Scheme of Instruction & Syllabi of Integrated Course

under CBCS
Bachelor of Arts with Bachelor of Education
(B.A. B.Ed.)

(B.A. with English Literature, Political

Science/Economics & History)

(Effective from Session 2020-21)

Invertis Institute of Education

Invertis University, Bareilly

Invertis Village,
Bareilly – Lucknow Road, NH – 24,
Bareilly (U. P) - 243123
India
B.A. B.Ed.
Program Outcomes (PO)

The 4 year integrated B.A. B.Ed. program aims at enabling the student-teacher to :

PO1 : Understand the basic concepts and ideas of educational theory.

PO2 : Build understanding and perspective on the nature of the learner, diversity and learning.
Understand the nuances of child psychology and how children’s learn.

PO3 : Discuss the role of the systems of governance and structural – functional provisions that
support school education.

PO4 : Practice skills and approaches for enhancing understanding of subject matter knowledge
to be taught in secondary schools. Appreciate and apply the latest approach such as the
constructivist approach to teaching learning.

PO5 : Adopt innovative teaching strategies in classroom processes. Enhance the skills of
communication.

PO6 : Excellent adaptability to function in multi-disciplinary work environment, good

interpersonal skills as a leader in a team in appreciation of professional ethics and societal
responsibilities.

PO7 : Develop understanding about teaching, school management and community involvement.
Make use of subject specific pedagogical knowledge and skills.

PO8 : Create awareness about the environment.

PO9 : Build skills and abilities of communication, reflection, art, aesthetics, theatre, self
expression and ICT. Get functional familiarity with ICT and use it as a teaching learning tool.

PO10 : Become effective teachers of social study and language at secondary level by imbibing
appropriate professional values. Develop knowledge and performance competencies in social
studies and language.

PO11 : Develop critical thinking, abstract reasoning, creativity and problem solving skills.

PO12 : Discover different human values inherent in content domains.

 CHOICE BASED CREDIT SYSTEM (CBCS)
The CBCS provides an opportunity for the students to choose courses from the prescribed
courses comprising core, elective/minor or skill based courses. The courses can be evaluated
following the grading system, which is considered to be better than the conventional marks
system. Therefore, it is necessary to introduce uniform grading system in the entire higher
education in India. This will benefit the students to move across institutions within India to
begin with and across countries. The uniform grading system will also enable potential
employers in assessing the performance of the candidates. In order to bring uniformity in
evaluation system and computation of the Cumulative Grade Point Average (CGPA) based
on student’s performance in examinations, the UGC has formulated the guidelines to be
followed.

Outline of Choice Based Credit System

1. Core Course: A course, which should compulsorily be studied by a candidate as a core
requirement is termed as a Core course.
2. Elective Course: Generally a course which can be chosen from a pool of courses and
which may be very specific or specialized or advanced or supportive to the discipline/ subject
of study or which provides an extended scope or which enables an exposure to some other
discipline/subject/domain or nurtures the candidate’s proficiency/skill is called an Elective
Course.
2.1 Discipline Specific Elective (DSE) Course: Elective courses may be offered by the
main discipline/subject of study is referred to as Discipline Specific Elective. The
University/Institute may also offer discipline related Elective courses of interdisciplinary
nature (to be offered by main discipline/subject of study).
2.2 Dissertation/Project: An elective course designed to acquire special/advanced
knowledge, such as supplement study/support study to a project work, and a candidate studies
such a course on his own with an advisory support by a teacher/faculty member is called
dissertation/project.
2.3 Generic Elective (GE) Course: An elective course chosen generally from an unrelated
discipline/subject, with an intention to seek exposure is called a Generic Elective. P.S.: A
core course offered in a discipline/subject may be treated as an elective by other
discipline/subject and vice versa and such electives may also be referred to as Generic
Elective.
3. Ability Enhancement Courses (AEC)/Competency Improvement Courses/Skill
Development Courses/Foundation Course: The Ability Enhancement (AE) Courses may
be of two kinds: AE Compulsory Course (AECC) and AE Elective Course (AEEC). “AECC”
courses are the courses based upon the content that leads to Knowledge enhancement. They
((i) Environmental Science, (ii) English/MIL Communication) are mandatory for all
disciplines. AEEC courses are value-based and/or skill-based and are aimed at providing
hands-on-training, competencies, skills, etc.
3.1 AE Compulsory Course (AECC): Environmental Science, English
Communication/MIL Communication.
3.2 AE Elective Course (AEEC): These courses may be chosen from a pool of courses
designed to provide value-based and/or skill-based instruction.
Project work/Dissertation is considered as a special course involving application of
knowledge in solving / analyzing /exploring a real life situation / difficult problem. A
Project/Dissertation work would be of 6 credits. A Project/Dissertation work may be given
in lieu of a discipline specific elective paper.
 Details of Course under B.A. B.Ed.

Course *Credits
Theory +Tutorial
=================================================================

I. Core Course
(30 Papers) 24 X 04 = 96
06 X 02 = 12
Discipline specific core (12 Papers)
Discipline specific core in Education (12 Papers) Language core course (06 Papers)

Core Course Practical / Tutorial* (00 Papers)

II. Elective Course (9 Papers)

A.1. Discipline Specific Elective 02 X 06 = 12

(06 Papers) 03 X 01 = 03
01 X 02 = 02

B.1. Generic Elective/Interdisciplinary 0 3 X 02 = 06

(04 Papers) 01 X 01 = 01

III. Ability Enhancement Courses (12 Papers)

1. Ability Enhancement Compulsory 04 X 02 = 08
(05 Papers) 02 X 01 = 02

2. Ability Enhancement Elective (Skill Based)

(07 Papers) 01 X 12 = 12
04 X 02 = 08
02 X 01 = 02
Total credit: 164
Institute Should evolve a system/policy About ECA/ General Interest/Hobby
/Sports/NCC/NSS/related courses on its own. * wherever theories a practical there will be no
tutorial and vice-versa
 Structure of CBCS Course in B.A. B.Ed.

