Shah Goverdhan Lal Kabra Teachers' College (C.T.E), Jodhpur

Upgrade as College for Teachers Education by the Ministry of Human Resources Development, Govt. of India, New Delhi

Affiliated to Jai Narain Vyas university, Jodhpur (Managed by Shri Mahesh Shikshan Sansthan)

B.Ed. Second Year Syllabus

S.No.

Paper

Paper Name

First

Knowledge and Curriculum

Paper-I Knowledge and Curriculum

Objectives:

The student teacher will be able to:

To understand the way in which the curriculum is driven by assessment.
To critically analyse various samples of textbook

To identify various dimensions of the curriculum and their relationship with the aims of Education.

To examine the epistemological basis of education.

To discuss the basics of modern child centred education.

To identify relationship between the curriculum framework and syllabus.

To understand the relationship between power, ideology and the curriculum.

To help prospective teachers to take decisions about and shape educational and pedagogic practice with greater awareness of the theoretical and conceptual under pinning’s that inform it,

To discuss the basis of modern child-centred education

To understand education in relation to modern values like equity and equality, individual opportunity and social justice and dignity.

COURSE CONTENT

Unit -I: Knowledge Generation:-

1. Epistemology-Meaning, philosophical basis of knowledge according to Indian & Western philosophy.

2. Distinction between

(a) knowledge and skill

(b) Teaching and Training

(c) Knowledge and wisdom

(d) Reason and belief.

3. Chronological review on Knowledge generation, myth based faith and logical based knowledge.

Unit -II: Child- Centred education:-

1. Modern Child-Centred Education,: Meaning, Concept and its basis.

2. Educational Thoughts on child centred Education – Shri Aurbindo, Giju Bhai, Maria Montessori, Frobel.

Unit -III: Process of knowing and forms of knowledge:-

1. Process of construction of knowledge, factors involved in construction of knowledge, role of knower & known in construction and transmission of knowledge, the role of culture in knowing

2. Categorisation of knowledge; basis of categorisation, the essential forms of knowledge, basis of selection of categories of knowledge in school education.

Unit -IV: Curriculum & Its Determinants:-

1. Meaning & need of curriculum, differentiations between curriculum framework, curriculum , syllabus and text books; facets of core curriculum in Indian context.

2. Determinants of curriculum: (a) Social-political-cultural-economic diversity(b) socio-political aspirations including ideologies (c) Economic necessities & technological possibilities. (d) National priorities and international Context

Unit -V: Curriculum Development & Textbooks:-

1.Different approaches of curriculum development: Subject centred: learner centred and constructivist

2.Role of external agencies in providing curriculum and pedagogic supports to teachers within schools; teachers’ role in transacting, developing and researching curriculum.

3.Operationalization of curriculum into learning situations: Selection & development of learning resources i.e. textbooks, teaching learning materials and resources outside the school-local environment, community & media.

Practicum/Field Work (Any one from the following)

1.Analysis of social myths in the light of scientific values and culture.

2.Plan a child centred activity for enhancement of children education and values based on Shri Aurbindo or Giju Bhai thoughts.

3.Conduct a survey on feedback of curriculum from learners and teachers. Prepare a report.

4.Critical review of a text book in reference to gender issues social sensitivity and the local contexts/references included in the book.

5.Critical review or analysis of the text book at upper primary and senior secondary level.

References

Schilvest, W.H. (2012), Curriculum: prospective paradigm and possiilty.M.C.MLLAN publication.
Hirst, Paul, H. Knowledge and the curriculum. Routledge publication.
Letha ram mohan (2009) Curriculum instrchon and evaluation. Agerwal publication, Agra.
Scolt, dand (2003). Curriculum studies: curriculum knowledge. Routledge falmes, m.y.
Kelly, AV. (2009). The curriculum: theory and practice sage publication Singapore.
श्रीवास्तव, एच.एस. एवं चतुर्वेदी, एम.जी 2010 पाठ्यचर्या और शिक्षण विधियाँ , शिक्षा प्रकाशन, जयपुर
यादव, शियाराम, पाठ्यक्रम विकास अग्रवाल प्रकाशन 2011
Shulman L. S. (1986) those who understand: knowledge growth in teaching. Educational researcher, 4-14.
Sinha, S. (2000) Acquiring literacy in schools, seminar, 38-42.
Sternberg, R.J. (2013). intelligence, competence, and expertise, in A.J. Elliot & C.S. Dweck (Eds), handbook of competence and motivation.
Tagore, R. (2003) Civilization and progress. in crisis in civilization and other essays. New delhi: rupa & co.
Pathak, A (2013) Social implications of schooling: knowledge pedagogy and consciousness. Aakar books.

Second

Gender Issues in Education

Paper-II Gender Issues in Education

Objectives:
The student teacher will be able to:

To develop basic understanding and familiarity with key concepts–gender, gender bias, gender stereotype, empowerment, gender parity, equity and equality, patriarchy and feminism.
To understand the gradual paradigm shift from women’s studies to gender studies and some important landmarks in connection with gender and education in the historical and contemporary period.

