Unit –V
Learning Environment – The changing Scenario
1. Changes in teacher’s role, learner’s participation, knowledge emphasis and learning resources
2. a. Shift in pedagogy: Knowledge focused to teacher focused to learner focused learning environment
b. Shift in learning environment: Unimodal to multi-mediated, school based to community linked and real to virtual learning environment. The open – distance learning environment
3. Education as a system: Meaning and Nature
Sessional Work (Tests/Practicals/Projects) 20 Marks
House Examination- I & II 10 Marks
Two Assignments on (one Indian and one Western Philosopher) 10 Marks
(a) Shri Guru Nanak Dev Ji, Vivekananda, Swami Dayananda, Tagore and Gandhi
(b) Rousseau, Dewey, Plato, Montessori, Froebel
Discuss in groups the aspects of education evolving in them. After discussions, students document their understanding in lucid manner as a term paper.
References:
* Aggarwal, J.C. (1993): Landmarks in the History of Modern Indian Education . Vikas Publishing House, New Delhi.
* Aggarwal, J.C. (2002): Development and Planning of Modern Education. Vikas Publishing House, New Delhi.
* Bhatia, K.K, and Narang, C.L. (1996): The Teacher and Education in Emerging India Society. Tandon Publications, Ludhiana. 2nd rev. ed.
* Bhatia, K.K. and Narang, C.L. (1992) : Philosophical and Sociological Foundations of Education. Doaba House, Delhi.
*· Bhatt, B.D. (2005): Modern Indian Education. Planning and Devleopment. Kanishka Publishers , New Delhi.
* Brubacher, John S. (1983): Modern Philosophies of Education. Tata McGraw Hill, New Delhi (Also Pbi. Translation by Punjabi University) 4th ed.
* Chaube, S.P. (1997) : Philosophical and Sociological Foundation of Education. Ravi, Noudarnalya,5th rev. ed. Agra.
* Cole Luella, A History of Education: Socrates to Montessori, Holt, Rinehart & Winston, New York, 1950.
* Dash, D.N. (2005): Philosophical and Sociological Foundation of Education. Dominant Publisher, New Delhi.
* Dewey, John. (2004) :Democracy and Education. An Introduction to the Philosophy of Education. Aakar Books, New Delhi.
* Goal , Aruna and Goal, S.L: Distance Education- Principles, Potentialities and Perspectives, Deep and Deep Publication Pvt. Ltd, New Delhi,2009.
* Humayun, Kabir (1961): Indian Philosophy of Education. Asia Publishing House, Mumbai.
* Lakshmi, T.K.S. and M.S.Yadav, “Education: its Evolving Characteristics”, in Nedw Frontiers in Education, Vol. XXII, No.4, Oct-Dec., 1992
* Mathur, S.S. (1997): Sociological Approach to Indian Education. Vinod Pustak Mandir, Agra, 10th ed.
* Mohanty, Jagannath: Studies in Distance Education, Deep and Deep Publication Pvt. Ltd, New Delhi,2001.
* NCERT: (1964-66): Education and National Development: Report of the Education Commission. New Delhi.
* Pandey , R.S. (2001) :Principles of Education . Vinod Pustak Mandir, Agra.
* Pandey, R.S. (1992) : National Policy on Education, Horizon Publishers, Allahabad.
* Patik. George Thomas White (1978) : Introduction to Philosophy. Surjeet Publications, Delhi.
* Power, Edmund, J., Main Currents in the History of Education, McGraw Hill Book Co.Inc., New York, 1962.
* Rai, Digumarti Bhaskara: Distance Education- Open learning and virtual university concepts, Authors Press, New Delhi, 2007.
* Rao, Digumarti Bhaskara: Education for the 21st century, Discovery Publishing House, New Delhi, 2004.
* Safaya , R.N. and Shaida, B.D. (1983) : Principles and Techniques of Education. Dhanpat Rai and Sons, Delhi.
* Sahu, Bhagirathi (2002): The New Educational Philosophy. Sarup and Sons, New Delhi.
* Selvan, S.K . Pannear: Distance Education in the 21st century, A.P.H, Publication corporation, New Delhi, 2009
* Sharma, R.A: Distance Education, Loyal Book Depot, Meerut, 2008.
