FOR INTEGRATED B.Ed. M.Ed. PROGRAMME Duration: 03 Years ...

School of Education, Central University of Kashmir

1

SYLLABUS

FOR

INTEGRATED B.Ed.–M.Ed. PROGRAMME

Duration: 03 Years (06 Semesters)

As per the Guidelines of the National Council for Teacher Education

Department of Education (Teacher Education)

School of Education

Central University of Kashmir


2

COURSE STRUCTURE

SEMESTER I

Course

Code

Title Credits Internal

Marks

External

Marks

Total

IBM-C-101 Philosophy and Education 4 50 50 100

IBM-C-102 Education in Indian Socio-Economic

Context

4 50 50 100

IBM-C-103 Psychology of Development and

Learning

4 50 50 100

IBM-C-104 Early childhood care & Education 4 50 50 100

IBM-C-105 Inclusive Education 4 50 50 100

School Subject I (Any one of the following)

IBM-E-106 Teaching of English 4 50 50 100

IBM-E-107 Teaching of Urdu 4 50 50 100

IBM-E-108 Teaching of Hindi 4 50 50 100

TOTAL 24 300 300 600

SEMESTER-II

IBM-C-201 History and Development of Education System in India

4 50 50 100

IBM-C-202 Health Education 4 50 50 100

IBM-C-203 Language Proficiency 4 50 50 100

IBM-C-204 Guidance and Counselling 4 50 50 100

CBSC Course from the Basket 4 50 50 100

School Subject-II (Any one from the following)

IBM-E-206 Teaching of Bio-Science 4 50 50 100

IBM-E-207 Teaching of Physical Science

4 50 50 100

IBM-E-208 Teaching of Mathematics 4 50 50 100

IBM-E-209 Teaching of History and Civics

4 50 50 100

IBM-E-210 Teaching of Geography 4 50 50 100

TOTAL 24 300 300 600


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SEMESTER-III

Course

Code

Course title Credit

Value

Internal External Tota

l

IBM-C-301 Initiatory School Experiences 8 100 100 200

IBM-C-302 Internship in Teaching ( Micro & Macro

Level Practice of Teaching)

8 100 100 200

IBM-C-303 General School Activities 8 100 100 200

Total 24 300 300 600


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SEMESTER-I

Course Code: IBM-C-101

Course Title: PHILOSOPHY AND EDUCATION

Course Objectives:

1. To enable the student to understand philosophical origins of educational theories

and practices.

2. To enable the student to develop a philosophical outlook towards educational

problems.

3. To help the student understand the contribution of the important philosophical

school to the theory and practice of education.

4. To help the student understand the contribution of the great thinkers to the theory

and practice of education.

5. To enable the students analyze and evaluate the fundamental postulates of the

Indian Schools of philosophy and their implications for Education.

COURSE OUTLINE

Unit I: Basics of Education

Meaning and Nature of Education

Modes of Education-Formal, Non-formal, and In-formal.

Scope of Education

Aims of Education.

Unit II: Philosophy and Education

Meaning and Scope of philosophy.

Functions of Philosophy.

Branches of Philosophy

Relationship between Education and Philosophy.

Unit III: Western Schools of Philosophy

Naturalism

Idealism

Pragmatism

Existentialism

Their educational implications for aims, content, methods of teaching, role of a teacher

and concept of discipline.


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Unit IV: Educational Thinkers

M.K Gandhi

Allama Iqbal

Swami Vivekananda

Rabindranath Tagore

Aurobindo Ghosh

A detailed discussion on their contribution to educational thought and practice.

CORE READINGS

• Bramel, D. Patterns of Educational Policy, New York, Hold Rinehart &Winston. 1971.

• Broudy, H.S (1977) Building a Philosophy of Education, New York: Kringer.

• Brown, L. M. Aims of Education, New York, Teachers College Press. 1970.

• Brubacher, John S. (1969) Modern Philosophies of Education, New Delhi: Tata

McGraw Hill.

• Brubacher, R. S. Modern Philosophies of Education, Chicago, University Press. 1955.

• Butler. J. D, Four philosophies. Harper & Row (1968)

• Chandra, S.S; Sharma, R.K (2004) Principles of Education, New Delhi: Atlantic

Publishers and Distributors

• Cohen, B. Means and Ends in Education, London, George Allen & Unwin. 1983.

• Curren Randall (Edited) A Companion to Philosophy of Education, New York Blackwell

Publishing. 2003.

• Curtis, S.J. Introduction to Philosophy of Education, London, London University,

Tutorial Press. 1968

• Dewey, J. Democracy and Education and Introduction into Philosophy of Education,

New York, The Free Press, 1966 Durpis, A.M. (1972) Philosophy of Education in

Historical Perspective, New Delhi: Thomason Press. Education, New York, Harcourt

Brace Jovanovich, 1981

• Fitzgibbon, R. E. Making Educational Decision: An introduction to Philosophy of

• Heyting, Frieda (Edited) Methods in Philosophy of Education, London, Routledge,

2001.

• Hiriyana, M (1995) the Essentials of Indian Philosophy, Delhi: Motilal Banarsidas

Publishers Pvt. Ltd.

• Kneller, G. F. Introduction to Philosophy of Education, New York, John Witty & Son

1971.

• Lawton, D. Class Culture and Curriculum, London, Rutledge & Regan Paul, 1975.

• Luther, M.N. Values and Ethics in School Education, New Delhi, Tata McGraw Hill,

2001. Mandir. 1996. McChellan, J.E. Philosophy of Education New Jersey, Prentice Hall

Inc, 1976


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• Moon, Bob (Edited) International Companion to Education, London, Rutledge, 2000.

• Mukherjee, R. K. Ancient Indian Education, Delhi, Motilal Banarasidas, 1974.

• Narareth, M. P. Education Goals, Aims and Objectives, New Delhi, Vikash. 1984.

Narvene, V.S. (1978) Modern Indian Thoughts, New York, Orient Longmans Ltd.

• Nigel, L., Smeyers. P., Smith, R., & Standish, P., (2003) The Blackwell Guide to the

Philosophy of Education, Blackwell Publishing Ltd.

• Pandey, R. S. An Introduction to Major Philosophies of Education, Agra, Vinod Pustak

• Park J. (Ed) (1963) Selected Readings in Philosophy of Education, New York: The

MacMillan Company.

• Rusk, Robert R. (1962) Philosophical Bases of Education, Warwick Square: University

of London.

• Saxena Swaroop, N.R. (2001) Philosophical and Sociological Foundations of

Education, Meerut: Surya Publication.

• Sodhi, T.S. & Suri, Aruna (1998) Philosophical and Sociological Foundations of

Education,Patiala: Bawa Publication.


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SEMESTER-I


Course Title: EDUCATION IN INDIAN SOCIO-ECONOMIC CONTEXT

Course Objectives

1. To develop a thorough understanding of various traditional sociological perspectives.

2. To enable the student understand the educational implications of variations by race,

class, gender, religion and age. To explain patterns and variations using sociological

theory.

3. To enable the students to understand the contemporary social perspectives and their

educational implications to modern social world.

4. To enable the students understand the role of theory in building sociological

knowledge.

5. To illustrate an understanding of the processes and implications of democracy,

globalization and modernization.

6. To understand social system with special reference to its major sub systems and their

interplay. To understand structural inequalities based on caste, class, race, and Rural-

urban and gender and the role of education for their eradication.

7. To understand the educational value of culture.

8. To understand the major concepts, and theories, in sociology and education.

9. To understand the sociological basis of reservation policy to address social

inequalities.

10. To understand the major social processes and the role of education for

strengthening these processes.

Unit I: Nature of Indian Society

Indian Social Structure: Concept and Meaning.

The Cast system; The Class system; The Family; Religion; Pluralism (Inter-relationship

among the structures)

Challenges of maintaining secular status of the country;

upholding democratic principles; linguistic diversities. Gender

Disparity.

Role of Education in promoting social diversities.

Unit II: Aspirations of Indian Society

Major Areas of Aspirations: Social Order, Social Justice and Universalism.

Concept & Meaning of Nationalism, Socialism, Secularism, and Democracy.

Education for the Development of Nationalism, Socialism, Secularism and Democracy.


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Unit III: School and Society

Place of School in a Democratic Social System;

School as a Model Society; Duties of School towards Society; Mutual relationship

between School & Society

Types of School: Government Schools; Government-aided, Unaided

Private/Recognized Schools; Minority Schools.

Social climate of the school/Role of Teacher.

Unit-IV: Education and National Development:

National development: Meaning& Scope and different viewpoints.