Langu Disciplin
age Langua Skill e
Core Ability Generi
Core ge Core Enhancement Specific
Course Enhancement c
Cours Course Course Elective
Program Compulsory Electiv
Year Sem e (LCC Program Program
(DSC) (AECC) e (GE)
(LCC 2) (SEC) (DSE)
1)
DSC1 LCC1 AECC1 SEC1 DSE1
DSC2
1
DSCE1
DSC3 LCC2 AECC2 DSE2 GE1
I DSC4
2
DSCE2
DSC5 LCC3 SEC2 DSE3
DSC6
3
DSCE3
DSC7 LCC4 AECC3 SEC3 DSE4
II DSC8
4
DSCE4
DSC9 LCC5 AECC4 SEC4 DSE5 GE2
DSC10
5 DSCE5
DSCE6
DSC11 LCC6 AECC5 SEC5 GE3
III DSC12
6 DSCE7
DSCE8
7 SEC6
DSCE9 AECC6 SEC7 DSE6 GE4
DSCE10
IV
8 DSCE11
DSCE12
 THIRD YEAR
Semester V
Sr
. C E TOTA CREDI
N CODE COURSE CATEGORY L T P
A E L T
o.

BAB50
28 English Literature - V LCC5 3 1 0 30 70 100 4
1

BAB502 International
/ Relations/Public
39 BAB50 DSC9 3 1 0 30 70 100 4
Economics
4

BAB50 History of Modern India

30 DSC10 3 1 0 30 70 100 4
5
Pedagogy of English
31 BED501 language - I DSCE5 2 0 0 15 35 50 2

Pedagogy of Social
32 BED502 Studies - I DSCE6 2 0 0 15 35 50 2

33 BED506 DSE5 DSE 2 1 0 15 35 50 2

34 BED507 GE2 GE 2 0 0 15 35 50 2
35 BED561 AECC4 AECC 0 0 2 10 15 25 1
36 BED551 SEC4 SEC 0 0 2 15 35 50 2
1 17 40
TOTAL 4 4 575 23
7 5 0

Semester VI
S
r. C E TOTA CREDI
N CODE COURSE CATEGORY L T P
A E L T
o.
3 3 7
BAB601 English Literature - VI LCC6 3 1 0 100 4
7 0 0
United Nations 3 7
3 BAB602 / Organization/Economics of DSC11 3 1 0 10 4
BAB604 0 0
8 Health & Education
3 3 7
BAB605 History of Europe DSC12 3 1 0 100 4
9 0 0

4 Pedagogy of English language 1 3

BED601 - II DSCE7 2 0 0 50 2
0 5 5

4 1 3
BED602 Pedagogy of Social Studies - II DSCE8 2 0 0 50 2
1 5 5
4 5
BED671 AECC5 AECC 0 0 0 0 50 2
3 0
4 1 3
BED651 SEC5 SEC 0 0 2 50 2
4 5 5
1 4
1
TOTAL 3 2 5 0 550 22
5
0 0
 CORE COURSES

SR. NO. COURSE

DSC1 Political Theory/ Economics
DSC2 History : Ancient Indian Culture
LCC1 English Literature - I
DSCE1 Childhood & Growing Up
DSC3 Organization & Organs of Government/Macro Economics
DSC4 History of Ancient India
LCC2 English Literature - II
DSCE2 Contemporary India & Education
DSC5 Political Thoughts/Indian Economics
DSC6 Medieval Indian Society & Culture
LCC3 English Literature - III
DSCE3 Development of Education system in India
DSC7 Political Evolution of India/Economy, State & Society
DSC8 History of Medieval India
LCC4 English Literature - IV
DSCE4 Teaching, Learning & Assessment
DSC9 International Relations/Public Economics
DSC10 History of Modern India
LCC5 English Literature - V
DSCE5 Pedagogy of English language - I
DSCE6 Pedagogy of Social Studies - I
DSC11 United Nations Organization/Economics of Health & Education
DSC12 History of Europe
LCC6 English Literature - VI
DSCE7 Pedagogy of English language - II
DSCE8 Pedagogy of Social Studies - II
DSCE9 Inclusive Education
DSCE10 Gender, School & Society
DSCE11 Educational Measurement & Evaluation
DSCE12 Curriculum Development
 DISCIPLINE SPECIFIC ELECTIVES

SR. NO. COURSE

1 1. Educational Technology
2. Programmed Instruction
2 1. ICT in Education – I
2. Basic knowledge of computer : System & Generations - I
3 1. Sociological Aspects of Education
2. Women Education
3. Life skill Education
4. Early childhood care & Education
5. Distance Education
6. Work Education
4 1. Classroom Management
2. Organizational Administration
3. Action Research
5 1. ICT in Education – II
2. Basic knowledge of computer : System & Generations - II
6 1. Special Education
2. Guidance & Counseling
3. Value Education

GENERIC ELECTIVES

SR. NO. COURSE

1 1. Practicum II : Scout and Guide Camp
2. National Service Scheme (NSS)/National cadet corp (NCC)
2 1. General Hindi
3 1. Open Educational Resources
2. Health, Education & Yoga
3. General Studies
4. National Concern & Education

4 1. Educational entrepreneurship
2. Vocational Education
3. Geography of World
4. Constitution of the world
 ABILITY ENHANCEMENT COMPULSORY COURSE

SR. NO. COURSE

1 1. English language and Communication
2 2. EPC – I : Reading & Reflecting on Texts
3. Professional Communication
3 1. EPC – II : Educational Excursion / Art & Craft workshop
2. Creative Writing
4 1. EPC – III : Drama & Art in Education
2. Film Studies
5 1. School Internship (2 Week)
2. Industrial Visit
6 1. Environment Education
2. Logical Reasoning

SKILL ENHANCEMENT COURSE

SR. NO. COURSE
1 1. Practicum I : Psychology Practical
2 1. Practicum III : Cultural Activities, Sports & Yoga
3 1. School Internship - I for School Observation (2 Week)
4 1. Practicum IV : Micro Teaching, Preparation of Teaching Aid & Construction of Achievement/
Diagnostic Test
5 1. Practicum V : Workshop on Preparation for Teaching & Simulation Teaching

6 1. School Internship (16 weeks including 2 week School and Community Awareness Program)

7 1. EPC - VI :Understanding The Self including Workshop on Self Development

Semester: V
 English Literature - V
Course Code: BAB501 Credit: 04 (L-3, T-1, P-0)
Contact Hours: 60 MM: 100

PROGRAM OUTCOMES
PO 1 Understand basic concepts and ideas of educational theory.
PO 2 Build understanding and perspective on the nature of the learner, diversity and learning.
PO 3 Comprehend the role of the systems of governance and structural – functional provisions
that support school education.
PO 4 Develop understanding about teaching, pedagogy, school management and community
involvement.
PO 5 Build skills and abilities of communication, reflection, art, aesthetics, theatre, self-
expression and ICT.