*· Sharma, Ram Nath. (2005): Text book of Educational Philosophy. Kanishka Publishers, New Delhi.
* Sodhi, T.S. and Suri, Aruna (2006): Philosophical and Sociological Foundations of Education. Bawa Publication, Patiala.
* Taneja, V.R. (1987): Educational Thought and Practice. Sterling Pvt. Ltd., New Delhi.
* Taneja, V.R. (2006): Foundation of Education. Mahindra Capital Publishers, Chandigarh. |
A2 Contemporary Issues & Concerns in Secondary Education
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Note: The question paper will consist of five units. The paper setter will set three questions from each unit and each question will carry 8 marks. The candidate will attempt two questions from each unit.
Objectives:
On completion of this course the students will be able to:
* know historical background of Secondary Education.
* understand the constitutional obligations in relation to education.
* understand the changing concepts of education in relation to changing socio, political and economic conditions in India.
* familiarize with the present educational problems of Secondary Education.
· critically appraise various aspects of Secondary Education.
Unit –I
1. Elementary Education – Concept, need, problem of universalization and problem of wastage and stagnation and suggestions for their removal
2. (a) Role of Sarv Shiksha Abhiyan in strengthening Elementary Education
(b) Inclusive education, Integrated education, Alternative education
3. Right to Education and its implications
Unit –II
1. Secondary Education – Concept, aims and problems of Secondary Education (curriculum, instructional design, text-books) and suggestions for their removal
2. Administrative set up of Secondary Education at state and national level
3. Universalization of Secondary Education (USE): Issues and concerns
Unit –III
1. Salient features of NPE 1986 and Revised Policy 1992
2. National Knowledge Commission(NKC) with special reference to School Education
3. Constitutional Provisions of education in India
Unit –IV
1. Teacher Education – Concept & aims of Pre- service and In- service Teacher Education (According to SEC, IEC, NCF)
2. Problems of Teacher Education
3. Regulatory/ Advisory bodies: NCERT, NCTE, NAAC, UGC
Unit –V
1. Modernization: Concept and role of education
2. Privatization and Globalization
3. HRD: Concept, need and role of education
Sessional Work: 20 Marks
House Examination- I & II 10 Marks
Survey related with social evils 10 Marks
References:
1. Bhatt, B.D. (2005): Modern Indian Education. Planning and Devleopment. Kanishka Publishers , New Delhi.
2. Goel, S.L. and Goel, A. (1994): Education Policy and Administration. Deep and Deep Publications, New Delhi .
3. Govt. of India. (1986): National Policy on Education. Ministry of HRD, New Delhi .
4. Gupta, V.K and Gupta , Ankur (2005):Development of Education System in India. Vinod Publication, Ludhiana.
5. Inderjeet, K. and Raj Kumar (2006):Development of Educational System in India. 21st century Publication, Patiala.
6. Jayapalan, N.( 2002): Problems of Indian Education. H.B. Bhargava Publications, Delhi.
7. Murti, S.K. (2004): Teacher and Education in Indian Society. Vinod Publications, Ludhiana.
8. NCERT: National curriculum Frame work (2005).
9. NCERT: National curriculum Frame work (2005).
10. Nesla ( 2004): Theory and Principles of Education. Vinod Publications , Ludhiana.
11. Sachdeva, M.S and Umesh (2005): A Modern Approach to Education in Emerging Indian Society. Vinod Publications, Ludhiana.
12. Sodhi, T.S. (2005): Development of Educational System in India . Bawa Publications, Patiala.
13. Venkateshwaran (2004): Principles of Education . Vinod Publications, Ludhiana.
14. Vijayen,Premavathy & Geetha,T.(2006) Integrated & Inclusive Education: DSE(VI) Manual. Kanishka Publishers.New Delhi.
15. Walia, J.S. (1998): Modern Indian Education and its Problems. Paul Publishers, Jalandhar.
16. Web sites: www.education.nic.in
www.socialjustice.nic.in
www.ncert.nic.in
www.ncte.in.org
www.naac.india.com
www.ugc.nic.in, www.nkc.org
Area B- Pedagogical Knowledge
B1 Understanding the Learner and Learning Process
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional : 20
Note: The question paper will consist of five units. The paper setter will set three questions from each unit and each question will carry 8 marks. The candidate will attempt two questions from each unit.
