M.Ed. 2nd Year Syllabus

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M.Ed. 2nd Year Syllabus

S.No. Paper Name
1 Paper-I Advanced Research Methodology and Statistics

PAPER- I ADVANCED RESEARCH METHODOLOGY AND STATISTICS

PAPER -I ADVANCED RESEARCH METHODOLOGY AND STATISTICS

OBJECTIVES-
Students will be able to:-

  • Select and explain the method appropriate for a research study.
  • Conduct a literature search and develop a research report.
  • Explain the process of constructing different research tools.
  • To develop writing skills for good Academic writing.
  • Select and use appropriate statistics for analysis and interpretation.
  • Familiarize with educational statistics so as to make them better equipped to read educational research and literature.

 

COURSE CONTENT

UNIT – I METHODS OF RESEARCH

(A)Case Study Method.

(B)Experimental and quasi Experimental Studies.

(C)Developmental Method (including Genetic Method).

(D)Ex-post-facto Research.

UNIT – II TOOLS AND TECHNIQUES OF DATA COLLECTION

(A)Construction and use of the following tools and techniques of data collection: Questionnaire, Check List, Different types of scales – Rating Scales; Attitude Scales; Interview; Observation.

(B)Item Analysis, Reliability and Validity of tools.

UNIT – III WRITING SKILLS AND FORMAT OF RESEARCH REPORT

(A)Meaning, concept and nature of different kinds of writings and writing styles.

(B)Meaning, concept and need of academic writing.

(C)Essential requirements of academic writing & distinguishing a good academic writing from others.

(D)Meaning, type, refer and analysis of academic sources.

(E)Meaning, concept and style of citing a source, paraphrase and acknowledging the source & editing one’s own writing.

(F)Preparation of Research Report.

(G)Format of the thesis.

(H)Styles of presenting- Quotations, Footnotes and bibliographical references; Table and illustrations; Matters of styles – abbreviations, capitalization, Punctuation, use of numbers etc.

UNIT- IV BASIC STATISTICAL TECHNIQUES

(A)Levels of significance, confidence limits and intervals, degrees of freedom, types of error- Types I, Type II.

(B)Test of Significance of difference between Means (t-test).

(C)Standard Scores.

UNIT- V ADVANCE STATISTICAL TECHNIQUES

(A)Concepts- Bi-serial, point bi-serial- partial and multiple correlation, tetra choric,Phi-coefficient, Contingency coefficient.

(B)Association of Attributes – Yule’s Coefficient, and chi-square test.

(C)Analysis and Variance.

 

SESSIONAL WORK/ PRACTICUM-

Attempt Both-
1)Review of a completed Research at the Ph.D. or M.Ed. Level.
2) Construct any one research tool basing it on any variable/theme of your choice.

 

REFERENCES-

  • Aggarwal, Y.P. : Statistical Methods. New Delhi: Sterling, 1989.
  • Ary, D., Jacob, L.C. and Razavich, A.: Introduction to Research in Education, Holt Rinchart and Winton Inc., New York, 1972.
  • Best, J.W. : Research in Education, Prentice Hall of India, New Delhi, 1963.
  • Buch, M.B. (ed.): A Survey of Research in Education, CASE, First, Second, Third, Surveys, Baroda, 1974.
  • Cohen, L.: Educational Research in Classrooms and Schools (A manual of materials and methods), Harper & Row Ltd., London, 1976.
  • Garret, H.E. : Statistics – In Education and Psychology. Bombay: Vakils, Feffer and Simons, 1978.
  • Gilford, L.P. & Frunchter, R.: Foundational Statistics in Psychology and Education, McGraw Hill & Co., New Delhi, 1978.
  • Hemstadter, G.C.: Research Concepts in Human Behaviour, Education, Psychology, Sociology, Appleton Century Crofts, New York, 1970.
  • Kerlinger, Fe: Foundation of Behavioural Research, Surjeet Publications, Delhi, 1978.
  • Sinha, H.: Shekshik Anusandhan, Vikas Publication Hours Pvt. Ltd., New Delhi, 1979.
  • Slakter, M.J.: Statistical Inference Educational Research, Addison Wesley, New York, 1971.
  • Tuchman, B.W.: Conducting Educational Research, Harcourt Jovanovich, New York, 1978.
2 Paper-II Perspectives, Research and Issues in Teacher Education

PAPER-II PERSPECTIVES, RESEARCH AND ISSUES IN TEACHER EDUCATION

PAPER- II PERSPECTIVES, RESEARCH AND ISSUES IN TEACHER EDUCATION

OBJECTIVES-
Students will be able to:-

  • Understands the perspectives and Policies on Teacher Education.
  • Understands the Structure and Management of Teacher Education.
  • Understands different avenues of Research in Teacher Education.
  • Understands different Problems and Issues in Teacher Education.
  • Understands different types of Partnerships in secondary teacher education.
  • Understands role of different agencies in imparting in-service teacher education.
  • Understands present practices and avenues in the Professional development of teachers and teacher educators.

 

COURSE CONTENT

UNIT- I PERSPECTIVES AND POLICY ON TEACHER EDUCATION

(A)Teacher Development – Concept, Factors influencing teacher’s development – personal, contextual.

(B)Teacher Expertise – Berliner’s stages of development of a teacher.

(C)Approaches to teacher development – self-directed development, cooperative or collegial development, change-oriented staff development.

(D)National and state policies on teacher education – a review.

(F)In-service teacher education under DPEP, SSA and RMSA.

(G)Preparation of teachers for art, craft, music, physical education and special education – need, existing programmes and practices.

(H)Initiatives of the NGOs in designing and implementing in-service teacher education programmes.