COURSE OBJECTIVES:
• To gain knowledge of the major traditions of literature written in English.
• To persuasively interpret subtext and significance by connecting literary texts with
relevant contexts (cultural, historical, generic, critical)
• To understand how writers from a vast array of cultural traditions have used the creative
resources of language-in fiction, poetry, drama, and non-fiction prose-to explore the entire
range of human experience.
• To gain a thorough understanding of the history of English Literature with special
reference to different movements.

Course Outline:

Unit I: Life and works

John Milton
Thomas Gray
Rabindranath Tagore
Swami Vivekanand
Unit II: Poetry
John Milton: On his blindness, Paradise Lost Book 1 (1-16)lines
Thomas Gray: Elegy written in Church yard (stanza I to XIX)
Rabindra Nath Tagore: Leave this chanting and counting beads
Swami Vivekanand: The song of the free

Unit III: One Act Play

Riders to the Sea: JM Synge
Chitra: Rabindranath Tagore

Unit IV: History of Literature

The Twentieth and the Twenty-first centuries
Trends in twentieth century literature with special reference to Georgian poetry, Imagism and
Symbolism.
Growth of Post-colonial literature: Feminism, Post modernism etc.

Suggested Reading:
• RIDERS TO THE SEA a play in one-act by John Millington Synge, Boston: John W. Luce,1911.
• Rabindranath Tagore (Amar Chitra Katha) Paperback – 1977 by Kalyanaksha
Banerjee(Author)
• Studies on Rabindranath Tagore (English, Hardcover, Mohit K. Ray) Publisher: Atlantic
,Edition:2004
• Chitra, One Act Play by Rabindranath Tagore
• The complete Poetry and Essential Prose of John Milton (Modern Library)
• The Poetical works of John Milton, Elibron Classics - The Cambridge Companion to Milton
(Cambridge Companions to Literature) edited by Dennis Danielson
• Thomas Gray: Selected Poems (Poetry Classics) Hardcover–by Thomas Gray (Author),
Ianhamilton (Editor) Bloomsbury Publishing PLC (October 16,1997)
 International Relations
Course Code: BAB502 Credit: 04 (L-3, T-1, P-0)
Contact Hours: 60 MM: 100
After going through the course the teacher trainee will be able:
To describe the importance of International relations.
To develop their social reasoning ability and argue on the areas of Conflict in International
Relations.
To Analyze the international order in 21st century.
To estimate the different elements of national power and limitations of national power.
To relate cause of the problems of war and peace capable to give their opinion to maintain peace.
To explain the third world and non – aligned Movement.

Course Outline:
Unit I: International Relations
Definition, Nature of the Study, Contents of the Study, Evolution as an Academic Discipline,
The Sovereign States, Non-state Actors/Transnational Actors.

Unit II: National Power and Problems of War & Peace

National Power: Meaning and Definition, Different Elements of National Power and Limitations
of National Power.
Problems of War and Peace: Balance of Power, Collective Security and Nuclear deterrence.

Unit III: Imperialism and Neo – colonialism

Imperialism: Meaning, Motives, Forms.
Neo-colonialism: Meaning, Mechanisms, Evils, Movements against New – colonialism.

Unit IV: Major Areas of Conflict in International Relations

East-West Relations and the Cold War: Origin, Causes, Stages, Impacts and End of the Cold War.
Break down of USSR, North-South Relations.

Unit V: The Third World and Non – Aligned Movement

The Third World: Common Features, Problems, Role in International Society.
Non- aligned movement: Contributions, Problems, Relevance.
International Order in 21st Century.
Suggested Reading:
Barylis John, Steve Smith & Patnz Omens (2011) – The Globalization of World Politics: OVP,
London
Chakraborty Radharaman (1984) – Theory and Practice International Relations: Macmillan India,
Ltd., New Delhi.
Dutta Alok – Indian (2005) Non – Alignment and National Interest: Sujan Kolkata, India.
Frankel Joseph (1969) – International Relations in a changing World: Oxford University Press.
Johari J.C. – International Relations and Politics: Vikas Publishing House Pvt Ltd.
Jorgenthan Hans (2007) – Politics among Nations -The struggle for power & peace (Kalyani
Publications-Indian Reprint).
Kumar Roy Jayanta (2011) – International Relations: Routledge Connaught place New Delhi.
Palmer Narman D. & Perkins (1985) – International Relations – The World (C.B.S. Publishers
&Distributors).
Verma S.P. (1988) – International System and the Third World.
 History of Modern India
Course Code: BAB505 Credit: 04 (L-3, T-1, P-0)
Contact Hours: 60 MM: 100
After going through the course the teacher trainee will be able –
To criticize the British Relations with Princely States.
To summarize the development of Science and Technology in Modern India.
To compare the different Communal Politics in Modern India.
To solve the problems of Indian society.
To understand the History of British Rule.
To describe the History of Modern India.
Course Outline:
Unit I:
Advent of Europeans in India, Policies and Programme of Expansion, Instruments of Expansion
(Diplomacy & Wars).
Governor General of Bengal - Warren Hasting toCornwallis.
Anglo - Mysore Relations & Carnatic War., Anglo - Maratha Struggle.
William Bentinck and his Policies. Army and Police Administration.
Dalhousie and his policies.
Unit II:
Ideology of raj and racial attitudes.
Spread of Sikkism, king ranjeet Singh and Punjab.
Misal, Banda Bairagi.
10 gurus of Sikkism and their working towards independence.
Unit III:
Gandhian Movement - Nature, Programme, SocialComposition.
The Revolutionary Movements.
Pre-Partition Politics - Simon Commission, AugustOffer, Cripps Mission, Cabinet Plan.
Communal Politics and Partition of India -Mountbatten Plan, C. Rajgopalacharya Plan.
Transfer of Power.
Unit IV:
Vision of New India - Planned Economy, Working ofJawaharlal Nehru as Prime Minister.
Development of Science and Technology in ModernIndia.
Suggested Reading:
Advanced History of Modern India - Vol. I - III, G.S. Chabra.
Modern India - Sumit Sarkar
Freedom Struggle - Bipan Chandra
Modern India - S.B. Chaudhary
Social Background of Indian Nationalism - A.R. Desai
Modern India - B.L. Grover
British Rule in India - Ram Gopal
Hind Swaraj - M.K. Gandhi
Britain & Muslim India - K.K. Aziz
History of Freedom Movement in India - R.C. Majumdar
 Pedagogy of English Language: Part - I

Course Code: BED501 Credit: 02 (L-2, T-0, P-0)

Contact Hours: 30 MM: 50
After going through the course the teacher trainee will be able:
To understand the nature and characteristics of language and use of English language.
To evaluate basic language skills such as listening, speaking, reading and writing and integrate
them for communicative purpose.
To describe important methodologies and techniques of teaching English.
To develop insight into the form and use of English and to give practice in lesson planning.
To use various learning resources and teaching aids in classroom teaching.
To construct test items to assess and evaluate learning outcomes.