Indicators of national development: -Education Commission 1964-66, Planning

Commission/NITI Aayog, World Bank

NPE-1986 & NEP 2020

Role of Education in ensuring sustainable development: Brundtland Commission 1987

and Sustainable Millennium Development Goals

A review of the initiatives for Educational development in India over decades.

The perspective of education for national development in the NCF-2005.

CORE READINGS

Bungay, Suffolk, England. Schultz, T. W. (1972). Investment in Education. London: The

University of Chicago Press Ltd

Dhankar. N. (2010). Education in Emerging Indian Society. New Delhi: APH Publishing

Corporation.

Dube, S.C. (1990) Indian Society. New Delhi: National Book Trust

Dube, S.C. (2005) Indian Society. New Delhi: National Book Trust

Freire, P. (1972). Pedagogy of the oppressed. London, UK: Sheed & Ward.

GOI. (1986). National policy of education. GOI.

Govinda, R. (ed). (2002) India education report: a profile of basic education. New Delhi:

Oxford University Press.

Hunter, F. (1953). Community power structure. Chapel Hill: University of North

Carolina Press.

Kakkat, S. B. (1995). Changing Perspectives in Education. New Delhi: Vikas, Publishing

House Pvt. Ltd.

M. Pawar & D. Cox (Eds.), (2010). Social Development: Critical themes and

perspectives. New York, NY: Routledge.

Mehra D. D. (2009). Education in Emerging Indian Education, Indian Education.

Ludhiyana: Tondan Publications, Books Market.


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Naik, J.P. (1979) Education Commission and After. A P H Publishing Corporation: New

Delhi.

NCTE (2009) National Curriculum Framework for Teacher Education.

Parekh, B. C. (2000). Rethinking multiculturalism: Cultural diversity and political theory.

Palgrave.

Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and

consciousness. Aakar Books

Pathak, K. R. (2007). Education in the Emerging India. New Delhi: Atlantic Publishers.

PROBE (1999) Public report on Basic Education in India. New Delhi: Oxford University

Press.

Rassekh, S., and Vaideanu, G. (1987). The contents of education. UNESCO, Paris:

Richard Clay Ltd.,

Saini, S. K. (2003) Development of Education in India: Socio-economic and

Political Perspective Cosmo Publications

Thakur, A. S., and Berwal, S. (2007). Education in Emerging Indian Society. New Delhi:

National Publishing House.

The World Bank. (2018). Piecing together the poverty puzzle. Washington, DC: The

World Bank.

Todaro, M. P., & Smith, S. C. (2003). Economic development (8th ed.). Harlow, UK:

Pearson.

Watts, T. D., Elliot, D. & Mayadas, N. S. (Eds.), (1995)International handbook on social

work education. Westport, CT: Greenwood Press.


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SEMESTER-I


Course Title: PSYCHOLOGY OF DEVELOPMENT AND LEARNING

Course Objectives

1. To develop appreciation and understanding about the Concepts of Psychology and

Educational Psychology and implications of human diversity for organizing educational

programmes.

2. To develop understanding about different aspects of human development from infancy to

adolescence.

3. To develop understanding about Behaviouristic and Neo-behaviouristic Approaches to

learning.

4. To develop understanding about personality and the theories of personality.

5. To develop understanding about intelligence and the theories of intelligence

Unit I: - Psychology and Development

Concept and Meaning of Psychology

Nature, Scope and Functions of Educational Psychology

Physical, Cognitive, Social and Emotional development patterns (childhood and

adolescents)

Problems of Children and Adolescents.

Needs, Aspiration, Attitudes & Self-Concept of Children and Adolescents.

Guidance & Counseling for Adolescents.

UNIT II: - Theories of Development and their Implications for Education

Cognitive Constructivism (J. Piaget)

Moral Development (Kohlberg)

Psycho-Social Development (Erick Erickson)

Social Constructivism (Vygotsky)

Unit III: - Theories of Learning

Concept of Learning & its Nature, Factors influencing learning.

S-R Theory of Learning (Thorndike).

Classical Conditioning (Pavlov).

Operant Conditioning (Skinner).

Gestalt Theory of Learning (Kohler).

Social Learning Theory (Bandura). Their Educational implications.


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Unit IV: - Personality and Intelligence

Concept and meaning of Personality.

Determinants of Personality- Biological, Social and Psychological.

Theories of Personality- Trait Theory (Allport, Cattell), Self Theory (Carl Rogers).

Concept, Meaning and Measurement of Intelligence.

Theories of Intelligence - Multiple Factor Theory (Thurstone), Structure of Intellect

(Guilford), and theory of Multiple Intelligence (Gardener).

CORE READINGS

Aggarwal J C (2014). Essentials of Educational Psychology (3 eds.), Publishing House

Pvt. Ltd.

Allport, G. W. (2968a). Imagination in psychology: Some needed steps. In G. W. Allport

(Ed.), The person in psychology. Boston: Beacon Press.

Anitha Woolfolk (2014). Educational Psychology, Dorling Kindersley India Pvt. Ltd.

Benjamin B. Wolman (1979). Contemporary Theories and Systems in Psychology.

Freeman Book Company.

Bhatia, K K (2001). Foundation of teaching learning process. Ludhiyana: Tandon

Publishers.

Bhatnagar, Suresh & Saxena, A. (2001). Advanced Educational Psychology, Meerut:

Surya Publications.

Calvin S. Hall, Gardner Lindzey and John B. Campbel (2016). Theories of Personality (4

Ed.), New Delhi: Wiley India Pvt. Ltd.

Charles E Skinner (1959). Educational Psychology (4 ed.). New Delhi: PHI Learning Pvt.

Ltd.

Chauhan SS (2009). Advanced Educational Psychology (7eds.,), New Delhi: Vikas

Publishing House Pvt. Ltd.

Dandapani S (2010). A Text Book of Advanced Educational Psychology. (4 eds.,). New

Delhi: Anmol Publications Pvt. Ltd.

Dutt, N.K. (1974). Psychological Foundations of Education. Delhi: Doaba House.

Garrison, K.C., Psychology of Adolescence, USA: Prentice Hall.

Gates, et al. (1942). Educational Psychology. New York: The MacMillan Company.

Germaine L. Y Taggart & Alfred P Wilson (2005). Promoting Reflective Thinking in

Teachers, Sag4e Publications India Pvt. Ltd.

Hurlock, Elizabeth B.(1974). Personality Development. New Delhi: Tata McGraw-Hill

Publishing Company Ltd.


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Ismail Thamarasseri (2016). Learner & Learning. New Delhi: Dominant Publishers &

Distributors Pvt. Ltd.

Jeanne Ellis Ormrod (2015). Educational Psychology Developing Learners, Pearson India

Education Service Pvt. Ltd.

Kakkar, S.B. (1993). Educational Psychology, Prentice-Hall of India.

Kulshreshtha, S.P. (1997). Educational Psychology, Meerut: R. Lal Book Depot.

Mangal S K (2016) Advanced Educational Psychology, Delhi: PHI Learning Private

limited.

Mathew H. Olson & Hergenhahn B. R. (2013). an Introduction toTheories of Learning (9

eds.,). London & New York: Routledge Publications.

Mayer, R.E, Educational Psychology; A cognitive Approach, Little Brownan and Co.,

Boston.

Muralidhar Dash (2009). Educational Psychology. New Delhi: Deep & Deep Publications

Pvt. Ltd.

Patrica A. Alexander & Philip H. Winne (2009). Handbook of Educational Psychology (2

eds.,). New York & London: Routledge.

Ram Nath Sharma (2006). Advanced Educational Psychology. New Delhi: Atlantic

Publishers & Distributors.

Robert A. Baron. (1992). Psychology, London: Allyn and Bacon.

Skinner, B. F. & Epstein, R (1982). Skinner for the classroom. Champaign, II: Research

Press.

Vygotsky, L. S. (1934). Thought and Language (E. Hanfmann and G Vakar, Trans.

1986). Cambridge: MIT Press.

Walia J S (2015). Foundations of Educational Psychology.

Watson, J. B. (1913). Psychology as the behaviorist views It. In E. H. Madden (Ed.), A

source book in the history of psychology. New York: Russell and Russell.


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IBM-C 104: EARLY CHILDHOOD CARE AND EDUCATION

COURSE OBJECTIVES

Through this course students shall be able to:

1. Develop understanding about ECCE in terms of its concept, importance and the

research methods of studying young children.

2. Develop understanding about different aspects of early childhood Growth and

Development with educational implications.

3. Know about the works and contributions of important Educational Thinkers and

Reformers in ECCE.

4. Achieve comprehensive coverage and understanding of Recommendations and

Programs of various Agencies working in the field of early childhood care and

education.

5. Compare ECCE programs run in India, Finland, and Malaysia.

GRADUATE ATRIBUTES

1. After completion of this course the graduates shall be good evaluators of the

Effectiveness of ECCE system prevalent in India.