UNIT -II STRUCTURE AND MANAGEMENT OF TEACHER EDUCATION

(A)Structure of teacher education system in India – its merits and limitations.

(B)Universalization of Secondary Education and its implications for teacher education at the secondary level.

(C)Preparing teachers for different contexts of school education – structural and substantive arrangements in the Teacher Education programmes.

(D)Vertical mobility of a school teacher – avenues.

(E)Professional development of teachers and teacher educators – present practices and avenues.

(F)Systemic factors influencing the quality of pre and in-service education of secondary school teachers.

UNIT – III RESEARCH IN TEACHER EDUCATION

(A)Paradigms for research on teaching – Gage, Doyle and Shulman.

(B)Research on effectiveness of teacher education programmes – characteristics of an effective teacher education programme.

(C)Methodological issues of research in teacher education – direct versus indirect inference, generalise findings, laboratory versus field research, scope and limitations of classroom observation.

(D)Trends of research in teacher education – review of a few recent research studies in teacher education with reference design, findings and policy implications.

UNIT- IV PROBLEMS AND ISSUES IN TEACHER EDUCATION

(A)Challenges in professional development of teachers – relevance to school education, improperly qualified teacher educators, assurance of quality of teacher education programmes.

(B)Sufficiency of subject matter knowledge for teaching at the senior secondary level.

(C) Single subject versus multiple subject teachers – implications for subject Combinations in initial teacher preparation.

(D) Issues related to enhancing teacher competence, commitment and teacher Performance.

UNIT- V PARTNERSHIPS IN SECONDARY TEACHER EDUCATION

(A)TEI (Teacher Education Institutes) with school and community.

(B)Government Agencies with University, with NGOs, between teacher education institutions preparing teachers for different levels of school education.

 

SESSIONAL WORK/ PRACTICUM-

Any Two of the following-
(A)Study of the Annual Reports of SIERT/RIE/NCERT/NUEPA to identify the various programmes for professional development of teacher educators.
(B)Select any one current practice in teacher education and trace the background of its formulation as a policy and prepare a report.
(C) A review of researches in any one area of teacher education and write the policy implications.
(D) A review of a research article related to teacher education and write implications for Practitioner.

 

REFERENCES-

  • Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A Social Constructivist approach. State University of York.
  • Chopra, R.K. (1993) Status of Teachers in India, NCERT, New Delhi.
  • Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching Practice (5th edition). Rout ledge Falmer. London and New York.
  • Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the Continuing Professional Development of Teachers. Maidenhead, Brinks Open University Press.
  • Govt. of India (1953) Report of Secondary Education Commission, New Delhi.
  • Govt. of India (1996) Indian Education Commission (1964-66) Report. New Delhi.
  • Govt. of India – (1986/1992) National Policy of Education, 1992 Modification and their POA’s, MHRD, Dept. of Education.
  • Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to Studying in Teacher Education. Rout ledge Falmer. London and New York.
  • Korthagen, Fred A.J.et al; (2001): Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Lawrence Erlbaum Associates.
  • Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a changing World. John Wiley & Son Francisco.
  • Loughran, John (2006): Developing a Pedagogy of Teacher education: Understanding Teaching and Learning about Teaching. Routledge: New York.
  • Mohammad Miyan (2004). Professionalisation of Teacher Education. Mittal Publications. New Delhi.
  • Mudhopadyay,Sudesh and Anil Kumar K (2001) Quality Profiles of secondary schools, NIEPA, New Delhi.
  • NCTE (1998): Policy Perspectives in Teacher Education. New Delhi.
  • NCTE (1998). Competency Based and Commitment Oriented Teacher Education for Quality School education: Pre-Service Education. New Delhi.
  • Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery Publishing House. New Delhi.
  • Reimers, Eleonora Villegas (2003): Teacher Professional development: an international review of the literature. UNESCO: IIEP, Paris.
  • Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.
  • Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The instructional Role. India, NCTE.
3 Paper-III & IV Specialization Group- A (any - One Area)
S.No. Paper Name
AREA-I Elementary Education: PAPER-I Elementary Teacher Education

AREA-I ELEMENTARY EDUCATION PAPER-I ELEMENTARY TEACHER EDUCATION

SPECIALIZATION (GROUP-A)
AREA-I ELEMENTARY EDUCATION
PAPER-I ELEMENTARY TEACHER EDUCATION

OBJECTIVES-
Students will be able to:-

  • Understand the context of elementary education.
  • Understand the concept, objectives, rationale, challenges and extent of success of Universal Elementary Education (UEE).
  • Discuss the development of elementary education in India since independence, reflect on the relevance of strategies and         programmes of UEE.
  • Develop an understanding of underlying principles of curriculum development and evaluation at elementary stage.
  • Reflect on the need and importance of work experience, art education, health physical education and working with the         community.
  • Understand the importance of teaching of language and mathematics at elementary level.
  • Develop the capability to use effectively various methods and approaches of teaching language, mathematics and EVS at         elementary level.
  • Develop research insight for curriculum development in elementary education.
  • Gain insight into the need and objectives of elementary teacher education.
  • Understand the development of elementary teacher education in post-independent India.
  • Gain insight into the existing pre-service teacher education programmes and their organisational aspects.
  • Develop understanding of the needs, importance and existing practices of in-service education of teachers and         functionaries associated with elementary education.
  • Develop understanding of status of elementary teachers, the problems and issues related to professional growth.

 

COURSE CONTENT

UNIT-I PERSPECTIVES AND CONTEXT OF ELEMENTARY EDUCATION

(A) Developmental characteristics and norms-physical, cognitive process and abilities; language development; socio-emotional development during early and late childhood (only Implications from theories to be referred).