Course Outline:
Unit I: Language Acquisition
Nature, concept, importance and functions of language, First, Second and Foreign language;
Different forms of English, Linguistic diversity and its impact on English, Organization of sounds
– vowels and consonant sounds,
Understanding Phonetics, morphology and Syntax, the role and position of English in India
(English as a colonial Language, second language, global language)
Objectives of teaching English at secondary level, Taxonomy of objectives, writing objectives in
behavioural terms. Problems of teaching English and their solutions.
Psychological, linguistic and pedagogical principles of teaching English as a second language,
Significance of English in the age of Globalization;

Unit II: Teaching Models, Strategies, Teaching-Learning Material and Aids

Meaning and definition of teaching models, fundamental elements of teaching models, types of
teaching models; behavior modification and constructivist.
Microteaching, simulated teaching, team teaching, PLA technique, project based learning,
cooperative learning,
Print media, other reading materials, such as magazines, newspapers comic strips etc.
ICT- audio-visual aids OHP, LCD Computer including CALL programmes, Radio, T.V, Films;
Co - Curricular activities; Role play, simulation, speech, games, language laboratories and
multimedia resources, Planning co-curricular activities, discussion, debates, workshops, seminars
etc.)

Unit III: Language Assessment and Evaluation

Construction of test items (unit test) to assess simple factual knowledge, higher thinking and
application abilities;
Use of observation techniques, Student-Teacher Profile, recording and evaluating procedures to
assess the performance of students’ activities, projects;
Group assessment; self and peer assessment; assessment of worksheets; students’ journals;
Use of rubrics in assessment. Portfolio assessment, Teacher’s reflections in the process.

Suggested Reading:
D. Brown: Principles of Language and Teaching. Prentice Hall, London.
M.L. Tickoo: Teaching and Learning English in India. Orient Longman
Richards and Rodgers: Approaches and Methods in Language Teaching. CUP
C.J. Brumfit and K. Johnsom: The Communicative Approach to Language Teaching. OUP
K. V.V.L. Narasimha Rao: Essentials of Second Language Teaching
Agnihotri, R.K. Khanna, A.L. 1994. (Eds.) Second Language Acquisition: Socio- cultural and
linguistic Aspects of English in India (RAL 1), New Delhi: Sage Publications.
Chomsky, N. 1986. Knowledge of Language. New York: Praeger
Crystal, David. 1997. Globalization of English. Cambridge: Cambridge University Press.
Graddol, D. 1997. The Future of English? London: The British Council.
Graddal, D. 2006. English Next London: The British Council
Jesperson, O, 1922. Language: Its Nature, Development and Orgin, New York: W.W. Nortom.
Krashen, S.D. 1982. The Input Hypothesis. Oxford. Pergamon Press.
Lock, G. 1996 Functional English Grammar. Cambridge: Cambridge University Press.
Mohanty. A.K. Bilingualism in a Multilingual Society: Psycho-social and Pedagogical
Implication. Mysore: CIIL
NCERT. 2005. National Curriculum Framework- 2005. NCERT: New Delhi
NCERT. 2005. Teaching of Indian Languages: Position Paper of National Focus Group. NCERT:
New Delhi
NCERT. 2005. Teaching of English: Position Paper of National Focus Group. NCERT: New
Delhi
NCERT. 2005. Gender Issues in Education: Position Paper of National Focus Group. NCERT:
New Delhi
NCERT. 2005. Problems of Scheduled Caste and Scheduled Tribe Children: Position Paper of
National Focus Group. NCERT: New Delhi
NCERT. 2008. Reading for Meaning. New Delhi: NCERT.
NCERT. 2008 Source Book on Assessment for Classes I – V. NCERT: New Delhi.
NCERT. 2000 Continuous and Comprehensive Evaluation. NCERT: New Delhi.
Nunan, D. 1991. Language Teaching Methodology. London. Prentice Hall.
Pattanayak, D.P. 1981. Study of Language. A Report (unpublished). New Delhi: NCERT.
Prabhu, N.S. 1987 Second Language Pedagogy. Oxford University Press.
UNESCO. 2004. Education in Multilingual World. UNESCO Education Position Paper. Paris
 Pedagogy of Social Studies: Part – I

Course Code: BED502 Credit: 02 (L-2, T-0, P-0)

Contact Hours: 60 MM: 50
After going through the course the teacher trainee will be able:
To develop an understanding of pedagogical processes and critical issues related to the teaching-
learning of social studies.
To help evolve a national and international perspective through comparative analysis of curricula.
To enable the student-teachers to become effective teachers of social studies.
To prepare the student-teachers for leadership roles in schools and other educational institutions.
To develop a critical understanding about the nature of social science and its interface with society
To develop the ability to organize curricular activities for promoting social science learning.

Course outline:
Unit I: Aims and objectives of teaching social studies
Concept, nature and scope of social studies, Philosophical and Theoretical basis of Social studies.
Distinguishing between natural sciences and social sciences, major social science disciplines in
schools.
Aims and objectives of teaching social studies at various level of education with special reference
to Indian conditions.
Need and significance of teaching social studies at secondary level of education. Place of social
studies in school curriculum.
Classification of learning objective; cognitive, affective and psychomotor. Writing objectives in
behavioural terms in content areas of Social Science.
Unit II: Teaching Models, Strategies and Teaching Aids
Meaning and definition of teaching models, fundamental elements of teaching models, types of
teaching models; behavior modification and constructivist.
Microteaching, simulated teaching, team teaching, PLA technique, project based learning,
cooperative learning.
Importance of teaching aids, Different kinds of teaching aids: Traditional and modern teaching
aids of teaching of social science.
Preparation of teaching aids. Use of teaching aids in the class room situations.
Application of ICT in the Social Science Classroom.
Unit III: Assessment and Evaluation
Construction of test items (unit test) to assess simple factual knowledge, higher thinking and
application abilities;
Use of observation techniques, Student-Teacher Profile, recording and evaluating procedures to
assess the performance of students’ activities, projects, laboratory skills;
Group assessment; self and peer assessment; assessment of worksheets; students’ journals;
Use of rubrics in assessment; Portfolio assessment; Teacher’s reflections in the process.
Suggested Reading:
Bunning, A.C.: Teaching of Social Studies in Secondary Schools, McGraw Hill Book Company,
Inc., New York.
Chauhan, S.S.: Innovations in Teaching Learning Process, Vikash Publication House, New Delhi.
High, J.: Teaching Secondary School Social Studies, The Macmillan Company, New York.
Kochhar, S.K.: Teaching of Social Science, Sterling Publication, New Delhi.
Siddiqui, M.H.: Excellence of Teaching, Ashish Publication House, New Delhi.
Tripathi, S.: Teaching Methods, Radha Publications, New Delhi.
 ICT IN EDUCATION- II
Course Code: BED506 Credit: 02 (L-2, T-0, P-0)
Contact Hours: 30 MM: 50
After going through the course the teacher trainee will be able:
Acquire familiarity with different modes of computer-based learning.
Explain the different approaches of ICT integration in education
Plan and use various ICTs for project based/problem based, constructivist learning environment
Appreciate the scope of ICT for improving the personal productivity and professional
competencies
Develop skills in using various web 2.0 and e-learning tools
Appreciate the use ICT in improving educational administration