To learn about gender issues in school, curriculum and textual materials across disciplines, pedagogical processes and its intersection with class, caste, religion and region.

To understand how gender, power and sexuality are related to education (in terms of access, curriculum and pedagogy).

To develop an understanding of the paradigm shift from women studies to gender studies, based on the historical backdrop.

To student to construct critically the impact of policies, programmes and scheme for promotion of gender equality and empowerment.

To apply the conceptual tools learnt regarding gender and sexuality to understand issues related to Sexual Harassment at the workplace and Child Sexual Abuse.

To develop an understanding of different theories on gender and education and relate it to power relations. The institutions involved in socialisation processes would be analysed to see how socialisation practices impact power relations and identity formation.

To understand how gender relates to education and schooling. The students will be able to understand on how school as an institution addresses gender concerns in curriculum, textual materials and pedagogy. It will enable the student to draw linkages between life skills and sexuality.

COURSE CONTENT

Unit 1: Gender Issues: Key Concepts

1.Concepts and terms – Relate them with their context in understanding the power relations: Gender, Sex, Sexuality, Patriarchy, Masculinity and Feminism

2.Gender Bias, Gender Stereo typing and empowerment.

3.Equity and equality in relation with caste, class, religion, ethnicity, disability and regional disparity.

Unit 2: Gender Studies: Paradigm Shifts

1. Paradigm shift from women’s studies to gender studies.

2. Historical background: Some landmarks from social reform movements of the nineteenth and twentieth centuries with focus on women’s experiences of education.

3. Contemporary period: Recommendations of policy initiatives, commissions and committees, schemes, programmes and plans.

Unit 3: Gender And Education

1.Theories on Gender and Education: Socialisation, Gender difference, Structural and Deconstructive.

2.Gender Identities and Socialisation Practices in: Family, Schools and Society.

3.Schooling of Girls: Inequalities and resistances (issues of access, retention and exclusion).

Unit 4: Gender Issues In Curriculum

1. Gender, Culture and Institution: Intersection of class, caste, religion and region.

2. Gender stereotypes in curriculum framework & Text-Books.

3. Role of Teacher in the context of gender sensitivity.

Unit 5: Gender, Sexuality, Sexual Harassment and Abuse

1.Development of sexuality, including primary influences in the lives of children (such as gender, body image, role models).

2.Understanding the importance of addressing sexual harassment in family, neighbourhood and other formal and informal institutions.

3.Agencies perpetuating violence: Family, school, work place and media (print and electronic), Institutions redressing sexual harassment and abuse.

Practicum/Field Work(Any one from the following)

1.Observe a co-educational class room and pick out the gender biased behaviour/situation/comments and conclude the report.

2.List some examples of gender discrimination in the prevalent society.

3.Conduct an interview of a girl student facing inequality and resistances in family and society and also mention how it affects her aspirations.

4.Debate on women role models in various fields with emphasis on women in unconventional roles.

5.Prepare a biography a women role model of yours and also mention how she phased out her life struggle.

References

Delpit, L.D. (2012) Multiplication is for white people: raising expectations for other people’s children, the new press.
Deng, Z (2013) School subjects and academic disciplines. In A. Luke, A. Woods & Wer(Eds.),Curriculum syllabus design and equity: A primer and model. Routledge.
GOI. (1966).Report of the education commission: Education and national development. New Delhi: ministry of education.
GOI (1986).National policy of education.GOI.
GOI.(1992, 1998), National policy on education, 1986 (As modified in 1992). Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-mod92.pdf
Menon, N.(2012)seeing like a feminist. India: Penguin.
Nirantar. (2010) textbook regimes: A feminist critique of nation and identity. New Delhi
A. banon. Robent (2010) social psychology,pearson education New Delhi.
Goswami. Acharya balchand, (2003), vyakti privar and sex jaina publication Jaipur.
Mathur savitri (2008),sociological foundation of education, kavita prakashan,jaipur.
Sidhu ramindra, (2009), sociology of education, shri sai printographers, New Delhi.
Mudgal S.D. (2007), social work education today and tomorrow, book enclave, Jaipur.
Nath pramanik rathindra, (2006), gender Lhequality and women’s empowerment, abhijeet publication Delhi.
Malik, C.D, (2008) social and political thought Dr. B.R.ambedkar,arise publishers and distriba, New Delhi.
Naik, S.C. (2005) society and environment, oxford & 1B publishing co.Pvt.ltd.New Delhi.
Runela satypal, (2009), sociology of the Indian education, rajasthan hindi granth akadmi, Jaipur.
www.teachernetwork.org/tnli/accomplishment
www.gender.com.ac.uk
www.genderstuddies.org.
www.genderparddigm.com/publiscation/html.
www.sparknotes.com/sociology/socialization/section4/rhtml.
www.unicef/org/sower96/ngirls.html.
www.jaipurrugs.org./about/our-story.