2. The services of the graduates of this course will be hired and utilized for ECCE.

3. They will also be able to critically analyze the ECCE structure of the country in

comparison to the ECCE system of other counties.

4. This course shall also provide them the base if they aspire to open any ECCE centre for

their locality.

COURSE OUTLINE

UNIT I: Concept and Methods

Concept of Early Childhood Care and Education (ECCE)

Aims and Objectives of ECCE.

Need and Scope of ECCE.

Historical development of ECCE in India.

Methods employed for child study.

UNIT II: Growth & Development in Early Childhood

Concept of Growth and Development; Relationship between Growth and Development.

Principles of Growth and Development.

Various domains of Early Childhood Development: Physical, Motor, Cognitive,

Language, Moral, Socio-Emotional and Self-Development.

Educational Implications of various domains of Early Childhood Development


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UNIT III: Contributions of Educational Thinkers & Reformers Towards Early Childhood

Care and Education

Froebel

Montessori

Tarabai Modak

Anutia Wagh

Malaguzzi

UNIT IV: Recommendations, Programs and Agencies

Recommendations of NPE 1986, NCPCR 2007, NEP 2020.

ECCE Program in India with special reference to ICDS, Anganwadi centers and Balvatikas.

Comparative study of ECCE Programs in, India, Finland, and Malaysia.

Role of Agencies of Pre-school Management: Ministry of Women and Child Development,

Indian Council for Child Welfare, NGOs

Role of UNICEF in ECCE.

READINGS

1. J. Mohanty, B., Mohanty (2007), Early Childhood Care and Education (ECCE),

Publisher: Prentice Hall India Learning Private Limited.

2. Sengupta M (2009) Early Childhood Care and Education, Prentice Hall India Learning

Private Limited.

3. S. Gupta J.C. Aggarwal, (2019), Early Childhood Care And Education, Shipra Publications

4. Roopnarine & Johnson (2015) Approaches to Early Childhood Education, Pearson Education

India.

5. Elizabeth B. Hurlock (2017), Child Development, McGraw Hill Education.

6. George S. Morrison (2018) Early Childhood Education Today (13th Edition).

7. Dahlberg, G., Moss P., and Pence, A.R. (1999). Beyond Quality in Early Childhood

Education and Care. London: Falmer Press

8. Kapoor, S. (2006). Early childhood care and education: An Indian perspective. In Edward

Melhuish and Konstantinos Petrogiannis (Eds.), Early Childhood Care and Education:

International Perspectives Oxon: Routledge

9. Kaul, V., Bhattacharjea, S., Chaudhary, A.B., Ramanujam, P., Banerji, and Nanda, M. (2017).

The India Early Education Impact Study. New Delhi: UNICEF

10. Legrand, J., Grover, D., and Schwethelm, B. (2015). Institutionalization and the Early

Childhood Years: Perspectives from Central and Eastern Europe and the Commonwealth of

Independent States. Paris: UNESCO.

11. Myers, R.G. (2007). Quality in Program of Early Childhood Care and Education. Education

for All: Global Monitoring Report. Paris: UNESCO.

12. Rao,N., and Sun, J. (2015). Quality Early Childhood Care and Education in Lowresource

Level Countries in Asia. Paris: UNESCO.

13. TI- Kajian Pelaksanaan Kurikulum Prasekolah Kebangsaan [A Study on the Implementation

of National Preschool Curriculum].

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Sengupta+M&search-alias=stripbooks

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=S.+GUPTA+J.C.+AGGARWAL&search-alias=stripbooks

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Roopnarine+%2F+Johnson&search-alias=stripbooks

https://www.amazon.in/s/ref=dp_byline_sr_book_1?ie=UTF8&field-author=Elizabeth+B.+Hurlock&search-alias=stripbooks


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14. Kementerian Pelajaran Malaysia [Ministry of Education Malaysia].

15. Britto, P. R. & van Ravens, J. (2009, December). Sustainable National Policies for ECD,

Paper presented during the Regional ECD Policy Review Seminar, Singapore.

16. Early Childhood Care and Education Policy Implementation Review, Ministry of Education

Malaysia.

17. Mid Decade Assessment of Education for All- it Goal 1: Expand early childhood care and

education, Ministry of Education Malaysia.

18. Ng Soo Boon. (2008). Preschool Education in Malaysia The Way Forward. First Malaysia-

Thailand Joint Educational Research Conference 2008, Research driven Education Reforms:

Vision for the Future (p.31–47). Ministry of Education Malaysia and Ministry of Thailand (a

joint publication by Kuala Lumpur and Bangkok).

19. Education for all Mid-decade Assessment Report 2000–2007 Reaching the Unreached, PB -

Ministry of Education Malaysia.

20. Research Articles on ECCE on the website of ECCE Council of Malaysia.

21. National Education Policy-2020, MHRD.

22. Early Childhood Education and Care Policy in Finland Background report prepared for the

OECD Thematic Review of Early Childhood Education and Care Policy May 2000.

23. Pasi Sahlberg (2012) Finnish Lessons: What Can the World Learn from Educational Change

in Finland? Teachers' College Press.

24. Timothy D. Walker & Pasi Sahlberg (2017) Teach Like Finland – 33 Simple Strategies for

Joyful Classrooms, W. W. Norton & Company.

https://www.amazon.in/Pasi-Sahlberg/e/B001JXBV0K/ref=dp_byline_cont_book_1

https://www.amazon.in/Timothy-D-Walker/e/B0722WKVB2/ref=dp_byline_cont_book_1

https://www.amazon.in/s/ref=dp_byline_sr_book_2?ie=UTF8&field-author=Pasi+Sahlberg&search-alias=stripbooks


15


Course Title: INCLUSIVE EDUCATION

Course Objectives

To enable the students, understand the global commitments towards the education of children

with diverse needs.

To appreciate the need for promoting inclusive practice and the roles and responsibilities of all

concerned personnel.

To develop critical understanding of the recommendations of various commissions and

committees towards teacher preparation for inclusive education.

To understand the nature of difficulties encountered by children and prepare conducive

environment for them.

To learn about teaching learning environment in inclusive schools, analyze special education,

mainstream and inclusive education practices, identify and utilize existing resources for

promoting inclusive practice.

Unit-I: Introduction

Concept, importance and principles of inclusive education.

Historical perspectives on education of children with diverse needs.

Difference between special education, integrated education and inclusive education.

Advantages of inclusive education for all children.

Unit-II: Diverse Learners

Concept of Impairment, Disability and Handicapped.

Classification of Disabilities based on ICF (International Classification of

Functioning) Model.

Characteristics and Educational needs of diverse learners.

Types of Impairment: Visually impaired, Hearing Impaired, Orthopaedic impairment,

mental retardation, Cerebral Palsy, Learning Disability, and Autism.

Identification of the diverse learners- Visually Impaired, Hearing Impaired, Mentally

Retarded, Slow Learners and Gifted.

Unit-III: Inclusive Classroom

Infrastructure

Human Resource

Instructional Practices

Educational Evaluation, Methods and Tools


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Unit IV: Policies and Legislations

Policies and Legislations Governing Inclusive Education in relation to:

NPE1986/ POA1992

Persons with Disability Act 1995

National Policy of Disabilities 2006

NCF 2005

Inclusive Education under SSA, NEP 2020

CORE READINGS

American Association on Mental Retardation (1992). Mental Retardation: Definition,

Classification, and System of Support Workbook. Washington, DC: AAMR.

Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi

Bala. P. (2016) Use of Aids and Appliances for Children with Special Needs to

Overcome Barriers of Inclusive Education. In Emerging Inclusive Education S.P. Gupta

and Dinesh Singh (Eds.), Pentagon Press, New Delhi

Barton, Len. (2003). Inclusive education and teacher education. Retrieved from

http://disability-studies.leeds.ac.uk/files/library/Barton-inclusiveeducation.pdf

Blamires, M. (1999). Enabling Technology for Inclusion. Paul Chapman Publishing Ltd,

London

Booth, T. and Ainscow, M. (2011). Index for inclusion: Developing learning and

participation in schools. Bristol: CSIE

DoSEL (2012). National Policy on Information and Communication Technology (ICT) In

School Education, Department of School Education and Literacy, Ministry of Human

Resource Development, Government of India, New Delhi.

Ground, A., Lim, N., & Larsson, H. (2010). Effective use of Assistive Technologies for

inclusive education in Developing countries: Issues and challenges from two case studies.

International Journal of Education and Development using Information and

Communication Technology, 6(4), 5-26.

Heward, William L., (2011). Communication Disorders: Speech and Language

Impairments. Exceptional Children: An Introduction to Special Education, pp. 295-310

Karanth, P., & Rozario, J. (2003). Learning disabilities in India: willing the mind to learn.

