Courses Offered

Bachelor of Education (B.Ed.)

Bachelor of Education (B.Ed.)

Course Objectives

The Syllabus for the two-year B.Ed.(Secondary) Programme is designed to attain the following broad objectives.

On the completion of the course, the student-teacher shall:

  • understand the central concepts, tools of inquiry, and structures of the disciplines and can create learning experiences that make these aspects of subject matter meaningful.
  • understand how children learn and develop, how they differ in their approaches to learning and create learning opportunities that are adapted to diverse learners and learning contexts.
  • plan learning experiences that are based on learner’s existing proficiency, interests, experiences including misconceptions and errors, and understand how students come to view, develop and make sense of subject matter contained in the learning experiences.
  • use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  • understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical developments of the learner.
  • develop self identity as a teacher through school-based experiences and reflective

practices that continually evaluate the effects of his/her choices and actions.

Modes of Learning Engagement

With a view to move away from theoretical discourses and lectures, the student-teacher is required to be engaged in various kinds of learning experience.This programme intends to provide him/her with the specific engagements that are spelt out under each course. However, the nature of engagement of the studentteachers will be of the following kinds:

  • Lecture-Discussion Session: The teacher educator provides the studentteachers a platform to review their experiences, helps them to develop insights into the disciplinary knowledge base and to relate them to the school realities.
  • Focused Reading and Reflection: Student-teachers would be led to focused readings of various themes with questions inviting reflections either individually or in small groups.
  • Observation-Documentation-Analysis: Simulated and real school/community experiences would be arranged for the student teachers to observe, document in the form of record/journal/diary and analyze with an intention to revisit their own understandings or develop new insights.
  • Projects
  • Group Presentations
  • Seminar: Students will undertake thematic/topical study, prepare write-up and make seminar presentation followed by open-house discussion with a view to enhance their knowledge base and repertoire of skills in presentation.
  • Case Study: An in-depth and comprehensive study of a single or a few cases would be taken up as per the guidelines provided for preparation and submission of report.
  • Reflective Journals: The student- teachers would make it a habit of reflecting on any curricular topic or current issue on education and develop reflective journals on those and share with colleagues and teachers.
  • School-Based Practical: Learning experiences would be provided through several school-based practicums for development of certain professional qualities and competencies. The school based practical would include opportunities for planning and implementation of learning experiences and strategies, and reflecting on their appropriateness and effectiveness.
  • Workshops: A series of learning experiences in a given performance area would be provided to student-teachers in the form of workshop, engaging them in modeling-practice-feedback sequence with a view to developing specified competencies required for a teacher.
  • Interactions with the Community: The student-teachers need to be encouraged to hold interaction with the community in multiple socio-cultural environments during their school internships in order to internalize the relationship of school and community at large.

Course Duration: The B.Ed. Programme is of two-year duration covering two consecutive academic sesssions.

Working Days: At least 200 working days each year excluding the period of admission and examination.

Working Hours per week: Minimum of 36 hours in a week (6 days)

Course Components

CURRICULAR AREAS

Course Components

Perspectives in Education (PE)

PE-1 Education, School and Society
PE-2 Childhood and Growing up
PE-3 Learning and Teaching
PE-4 Contemporary Concerns in Education
PE-5 Knowledge and Curriculum
PE-6 Management of Education
PE- 7 a. Creating an Inclusive School
b. Gender, School and Society
PE- 8 a. Action Research and Innovation
b. Guidance and Counseling

Curriculum and Pedagogic Studies (CPS)

CPS-1 Language across the Curriculum
CPS-2 Learning Assessment
CPS-3 (a & b) Pedagogy of School Subjects

Engagement with the Field

Activities and Assignments that run through all the courses as indicated against each course.
School Internship & Community Activities
Courses on Enhancing Professional Capacities (EPC)

EPC-1 Critical Understanding of ICT
ERC-2 Understanding the Self
EPC-3 Fine Art/ Performing Art (Drama)/ Performing Art (Indian Mus ic)
EPC-4 Physical Education and Yoga

Optional Courses for Skill Development (OCSD)

OCSD-1 Food Preservation
OCSD-2 Spinning and Weaving
OCSD-3 Tailoring
OCSD-4 Wood Work