(B) Influence of home, school and community related factors on child’s development.

(C) Conceptual analysis of the concepts in elementary education like learner/learning centred approach, activity centred approach, freedom and discipline; reflection on present practices.

 

UNIT-II DEVELOPMENT OF ELEMENTARY EDUCATION

(A)Nature and focus of Elementary Education after independence.

(B)Relevance of educational thought of Mahatma Gandhi and Tagore to elementary education.

(C)Constitutional provision for education and Directive Principles related to elementary education and their implications.

(D)Right to Education as fundamental right; provision in RTE Act and related issues.

(E)Elementary education as highlighted in NPE-1986, POA-1992, National Curriculum Framework (NCF)-2005.

 

UNIT-III UEE, OBJECTIVES AND CHALLENGES

(A)Concept, objectives, meaning and justification of UEE.

(B)Critical appraisal of current status of UEE (access enrolment, and retention) with reference to the equity principles: differential across habitation, gender, caste and other socially disadvantaged groups including first generation learners and migrant population( With Reference to Rajasthan).

(C)Access and enrolment of different types of learners-issues and challenges. Enrolment and drop out: meaning and assessment and related issues and dropout achievement level of different types of learners- status and issues( With Reference to Rajasthan).

(D)Differently abled children-types, access, issues and challenges; critical appraisal of inclusive education as a solution.

 

UNIT- IV STRATEGIES AND PROGRAMMES IN ELEMENTARY EDUCATION

(A)Panchayatraj and community involvement in educational planning and management related issues.

(B)Participation of NGOs in achieving goals of UEE.

(C)ECCE programme, women empowerment as support services.

(D)Providing minimum facilities, improving internal efficiency of the system-teacher empowerment and incentive schemes; managing learning in multi grade contexts.

(E)District primary education programme-goals and strategies.

(F)Sarva Shiksha Abhiyan-goals and specific programme interventions at national level and in respective states to improve access, enrolment, retention/participation and achievement.

(G)Monitoring, research and evaluation of specific schemes like mid-day meals, and different incentive schemes and achievement levels.

 

UNIT -V CURRICULUM AND EVALUATION IN ELEMENTARY EDUCATION

(A)Principles of Elementary School Curriculum: Curriculum, Objectives, Planning, Organisation.

(B)Evaluation of Work Experience, Art Education, Health & Physical Education, Language(s), Mathematics, Environmental Studies/ Social sciences and Natural Sciences in Elementary Education. And also preparation and use of different types of curricular material.

 

SESSIONAL WORK/ PRACTICUM-

Any Two of the following-
(A)Prepare a training plan (design) for the in-service training of specified target group on a specified theme.
(B)Evaluation of any one of the in-service teacher training programme organised by any one of the resource institutions and prepare a report.
(C)Evaluate a textbook of elementary class with reference to its adequacy and appropriateness in achieving expected learning outcomes in any subject.
(D)Evaluation of art education/health and physical education programmes as existing in any school.
(E)Prepare unit-test, administer the test, determine gaps in attainment of objectives and plan remedial instruction.

 

REFERENCES-

  • Celin Richards (1984). The Study of Primary Education and Resource Book. Vol. I.
  • Dunkin, M.J. (Ed.) (1987): The International Encyclopedia of Teacher and Training Education, Pergamon Press, N.Y.
  • Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California.
  • Government of India (1986) National Policy on Education, New Delhi, MHRD.
  • Government of India (1987) Programme of Action, New Delhi: MHRD.
  • Government of India (1987) Report of the Committee for Review of National Policy on Education, New Delhi, MHRD.
  • Hayes, Denis (2008): Primary Teaching Today: An Introduction. Routledge Publications, U.K.
  • In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II, NCERT, New Delhi.
  • Kundu, C.L (1988): Indian Yearbook on Teacher Education, Sterling Publishers Pvt. Ltd., New Delhi.
  • Kurrian, J. (1993) Elementary Education in India, New Delhi: Concept Publication.
  • Lewis, Ramon (2008): Understanding Pupil Behaviour. Routledge Publications, U.K.
  • MHRD (1986)-Towards a Human and Enlightened Society -Review of NPE, New Delhi.
  • MHRD (2001): Convention on the Right to the child. New Delhi.
  • Mohanty, J. N. (2002): Primary and Elementary Education. Deep & Deep Publications, New Delhi.
  • National Curriculum Framework (NCF)-2005 NCERT, New Delhi.
  • National Curriculum for Elementary and Secondary Education (1998) – A Framework, NCERT, New Delhi.
  • NCERT (1987): In-service Teacher Education Package for Primary School Teachers, New Delhi.
  • NCERT (1991): Elementary Teacher Education Curriculum, Guidelines and Syllabi, New Delhi.
  • NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
  • NCTE, (2004): Teacher Education Curriculum, New Delhi.
  • Petty, W.T (1978): Curriculum for the Modern Elementary School, Rand Menally College Public Co, Chicago.
  • Rao, V.K. (2007): Universatisation of Elementary Education. Indian Publishers, New Delhi.
  • Singh, L.C. (Ed.) (1987): Teacher Education – A Resource Book, NCERT, New Delhi.
  • Singhal, R.P. (1983) Revitalizing School complex in India, New Delhi.
  • Sharma, Ram Nath (2002): Indian Education at the cross road. Shubhi Publications.
  • Tilak, J.B. (1992) Educational Planning at gross roots, New Delhi.
AREA-I Elementary Education: PAPER-II Early Childhood Care and Education

SPECIALIZATION (GROUP-A)
AREA-I ELEMENTARY EDUCATION
PAPER -II EARLY CHILDHOOD CARE AND EDUCATION

OBJECTIVES-
Students will be able to:-

  • Understand the need and significance of early childhood care and education.
  • Understand the policy perspectives on ECCE in India and world.
  • Understand social and personal development of children (3-6 years).
  • Understand the quality dimensions i.e. Curriculum, programmes and work force for ecce develop knowledge and skills for         research and evaluation in ecce and training of personnel.