Sage Publication, New Delhi

Koegel LK, Koegel RL, Brookman LI (2005). Child-Initiated interactions that are pivotal

in intervention for children with autism. In: Hibbs ED, Jensen PS, editors. Psychosocial

treatments for child and adolescent disorders: Empirically based strategies for clinical

practice. 2nd ed.

Lerner, J. (2000). Learning Disabilities: Theories, diagnosis, and teaching strategies.

Boston: Houghton Mifflin




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Maanum, J. L. (2009). Federal Special Education Disability Category. The General

Educator's Guide to Special Education (3rd Ed). Corwin-A Sage Company, California

Madhumita Puri & George Abraham (2004). Handbook of inclusive education for

educators, administrators, and planners: within walls, without boundaries.

Mangal, S.K. (2012). Educating exceptional children: An Introduction to special

education. Delhi: PHI Learning.

Mani M.N.G. (2000). Status of disability in India, RCI, New Delhi.

NCERT (2005), National Curriculum Framework. New Delhi: National Council of

Educational Research and Training.

NCTE (2009) National Curriculum Framework for Teacher Education Towards

Preparing Professional and Humane Teacher, New Delhi: NCTE.

Oliver, M. (1990). The politics of disablement. Basingstoke: Macmillan.

Oliver, M., (2004). The social model in action: If I had a hammer, Barnes, C. and Mercer,

G. (eds.). Implementing the social model of disability: Theory and research, Leeds, 18-

31.

RCI (2003). Manual for Training of PHC Medical Officers. Rehabilitation Council of

India, New Delhi

Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New Delhi -

Discovery Pub.

Simpson, R. L, Smith Myles, B. (Eds.) (2008). Educating children and youth with autism:

strategies for effective practice. (2nd edition) Pro Ed. Texas.

SSA (2003). Sarva Shiksha Abhiyan: Responding to Children with Special Needs-A

Manual for Planning and Implementation of Inclusive Education in Sarva Shiksha

Abhiyan. Ministry of Human Resource Development, Government of India. New Delhi:

MHRD.

The Right of Children to Free and Compulsory Education Act (2009). Ministry of Human

Resource Development, Government of India. New Delhi: MHRD.

The Rights of Persons with Disability Act, 2016, Govt. of India, Deptt. of Disability

Affairs, MSS&E, 2016.

Tomlinson, C. (2001). How to differentiate instruction in mixed ability classroom (2nd

ed), Alexandria, VA: Association for Supervision and Curriculum Development

UNESCO (2001). Open File on Inclusive Education

UNICEF (2014). Conceptualizing Inclusive Education and contextualizing it within the

Mission, Webinar 1 – Companion Technical Booklet

Werner, D. (1987). Disabled Village Children. Palo Alto, CA, USA: The Hesperian

Foundation.

Wong, B., & Butler, D. L. (2012). Learning about learning disabilities. (4th ed.)

Amsterdam. Elsevier Academic Press.


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Course Code: IBM-E-106

Course Title: Teaching of English

Course Objectives

After completing this course, the pupil teacher would be:

1. Familiar with the basic concepts of language learning and pedagogy

2. Understand the context of English Language Teaching in India

3. Develop necessary skills for Teaching and Learning English as a Second Language

4. Trained in various methods of teaching and assessing English as a Second Language

COURSE CONTENT

Unit I: Position of English Teaching

Basic concepts of language: Components, Functions, Dialect, Standard and Non-standard

language, Classical Language, Mother tongue, second language, foreign language,

bilinguals and multilinguals.

The Charter of 1813, Macaulay’s Minutes, 3-language formula, NEP 2020

The Position & role of English in India

The Objectives of teaching English as a 2nd language at Secondary level

Problems in effective teaching of English as a 2nd language

Principles of teaching English - Psychological, linguistic & Pedagogical

Unit II: Language Skills-LSRW

Meaning and Importance of LSRW

Listening: Sub-skills of listening, Activities to develop listening skills, Assessing

Listening

Speaking: Introduction to Phonetics, Activities to develop speaking skills, Assessing

Speaking

Reading: Loud/Silent; Intensive/Extensive; Skimming/Scanning, Assessing Reading

Writing: Practice activities, Punctuations, Basic study skills, Qualities of good

handwriting, Assessing Writing

Unit III: Methods

Grammar - translation method.

Structural - Situational method.

Communicative method.

Direct method.


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Bilingual approach

Eclectic approach

Unit IV: Pedagogy of English

Teaching Prose & Lesson Planning

Teaching Poetry & Lesson Planning

Teaching Grammar & Lesson Planning

Concept & Meaning of Evaluation

Type of language tests

Criteria of a good language test

Error analysis & remedial teaching

CORE READINGS

Raymond Murphy: Intermediate English Grammar (C.U.P.)

Ghosh, S. C. (1995). Bentinck, Macaulay and the introduction of English education in India. History

of Education, 24(1), 17-24.

Aggarwal, K. S. (1988). English and India's three‐language formula: an empirical perspective. World

Englishes, 7(3), 289-298.

Mohanty, A. K. (2010). Languages, inequality and marginalization: Implications of the double divide

in Indian multilingualism. International Journal of the Sociology of Language, 2010(205), 131-154.

Pahuja, N.P. (2001). Teaching of English. Anmol Publications: New Delhi

Thompson, M.S.H. and Wyatt, H.G. (2010). Teaching of English. Sonali Publications: New Delhi

Patteti, A.P. (2014). Teaching of English. A.P.H.: New Delhi

Hayes, B.L. (ed) (1991). Effective Strategies for Teaching Reading. Allyn & Bacon

Anderson & Lynch (1988). Listening. Oxford: OUP

Agnihotri & Khanna (eds.) (1991). Second Language Acquisition. New Delhi: Sage

Hedge,T. (1998). Writing: Resource Book for Teachers. Oxford: OUP

Bygate, M. (1987). Speaking: Oxford: OUP

Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: OUP

Suggested Readings

Dash, B.N. (2017). Teaching of English. Dominant Publications: New Delhi

Karunaratne, I. M. (2017). Teaching of English. A.P.H.: New Delhi


20


Title: Teaching of Urdu


21


22


Course Title: Teaching of Hindi

Course Objectives:

1. To understand the importance of the Hindi language and its contribution to Indian

culture and emotional integration.

2. To understand the aims and objectives of teaching of Hindi and state them in the form of

specific behavioral change.

3. To help pupils to acquire basic skills in language teaching.

4. To understand the different methods of teaching Hindi and use them in his practice

teaching lesson.

5. To prepare the lesson plan for the teaching of Hindi and teach accordingly.

Unit I: Position of Hindi Teaching

Origin and development of Hindi language.

Objectives of teaching Hindi at elementary & secondary levels.

Role of Hindi as a link language in India.

Problems of Hindi Teaching.

Unit II: Methods

Translation method

Play way method

Direct method

Structural approach

Unit III: Reading & Writing

Concept, Meaning and Importance of Reading

Types of reading silent/loud, extensive & intensive,

Reading defects and their cure.

Quality of good handwriting.

Defects in writing skills and their improvement.

Summarizing and elaborating

Essay writing/Letter writing

Unit IV: Teaching of Prose and Poetry

Teaching of Prose and Lesson planning Prose

Teaching of Poetry and lesson planning Poetry

Concept and meaning of evaluation

Criteria of a good language test

Error analysis and remedial teaching


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Course Readings:

Bachhotia Hiralal (2011). Hindi Shikshan Sankalpana aur Prayog. Delhi: Kitabghar

Prakashan.

Bhoi Yogendrajeet (1961). Hindi Bhasha Shikshan. Agra: Vinod Pusthak Mandir.

Gupta Manorama (1884). Bhasha Adhigam. Agra: Kendriya Hindi Sansanthan.

Kaushik Jainarayan (1987). Hindi Shikshan. Chandigarh: Hariyana Sahitya Academy.

Lahari Rajnikant (1975). Hindi Shikshan. Agra: Ram Prasad and Sons.

Pandey Ramshakal (1993). Hindi Shikshan. Agra: Vinod Pusthak Mandir.

Suresh Kumar (2001). Shaili Vidhyan. New Delhi: Wani Prakshan.

Tiwari Purushottam (1992). Hindi Shikshan. Rajasthan Hindi Granth Academy.

Varma Brajeshwar (1969). Bhasha Shikshan and Bhasha Vidhyan. Agra: Kendriya Hindi

Sansanthan.


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SEMESTER-II


Course Title: History and Development of Education System in India

Course Objectives

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

Understand the historical development of education system in India during the pre and post independence period.

Appreciate the role of education in human resource development.