Objectives:
On completion of this course the students will be able to:
* understand the nature of learner.
* understand learners on the basis of individual differences.
* understand the theoretical perspective of learning.
* understand learning as a construction of knowledge.
* understand the learning in terms of learning styles and kinds.
* improve quality of instructions.
Unit –I
Nature of the Learner
1. Learner as a developing individual; a psycho- social entity; stages of development, factors influencing development such as heredity, nutrition, child rearing practices, siblings & peers
2. Developmental characteristics of an adolescent physical, cognitive, social, emotional, moral and their interrelationships
3. Developmental tasks and their implications in adolescence
Unit –II
Understanding differences among Learners
1. Dimensions of differences in individual learners
2. Understanding learners with varying cognitive abilities especially with ‘learning difficulties’- Slow learner and Dyslexia
3. Multiple Intelligences: implications for understanding learner variations and their learning needs
Unit –III
Theoretical Perspective on Learning- an Overview
1. Learning- concept, principles and factors affecting learning
2. Behaviorism, Cognitivism, Constructivism in relation to learner, teacher & teaching learning process
3. Transfer of Learning, its types and methods
Unit –IV
Learning in ‘Constructivist’ Perspective
1. Learning as ‘Construction of Knowledge’ as different from learning as ‘Transmission and Reception of Knowledge’.
2. Processes facilitating ‘Construction of Knowledge’
- Experiential Learning and reflection
- Social Mediation
- Cognitive Negotiability
- Situated Learning and Cognitive apprenticeship
- Meta cognition
(Each of these to be dealt with classroom situations or content of learning)
Unit –V
Learning Styles and Learning
1. Concept of Learning styles- audio, visual, kinesthetic
2. Learning styles and their bearing on different kinds of learning:- Concept learning, learning of skills, creative and critical thinking, modeling
3. Teacher’s role in changing, strengthening and sustaining learning styles
Sessional Work (Tests/Practicals/Projects) 20 Marks
House Examination- I & II 10 Marks
Administration and interpretation of any three psychological tests 10 Marks
Intelligence, Personality, Interest, Learning and Achievement
References:
* Bhatia, K.K. (2003): Bases of Educational Psychology. Kalyani Publishers, New Delhi.
* Bourne, L.E. (1985). Psychology: Its Principles and Meaning. Holt, Rinehart and Winston, New York.
* Chauhan, S.S. (2002): Advanced Educational Psychology. Vikas Publishing House, New Delhi.
* Clifford Morgan; King, R.R. and Weisz, John (1999): Introduction to Psychology. Tata Mc Graw Hill Publishing Company Ltd, New Delhi.
* Dandapani, S. (2001) Advanced educational psychology, (2nd edition), New Delhi, Anmol publications pvt Ltd.
* Gardner, H. (1983) frames of Mind: The theory of multiple intelligence. New York: Basic Books.
* Garret, H.E. (2005): Statistics in Psychology and Education. Paragon International Publishers, New Delhi.
* Guilford, J.P. (1967). Nature of Human Intelligence, New York: McGraw Hill.
* Hurlock,E.B. (1953): Developmental Psychology. Tata Mc Graw Hill Publishing Company Ltd, New York.
* Kakkar, S.B. (2001): Educational Psychology. Prentice Hall of India, New Delhi.
* Kirk, Samuel, A; Gallagher, James J. and Anasrasion, Nicholas, J. (1997): Educating Exceptional Children. Houghton Mifflin Company, New York.
* Mangal S.K. (2002): Advanced Educational Psychology. Prentice Hall of India, New Delhi.
* Mohanty, Girish bala (1986): Educational Psychology. Kalyani Publishers, New Delhi.
* Sahu , Binod Kumar (2002): Education of Exceptional Children. Kalyani Publishers, Ludhiana.
* Segal, J.W. Chipman, S.F., & Glaser, R. (1985). Thinking and learning skills: Relating Instruction to Basic Research. (Vol. I). Hillsdale, NJ: Erlbaum.
* Sidhu, Kulbir Singh (1998): Statistics in Education and Psychology. International Publishers, Jalandhar.
