct and indirect for promotion of values in a school system.
Unit- 3 – Ethical concerns in teaching profession
A. Ethics of restraint, Ethics of virtue and Ethics of altruism: Context of education.
B. Making moral and character education effective.
Unit- 4 – Morality and teacher
A. Moral ethics : concept and connotation: why moral ethics is necessary for teaching profession?
B. Professional ethics and the teacher : Moral obligations in teaching profession specially in the global
era.
Transactional strategies –
• Presentation of Cases and organizing discussions based on them.
• Visits to selected institutions in the community which play distinct role in value inculcation.
• Interactive sessions based on readings and reflections.
Reference Books-

Goyal, R.P. : Value Education and Human Rights, Published by Mahaveer & Sons, New Delhi –

Muthuja, Babu & Usharani, R. &
Arun, R. K. : Peace and Value Education, Centrum Press, New Delhi - 110002

Reddy, Dayakara &
Rao, Digumarti Bhaskara : Value oriented Education, Discovery Publishing House, New Delhi-

Thomas Kutty, P.G. &
George, M. : Human Rights and Value in Education , Discovery Publishing House PVT. LTD.,
New Delhi.

41
 Course 403 & 404 - D - History of Indian Education
Objectives- After studying this course, the student will be able to :
1. Explain the features of Ancient Indian Education.
2. Describe the development of elementary education in India and the main issues related to it.
3. Describe the development of Secondary education in India and its main issues.
4. Offer comments on various problems related to Indian Education System.
Unit-1-
A. Ancient Indian Education: Vedic Education, Buddhist Education, Method of teaching,
characteristics, teaching and learning centers.
B. Development of Medieval Education: characteristics, methods of teaching and organization of
teaching.
C. British Education: Macaulay’s Education plan, nature of education on the basis of Wood’s
Educational dispatch. Their impact on programmes & policies in education.
Unit-2-
A. Recommendations of different commissions in the development of Education.
• University Education commission (1948)
• Secondary Education commission (1953)
• Education commission (1964)
B. New Education Policy 1986 and recommendations relevant to present educational policies,
recommendations of National Knowledge Commission - 2005.
Unit-3-
A. Primary Education: Problem of Wastage and Stagnation, The intervention in respect of the
Universalisation of Primary Education. Yashpal committee.
B. Effectiveness of Programs run by informal and open schools, Burden in learning, Minimum
Learning level, improvement in examination system.
Unit-4-
A. Secondary Education: Historical perspective, Structure, Organization, General problems,
Vocationalisation of Education, Economic problems, Examination Reforms upto secondary level.
B. Study of problems related to equality of educational opportunities, religious and value education,
women and adult Education.
Transactional Strategies:
The course will be transacted through practical work/ practical sessions such as:
• Preparation of educational quotes from Vedic and Buddhist literature.
• Collecting and writing down the information related to women of Vedic period.
• Collection of articles published in newspapers related to National Knowledge Commission and
others.
Reference Books-

Gupta Manju : Education in India. K.S.K.Publishers.

Mukerji S.N. : Education in India: Today and Tomorrow. Vinod Pustak Mandir Agra.

Ranga Rao, N.V.&
Bhatia, K.K. : Teacher and Education in Emerging Indian Society. Vinod Publishers, Meerut.

Mukherjee, R.K. : Education in Ancient India.

Agnihotri, R.K. : Multilingalism as a classroom resourse (1995)

42
Fourth Semester
Practicum (EPC)
EPC 1 Scouting and Guiding – Under the guidance of an authorized trainer with
certification.

EPC 2 Yoga Education – Under the guidance of a formally trained yoga expert with
certification from the concerned institution.

43