Course Outline:
Unit I: Visualizing Technology-Supported Learning Situations
Preparation of learning schemes and planning interactive use of audio-visual programme,
Development of PPT slide show for classroom use, Use of available software or CDs with LCD
projection for subject learning interactions
Educational use of web 2.0 technologies: e-mail, wiki, blog, podcasting, streaming, chat, social
bookmarking, social networking, groups and forum, creation of 'Blogs',
Web quest and virtual field trips: concept, process and use in the classroom

Unit II: ICT for Assessment, Management and Professional Development

Electronic assessment portfolio – concept, types, tools and e-portfolio rubrics
ICT for educational administration, ICT for personal and professional development: tools and
opportunities
Assistive technology for special needs and inclusion: tools and process
Teleconferencing and Video-Conferencing, EDUSAT: The Indian experiment, web
conferencing- tools and techniques
Open Educational Resources – Meaning and importance, various OER initiatives, creative
common licensing
Unit III: Innovations in Educational Technology:
Video Lesson, Talk Back Experiment,
CAI, Interactive Video and Language Laboratory
Use of Internet and social networking sites for teaching learning process
E-learning: concept, types, characteristics, advantages and limitations. Mobile technology for
learning.
E-Classroom: Concept, Organizing E-Classroom.
Learning and Learning Management Systems (LMS)
Suggested Readings
Abbot, C. (2001). ICT: Changing Education. Routledge Falmer.
Florian, L., & Hegarty J. (2004). ICT and Special Educational Needs: A Tool for Inclusion. Open
University Press, Maidenhead. Suggested Reading
Kozma, R.B. (2003). Technology, Innovation, and Educational Change: A Global Perspective: A
Report of the Second Information Technology in Education Study, Module 2. International
Society for Technology in Education.
Barton, R. (2004). Teaching Secondary Science with ICT. McGraw Hill International
Cabmbridge, D. (2010). E-Portfolios for Lifelong Learning and Assessment. John Wiley and Sons
Costantino, P.M., DeLorenzo, M.N., Kobrinski, E.J. (2006). Developing a professional teaching
portfolio: a guide for success. Pearson 150
Imison, T., Taylor, P.H. (2001). Managing ICT in the Secondary Schools. Heinemann: Oxford
Montgomery, K., Wiley, D. A. (2004). Creating E-portfolio using PowerPoint- A Guide for
Educators. Sage: New Delhi
Sanders Donald, H. (1998). Computers Today. McGraw Hill Book Company: New Delhi
Sarkar, S.K. & Gupta, A. K. (1998). Elements of Computer Science. S. Chand & Company: New
Delhi
Semenov, Alexy (2005). Information and Communication Technologies in Schools. A handbook
for Teachers. UNESCO
Mishra, S.(Ed.) (2009). STRIDE Hand Book 08: E-learning. IGNOU: New Delhi. Available at
http://webserver.ignou.ac.in/institute/STRIDE_Hb8_webCD/STRIDE_Hb8_index.html
 Practicum - IV
(Preparation of Teaching Aid, Micro Teaching & Construction of Achievement /
Diagnostic Test)
Course Code: BED551 Credit: 02 (L-0, T-0, P-4)

Contact Hours: 60 MM: 50

Course Outline:

1. Preparation of Teaching Aid.

2. Preparation and presentation of 25 micro teaching lesson plans (minimum 5 skills for each
teaching subject).

3. Construction of achievement / diagnostic test.

4. Viva – voce.

Note: For successful completion of the course participation in all activities of practicum is
compulsory.
 EPC – III: Drama and Art in Education

Course Code: BED561 Credit: 01 (L-0, T-0, P-2)

Contact Hours: 30 MM: 50
After going through the course the teacher trainee will be able –
To develop aesthetic sensibilities and learn the use of art in teaching-learning.
To integrate curricular and co-curricular activities for overall development of learners.
To understand basics of different art forms and impact of art forms on the human mind.
To enhance awareness of the rich cultural heritage, artists and artisans.
To understand drama and art as a form of self-expression for enhancing creativity.
To enhance skills for integrating different art-forms across school curriculum at secondary level.

Course Outline
Unit I: Appreciation of Arts & Crafts
Meaning and concepts of arts and crafts and their significance at secondary level of school
education. Difference between ‘Education in Arts’ and ‘Arts in Education’.
Aesthetics & principles of art appreciation. Importance and role of arts in deepening children’s
perceptual ability, reflection and expression.
Dimensions of Indian art & craft traditions and its relevance in education.
Indian contemporary arts and artists: visual arts, performing arts. Indian festivals and their artistic
significance in education.
Unit II: Visual Arts in Education
Nature and importance of visual arts in education.
Different forms of visual presentations and their artistic features (drawings, paintings, portraits,
photography, graphic designs, cartoons, illustrations, origami, clay modeling, printmaking, etc.)
Philosophical and sociological implications of visual arts.
Criticism and evaluation of art works; understanding of art trends from the Western and Eastern
viewpoints.
Unit III: Performing Arts in Education
Nature and importance of performing arts in education.
History and overview of various disciplines in dance, music and theatre.
Identification of different performing art forms and artists (dance, music, theatre, puppetry, etc.)
Drama as critical pedagogy. Different drama forms and theatre techniques useful in education
(such as hot seating).
Practical Activities:
Experimentation with Visual Arts and Crafts
Experimentation with different materials of visual art, such as pastel /poster colours, pen and ink,
rangoli materials, clay, photographs, cartoons, clipart, etc.
Exploration and experimentation with different methods of visual arts like painting, printing,
sketching, photography, collage making, clay modelling, origami, etc.
Paper framing and display of art work.
Exercise with Performing Arts
Listening/viewing and exploring Regional art forms of music, dance, theatre and puppetry.
Viewing/listening to live and recorded performances of classical and Regional art forms; and their
appraisal.
Participation and performance in any one of the Performing Arts keeping in mind the integrated
educational approach.
Designing and management of stage-setting for a performance/presentation (properties, costume,
make- up, set design, lighting etc.).
Assignments (any two):
Preparation of a report on local culture and art forms, interpretation of art works, movies and
other media.
Theme-based projects from any one of the curricular areas covering its social, economic, cultural
and scientific aspects integrating various arts & craft forms;
Documentation of the processes of any one art or craft form with the pedagogical basis (such as
weaving or printing of textiles, making of musical instruments, folk performances in the
community, etc. – how the artist design their products, manage their resources, including raw
materials, its marketing, problems they face)
Student-teacher should prepare at least five lesson plans in their respective streams of subjects
(Science/Maths/Social Sciences/Languages etc.) while integrating different art forms.