* Singh, Yogesh Kumar (2005): Guidance and Career Counselling. APH Publishing Corporation, New Delhi.
* Suri, S.P. and Sodhi, T.S. (2006): Guidance and Counselling. Bawa Publication, Patiala.
* Tiwari, Govind and Pal, Roma (1997): Experimental Psychology. A Dynamic Approach. Vinod Pustak Mandir, Agra. |
B2 Learning Resources & Assessment of Learning
Time 3 hrs. M.Marks: 100
Terminal: 80
Sessional: 20
Note: The question paper will consist of five units. The paper setter will set three questions from each unit and each question will carry 8 marks. The candidate will attempt two questions from each unit.
Objectives:
To enable the student teachers to:
* understand the concept & scope of learning resources.
* analyze the process of teaching & learning.
* make aware of models of teaching.
* keep abreast with the different innovation in learning resources.
* make the students aware about the different types of assessment.
UNIT-I
1. Concept and principles of selection and utilization of learning resources
2. Human Resources: Teachers and students as learning resources
3. Material Resources: Projected aids, Non-projected aids and Activity aids
UNIT II
1. Concept and characteristics of teaching and learning
2. Maxims and principles of teaching
3. Instructional objectives in terms of Bloom’s Taxonomy
UNIT III
1. Learner controlled learning resources:
a. On line resources: e-journals,e-books,blogs
b. Programmed learning: Meaning , principles, types
2. Teacher controlled learning resources: Explanation, narration, illustration, questioning
3. CAI: Concept, modes, characteristics, role of teacher and use of CAI in education
UNIT IV
1. Micro teaching as a training technique: Concept, procedure and theoretical orientation to basic skills
2. a. Simulated teaching: Concept, parameters, procedure, merits and demerits
b. Flander’s interaction analysis category system: Concept and procedure
3. Teaching models: Meaning, concept and types-
a. Glaser’s basic teaching model
b. Concept attainment model
UNIT V
1. Concept and Types of assessment
a. Formative
b. Summative
c. Diagnostic
2. Assessment of Cognitive domain
a. Construction of various types of test items
b. Preparation of blue print
3. Assessment of Conative and Affective domain
a. Observations-Preparation of observation schedule
b. Administration and interpretation of Art judgment test
Sessional Work: = 20 Marks
(a) Performance in two house tests = 10 Marks
(b) Preparation of a Blue print along with the question paper = 10 Marks
References:
* Bhatia, K.K.,Narang, C.L. and Sidhu, H.S. (2001): Foundations of Teaching Learning Process. Tandon Publishers, Ludhiana.
* Bhushan, A. and Ahuja, M. (2002): Educational Technology. Bawa Publications, Patiala.
* Chauhan S S(2002): A Text Book of Programmed Instruction. (2nd Ed). Sterling Publishers Pvt Ltd., New Delhi / Bangalore.
* Dececcoo, John, P. (1977): Psychology of Learning and Instruction. Prentice Hall of India, New Delhi.
* Everard, K.B. and Geoffrey, Morris: Effective School Management. Harper and Row Publishers, London.
* Kumar, K.L. (2008): Educational Technology, New Age International Pvt. Ltd. Publishers, New Delhi (Second Revised Edition).
* Mangal, S.K.( 2001): Foundations of Educational Technology. Tandon Publications, Ludhiana.
* Mukhopadhyay, M. (1990): Educational Technology – Challenging Issues, Sterling Publishers Pvt. Ltd., New Delhi.
* Mukhopadhyay, M. (1990): Educational Technology – Year Book 1988, All India Association for Educational Technology, New Delhi.
* Sampath et. al. (1981): Introduction to Educational Technology, Sterling Publishers Pvt. Ltd.
* Sharma, R.A.(2006): Technological foundation of Education. R.Lall Book Depot, Meerut.
* Sharma R.A (2007): Programmed Instruction – An Instructional Technology, Goyal Book Depot, Meerut.
* Venkataiah, N. (1996): Educational technology, New Delhi: APH Publishing Corporation.
B3 (a) School Management
Time 1:30 hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.
Objectives:
To enable students to understand
* school as a conducive learning environment.
* the role of teacher and the principal in ensuring a vibrant school climate.