First Year

*Figures within parentheses indicate hours per week

Course Title of the Course Marks Credits Contact Hours
External Internal Total
PERSPECTIVES IN EDUCATION
PE-1 Education, School and Society 80 20 100 04 64(5)*
PE-2 Childhood and Growing up 80 20 100 04 64(5)
PE-3 Learning and Teaching 80 20 100 04 64(5)
PE-4 Contemporary Concerns in Education 80 20 100 04 64(5)
Total 320 80 400 16
CURRICULUM  AND  PEDAGOGIC  STUDIES
CPS-2 Learning Assessment 80 20 100 04 64(5)
CPS-3
(a&b)
Pedagogy of  a School
Subject
80 20 100 04 64(5)
Total 160 40 200 08
COURSES  ENHANCING  PROFESSIONAL  CAPACITIES
EPC-3 Fine Art/  Performing Art
(Drama) /Performing Art (Indian Music)
50 50 02 32(2.5)
EPC-4 Physical Education and Yoga 50 50 02 32(2.5)
Total 100 100 04
SCHOOL  INTERNSHIP Part-I 100 100 04 8 Weeks
OPTIONAL  COURSES  FOR  SKILL DEVELOPMENT Any One Course
OCSD-1 Fruit and Vegetable Preservation 50 50 02 16 (01)
OCSD-2 Spinning and Weaving 50 50 02
OCSD-3 Tailoring 50 50 02
OCSD-4 Wood Work 50 50 02
Total 50 50 02
TOTAL  (First Year) 480 370 850 34

Second Year

Course Title of the Course Marks Credits Contact Hours
External Internal Total
PERSPECTIVES  IN EDUCATION
PE- 5 Knowledge and Curriculum 80 20 100 04 64(5)*
PE-6 Educational Management 80 20 100 04 64(5)
PE-7a Creating an Inclusive School 40 10 50 02 32(2.5)
PE-7b
PE-8a
Gender, School and Society
Action Research
40
40
10
10
50
50
02
02
32(2.5)
32(2.5)
PE-8b Guidance and Counseling 40 10 50 02 32(2.5)
Total 320 80 400 16
CURRICULUM  AND  PEDAGOGIC  STUDIES
CPS-1 Language ac ross the Curriculum 40 10 50 02 32(2.5)
CPS-3
(a&b)
Pedagogy of  a School
Subject
80 20 100 04 64(5)
Total 120 30 150 06
COURSES ENHANCING PROFESSIONAL CAPACITIES
EPC-1 Critical Understanding of ICT 50 50 02 64(4.5)
EPC-2 Understanding the Self 50 50 02 64(3)
Total 100 150 04
SCHOOL INTERNSHIP PART-II 150 150 06 12 Weeks
COMMUNITY ACTIVITIES 50 50 02
TOTAL ( Second Year) 440 410 850 34
GRAND TOTAL (First Year + Second Year) 920 780 1700 68

*Figures within parentheses indicate hours per week

Year-I Credit-4
Marks 100(Ext. 80+ Int.20) Contact Hours 64

Note: Copies of the Syllabus have been submitted to the State Universities. Principals are requested to follow the syllabus, pending approval of the same by the Universities.

Master of Education (M.Ed.)

Master of Education (M.Ed.)

Course Objectives :

The two-year M.Ed. programme is designed to attain the following broad objectives. After the completion of the course the prospective teacher educators shall:

  • Understand the central concepts, tools of inquiry, and structures of the disciplines and can create learning experiences that make these aspects of subject matter meaningful.
  • Understand how children learn and develop how they differ in their approaches to learning and create learning opportunities that are adapted to diverse learners and learning contexts.
  • Plan learning experiences that are based on learner's existing proficiency, interests, experiences including misconceptions and errors and understand how students come to view, develop and make sense of subject matter contained in the learning experiences.
  • Use knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
  • Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
  • Develop self-identity as a teacher educator through continuous experiences and reflective practices that continually evaluate the effects of his/her choices and actions.