Suggested Reading:
Atkinson, D. (2002). Art in education: Identity and practice. Dordrecht: Kluwer Academic
Publishers. ISBN: 1-4020-1084-8 (HB) 1-4020-1085-0 (PB)
Smith, R.A. and Simpson, A. (1991). Aesthetics and arts education. Urbana-Champaign:
University of Illinois Press. ISBN: 0-252-01752-8 (HB), 0-252-06141-1 (PB)
Gardner, H. (1990). Art education and human development. Los Angeles: Getty Publications.
ISBN: 978-0-89236-179-3, 978-0-252-06141-7
Purohit, V. (1988). Arts of transitional India: Twentieth century, 2 Volumes. Bombay: Popular
Prakashan Pvt. Ltd. ISBN: 0-86132-138-3
Mathur, S. (2007). India by design: Colonial history and cultural display. London: University of
California Press Ltd. ISBN: 978-0-520-23417-8 (HB), 978-0-520-25231-8 (PB)
Chapman, L.H. (1978). Approaches to art in education. New York: Harcourt College Publishers.
ISBN: 0155028960, 9780155028968
Eca, T. and Mason, R. (2008). International dialogues about visual culture, education and art.
Bristol: Inetllect Books. ISBN: 978-1-84150-167-3, e-ISBN: 978-1-84150-227-4
McCutchen, B.P. (2006). Teaching dance as art in education. USA: Sheridan Books (Website:
humankinetics.com). ISBN: 9780-07360-5188-0 (HB)
Efland, A. (1990). A history of art education: Intellectual and social currents in teaching the visual
arts. New York: Teachers College Press, Columbia University. ISBN: 0-8077- 2978-7 (HB), 0-
8077-2977-9 (PB)
Thompson, C.M. (1995). The visual arts and early childhood learning. Reston, Virginia: National
Art Education Association. ISBN: 0937652806, 9780937652800
Lowen, S. (2005). The performing arts in India: Development & spread across the globe.
Gurgaon: Shubhi Publications. ISBN: 81-87226-94-3, 978-81-87226-94-9
Wade, B. C. (1983). Performing arts in India: Essays on music, dance, and drama (Volume 21 of
monograph series). Barkley: Center for South and Southeast Asia Studies, University of
California.
Banerjee, U.K. (2006). Indian performing arts: A mosaic (3rd Ed.). New Delhi: Harman
Publishing House. ISBN: 8186622756, 9788186622759
Kothari, S. (2003). New directions in Indian dance(India). Mumbai: Marg Publications (National
Centre for the Performing Arts). ISBN: 81-85026-62-9
 General Hindi
Course Code: BED 507 Credit: 02 (L-2, T-0, P-0)
Contact Hours: 40 MM: 50
Course Objectives :

1. C-TET/ UP-TET एवं UPSC की परीक्षाओं में ह ंदी की उपयोहिता को नाकारा न ीं जा सकता।
अतः ये हवषय पाठ्यक्रम में स्थान दे ने के हिए पूर्णतया उहित ै।
2. B.A.B.ED/B.Sc.B.ED के छात्ों के हिए भहवष्य में ह ंदी हवषय बहुत म त्वपूर्ण एवं िाभकारी साहबत
ोिी इसहिए हिक्षा हवभाि की कक्षाओं में मैंने ह ंदी हवषय को सम्मिहित हकया ै
पूर्णां क : 50
Semester: VI
 English Literature - VI
Course Code: BAB601 Credit: 04 (L-3, T-1, P-0)
Contact Hours: 60 MM: 100
After going through the course the teacher trainee will be able:
• To gain knowledge of the major traditions of literature written in English.
• To persuasively interpret subtext and significance by connecting literary texts with relevant
contexts (cultural, historical, generic, critical)
• To apply focused, graceful, insightful, well-supported and documented literary criticism in
written and oral form.
• To analyse how writers from a vast array of cultural traditions have used the creative resources
of language-in fiction, poetry, drama, and non-fiction prose-to explore the entire range of human
experience.
• To evaluate literary continuity through attention to different literary genres, literary traditions,
historical periods, or national literatures.
• To Create the skills of analytical and interpretive argument, helping students become creative and
critical writers and to develop sensibility and emotions of students with the purpose to enable
them to relish literature