 

COURSE CONTENT

UNIT -I ECCE: POLICY AND PERSPECTIVES

(A) Concept, Significance and Objectives of ECCE.

(B) ECCE in India: Policies and Programmes in National Policy on Education (NPE, 1986) and POA (1992), National Plan of Action for Children, 1992 and 2005; National Curriculum Framework (2005), National Curriculum Framework for Teacher Education (2009).

(C) ECCE in Global Perspective: United Nations Convention on Rights of the Child (UNCRC, 1989), Millennium Development Goals (2000) and Global Monitoring Report (UNESCO) 2007 – concerns and issues.

 

UNIT- II PSYCHO-SOCIAL CONTEXT OF PRE-SCHOOL EDUCATION

(A) Developmental characteristics and norms – physical, cognitive, language and socio-emotional during early childhood.

(B) Transition from home to school – issues and concerns.

(C) Socio-cultural contexts in school and home and child-rearing practices in different cultures.

 

UNIT- III CURRICULUM FOR PRE-SCHOOL EDUCATION

(A) Curriculum for School Readiness – physical, cognitive, socio-emotional dimensions; characteristics of learning experiences and approaches.

(B) Different types of pre-school curriculum/ Montessori, Kindergarten, Balawadi and Anganwadi Centres.

(C) Support of workforce: teachers, parents and community support in functioning of ECCE centres.

 

UNIT- IV STRATEGIES/ APPROACHES AND RESOURCES

(A) Characteristics of programmes for different settings – Pre-primary and early primary grade children – needed emphasis and rationale.

(B) General principles to curricular approaches – activity based/ play-way, child-centred, theme-based, holistic, joyful, inclusive using story-telling, puppetry, musical and rhythmic exercises, dramatization, role-play, art activities, indoor and outdoor play, field trips and explorations as methods in primary and early primary stages – meaning, rationale, method of transaction in specific contexts.

(C) Local specific community resources – human and material & their integration to curricular activities; preparation & use of learning and play materials – principles and characteristics; community involvement in effective implementation of ECCE programmes Informal evaluation through observation & remediation; training of ECCE workers.

 

UNIT- V TRAINING, RESEARCH AND EVALUATION IN ECCE

(A) Need and significance of personnel involved in ECCE programme.

(B) Status & nature of training programmes – pre-service & in-service – a critical evaluation, issues, concerns and problems.

(C) Areas of research studies in ECCE.

(D) Evaluation of ECCE programmes, methodology and implications.

 

SESSIONAL WORK/ PRACTICUM-

Any Two of the following-
(A) Case study of Anganwadi, pre-school centers.
(B) Assignment on a selected theme from the course.
(C) Collection of information on infrastructure of ECCE centers and comparison with NCERT minimum specifications (1992).
(D) Survey of play materials and comparing with the socio-cultural set-up.
(E) Survey of child rearing practices in different cultures.

 

REFERENCES-

  • Aggarwal, J.C. and Gupta, S. (2007). Early Childhood Care and Education (Ist Ed.). Shipra Publications, New Delhi.
  • Government of India (1986). National Policy on Education, Department of Education, New Delhi.
  • Govt. of India (2005). National Plan of Action for Children, 2005: Department of Women and Child Development, New Delhi.
  • Mishra, R.C. (2005). Early Childhood Education Today, Prentice Hall Publisher.
  • NCERT (2005). National Curriculum Framework, New Delhi.
  • NCERT (2005). Position Paper of the National Focus Group on Early Childhood Education, NCERT, New Delhi.
  • NCTE (2005). Report on ECCE Teacher Education: Curriculum Framework and Syllabus Outline, New Delhi.
  • NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi.
  • NIPCCD (2002). Children in Difficult Circumstances: Summaries of Research, Resource Centre on Children, New Delhi.
  • Pugh, G. (1996). Contemporary Issues in Early Years: Working Collaboratively for Children (2nd Ed.) National Children’s Bureau, London.
  • Seefeldt, Carol (1990). Continuing Issues in Early Childhood Education, Merrill Publishing Company, Columbus, Ohio.
  • Swaminathan, M. and Daniel, P. (2000). Activity-based Developmentally Appropriate Curriculum for Young Children, Indian Association for Pre-school Education, Chennai.
  • Swaminathan, Mina (1998). The First Five Years: A Critical Perspective on Early Childhood Care and Education in India.
  • UNESCO (2007). Strong Foundations: Early Childhood Care and Education, Paris, UNESCO.
  • UNICEF and MHRD (2001). Early Childhood Care for Survival, Growth and Development, New Delhi.

 
AREA-II Secondary and Senior Secondary Education: PAPER-I Preparation of Secondary and Senior Secondary Teachers: Pre-service and In-Service

PAPER-I PREPARATION OF SECONDARY AND SENIOR SECONDARY TEACHERS: PRE-SERVICE AND IN-SERVICE

PAPER-I PREPARATION OF SECONDARY AND SENIOR SECONDARY
TEACHERS: PRE-SERVICE AND IN-SERVICE

OBJECTIVES-
Students will be able to:-

Understand the nature-scope and systems of secondary and senior secondary education.

Understand the problem and challenges related to secondary and senior secondary education.

Understand the interventions to solve the problems and issues related to alternative schooling at secondary schools.

Identify the problems issues of secondary school teachers.