Modes of Transaction :

With a view to move away from theoretical discourses and lectures, the prospective teacher-educator is required to be engaged in various kinds of learning experience. This programme intends to provide him/her with the specific engagements that are spelt out under each course. However, the nature of engagement of the prospective Teacher-Educator will be of the following kinds:

  • Lecture-cum-Discussion Session: The faculties in the TEIs provide the perspective teacher-educators a platform to review their experiences, help them to develop insights into the disciplinary knowledge base and to relate them to the school realities.
  • Focused Reading and Reflection : The prospective teacher-educators would be led to focus readings on various themes with questions inviting reflections either individually or in small groups.
  • Observation-Documentation-Analysis : Simulated and real school/ community experiences would be arranged for the prospective teacher-educators to observe, document in the form of record/ journal/ diary and analyze those with an intention to revisit their own understandings or develop new insights.
  • Seminar Presentations : The prospective teacher-educators will undertake thematic/topical study, prepare write-up and make seminar presentations followed by open-house discussion with a view to enhance their knowledge base and repertoire of presentation skills.
  • Attachment to Teacher Education Institution : Learning experiences would be provided through several teacher education institution-based practicum for development of certain professional qualities and competencies. This would include opportunities for planning and implementation of learning experiences and strategies, and reflecting on their appropriateness and effectiveness.
  • Workshop : A series of learning experiences in a given performance area would be provided to prospective teacher-educators in the form of workshop, engaging them in modeling-practice-feedback sequence with a view to developing their specified and required competencies.
  • Panel Discussion : A series of panel discussions shall be planned on different themes / issues relating to school education and teacher education and be organized in the TEIs concerned in which the prospective teacher-educators shall participate and each of them shall prepare a brief report on the conclusion of individual panel discussions.
  • Group Work : On different dimensions of an issue / theme relating to school education / teacher education, groups be formed among the prospective teacher-educators who would work on the theme and the performance of each individual group shall be reported.
  • Library Work : On a specific theme / issue / problem relating to school / teacher education, the prospective teacher-educator would be asked to consult the library, collect information and prepare their write-ups for seminar presentation and discussion.
  • Projects : Course related projects having contemporary concern shall be assigned to each individual prospective teacher-educator to be completed with in a specified period of time with a report.
  • Collaborative Presentations : The prospective teacher-educators in groups along with their allotted mentor shall work on a theme for collaborative presentation in a seminar
  • Sessional Work : Course related sessional work to be planned in each course, and each prospective teacher-educator is required to complete the same within the specified period of time as decided by the institution under the guidance of the faculty concerned.

Working Days :

At least 200 working days in each year, exclusive of the period of admission and inclusive of classroom transaction, practicum, field study and conduct of examination. The institution shall work for a minimum of 36 hours in a week (5 or 6 days), during which the faculty and the prospective teacher-educator shall be available in the institution for interaction, dialogue, and consultation and mentoring.

Attendance :

The minimum attendance of each teacher educator shall be 80% for theory courses and practicum, and 90% for field attachment.

OUTLINE OF 2-YEAR M.Ed. COURSE 2015-17

(As per the NCTE Curriculum Framework, 2015)

Major Components Areas Covered Description Suggested Credit Allocation
Common Core (Theory and Practicum included) 1.Perspective Courses(PC), PC-I Introduction to Study of Education (4)
PC-II Philosophical Perspectives of Education(4)
PC-III Psychology of Learning and Development(4)
PC-IV Sociological Perspectives of Education(4)
PC-V Historical ,Political and Economic Perspectives of Education(4)
PC-VI Curriculum Studies(4)
24
2.Tool Courses(TC), TC-I Introduction to Research Methods (4)
TC-II Advanced Research Methods(4)
TC-III ICT in Education(2)
TC-IV Self-Development(2)
TC-V Communication and Expository Writing (2)
TC-VI Inclusive Education(2)
16
3.Teacher Education Courses
(TEC)
TEC-I Perspectives in Teacher Education(4)
TEC-II Issues and Research  in Teacher Education (4)
8
Major Components Areas Covered Description Suggested Credit Allocation
Specialization (Theory and Practicum included) 4.Specialization Courses
a.Core Specialization Courses (CSC)
b.Theme Specialization(TSC).
CSC-I(4) Elementary Education
CSC-III(4) Secondary Education TSC-  Any one of the following theme areas:

  1. Curriculum, Pedagogy and Assessment-P.I & II (8)
  2. Economics of Education, Policies and Planning in Education – P .I & II (8)
  3. Educational Management and Leadership- P.I & II (8)
  4. Educational Technology and ICT- P.I & II (8)
16
Internship / Field Attachment
(IFA)
Teacher Education Institution + Related to specialization Field internship/attachment in:
IFA-I. A Teacher Education Institution(4),
IFA-II. The area of specialization(4)
8 Credits
Research leading to Dissertation Related to specialization/ foundations Students (in close mentorship of a faculty member) learn to plan and conduct a research, and write a dissertation. 8 Credits
Total 80 Credits

SEMESTER-WISE COURSES AND CREDITS
SEMESTER- I (20 Credits)

Course Title Core/
Tool/
Core Splzn./ Splzn. Subjects
Credit (s)  Class Teaching
Credits (H)
Practicum*
Credits
(Hours)
Inter
nship

Credits
(H)
Res
earch

Activ
ities

Credits
(H)
Marks
Internal
 Assessment
Ext
ernal

 Exam.
Full Marks
PC-I Introdu-
ction to  Study of Education
Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
PC-II Philos-
ophical Perspectives of Education
Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
PC-III Psychology of Learning and Development Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
TEC-I Persp-
ectives in Teacher Education
Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
TC-III ICT in Education Tool 2 1 (16 Hrs) 1(32 Hrs) 0 0 15 35 50
TC-IV Self Dev. Tool 2 1 (16 Hrs) 1(32 Hrs) 0 0 15 35 50
Total 20 14
(224Hrs)
06
(192Hrs)
0 0 150 350 500

*  Practicum/Hands on Experiences/Students Activity/Seminar/Workshop etc

SEMESTER II (20 Credits)

Course Title Core/ Tool/ Core Splzn./ Splzn. Subjects Credit (s)  Class Teac
hing Credits (Hours)
Practi
cum* Credits
Hours)
Inte
rnship Credits
Hours)
Rese
arch
Activ
ities Credits
(Hours)
Marks
Internal
Assessment
Ext
ernal
Exam.
Full Marks
PC-1V Sociological Perspectives of Education Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
PC-V Historical, Political and Economic Perspectives of Education Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
PC-V1 Curriculum Studies Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
TC-I Introduction to Research Methods Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
IFA-I Internship in Teacher Education Institutions Teacher Education 4 0 4(128 Hrs.) 0 100 0 100

Total

20 12
(192 Hrs)
4
(128 Hrs)
4
(128 Hrs.)
0 220 280 500

* Practicum/Hands on Experiences/Students Activity/Seminar/Workshop etc

SEMESTER III (20 Credits)

Course Title Core/
Tool/   Core Splzn./ Splzn. Subjects
Credit (s) Class Teaching Credits (Hours) Practicum*
Credits
(Hours)
Internship Credits
(Hours)
Research
Activities Credits
(Hours)
Marks
Internal Assess ment External Exam.   Full Marks
PC-1V Sociological Perspectives of Education Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
PC-V Historical, Political and Economic Perspectives of Education Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
PC-V1 Curriculum Studies Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
TC-I Introduction to Research Methods Core 4 3(48Hrs) 1(32 Hrs) 0 0 30 70 100
IFA-I Internship in Teacher Education Institutions Teacher Education 4 0 4(128 Hrs.) 0 100 0 100

Total  

20 12
(192Hrs)
4
(128 Hrs)
4
(128 Hrs.)
0 220 280 500

* Practicum/Hands on Experiences/Students Activity/Seminar/Workshop etc

 

SEMESTER IV (20 Credits)

Course Title Core/
Tool/
Core
Splzn./
Splzn. Subjects
Credit (s)  Class Teaching Credits (Hours) Practi
cum*
Credits
(Hours)
Inte
rnship
Credits
(Hours)
Rese
arch

Acti
vities
Credits
(Hours)
Marks
Internal
Assess
ment
Ext
ernal

Exam.  
Full Marks
TEC-II Issues   and Research  in Teacher Education Core 4 3 (48 Hrs) 1 (32 Hrs) 0 0 30 70 100
TSC-I
&
TSC=II
 Any one Group
A. Curriculum, Pedagogy and   Assessment  (P.I&II)
OR
B. Economics of Education, Policies   and  Planning in Education (P.I&I))
OR
C.   Educational  Management and Leadership
OR
D.Educational Technology and ICT(PI & II)
Speci
alization
8 credits 6 (96 Hrs) 2(64Hrs) 0 0 60 140 200
IFA-II Internship in Specialization Specia
lization
4 0 0 4
(128 Hrs)
0  100 0 100
Dissertation Related Work Research 4 0 0 0 4
(128  Hrs)
50 50 100