Course Outline:
Unit I: Life and works
P.B Shelley
Thomas Hardy
William Shakespeare
Rabindranath Tagore
Unit II: Poetry
P.B shelley: Ozymandias, A Lament, Ode to west wind, Love’s philosophy
Rabindranath Tagore: Gitanjali Songs, Song Unsung, Journey Home, Lotus, Give me strength
Unit III: Drama
Twelfth Night by Shakespeare
Unit IV: Fiction
The Mayor of caster bridge by Thomas Hardy.
Suggested Reading:
Twelfth Night by William Shakespeare, Penguin classics Publishers
Oxford School Shakespeare: Twelfth Night Paperback – 4 Mar 2010 by William Shakespeare
The Mayor of Casterbridge by Thomas Hardy, Vintage Classics
The Mayor of Casterbridge (Penguin Classics) by Hardy. Thomas ( 2003 ) Paperback
Studies on Rabindranath Tagore (English, Hardcover, Mohit K. Ray) Publisher: Atlantic, Edition:
2004
The Complete Works of William Shakespeare Paperback – 28 Nov 2016 by William Shakespeare
The Poetry of Rabindranath Tagore, Paperback –2012 by Rabindranath Tagore
Selected Poems (Penguin Classics) Paperback – 31 Mar 2005 by
Rabindranath Tagore (Author), William Radice (Editor, Translator)
P. B. Shelley: Complete Works of Poetry & Prose (1914 Edition): Volume 4Paperback – 14 Nov
2012 by Percy Bysshe Shelley (Author), J. M. Beach (Editor)
Thomas Hardy: Poems Selected by Tom Paulin (Poet to Poet) Paperback – 7 Apr 2005 by Thomas
Hardy (Author), Thom Gunn (Editor)
The Collected Poems of Thomas Hardy (Wordsworth Poetry Library)Paperback – 9 May 1994
by Thomas Hardy (Author), Michael Irwin (Introduction)
 United Nations Organizations
Course Code: BAB602 Credit: 04 (L-3, T-1, P-0)
Contact Hours: 60 MM: 100
After going through the course the teacher trainee will be able:
To describe the knowledge of Purpose and Principles of United Nations Organizations.
To develop their reasoning ability to argue on the success and failure of UNO.
To apply their human rights for all round the development.
To analyze the principal organs of UNO, their composition, functions, role and procedure.
To explain the various agencies of UNO.
To relate the cause of the problems of peace keeping and evaluation of United Nations
Organizations and will be aware the solutions of these problems.
Course Outline:
Unit I: UNO Introduction
Purpose
Principles.
Unit II: UNO Principal Organs
General Assembly: Composition, Functions, Role and Voting Procedure.
Security Council: Composition, Functions, Role and Voting Procedure.
International Court of Justice: Appointment of Judges, Jurisdiction and Contemporary Role.
Economic and Social Council: Composition, Functions and Present Role.
Trusteeship Council: Composition and Functions Present Status.
Secretariat: Composition, Functions, Appointment Procedure, Powers, Functions and Role of
Secretary General.
Unit III: UNO Critical Evaluation
Success and Failure of United Nations Organization,
The UNO and Human Rights.
Unit IV: The Specialized Agencies Under United Nations Organization
IBRD, UNESCO
UNICEF, WHO,
UNCTAD, FAO,
IMF and ILO.
Unit IV: The UNO & the Problems of Peace keeping and Evaluation
Disarmament and Arms Control.
Revisions of the UN Charter.
Suggested Readings:
Radharaman Chakraborti – United Nations Organizations: a study in essentials.
P.M. Kamath – Reforming and Restructuring the United Nations.
C.V. Narasimhan – The United Nations: an inside view.
Yves Beigberder – Management Problems in United Nations Organizations: reform or decline.
M.S. Rajan – United Nations and World Politics.
David J. Whittakar – United Nations in the Contemporary World.
Abhayankar, R.M. (2007) Indian Foreign Policy. New Delhi: Foreign Service Institute, Chapter
20.
Research and Information Systems (2002) India-ASEAN Partnership in an Era of Globalization:
Reflections by Eminent Persons. pp. 105-110.
Graere, F. and Mattoo, A. (eds.) (2001) India and ASEAN: The Politics of India’s look East
policy. New Delhi: Manohar Publishers, pp 91-114.
Murthy, P. Murthy, P. (2000) Managing Suspicion: Understanding India’s Relations with
Bangladesh, Nepal, Bhutan and Sri Lanka. New Delhi: Knowledge World, pp. 96-138.
Frankel, F.R. and Harding, H. (2004) the India-China Relationship: Rivalry and Engagement.
New Delhi: Oxford University Press.
Nayar, B.R. (1975) American Geopolitics and India. New Delhi:
Manohar Gal, L. and Korin, A. (eds.) (2009) Energy Security: Challenges for the 21st Century.
Praeger Publishers.
Pascual, C. and Elkind, J. (eds.) (2010) Energy Security: Economic Strategies and Implications.
Washington D.C.: Brookings Institution Press
 History of Europe
Course Code: BAB605 Credit: 04 (L-3, T-1, P-0)
Contact Hours: 60 MM: 100
After going through the course the teacher trainee will be able –
To criticize the different Revolutions in Europe.
To summarize the different developments in Europe.
To compare the First and Second World War.
To solve the problems of understanding the European History.
To understand the Renaissance and Reformation.
To describe the History of Europe.
Course Outline:
Unit I: Renaissance and Reformation
• Renaissance: Roots, Spread in Europe,
• Development in Art
• Reformation: Course and Results
Unit II: Evolution of European State System
• Spain, France, England and Russia.
• Shift from Despotism to Enlightenment
Unit III: Revolutions in Europe
• Glorious Revolution,
• French Revolution and
• Russian Revolution
Unit IV: Economic Developments in Europe
• Commercial Revolution,
• Agricultural Revolution and
• Industrial Revolution
Unit V: World Wars
• First World War: Causes, Results.
• Second World War: Causes and Results

Suggested Reading:
• H.L. Singh and R.B. Singh: Aadhunik Europe KaItihas 1453-1789
• Ferdinand Schevill: A History of Modern Europe
• C.J.H. Hayes: Cultural and Political History of Europe Vol. 1(1500-1830)
• Norman Davies: Europe:A History:1998 Harper perennial
• R.C. Agarwal: History of Europe
• V.D.Mahajan: History of Europe
• J.A.R. Marriot: A Short History of Europe
• C.D.Hazen : History of Europe
• L.Mukherji: Europe
• Bernard and Hedges: Reading in European History
 Pedagogy of English Language: Part - II
Course Code: BED601 Credit: 02 (L-2, T-0, P-0)
Contact Hours: 30 MM: 50
After going through the course the teacher trainee will be able:
• To create a warm and accepting class room environment conducive to learning.
• To understand the nature and characteristics of language and use of English language.
• To evaluate basic language skills such as listening, speaking, reading and writing and integrate
them for communicative purpose.
• To explain important methodologies and techniques of teaching English.
• To develop insight into the form and use of English and to give practice in lesson planning.
• To analyze syllabus and textual material.

Course Outline:
Unit I: Lesson Planning and Content Transaction:
• Need and purpose of designing a lesson, aims and objectives of lesson design,
• Approaches of lesson planning in language, Constructivist learning situation in language,
• Writing lesson plans, Formats of lesson design in prose, poetry, story, grammar and composition,
content analysis, development of TLMs.
• Teaching of Prose; Teaching of Poetry; Teaching of Grammar; Teaching of Composition;
Teaching of story.