Visualize the impact of Rights of children to free and Compulsory Education Act, 2009 to universalization of Secondary Education.

Understand the nature of education for multiple intelligence.

Understand the modalities of secondary education management information system.

Examine the nature and objectives of teacher education.

Critically examine the growth and development of teacher education in the country.

Appraise the existing teacher education curriculum from the standpoint of its relevance to the demands of present day school curriculum.

Use various methods and techniques for transaction of curriculum, identification of training needs, the evaluation of in-service teacher education programmes.

Develop understanding regarding organization and supervision School Experience Programme.

Critically examine the role and contribution of various Regulatory Bodies and support institutions for improving quality of Teacher Education.

Develop understanding of various strategies of teachers’ professional development.

Gain insight into the status of teachers in-service education in the country.

Develop understanding of the process of in-service teacher education.

Reflect on issues, concerns and problems of teacher in-service education of the teachers.

Appreciate the use of ICT for the professional development of the teachers.

 

COURSE CONTENT

UNIT-I SECONDARY AND SENIOR SECONDARY EDUCATION- INTRODUCTION

(A) Nature, Scope, function and systems of Secondary and Senior Secondary Education.

(B) Exposure to integrated and subject specific streams guidelines; and counselling strategies to meet changing physiological and sociological requirements.

(C) Education for Multiple Intelligence.

UNIT-II PROBLEMS AND CHALLENGES OF SECONDARY EDUCATION

(A) Problems and challenges related to universalisation of Secondary Educatio.

(B) Problems and Strategies of Alternative Schooling at Secondary Stage.

(C) Problems / challenges / strategies / intervention in relation to access enrolment, dropout, achievement equality of Educational opportunities, Problems of education for girls, disadvantaged and differently abled children and slow learners and interventions to solve the problem.

(D) Classroom problems- discipline, under achievement, lack of motivation, slow learners, delinquency and maladjustment.

(E) Issues of quality Management in secondary and senior secondary education.

(F) System of secondary education, – State and District Level.

UNIT-III TEACHER EDUCATION IN INDIA AT SECONDARY AND SENIOR SECONDARY LEVEL

(A) Pre-Service and In-service Teacher Education: concept, nature, objectives and scope.

(B) Development of teacher education in India at secondary and senior secondary level, recommendations of various commissions and committees concerning teacher education system. Impact of NPE1986 and its POA on teacher education system.

(C) The Centrally Sponsored Scheme for the Reconstructing and Strengthening of Teacher Education Institutions at secondary level.

(D) Issues, concerns and problems of pre-service and in-service teacher education at secondary and senior secondary level.

UNIT-IV SECONDARY EDUCATION MANAGEMENT INFORMATION SYSTEM (SEMIS)

(A) Structure of MIS School mapping at secondary level.

(B) Course- mapping at senior secondary level.

(C) Interactive technologies-teleconferencing, e-learning, designing of e-content.

(D) EDUSAT for teacher professional development programme.

(E) Challenges and limitations of interactive technologies for INSET.

UNIT-V Role of Various Agencies

(A) Roles and functions of IASEs, CTE.

(B) Roles, functions and networking of institutions like UGC, NCERT. NCTE. NUEPA, CABE, etc.

(C) RBSE and CBSE.

 

SESSIONAL WORK/ PRACTICUM-

Any Two of the following-
(A) Preparing status report on secondary education in a chosen block/district with reference to enrolment, equity and achievement.
(B) Preparing a report on the existing status of the teachers, method of recruitment and salary structure.
(C) Visits of different types of secondary schools and preparation of school profiles.
(D) Conduct interview with teachers/students/parents of different schools and prepare a report on problems of secondary education.
(E) Observation of in-service teacher education programme at secondary level and preparation of a report.

 

REFERENCES-

  • Beck, Clive & Clark Kosnik Albany (2006): Innovations in Teacher Education: A Social Constructivist approach. State University of York.
  • Cohen Louis, Minion Lawrence & Morrison, Keith (2004). A Guide to Teaching Practice (5th edition). Rout ledge Falmer. London and New York.
  • Day, C. & J. Sachs, J. (Ed.) (2004): International Handbook on the Continuing Professional Development of Teachers. Maidenhead, Brinks Open University Press.
  • Govt. of India, MHRD (2005). Universalisation of Secondary Education : Report of the CABE Committee, New Delhi References.
  • Herne Steve, Jessel John & Griffith, Jenny (2000). Study to Teach: A Guide to Studying in Teacher Education. Rout ledge Falmer. London and New York.
  • Korthagen, Fred A.J.et al; (2001): Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Lawrence Erlbaum Associates.
  • Linda Darling, Harmmond & John Bransford (2005): Preparing Teachers for a changing World. John Wiley & Son Francisco.
  • Loughran, John (2006): Developing a Pedagogy of Teacher education: Understanding Teaching and Learning about Teaching. Routledge: New York.
  • Mohammad Miyan (2004). Professionalisation of Teacher Education. Mittal Publications. New Delhi.
  • National Curriculum Frameworks for Teacher education, 2009.
  • National Policy of Education 1986/1992.
  • National Curriculum Framework on school education, 2005.
  • NCTE (1998). Competency Based and Commitment Oriented Teacher Education for Quality School education: Pre-Service Education. New Delhi.
  • NCTE. (1998). Policy Perspective in Teacher Education- Critique and Documentation. NCTE New Delhi.
  • NCERT (2005): Position paper on Teacher Education for Curricular Renewal, New Delhi.
  • Rao, Digumarti Bhaskara (1998). Teacher Education in India. Discovery Publishing House. New Delhi.
  • Reimers, Eleonora Villegas (2003): Teacher Professional development: an international review of the literature. UNESCO: IIEP, Paris.
  • Report of the Education Commission (1964-66).
  • Report of the National Commission on Teachers (1983-85).
  • Report of the Delors Commission, UNESCO, 1996.
  • Siddiqui, M.A. (1993). In-Service Education of Teachers. NCERT. New Delhi.
  • The Reflective Teacher: Organization of In-service Training of the Teachers of Elementary Schools under SSA, Guidelines, 2006 by NCERT.
  • UNESCO (2006): Teachers and Educational Quality: Monitoring Global Needs for 2015. UNESCO Publication. Montreal.
  • Yadav, M.S. & Lakshmi, T.K.S. (2003): Conceptual inputs for Secondary Teacher Education: The instructional Role. India, NCTE.
AREA-II Secondary and Senior Secondary Education: PAPER-II Curriculum and Evaluation at Secondary and Senior Secondary Level