Develop competencies to understand the various issues and their redressel related to education taken up by different education commissions, committees and policies.

Develop the understanding about the development of education of Jammu and Kashmir

UNIT-I Indian Education System (Pre-Independence)

• Macaulay Minute (1835)

• Wood’s Dispatch (1854)

• Hunter Commission (1882)

• Calcutta University Education Commission (1917-19)

• Basic Scheme of Education (1937)

• Sergeant Report (1944)

UNIT-II Indian Education System (Post Independence)

• Radhakrishnan Commission (1948-1949),

• Mudaliar Commission (1952)

• Kothari Commission (1964)

• National Policy on Education (1986)

• Programme of Action (1992)

UNIT-III Development of Indian Education System in 21st Centaury

• National Curriculum Framework (NCF 2005)

• National Knowledge Commission (NKC 2009)

• National Curriculum for Teacher Education (NCFTE 2009) & (NCFTE 2014)

• National Education Policy (NEP 2020)

UNIT-IV Development of Education system in Jammu and Kashmir

• Sharp Committee (1916)

• Glancy Commission (1932)

• K. G. Saiyidain Committee (1939)

• Kazemi Committee (1950)

• Bhagwan Sahaya Committee (1972)


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• J &K School Education Act. (2002)

Suggested Readings

• Y.k.singh (200) History of Indian Education System. APH Publishing New Delhi India. • Adams, Paul (2014).Policy and Education.Foundations of Education Studies

series.Routledge-Taylor&Francis group, London. • Basu, Aparna (1974).The growth of Education and Political Development in India,1898-

1920.OUP,Delhi. • Ghosh, S.C(2009).The History of Education in Modern India,1757-2007.Orient

Blackswan,Delhi. • Kumar, Krishna (1991).Political agenda of Education- a study of colonist and nationalist

idea.sage, New Delhi.

• Naik,J.P and NarulaS.(1974).Student History of Education in India,Mc Milan ,Delhi.

• Syed Nurullah,& J. P. Naik(1950) A History of Education in India During the British Period,

• Thapar, Romila (1975).The Past and Prejudice,National Book Trust,New Delhi.

• Dash, M (2004).Education in India: Problems and Perspectives.NewDelhi.Atlantic Publishers.

• Vishwanathan, Gauri (1989)-Masks of Conquest: Literary Study and British rule in India.Columbia University Press,New York.

• Bhat.S.A, (2010) Development of Education System in India, Dilpreet Publishing house, New Delhi .

• Mathur, V.S (1970). Crucial Problems in Indian Education.NewDelhi.Arya Book Depot.

• 11.Ministry of Education (1978).Report of the Education Commission 1964-66.New Delhi:Govt.of India. 12. Basham,A.L(2004).The wonder that was India.Picador,London.

• Rizvi, S.A.A (2005).The wonder that was India.Pan Macmillan India.

• Sharma,R.A. (2004) Development Of Education System In India R.Lal Book Depot.

• Altekar, A.S (1965).Education in Ancient India,Nand Kishore and Bros,varanasi.


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Course Title: Health Education

Course Objectives

The Course on Health Education is offered to achieve the following general objectives:

1. To develop understanding and appreciation about the Concept of Health

2. To develop comprehension about the Concept, Objectives and Need and Importance of Health

Education

3. To acquire understanding and knowledge about School Health Programme in terms of its

objectives, organization and Importance

4. To acquire required knowledge related to Physical Education with special reference to school

games and exercises

5. To acquire required knowledge and skills related to First-Aid

6. To acquire relevant knowledge about personal hygiene and common infectious diseases

7. To develop understanding and appreciation about food and nutrition with special reference to

balanced diet and malnutrition &

8. To learn, through first-hand account, about nature of work at Anganwadi and Medical Centres.

Unit I: Introduction

▪ Meaning and Definition of Health

▪ Different Aspects of Health

▪ Meaning and Definition of Health Education

▪ Objectives of Health Education

▪ Importance and Significance of Health Education

Unit II: School Health Programme (SHP)

▪ Objectives, Importance & Organization of SHP

▪ Role of School Teacher in SHP

▪ Need & Importance of Physical Education for Healthy School Life

▪ Importance of First Aid Awareness for School Staff & Students

Unit III: Personal Hygiene and Common Diseases

▪ Cleanliness

▪ Rest and Relaxation

▪ Sleep and Fatigue ▪ Common Infectious Diseases-Influenza, Common Cold, Measles, Chicken Pox, Typhoid,

Mumps, Malaria, Tuberculosis, Rabies, Scabies, Ringworm, Dysentery, Cholera, Viral Hepatitis, SARS & COVID-19

Unit IV: Food and Nutrition

▪ Need and Importance of Balanced Diet

▪ Classification & Description of Food according to their Functions

▪ Calorific Value of Food


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▪ Malnutrition and its Causes

▪ Preventive and Remedial Measures against Malnutrition

Practicum

Day-long workshop on Skill acquisition related to First-Aid

▪ Visit to Anganwadi centre/Meeting with CDPO concerned

▪ Visit to Medical centre/Meeting with BMO concerned

Suggested Readings

• Kilander, H.F. : School Health Education.

• Vyas, S.S. & Vyas, R.S.: : Sharirik Shiksha Siddant Avam Vyavahar.

• Bucher : Foundations of Physical Education.

• Robert : Nutrition and Physical Fitness.

• William Aberthathy : Health Education in Schools.

• Li.P. Sherry : Health and Physical Education.

• R.C. Rai : Health Education & Hygeine

• Pears Evelyn :Anatomy and Physiology for Nurses.

• Anderson, C.R. : Your Guide to Health.


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Course Title: Language Proficiency (English)

Course Objectives

Upon completion of this course, the pupil teacher would have:

1. Improved proficiency in ‘Listening’, ‘Speaking’, 'Reading' and 'Writing' in the language of

instruction.

2. Developed the ability to comprehend and respond to journalistic articles.

3. Been familiarized with the skill of using reference books.

4. Attained various sub-skills of effective note taking and note making.

5. Practiced the skill of public speaking and engaging withquestions.

Unit I: Narrative and Descriptive Accounts

Comprehending the account (individual + group reading/ discussion/ explanation). Itwould include

stories or chapters from fiction, dramatic incidents, vivid descriptive accounts, comic strips, audio or

video recordings.

• Re-telling the account

• Narration and Description

• Discussion of characters and situations; Character Description

• Writing based on the text: Summary, Extrapolation, converting asituation into a dialogue etc. (individual task)

Unit II: Journalistic Writing

The selected texts would include newspaper or magazine articles on topics of contemporary interest.

• Reading strategies such as scanning, skimming and reading for extracting information

• Analysis of structure of the article, identifying sub-headings, keywords, sequence of ideas, use of concrete details, illustrations and/or statistical representations etc.

• Critical reading for attending to ‘framing’ of the article point(s)of view presented, possible biases or slants.

• Researching and writing articles on topics of local interest

Unit III: Engaging with Reference Books

Learning of effective processes of reference research and its presentation, as the actual reading of the

reference books themselves.

• Selecting the topic for research and articulating some guiding questions

• Searching and locating relevant reference books

• Scanning, skimming and extracting relevant information

• Collating notes and organizing information

• Planning a presentation - with display and oral components


29

• Making presentations to whole subject group, fielding questions

Unit IV: Popular Education-Based Expository Writing

The selected texts could include articles, biographical writing, or extracts from popular non-fiction

writing, with themes that are drawn from the field of Education.

• Reading to extract overall meaning, information, subject knowledge

• Identifying major concepts and ideas involved and making notes on these in some schematicform - flow diagram, tree diagram, mind map etc.

• Explaining the gist of the text/topic to others

• Attending to writing style, subject-specific vocabulary and 'perspective' or 'reference frame'

• Writing Reviews, Summary, Comments and Opinions

• Writing a response paper

• Presentations of selected papers, questions and answers


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Course Title: Language Proficiency (URDU)


211


212

Code: IBM-C-204

Course Title: Guidance and Counselling

Course Objectives

• To develop an understanding about the fundamentals of Guidance and Counselling

• To understand life and the world around

• To understand the importance of making right choice in life, education and vocation • To be able to describe the importance of working with a group, for a group and in

a group

• To be able to understand the needs of the individual correctly

• To be able to understand various guidance services

• To understand the process of counseling and the theories governing counselling

• To understand the process of career development and decision making

Course Outline


• Concept, Nature and Principles

• Types of Guidance

• Concept and Principles of Counseling

• Concept of Mental Health

• Relationship between Guidance, Counseling and Mental Health

Unit-II Organization of Guidance services in Schools, Colleges/Universities

• Appraisal services

• Informative services

• Placement services

• Follow-up Service

• Organizing guidance services at various levels in schools, colleges and universities

Unit-III: Theories of Counselling

• Counseling approaches: Directive, Non-directive and Eclectic.