* the concept of Quality Enhancement and Management in school.
Unit –I
1. School Organization and Management: Meaning, need, functions and latest trends
2. Total Quality Management
a) Concept, need and importance
b) Significance of TQM to schools with special reference to
i. physical resources
ii. human resources
iii. healthy practices for staff and students with special reference to IQAC
3. Norms and conditions of opening a school according to CBSE/PSEB |
Sessional Work : 10 Marks House Examination I & II : 5 Marks
Practical work: Preparation of any one record- : 5 Marks
1. Cumulative Record Card
2. Anecdotal records
References:
1. Mathur, S.S. (1990): Educational Administration and Management. The Indian Press, Ambala.
2. Mohanty, Jagannath(1998): Educational Administration: Supervision and School Management. Deep and Deep Publications, New Delhi.
3. Sachdeva, M.S. (2001): School Management. Bharat Book Centre, Ludhiana.
4. Safaya, Raghunath and Shaida, B.D. (1979): School Organization. Dhanpat Rai, Delhi.
5. Sarkaria, M.S, Singh,Jaspal & Gera, Manju (2008): Modern school management. Kalyani Publishers, Ludhiana.
6. Sodhi, T.S and Suri, Aruna (2002). Management of School education, Bawa Publications, Patiala.
B3 (b) Option (i) Curriculum Development
Time 1:30 Hrs M.Marks: 50
Terminal: 40
Sessional: 10
Instructions for the Paper Setter/ Candidate
1. The question paper will consist of three units: Unit I, II and III.
2. The paper setter will set three questions from each unit I and II.
3. The candidate will be asked to attempt two questions from each unit. Each question will carry 8 marks.
4. Unit-III will be compulsory. It will consist of two short answer questions covering the entire syllabus and carry 4 marks each.
Objectives:
On completion of this course the students will be able to:
* understand the concept of curriculum.
* understand approaches of curriculum development.
* know various designs of curriculum.
* understand the importance of curriculum change.
UNIT I
1. Conceptual frame work of curriculum: Meaning, nature and organizing curriculum components
2. Different approaches to curriculum theory:
a. Traditional approach
b. Learner driven approach
c. Critical Approach
3. Curriculum process and different ways of approaching curriculum theory
a. Curriculum as product
b. Curriculum as process
c. Participatory approach
UNIT II
1. Curriculum design models:
a. Discipline- centered design
b. Learner- centered design
c. Problem- centered design
2. Competencies required in curriculum development
3. Curriculum change: Meaning, need and factors affecting curriculum change
Sessional Work 10 Marks
House Examination I and II 5 Marks
Project work 5 marks
Evaluation of curriculum of 9th or 10th standard and submission of report.
References:
* Aggarwal, Deepak (2007): Curriculum development: Concept, Methods and Techniques. New Delhi. Book Enclave.
* Aggarwal, J.C (1990). Curriculum Reform in India- World overviews, Doaba World Education Series-3 Delhi, Doaba House, Book seller and Publisher.
* Arora, G.L. (1984): Reflections on Curriculum. NCERT.
* Bhalla, Navneet (2007), Curriculum Development Published by Authorpress E35/103 Jawahar Park Laxmi Nagar, New Delhi-92.
* CIET (2006) The Process of Making National Curriculum Framework-2005: A Video Documentary Both in Hindi and English, CIET, NCERT, New Delhi.
* CIET (2007) Curriculum Syllabus and Textbook: An Audio Interview with Sh. Rohit Dhankar, Chairperson of the National Focus Group set up under NCF-2005 Process, CIET, NCERT, New Delhi
* Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
* Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey-Bass Inc. Publication.
* Joseph, P.B. et al; (2000): Cultures of Curriculum (Studies in Curriculum Theory). New York. Teacher College Press.
* McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and Action Research. Routledge. U.K.
* NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
* NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
* NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
* NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
* NCTE (2009) National Curriculum Framework for Teacher Education.
* Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
* Reddy, B. (2007): Principles of Curriculum Planning and Development.
* Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich Inc.
* Taba Hilda (1962) Curriculum Development: Theory and Practice, New York, Harcourt Brace, Jovanovich Inc. Audio-Video CDs
* Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication 83 |