Total

20 9
(144Hrs)
3
(96Hrs)
  4
(128 Hrs)
4
(128 Hrs)
240 260 500
Master of Philosophy (M.Phil)

Master of Philosophy (M.Phil)

M.Phil. Education

Major Course Components

The M.Phil. (Education) curriculum comprises five components, namely

  1. Core Courses
  2. Courses of Specialization
  3. Dissertation
  4. Seminar
  5. Projects

COURSE STRUCTURE
SEMESTER I

Paper Title Int. Marks Ext. Marks Total Marks
Core Courses
1. Advanced Educational Research Methodology 20 80 100
Area of specialization ( any ONE of the following)
  1. ECCE & School Education
  2. Teacher Education
  3. Planning and Management of Education
  4. Language Teaching /Learning
20 80 100
Total of Theory Marks in Semester I 40 160 200
Seminar (Two term papers) ( Synopsis and Current issues  25 Marks + 25 Marks 50 50
TOTAL Marks in Semester I 90 160 250

Seminar Presentation(Two term papers Synopsis and Current issues (25+25 Marks)

  • Students will be required to select their research topic in the first Semester.
  • After approval, the scholar shall develop a research proposal highlighting the assumptions, the objectives, the rationale, the procedures and the methodology of data collection and analysis procedures of analysis of data etc.
  • The proposal shall be presented in a seminar in first semester (25 marks) and discussed in the whole group and will be refined based on the feedback during the first semester.
  • Each student will be required present two term papers in the seminar one of which shall be the research proposal of his/her dissertation.
  • The second should be a term paper on any current issues of education.
  • Equal weightage should be given on each paper presentation (i.e. 25 on each paper)
  • The performance in the seminar shall be assessed by a panel consisting of at least 3 members of the research Committee of the Institute (or three members nominated by the Principal of the institute). The average of the marks awarded by the panel shall be taken as the final mark on the seminar performance.

SEMESTER II

Paper Title Int Marks Ext. marks Total Marks
Core Course
II Fundamental and Contemporary Concerns in Education 20 Seminar Presentation 80 100
Total of Theory Marks in Semester II 20 80 100
Dissertation 50 100 150
Project (2) ICT + Project 50 Int.
(ICT)
50
Int _Ext. (Project)
100
Total marks in Semester II 120 230 350
Grand total of marks (SI +S2) 210 390 600

Range of Dissertation Marks

  1. Not commended – 49% and below,
  2. Commended – 50% to 69%
  3. Highly commended 70% and above.

Restriction in Number of chances:

  • No candidate shall be permitted to re-appear for the written examination in any paper on more than two occasions or to re-submit a dissertation more than once.
  • Candidates shall have to qualify for the degree passing all the written papers, dissertation within a period of three years from the date of commencement of the course.

Project Work

Each student has to complete two project work in 2nd Semester one of which is working in:

  1. I. ICT Lab Work: the students are required to carry out computer Lab work with the facilities available in the Institution. The purpose of this is enable the students to :
    • Understand the use of Word, Simple data analysis for data analysis
    • Develop skills in data transformation
    • Develop skills of drawing charts/graphs
    • Two hours per week in both the semesters will be earmarked for the lab work. Two faculty members will provide the required assistance in achieving the above mentioned objective.
    • The knowledge and skills acquired by students will be assessed by the faculty by way of conducting tests and assignments.
    • Five copies of ICT Project Report will be submitted by the student.
  2. Any one of the following Projects: (Int+Ext.)
    • Administration of any standardized test and interpret the result.
    • Preparing a report on any current issues in Education.
    • Writing book review of any educational work of repute.
    • Project reports shall be assessed jointly by the internal and external examiners
    • Five copies of Project Report will be submitted by the student.

Qualifying (Pass) Marks

  1. A candidate shall be declared to have passed Semester I of the examination if he/she secures not less than 50 % of the marks in all papers.
  2. A candidate shall be declared to have passed Semester II of the Examination if his/her dissertation is commended /Highly commended along with 50% marks in Seminar and Project work.