• Theories of counseling:

a) Psychoanalytic (Sigmund Freud)

b) Behavioral (B. F. Skinner)

c) Cognitive (Jean Piaget)

d) Humanistic (Carl Rogers)

Unit-IV: Theories of Career Development

• Meaning and Importance of Career Development

• Strategies of Planning and Decision making

• Theories of Career Development: Holland, Krumboltz and Super

CORE READINGS

• Crow and Crow an Introduction to guidance. Eurasia Publishing House (P) Ltd., New

Delhi, 1962. • Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York:

McMillan


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• Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for • Classroom Teachers. Boston: Allyan and Bacon. Gibson, R.L. & Mitchell, M.H.

(1986).

• Introduction to Guidance. New York: McMillan

• Harold, W. Bernard and Daniel, W. Fullmer - Principles of guidance, Thomas Y.

• Crowell Company, New York, 1969.

• Hasnain Quraishi. Educational Counseling. Anmol Publications • Hoppock, Robert; Group Guidance: Principles, Techniques, and Education TataMcGraw

Hill, New York. • Hoppock, Robert; Occupational Information: Where to get it and how to use it

incounseling in and in teaching. Tata McGraw Hill New York.

• Jones, J.A. Principles of Guidance, Bombay, T ata McGraw. • Kochhar, S.K. Guidance and Counseling in Colleges and Universities, Sterling

Publishers Private Ltd. New Delhi, 1984.

• Mehdi B. &Stone. Guidance In School, New Delhi NCERT, 1978.

• Miller, F.W. Guidance & Principles of Guidance, New York, McGraw Hill. • Atwater, E; 1994; Psychology for living adjustment, Growth and Behaviour Today;

5th Ed; New Jersey: Prentice Hall • Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. II:

A Practical Approach. New Delhi: Vikas. • Caroll HA; 1952; Mental Hygiene: The Dynamics of Adjustment; New York:

Prentice Hall

• Chauhan, S.S. Principles and Techniques of guidance. Vikas Publishing House Pvt. Ltd., New Delhi, 1982.

• Schaefer Charles E and Millman Howard L; 1981; How to Help Children with common Problems; New York: Van Noster and Reinhold

• Traxler, A.E. Techniques of Guidance, New York, McGraw Hill.

• Sharma. RN., Fundamentals of Guidance

• Shertzer, B. & Stone, S. C. (1976): Fundamentals of Guidance and Counselling. Boston:

Houghton Miffin co.


214

Teaching of Bio-Science IBM-E-206

Course Objectives

The course on ‘Teaching of Bio-Science’ is offered to achieve the following General Objectives:

1. To develop positive scientific attitude towards the learning of Science in general

2. To develop appreciation about the place and importance of Bio-Science in school curriculum

3. To develop knowledge and skills related to Teaching of Bio-Science to School-age students

4. To acquire the knowledge and skills related to preparation and use of low-cost science apparatuses

&

5. To acquire the required content knowledge about plant and animal sciences.


▪ History & Nature of Bio-Science

▪ Role & Importance of Bio-Science in daily life

▪ Importance & Place of Bio-Science in School Curriculum

▪ Objectives of Teaching Bio-Science with special reference to the Tara Davi Seminar

Unit-II: Pedagogy of Bio-Science

▪ Concepts of Year Plans, Unit Plans, Lesson Plans

▪ Preparation of Lesson Plans on the basis of standard Principles ▪ Preparation & Development of Improvised apparatus ▪ Preparation, Selection & Use of Teaching Aids ▪ Importance of Field Trips, Science Clubs, Science Fairs, Science Museums as Non-formal

approaches of Science Teaching ▪ Maintenance of Aquarium ▪ Teaching Methods: Lecture; Demonstration; Demonstration cum Discussion; Heuristic;

Inductive & Deductive; Project Method

Unit-III: Content (Botany)

▪ Life Processes in Plants

▪ Nutrition: Types of Nutrition: Autotrophic: Heterotrophic ▪ Photosynthesis: Process and Mechanism, Transport of material Diffusion, Osmosis and

Plasmolysis, Absorption of Water, Process of Transpiration. Mechanism of Stomatal Opening and Closing

▪ Reproduction: Asexual & Sexual Reproduction, Growth and Development in Plants ▪ Growth Regulators: Auxins, Gibberellins, Abscisic Acid ▪ Biosphere: Meaning, Definition & Components of Biosphere ▪ Ecosystem: Bio/geo chemical Cycles

▪ Natural Resources, Renewable and Non renewable Resources

Unit-IV: Content (Zoology)

▪ Life Process in Animals ▪ Nutrition: Feeding Mechanism, Digestion and Absorption of Food ▪ Respiration in Animals

▪ Blood circulation: Blood structure and function; Heart structure and function, Course of o Circulation

▪ Excretion: Structure and function of Kidney, Urine Formation ▪ Nervous system: Structure of Brain; structure and function of Endocrine System ▪ Cell structure, Cell Organelles, Cell Division (Mitosis & Meiosis)

▪ Ecosystem and Biosphere


215

▪ Day-long workshop on Principles, Preparation, Selection and Use of Low-cost Science Lab. Apparatuses

Suggested Readings

• Bremmer, Jean, (1967) : Teaching Biology, Macmillan, London.

• H & Eller. R (1967) : New Trends in Biology Teaching, UNESCO, Paris.

• NCERT (1969) : Improving Instructions in Biology, New Delhi.

• Novak J.D. (1970) : The Improvement of Biology Teaching.

• Sharma, R.C. (1975) : Modern Science Teaching Dhanpat Rai & Sons, New Delhi.

• Waston, N.S. (1967) : Teaching Science Creativity in Secondary School U.B. Saunders Company, London.

• Green, T.C. (1967) : The Teaching and learning Biology, Allman & Sons, London.

• Miller, David, F. (1963) : Methods and Materials for Teaching the Biological Science, Mc Graw Hill, New York.

• Nunn, Gordon (1951) : Handbook for Science Teachers in Secondary Modern Schools, John Murry, London.

• Thurber, Walter (1964) : Teaching of Science in Todays Secondary Schools, Prentice Hall, New Delhi.

• Vaidya, N. (1971) : The Impact of Science Teaching Oxford and IB+I Publication Co., New Delhi-I

• Voss. Burton F.A. & Bren, S.B. Biology as Inquiry : A Book of Teaching Methods.

• Gupta, VKJ (1995) : Readings in Science and Mathematics Education, Associated Publishers, Ambala Cantt.

• Gupta, V.K. (1994) : Life Science Education Today. Arun Publishing House Pvt. Ltd. SCO 49-51, Sector, 17-C Chandigarh.

• Gupta, V.K. (1996) Science and Technology Education : New Thrusts and Recent Trends, Arun Publishing House, Chandigarh.

• Gupta V.K. (1995) : Teaching and Learning of Science and Technology, Vikash Publising House, New Delhi.

Gupta V.K. (1995) : Readings in Science and Mathematics Education, Association

Publishers, Ambala Cantt.


216


Course Title: Teaching of Physical Science

Course Objectives

The course on ‘Teaching of Physical Science’ is offered to achieve the following General

Objectives:

1. To develop positive scientific attitude towards the learning of Science in general

2. To develop appreciation about the place and importance of Physical-Science in school curriculum

3. To develop knowledge and skills related to Teaching of Physical-Science to School-age students

4. To acquire the knowledge and skills related to preparation and use of low-cost science apparatuses

5. To acquire the required content knowledge about Physical-Science


▪ History & Nature of Physical Science

▪ Role & Importance of Physical Science in daily life

▪ Importance & Place of Physical-Science in School Curriculum

▪ Objectives of Teaching Physical-Science with special reference to the Tara Davi Seminar

Unit-II: Pedagogy of Physical-Science

▪ Concepts of Year Plans, Unit Plans, Lesson Plans

▪ Preparation of Lesson Plans on the basis of standard Principles

▪ Preparation & Development of Improvised Apparatus

▪ Preparation, Selection & Use of Teaching Aids ▪ Importance of Field Trips, Science Clubs, Science Fairs, Science Museums as Non-formal

approaches of Science Teaching ▪ Teaching Methods: Lecture; Demonstration; Demonstration cum Discussion; Heuristic;

Inductive & Deductive; Project Method

Unit-III: Content (Physics) ▪ Motion; Force, Work & Energy, Displacement motion and its types: Speed, Velocity and

Acceleration, Force--magnitude and direction

▪ Heat as Energy; Temperature, Transfer of Heat, Thermal Expansion & Change of State ▪ Newton’s Law, Qualitative Concept of Relativity, Universal Law of Gravitation, Kepler’s

Laws of Planetary Motion ▪ Simple Pendulum, restoring Force, SHM, Displacement, Amplitude, Frequency Time period,

Expression for Time period, Wave Motion, Propagation through a Medium, Longitudinal and Transverse Wave Length, Relation between Speed, Frequency and Wave Length, Transfer

of Energy and Momentum in Wave propagation, Periodic Motion & Sound Waves ▪ Light, Image formation by Spherical Mirrors and Lenses, Telescope, Microscope, Defects of

Vision and Correction Perception, Perception of Colour, Colour Blindness, Composition of White Light, Wavelength and Colour of Light

Unit-IV: Content (Chemistry) ▪ Chemical Reactions; Introduction, Types—Combination, Decomposition & Displacement

Reactions

▪ Electronic Concept of Oxidation-Reduction, Oxidation Number and Redox Reaction

▪ Endothermic and Exothermic Reactions ▪ Rate of Reaction; Concept, Factors affecting the Rate--Effect of (a) Concentration (b)

Temperature (c) Pressure and (d) Catalyst.