Unit II: Teaching Language Skills, Approaches and Methods:

• Listening Skill; Speaking Skill- Reasons of faulty pronunciation and how to overcome them;
• Reading Skill (loud reading and silent reading, intensive and extensive reading, using thesauruses,
scanning and skimming);
• Writing Skill (formal and informal writing, poems, short story, dialogue and advertisement);
• Study skills; Teaching Vocabulary; Reference Skill-dictionaries and encyclopedia; Essentials of
Effective Communication.
• Grammar translation method; Direct method; Bilingual and Multilingual approach; Inductive and
deductive approach; Total physical response; Communicative language teaching; Eclectic
approach; Audio-lingual method; Language laboratory; Structural – situational approach; Audio-
visual method; Natural method.

Unit III: Development and Analysis of Syllabus and Textual Materials:

• Understanding the relationship between curriculum, syllabus and textbook,
• development of activities and tasks for English teaching,
• moving away from rote learning to constructivism,
• Teacher as a researcher: develop meaningful strategies keeping in view the needs of the learners

Suggested Readings:
• Balasubramaniam, T. (1981). A Textbook of English Phonetics for Indian Students. Mumbai:
Macmillan India Ltd.
• Bhandari, C.S. and Other (1966). Teaching of English: A Handbook for Teachers. New Delhi:
Orient Longmans.
• Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. New Delhi: Kalyani
Publishers.
• Bhatia, K.K. and Kaur, Navneet (2011). Teaching and Learning English as a Foreign
 Language.Ludhiana: Kalyani Publishers.
• Bindra, R. (2005). Teaching of English. Jammu: Radha Krishan Anand and Co.
• Bisht, Abha Rani. Teaching of English in India. Agra: Vinod Pustak Mandir.
• Bright, J.A. and Mc Gregor, G.P. (1981). Teaching English as a Second Language. London:
Longmans, ELBS.
• Carroll, B.J. (1972). Systems and Structures of English. London: Oxford University Press.
• Damodar G, Shailaja P, Rajeshwar M. (Eds.) (2001). IT Revolution, Globalization and the
Teaching of English. New Delhi: Atlantic Publishers and Distributors.
• Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge: The British Council
and Cambridge University Press.
• Forrester, Jean F. (1970). Teaching Without lecturing. London: Oxford University Press.
• French, F.G. (1963). Teaching English as an International Language. London: OUP.
• Gokak, V.K. (1963). English in India. Its Present and Future. Bombay: Asia Publishing House.
• Hornby, A.S. (1962). The Teaching of Structural Words and Sentence Patterns. London: OUP.
• Kohli, A.L. (1999). Techniques of Teaching English. New Delhi: Dhanpat Rai and Company.
• Sachdeva, M.S. (2007). Teaching of English. Patiala: Twenty First Century Publications.
• Sahu, B.K. (2004). Teaching of English. Ludhiana: Kalyani Publishers.
• Sharma, P. (2011). Teaching of English: Skill and Methods. Delhi: Shipra Publication.
 Pedagogy of Social Studies: Part - II
Course Code: BED602 Credit: 02 (L-2, T-0, P-0)
Contact Hours: 30 MM: 50
After going through the course the teacher trainee will be able:
• To develop the understanding of the nature and scope of Social Science.
• To understand the various subjects included in Social Science.
• To understand aims and objectives of teaching Social Science.
• To appreciate the Role of Social Science in daily life.
• To identify and use of various methods of teaching Social Science.
• To explain various issues and challenges
Course Outline:
Unit I- Approaches, Methods and Techniques of Teaching
• Behaviourist approach, Constructivist approached, Interdisciplinary approach, integrated
approach, child centered approach and environmental approach of teaching-learning of Social
Science.
• Principles and maxims of class-room teaching of social science.
• Teaching methods: Meaning, definition. Modern and traditional Methods of teaching social
science.
• Techniques of teaching: meaning, definition. Different techniques of teaching social science

Unit II: Lesson Planning and content analysis

• Meaning, needs, importance of lesson planning in social science.
• Different approaches of lesson planning in social science. Preparation of lesson plan in social
science,
• Analysis of social science text book in the light of syllabus and from the perspective of Child.
• Understanding the relationship between curriculum, syllabus and textbook,
• Teacher as a researcher: develop meaningful strategies keeping in view the needs of the learners

Unit III: Issues and Challenges

• Pre-conceptions and miss-conceptions in Social Science. Social Science as an integrated subject.
• Indigenous and Critical pedagogy in social science.
• Cross Cultural Perspectives and Issues in Social Science.
• Teaching Social Science to children with special needs

Suggested Reading:
• Apple, Michael W & Beane James A (Ed.) (2006), Democratic schools – lessons from the chalk
face Eklavya: Bhopal. Arora & Awasthy (2003), Political theory, New Delhi, Haranand
Publication Pvt. Ltd.
• Bining, A.C. & Bining, D. H. (1952), Teaching of social studies in secondary schools, Bombay.
Tata McGraw Hill Publishing Co. Ltd.
• Haydn, Terry, Arthur, James and Hunt, Martin (2002), Learning to Teach History in the
secondary school, A companion to school experience London, Routledge, Falmer.
• Pathak, S. P. (2005), Teaching of History- The Paedo Centric Approach, New Delhi, Kanishka
Publishers
• Teaching social sciences in middle schools - Eklavya's Social Science Teaching Programme, A
Review, Eklavya Bhopal (2002)
• Webb, Keith (1995), An Introduction to problems in the Philosophy of Social Sciences, London,
 Pinter.,
• Winch, Peter (1958) The idea of a Social Science and its relation to Philosophy, New York,
Routledge and Kegan Paul.
• Zevin, J., (2000), Social studies for the twenty first century, London, Lawrence Erilbaum
Associates Publishers
 Practicum - V
(Workshop on Preparation for Teaching, Simulation and Practice Teaching)

Course Code: BED651 Credit: 02 (L-0, T-0, P-4)

Contact Hours: 60 MM: 100
Course Outline:

1. Participation in workshop on preparation for teaching.

2. Report writing.

3. Preparation and presentation of 10 Simulation teaching lesson plans (minimum 5 for each
teaching subject).

4. Viva – voce.

Note: For successful completion of the course participation in all activities of practicum is
compulsory.
 School Internship – II (For Practice Teaching)
Course Code: BED671 Credit: 0
Duration: 02 Week MM: 50
After going through the course the teacher trainee will be able:
Course Outline:

1. Participation in Internship for Practice Teaching.

2. Preparation and presentation of minimum 20 practice teaching lesson plans (minimum 10 for
each teaching subject).

3. Record Maintenance.

4. Viva – voce. (External)

Note: For successful completion of the course, Participation in all activities of School
Internship is compulsory.