PAPER II Curriculum and Evaluation at Secondary and Senior Secondary Level

PAPER II Curriculum and Evaluation at Secondary and Senior Secondary Level

OBJECTIVES-
Students will be able to:-

Develop an understanding of underlying principles of curriculum development and evaluation at Secondary and Senior Secondary Stage.

Understands the role of ICT in transaction.

Develop research insight for curriculum development in Secondary and Senior Secondary education.

Understand the nature and uses of different types of tools and techniques of evaluation in education.

Acquire the skill to construct the achievement and diagnostic tests administer the tests and interpret the best scores and its implication to students and parents.

Undertake action research and interpret the results.

 

COURSE CONTENT

UNIT- I PRINCIPLES OF SCHOOL CURRICULUM DEVELOPMENT AT SECONDARY AND SENIOR SECONDARY LEVEL

(A) Concept, components and determinants of curriculum; principles of curriculum construction, criteria for selection and organization of content and learning activities; designing integrated and interdisciplinary learning experiences at different levels.

(B) Perspectives to curriculum transaction and their synthesis – behaviouristic, cognitive and constructivist; evaluation of curriculum – formative and summative; its relevance to NCF, 2005 and autonomy in developing curriculum with regard to local specific issues and challenges.

UNIT-II TEACHERS AND CURRICULUM TRANSACTION STRATEGIES

(A) Thematic & Constructivism base of curriculum.

(B) Joyful learning, Teachers and Pedagogical Attributes.

(C) Research in curriculum.

(D) Life skill education & creativity.

(E) Analysis of Secondary Education Curriculum.

(F) Role of I.C.T.

(G) Research Trends in Secondary and Senior Secondary Education.

(H) Critical appraisal of present Secondary School curriculum in the state.

UNIT- III ASSESSMENT AND EVALUATION AT SECONDARY SCHOOL LEVEL

(A) Meaning nature and functions of evaluation & assessment, difference between assessment and evaluation, testing, appraisal and examination, Types of assessment – formative, diagnostic and summative assessment.

(B) New trends in evaluation – grading, internal assessment, CCE.

(C) Critical appraisal of the present evaluation system at secondary school level.

UNIT- IV TOOLS OF EVALUATION

(A) Testing and Non-testing tools of evaluation-essay type, short answer and objective types of achievement test, observation, interview, rating scale, check list, attitude scale, interest inventories, socio-metric techniques, anecdotal records, question bank, grading.

(B) Characteristics of good test-objectivity, reliability, validity, usability, written, oral and observation, planning of tests; content-analysis, writing objective in behavioral terms; construction of blue-print of test writing of test items; assembling the test items and writing directions; planning key/scheme of evaluation; tryout and item analysis, difficulty value and discrimination power, construction of a diagnostic test-steps and guidelines.

(C) Construction of Achievement test, objective types, short answer type, multiple choice type, essay, interpretation of test results – norm-referenced and criterion-referenced, use of tests.

UNIT- V ASSESSMENT PROCESS

(A) Pupil Assessment Techniques.

(B) Concept of Evaluation & CCE.

(C) Types of evaluation.

(D) Diagnostic testing& remedial teaching.

(E) Student records.

(F) Cumulative records.

(G) Progress reports, grading system.

 

SESSIONAL WORK/ PRACTICUM-

Any Two of the following-
(A) Evaluation of assessment process in any school and write about its merit and demerits.
(B) Visit CTE/IASE of your district to review on types and trends of research, actual practices in the institution and prepare a report on variation, between national or international trend (if any).
(C) Construct an Achievement test, administer it and analyze the items.
(D) Critical analysis of a curriculum of any one subject Curriculum of your own choice.
(E) Conduct continuous and comprehensive evaluation in scholastic and non-scholastic areas and write your experiences.

 

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.
  • Baur, G.R & others (1976): Helping Children Learn Mathematics: A Competancy Based Laboratory Approach. Cummings Publishing Co.
  • Chastain, K. (1970): The Development of Modern Language Skills – Theory to Pracitce. Rand Menally & Co., Chicago.
  • 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.
  • Erickson, H.L. (2002): Concept-based Curriculum and Instruction. Crown Press, Inc. California.
  • In-service Teacher Education Package for Primary and Secondary Teachers (1988), Volume I & II, NCERT, New Delhi.
  • 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 (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
  • NCERT (2005): National Curriculum Framework, NCERT, New Delhi.
  • NCTE (2009) National Curriculum Framework of Teacher Education, New Delhi.
  • Oliva, Peter F. (1988) Developing the Curriculum. Scott and Foresman and Co.
  • Reddy, B. (2007): Principles of curriculum planning and development.
  • Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson Publication.