▪ Electro-Chemical Cell and Dry Cell

▪ Rusting of Iron & its Prevention

▪ Mole: Concept and Numerical Problems


217

Practicum

▪ Day-long workshop on Principles, Preparation, Selection and Use of Low-cost Science Lab. Apparatuses

Suggested Readings

• Anderson, R.D. (1970) : Developing Children's Thinking Through Science, Prentice Hall, New Delhi.

• Carin, A.A. & Sund, R.D. (1976) : Teaching Science Through Discovery,

• Merit, Harvard project Physics, (1968) An Introduction to Physics (Vol -C).

• Hurd Deart, P. (1971) : New Directions in Teaching School Science.

• Rand MeNally Co., Chicago, Kuthiro, (1970) : Physics Teacher Guide, Parker Publishing

Co., New York. Lewis, J.L. (1971) : Teaching of School Physics, Longman Group Let. London.

• Sharma R.C. (1981) : Modern Science Teaching Dhanpat Rai and Sons. Delhi

• Weber, Physics of Teachers, A Modern Review (1965), MacGraw Hill, New New York,

• Cartin, A.A. & Sund, R.D. (1972) : Teaching Science Through Discovery

• Merill, London. Gerrise, L. & Madsfield; D (1970) ; Chemisty by Experiment and Understanding, New York.

• Rand MacMally Co. Chicago. Murry John. 1970 : Teaching of Science in Secondary School.

• Association Science Education NCERT. position of science teaching in india Schools,

• NCERT, Strategies in Science Education (RCE) Ajmer.

• Neffield, (1968) : The Basic Course, Longman, London.

• Sharma R.C. & Sharma, Teaching of Science, New Delhi-I

• Siddiqui, N.N. & Siddiqui, N. Teaching of Science, New Delhi.

• Asimov, I. (1965) : Guide to science, Vol - I, Pelicen Books.

• Bal Vigyanik (1981) : Science Text Books for Middle School, M.P. Text book Corporation,

• Bouling, H.F. Teaching Physics in elementary Schools. Oxford University Press, • Esler Innovations in Science Teacher Education, Penguin Books

• Rogers, E.M. Physics for the inquiring Mind. Princeton University Press.

• Romey, W.D. (1968) : Inquiry Teachnique for Teaching of Science, Prentice Hall, New Jersey,

• Jenkin, E & Whitefield , R. Readings in Science Education. A source Book, McGraw Hill

• London. YaPerelan. Physics for Entertainment. MIR Publishers, Moscow. Walker, J (1977) : The flying circus of Physics, John Wiley and Sons.


218

Course Code: Course Code: IBM-E-208

Course Title: Teaching of Mathematics

Course Objectives:

• Develop insight into the meaning, nature, scope and objective of mathematics education;

• Appreciate the contributions of Indian and Western Mathematicians.

• Develop skills of solve meaningful problems;

• Create enthusiasm about different methods of teaching Mathematics.

• Develop competencies to strengthen the student's mathematics teaching.

• develop competencies for teaching-learning of mathematics through various measures;

• Understanding of Mathematical proof in the context of secondary school Mathematics

• Appreciate the role of mathematics in day-to-day life.

• Teaching techniques using online mode.

Unit-I: Mathematics–History, Meaning, and Importance

• Nature and scope of Mathematics;

• Aim, Objectives and importance of Teaching Mathematics;

• Contributions of Mathematicians with reference to Bhaskaracharya, Aryabhatta, Ramanujan, Euclid, Pythagoras, Euler, Archemedes and Guass.

• History of numbers in Mathematics. Contributions of Arabs.

Unit-II:Methodology

• Inductive- Deductivemethods

• Analytic -Synthetic methods

• Heuristicmethod and its importance.

• Project and Laboratorytechniques in teaching.

• Various Techniques for Teaching Mathematics viz, oral, written, drill, assignment; supervised study and programmed learning.

• Modes of online teaching and learning. Various platforms like Google class, Webex, Google meet etc.

Unit-III: Instruction in Mathematics

• Lesson plan. Its importance and proforma.

• Meaning and purpose of Unit Plan and Yearly Plan

• Audio-Visual Aids (Blackboard, models, charts, TV, films and video tapes and C.D ROMs.)

• Programmed teaching learning techniques using online mode.

• Techniques of evaluating students using online mode of teaching with special references to Google class and Google meet.

Unit-IV: Fundamental Topics

• Rational Numbers, Real numbers and their fundamental properties.

• Linear equations in one Variable andtwo Variables and their solutions using various techniques.

• Quadratic Equations and nature of solutions.

• Mensuration: Areas of plane surfaces . Volume and surface Area of Cube, cone, cylinder and sphere.

• Statistics: Data and its classification. Mean, Median,Mode, Mean deviation, variance and


219

Standard Deviation. • Basic concepts of Euclidean Geometry. Construction of basic geometric figures like straight

line, angle, triangle and circles.

Suggested Readings

• Anice James,(2005),Teaching of Mathematics, Neelkamal Publications Pvt. Ltd. ,

Hyderabad, India

• Balkrishna Shetty (2013), What Is Mathematics? , National Book Trust, India • Beckmann C.E ,Thompson D.R and Rubenstein,R.N(2010), Teaching and Learning High

School Mathematics , John Wiley and Sons Inc., New Jersey

• Chambers P,(2010),Teaching Mathematics: Developing as a Reflective Secondary Teacher, SAGE, New Delhi

• Davis D.R.,(1951),The Teaching of Mathematics, Addison Wesley Press, London

• J & K State Board of School Education (2011), Mathematics – Text Book for Class VIII

• J & K State Board of School Education, Mathematics – Text Book for Class X

• J & K State Board of School Education, Mathematics – Text Book for Class XII • Kilpatrick J, Hoyles C and Skovsmose,O (EDS.);(2005),Meaning in Mathematics Education,

Springer, New York, NY • Lester, F.K (Ed) (2007). Second Handbook of Research on Mathematics Teachingand

Learning, Charlotte, NC: NCTM & Information Age Publishing.

• Nickson, Marilyn (2000). Teaching and Learning Mathematics: A Guide to Recent Research

and its Applications, NY: Continuum • Nunes, T and Bryant, P (Eds) (1997). Learning and Teaching Mathematics: An International

Perspective, Psychology Press. • Pamela Cowan (2006), Teaching Mathematics, A Handbook for Primary and Secondary

School Teachers, Routledge , London and New York • Roy Hollands (1990), Development of mathematical skills, Blackwell Publishers, Oxford,

London

• Sidhu K.S.(1967) , The Teaching of Mathematics, Sterling Publishers , Delhi • Tanner H. And Jones S. (2000) , Becoming a successful teacher of mathematics, Routledge

Falmer, London


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Course Code: IBM-E-209 Course Title: Teaching of History & Civics

Course Objective

Completion of the course, the student teacher will be able to:

1. Know the aims & objectives of teaching History and Civics

2. Understand the concept, nature and scope of social science (History and Civics)

3. Develop competencies in teaching History and Civics at Secondary stage

4. Acquire knowledge of various theories of curriculum development in History

5. Use different instructional materials for effective teaching of History and

Civics

6 Develop the ability of critical and Logical thinking &

7. Know & understand the cause and effect relationship.

Unit 1- Nature and Scope of Social Sciences

• Social Science and Social Studies: a conceptual framework

• Core subjects of social Sciences-History, Civics, Geography, Economics- Inter relationship between them.

• History& civics. Nature, scope, Goals, aims& value of teaching History, Civics, viz- NCF2005.

• Role of History, Civics in international understanding and study of Regional History.