 
4 Paper-V & VI Specialization Group- B (any - One Area )*
S.No. Paper Name
AREA-I Curriculum Pedagogy and Assessment

Curriculum Pedagogy and Assessment

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AREA-II Education Policy, Economics and Planning

Education Policy, Economics and Planning

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AREA-III Educational Management, Administration and Leadership

Educational Management, Administration and Leadership

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AREA-IV Inclusive Education

Inclusive Education

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AREA-V Education Technology(For both Elementary and Secondary Level)
S.No. Paper Name
1 Paper- I EDUCATIONAL TECHNOLOGY

Paper- I EDUCATIONAL TECHNOLOGY

OBJECTIVES-

Students will be able to–
  • Understand the concept , types and scope of Educational Technology
  • Understand the role of Educational Technology in modern education.
  • Understand the ways of writing instructional objectives.
  • Understand System approach in education.
  • Understand role of communication in education.
  • Prepare CRT and NRT
  • Understand the role of ICT and E-Learning in education.
  • Understands the basics of Programmed Instruction.

 

COURSE CONTENT

 

UNIT – I EDUCATIONAL TECHNOLOGY: AN OVER VIEW     
  • Concept of educational technology – its definition and scope.
  • Components of Educational Technology –Hardware and software..
  • Types of Educational Technology.
  • Role of educational technology in modern time.
  • Research and innovations in educational technology in India.
UNIT – II SYSTEM APPROACH AND COMMUNICATION    
  • System approach – Definition, characteristics, education as a system
  • Communication in education – communication process, components of communication process, teaching learning as a communication process
 UNIT – III PLANNING AND TESTING
  • Formulation of educational objectives, traditional vs. modern approach
  • Content analysis, task analysis, criterion reference test and Norm Referenced Test.
 UNIT -IV TECHNIQUES AND MEANS OF INSTRUCTION    
  • Programmed Learning – Basic principles, types, uses and limitations of programmed material and teaching machines.
  • Computer (meaning and definition), Types of computers, Applications of computers in Education.
  • Computer  Assisted Learning (CAL) and Computer Assisted Instruction (CAI)
UNIT – V ICT AND E-LEARNING      
(A)Information and Communication Technology (ICT)- meaning, and its relationship with Instructional Technology
(B)Prospects of e- Learning- Concept of e‐ learning, Approaches to e- learning, Offline, Online; Synchronous, Asynchronous; Blended learning,  Mobile learning (M learning)
(C)Learning Management Systems: Media and Materials- Open Educational Resources, Social Networking Sites, Spoken Tutorial and Cam-studio.
SESSIONAL WORK/ PRACTICUM-
Any two of the following-
  • Preparation and administration of programmed learning materials (at least 20 frames).
                                              OR
      Development of a Computer Programme on a topic
  • Preparation of any two communication aids.
  • Teach an ICT based Lesson in the Class and find out its effectiveness by Knowing Reactions of student through structured interview.
REFERENCES-
  • Amidon, Edmund, J. and John. B. Hough : Interaction Analysis : Theory Research and Application, Adision Wesley Publication Co., Reading Messachsets, London, 1967
  • Bajpal, A.C. and Leedham, J.F.: Aspects of Educational Technology, Part-IV, Pitman Publishing Co., New York.
  • Bhatnagar, R.P. and Bhatnagar, Suresh: Shikshan Shilp Vigyan, Puneet Press, Meerut, 1977
  • Bush, M.B. and Santhanam, M.R.: Communication in Classroom, CASE, Baroda
  • Davis, Ivor, K. and James (ed.): Contributions to an Educational Technology, London, 1972
  • Dunn, W.R. and Holoryd, C.: Aspects of Educational Technology, Vol.-II, Pitman, London
  • Flanders Ned. A.: Analysing Teaching Behaviour, Addison Wesley Publishing Co., London, 1972
  • Joyace, Bruce and Weimansha: Models of Teaching, Prentice Hall, Englewood Cliffs, New Jersey
  • Knivi, F.G. and Childs John, W.: Instructional Technology, Holt Rin Chart and Winston, New York.
  • Sharma, R.A.: Technology of Teaching, Modern Publications, Meerut, 1972
  • Thomas, C.A.: Programme Learning in Perspective – A Guide to Programme Writing Banking Essex, Adclphi, 1963
2 PAPER-II EDUCATIONAL TECHNOLOGY AND INSTRUCTIONAL PROCESS

PAPER-II EDUCATIONAL TECHNOLOGY AND INSTRUCTIONAL PROCESS

OBJECTIVES-
Students will be able to–
  • Understand the concept of instructional process and its effectiveness
  • Understand the concept of Instructional  Technology and Instructional Design
  • Select the Appropriate method and media for instruction.
  • Understand role of communication in education.
  • Analyse teachers, classroom behaviour
  • Understand the concept and role of Teaching models in achieving objectives
 
COURSE CONTENT

 