Unit II-Curriculum in History and Civics

• Instructional objectives of teaching of History and Civics; Place of History and Civics in school curriculum.

• Approaches to curriculum organization-chronological- concentric, topical, correlation.

• History teacher and role in the society – Competency& Skills in teaching controversial issues

• Lesson Planning: - Need and importance, Structure- Unit Plans

• Teaching- Aid used in teaching of History & Civics- importance and selection

Projective, non - Projective techniques and Time line Unit III- Methodology & Teaching -Aids.

• Source method

• Project method

• Dalton plan

• Narration method (story – telling)

• Role play method & Dramatization

Unit IV- Some Aspects from Global and National History &Civics

• Nationalism - French Revolution, Industrial Revolution

• Rise of Islamin Arabia, Umayyads & Abbasid Revolution

• Satyagrah- Khilafat Movement, Civil Disobedience Movement

• Democracy, Equality, Diversity, Inclusion(NEP-2020), Article-370

Core Readings

1. Johnson, Henry, Teaching of History, New York, Macmillan Company, 1940


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2. Henderson, S.V.P., Introduction to Philosophy of Education, London,1947

3. Ghose, K.D.,Creative Teaching of History,O.U.P.,1951

4. Burston and Green, Handbook for History Teachers,Methuen&Co,1962

5. Pearce, F.G.,An Out-line History of Civilizations,Bombay,1965

6. Singh, G.N., Landmarks in Indian Constitutional and National Development, New Delhi

1963

7. Watson,Francis, A Concise History of India, London 1974

8. Chhabra,G.S.,Advanced Study in the Historyof Modern India( 1813-1919) and (1919-1947),

New Delhi,1981

9. Gunning D: The teaching of History.

10. Aggarwal JC: Teaching of history.

11. KochharS.K: Teaching of History, New Delhi, 1996

12. ChaudaharyK.P: Effective teaching of History in India

13. Johnson: Teaching of history in elementary and secondary School.

14. Teaching of history in secondary School: NCERT, New Delhi

15. 15. The Curriculum for the ten-yearschool: NCERT New Delhi

Course Code: Course Code: IBM-E-210

Course Title: Teaching of Geography

Course Objectives

On Completion of the course, the student teacher will be able to: -

• Know the aims & objectives of teaching Geography

• Understand the concept, nature, scope of social science (Geography)

• Develop competencies in teaching of Geography at Secondary stage.

• Acquire knowledge of various methods and modes of teaching of Geography.

• 5. Use different instructional materials for effective teaching of Geography.

• Develop the ability of critical and Logical thinking.

Unit- I: Nature and Scope of Social Sciences

• Social Science and Social Studies: Core subjects of social sciences- History, Civics, Geography & Economic, Inter relationship between them

• Geography as a basic discipline and its role in international understanding.

• Study of home region and place of local Geography in teaching.

• Instructional of teaching Geography at secondary level.

Unit-II: Methods& Instructional Planning

• Lecture & Discussion,

• Assignment &Problems Solving

• Demonstration,

• Field trip

• Project Method


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• Teaching Aids- Resources & Equipment Models, use of Maps, Graphs, Atlas etc.

• Geography Laboratory: Need and Importance & Instruments.

• Preparation of Unit Plan and Lesson Plan.

Unit-III- Evaluation in Geography

• Developing a Blue Print of an Instrument (QP)- Objective-Content- types for evaluation.

• Essay type, short answer type and objective type questions in social science, their advantages and limitations.

• Continuous evaluation and using feedback for improvement of teaching and learning.

Unit-IV- Content

• Natural environment: the atmosphere- factors determining weather and climate. The lithosphere- the changing face of earth, external and internal processes. The hydrosphere

&the biosphere.

• Major natural regions of the world with special reference to India

• Resources and theirclassification: potential and developed resource. distribution and utilization of resource- land, soil, forest, fisheries, powerresource andtheir conservation.

• Population- Distribution- growth and destiny of population.

• Occupation- Primary occupation- food gathering –animal’s husbandry and mining.

Secondary occupation – industries. Tertiary occupation- trade, transport, communication and

service.

Suggested Readings

• Bining and Bining: Teaching of Social Studies in Secondary School

• M.S,Rao, Teaching of Geography

• UNESCO: Source Book of Teaching Geography

• B.C.Rai: Methods of Teaching of Economics.

• N. Hasen: Teachers Manual in Economics.

• S.K.Kochar : The Teaching of Social Studies

• V C Sinha and R.N.: Dubey: Economic Development and planning,s

• Stephen John Stadler, Encyclopedia of Geography, Terms, Themes and Concepts

• R.I. Singh, India- A Regional Geography, National Geographical Association of India

• Barry,R.G. and Charley: Atmosphere, Weather and Climate

• Qazi, S. A., AGeography of India with Special Reference to Jammu & Kashmir

• Our Economy- An Introduction: NCERT, New Delhi

• GeneralGeography: NCERT, New Delhi.


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IBM-III SEMESTER IBM-C-301: INITIATORY SCHOOL EXPERIENCES

Maximum Marks 100 Unit 1

Psychological Tests

A brief description of the following tests (Two Tests -each one Indian and one foreign)

Personality Tests:

Intelligence Tests

Adjustment Scales & Attitude Scales

Unit 2 Case Study and Content Analysis

Nature, Meaning and Application of:

Case Study Content Analysis

Action Research

Unit 3 Citizenship Training

Understanding the State, Government, Society, and the Citizen Socially

responsive and collaborative citizen

The Democratic Citizen Rights and Duties

of a Citizen

Unit 4 Work Experience / SUPW Concept

and Meaning

Three (3) phases of T-L process for SUPW

6-Area of work situation-Health and Hygiene, Food, Shelter, Clothing, Culture and Recreation,

community work and social services.

Unit 4 Examination with Special Reference to CCE

Assessment, Evaluation and Examination

Types of Evaluation: Formative& summative; External and Internal. Continuous

and Comprehensive Evaluation (CCE)

Evaluation Tools

Online Tools: Assessments, Edpuzle, Google forms, insert learning and Khoot Offline

Tools: Teacher Made & Standardised, Essay& Objective type.

IBM-C-302 (Practicum Minimum. Marks: 50)

The following activities prescribed for the course are as under: Case

study record -10 marks

Reflective record on continuous comprehensive evaluation scheme. -05 marks

Psychological test experimental record based on administration of two paper pencil test.10 marks

Reflection on school textbooks(any two) 05 marks

Citizenship training camp in collaboration with Govt. Physical Education College 10 marks

Visit to SIE, DIET’s, and Directorate of School education. Board of School education and some

selected model institutions 05 marks

Work experience/ SUPW activities 05 marks


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BTE-C-302: Total Marks: 100 +50 =150

IBM-C-302 (Internship in Teaching Micro and macro level practice of Teaching)

Levels Internal External Total

Micro teaching 50 50 100

Macro teaching 50 50 100

TOTAL 100 100 200

Note: In Micro teaching each trainee is required to deliver 15 lessons (5 lessons per skill) and 3 integrated

lessons taking the total to 18 Lessons.

In Macro teaching each trainee is required to deliver 40 lessons per school subject in the selected Lab School. At

the end of practice teaching, each trainee is required to deliver 2 criticism lessons in the department for the

purpose of internal evaluation

IBM-C 303 (General School Activities)

Totalmarks: 100

Unit I: Educational Administration

Meaning, Concept, Scope and Functions of Educational Administration Principles

of Educational Administration

Organizational Culture in a school to foster a Stress-Free Work Environment for the Head,

Teachers, Staff and students

Unit II: School as an Organization

The School- Its functions and relationship with the society

School Personnel- Roles and responsibilities: Headmaster, Teachers, Non-Teaching Staff.

School Finance- Sources of Income and items of Expenditure, School Budget and Management of

various Local Funds: Poor Fund, Games Fund, News Fund, Red Cross Fund

Unit III: Elements of school Management School Climate:

Meaning and types Time table:

Principles and Techniques of Timetable preparation School Discipline:

Concept and Approaches

Unit IV: Dynamics of Supervision

Supervision: Concept, Need, Functions and scope

Role of the Head and Teachers of the institution in Supervision

Democratic decision making: Concept and procedure with respect to functioning of a School

Unit IV: School Activities

Morning Assembly:

Concept and Significance Maintenance of School Records:

Attendance, Admission, Registration, Examination, Stock/ Estates Co-curricular Activities:

Debates, Seminars, Quiz, Cultural Programmes, Games and Sports

Note: There shall be a practicum paper carrying 50 marks. This paper shall cover all the activities of the school

and it shall be assessed internally

FOR INTEGRATED B.Ed. M.Ed. PROGRAMME Duration: 03 Years ...

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