UNIT – I  INSTRUCTIONAL PROCESS AND ITS EFFECTIVENESS     
(A )Instructional Process: Teaching and instruction, components of instructional process, objectives, content media, method, learner, teacher and evaluation, efficiency and effectiveness.
(B) Formulation of Instructional objectives: Behavioural superification entering and terminal behaviour. Objectives in the three domains of behaviour (cognitive, efficiency and effectiveness).
(C)Stages of Teaching-  Pre-active, Inter-active and Post-active.
UNIT – II INSTUCTIONAL TECHNOLOGY AND INSTRUCTIONAL DESIGN
(A) Concept of Instructional Technology
(B) Overview of Behaviorist, cognitive and constructivist Theories and their implications to
Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky)
(C) Relationship between Learning Theories and Instructional Strategies (for large and small groups, formal and non- formal groups )
(D) Selection of appropriate media ‐ synchronous and asynchronous – for formal, informal andnon- formal settings.
(E) Concept and Components of Instructional Design (ID)
  1. a) Systems Approach to Instructional Design
  2. b) Gagne’s Nine Events of Instruction and Five ‘E’s of Constructivism
  3. c) Nine Elements of Constructivist Instructional Design
  4. d) Instructional Design for Training
UNIT – III TEACHING METHODS AND MEDIA  
  • Method and media: Criteria for selection of methods and media, multimedia approach to instruction,
  • Teaching at different levels and strategies-
(i) Memory, understanding and reflective of teaching.
(ii) Teaching Strategies-Meaning, Nature, Functions and Types, Seminar, Panel
Discussion, Team-teaching, Brain-storming, tutorial, Symposium, Work-shop, Conference.
(iii) Instructional techniques: Lecture, discussions, seminar, Panel discussion, team- teaching, brain storming and tutorial. Instructional techniques involving student’s activities: role playing, library work, field work and educational games.
  • Communication media in education, mass media, T.V., Radio, Films, Tape-recorder, Computer and other accessories.
UNIT – IV  MODIFICATION OF TEACHER BEHAVIOUR AND  INTERACTION ANALYSIS –    
  • Teaching or Teacher Behaviour
  • Modification of teaching or teacher behaviour
  • Techniques for the modification
  • Classroom Interaction analysis techniques, Encoding and Decoding Procedure, interaction models.
UNIT – V MODELS OF TEACHING     
Models of Teaching-Concept, different families of teaching models with special   reference to concept attainment model,  Advance organizer model and inquiry-Training Model,Synetics Model, Information Processing model.

 

SESSIONAL WORK/PRACTICUM:
Any two of the following –
  1. Preparation and operation of any lesson on team-teaching.
  2. Preparation, Radio, T.V. Lessons script.
  3. Observe, Analyse and Interprete the Teacher’s Behaviour using Flander’s Interaction Analysis Category System.
REFERENCES-
  • Amidon, Edmund, J. and John. B. Hough : Interaction Analysis : Theory Research and Application, Adision WesleyPublication Co., Reading Messachsets, London, 1967
  • Bajpal, A.C. and Leedham, J.F.: Aspects of Educational Technology, Part-IV, Pitman Publishing Co., New York.
  • Bhatnagar, R.P. and Bhatnagar, Suresh: Shikshan Shilp Vigyan, Puneet Press, Meerut, 1977
  • Bush, M.B. and Santhanam, M.R.: Communication in Classroom, CASE, Baroda
  • Davis, Ivor, K. and James (ed.): Contributions to an Educational Technology, London, 1972
  • Dunn, W.R. and Holoryd, C.: Aspects of Educational Technology, Vol.-II, Pitman, London
  • Flanders Ned. A.: Analysing Teaching Behaviour, Addison Wesley Publishing Co., London, 1972
  • Joyace, Bruce and Weimansha: Models of Teaching, Prentice Hall, Englewood Cliffs, New Jersey
  • Knivi, F.G. and Childs John, W.: Instructional Technology, Holt Rin Chart and Winston, New York.
  • Sharma, R.A.: Technology of Teaching, Modern Publications, Meerut, 1972
  • Thomas, C.A.: Programme Learning in Perspective – A Guide to Programme Writing Banking Essex, Adclphi, 1963
5 Paper-VII Dissertation and Viva-Voce

Dissertation and Viva-Voce

Dissertation and Viva-Voce

1. Assessment of dissertation: The dissertation carries 100 marks. The Dissertation along with summary should be submitted before the Commencement of University M.Ed. Examination for second year in 3 copies, out of which 2 copies will be forwarded to the University by the college. The dissertation shall be evaluated by the respective supervisors and one external examiner. The supervisor and external examiner will award marks out of 50 each independently. The total of both these awards shall be tabulated by the University. In case of significant discrepancy between the awards of the internal and external examiner and the average of marks of all the three examiners (one internal and two external) be taken as marks of dissertation out of 100 marks. (Significant discrepancy between the awards of the internal and external examiner be substituted as under: The significant difference means difference of more than 8 marks between the awards of the two examiners (internal and external) who will award marks in the dissertation out of 50 marks.

Viva-voce Board: The Viva-voce Board will consist of the following three persons:
1. The external examiner
2. Supervisor concerned
3. The principal of the College
The Viva-voce will be of 50 marks

 
6 Internship in the School as per Specialization Area chosen for Paper - III & IV

INTERNSHIP IN SCHOOL

INTERNSHIP (IN SCHOOL)

Internship is mandatory in Second year internship will be in School.

Assessment is based on the following activities-

Marks

A journal should be maintained by the student in which he/she records one’s experiences, observations, and reflections during internship.

10

Preparing a suggested comprehensive plan of action for some aspects of school improvement

10

The student shall also maintain a portfolio, including detailing of teaching-learning plans, resources used, assessment tools, student observations and records.

10

Interaction with head teacher, management, teachers and non-teaching staff for preparation of a report on school environment

10

Observe minutely the in-disciplinary habits of the student and prepare the report.

10

Prepare and execute at least 10 lesson plans – different methods in which 5 must involve students. Student could develop their own method (fusion based) with the help of teacher educator and deliver in school

20

Delivery of Four lessons in a school teaching subject (After each lesson of practice teaching student need to discuss with subject teacher on their pedagogy and new practices.

10

Monitoring learner achievement vis-a-vis diagnostic test and action for improving attainment levels in any school subject.

10

Conduct a Co-Curricular/ Extracurricular programme in school

10

TOTAL MARKS

100

College Activities/ Gallery