Third

Understanding Inclusive Education

Paper-III Understanding Inclusive Education

Objectives:
The student teacher will be able to:

To understand concept, meaning and significance of inclusive education
To bring about an understanding of the culture, policies and practices that needs to be addressed in order to create an inclusive school.
To appreciate the need for promoting inclusive practice and the roles and responsibilities of the teachers.
To develop critical understanding of the recommendations of various commissions and committees towards teacher preparation for inclusive education, understand the nature of difficulties encountered by children.
To prepare teachers for inclusive schools.
To analyze special education, integrated education, mainstream and inclusive education practices.
To identify and utilize existing resources for promoting inclusive practice.
To develop a positive attitude and sense of commitment towards actualizing the right to education of all learners.
To prepare a conducive teaching learning environment in varied school settings.
To develop the ability to conduct and supervise action research activities.

COURSE CONTENT

Unit I: Introduction, Issues & perspectives of Inclusive Education

1.Definitions, concept and importance of inclusion and disability.

2.Difference between special education, integrated education and inclusive education.

3.Advantages of inclusive education for education for all children in the context of RTE.

Unit II: Policy Perspective

1.Recommendations of the Indian Education Commission (1964-66), NPE (1986-92), NCF (2005).

2. Rights of person with disabilities Act, 2016

3.UNESCO Conventions, declaration and recommendations related to Rights of persons with Disabilities.

UNIT III: Diversity in The Classroom

1.Diversity- Meaning and definition.

2.Disability – concept, meaning, causes, models of disability.

3.Concept, Nature, and Characteristics of Multiple Disabilities.

UNIT IV: Curriculum, Pedagogy and Assessment in Inclusive School

1.Inclusive curriculum- Meaning and characteristics.

2.Teaching and learning environment with special reference to inclusive school

3.Utilization of records/ case profiles for identification, assessment and intervention for inclusive classrooms.

4.Techniques and methods used for adaptation of infrastructure, laboratory skills and play material in inclusive classroom.

Unit V: Teacher Preparation and Inclusive Education

1.Role of responsibility of resources teachers in inclusive setting.

2.N.C.F 2005 and curriculum for teacher preparation and transaction modes in inclusive setting.

3.Roles, responsibilities and professional ethics of an inclusive education teacher and teacher educators.

Practicum/Field Work(Any one from the following):

1.Observe inclusive teaching strategies in an inclusive classroom and report your observations.

2.With the help of teacher educators, conduct an extension/expert lecture on emerging issues on inclusive education and prepare a report on it.

3.To study the educational resources for persons with disability (POD) in local schools and report your observations.

4.Prepare an instructional design for your pedagogy subject basing it on inclusive learners.

5.Find out the facts about inclusive education in existing scenario with reference to our Nation through internet search compile a summarized report.

References

Maitra,Krishna(2008):INCLUSION ISSUES AND PERSPECTIVES (For Teachers’, Teachers’ Educators and Parents): Kanishka Publishers, Distributors New Delhi-110002
Ahuja. A, Jangira, N.K. (2002): Effective Teacher Training; Cooperative Learning Based Approach: National Publishing house 23 Daryaganj, New Delhi 110002.
Jangira N.K. and Mani, M.N.G. (1990): Integrated Education for Visually Handicapped, Gurgaon, Old Subjimandi, Academic Press.
Jha. M.( 2002) Inclusive Education for All: Schools Without Walls, Heinemann Educational publishers, Multivista Global Ltd, Chennai, 600042, India.
Sharma, P.L. (1990) Teachers handbook on IED-Helping children with special needs N. C. E R T Publication.
Sharma P.L (2003) Planning Inclusive Education in Small Schools, R .I E. Mysore.
Agnihotri, R.K. (1995). Multilingualism as a classroom resource. In K. Heugh, A Siegruhn, & P. Pluddemann (Eds.) Multilingual education for South Africa 9pp. 3-&). Heinemann Educational Books.
T., Ainswcow, M., Black-Hawkins, K., Vaughan, M., & Shaw, L. (2000). Index for inclusion: Developing learning and participation in schools. Centre for Studies on Inclusive Education.
Carini, P.F. (2001). Valuing the immeasurable. In starting strong: A different look at children, schools, and standards (pp. 165-181). New York: Teachers College Press.
Delpit, L.D. (2012) Multiplication is for white people: raising experctations for other people’s children, the new press.
GOI. (1966). Report of the education commission: Education and national development. New Delhi: ministry of education.
GOI (1986). National policy of education. GOI.
GOI. (1992, 1998), National policy on education, 1986 (As modified in 1992). Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-mod92.pdf
Govinda R. (2011). Who goes to school? Exploring exclusion in Indian education. Oxford University Press.
Parekh, B.C. (2000). Rethinking multiculturalism: Cultural diversity and political theory (pp 213-230) Palgrave.
UNESCO. (1989) UN convention on the rights of the child. UNESCO.
UNESCO. (2006). United Nations convention on the rights of persons with disabilities.
UNESCO. (2009) Policy guidelines on inclusion in education UNESCO.

Fourth

Assessment for Learning

Paper-IV Assessment for Learning

Objectives:
The student teacher will be able to:

To understand assessing children’s progress, both in terms of their psychological development and the criteria provided by the curriculum.
To provide broad outlook to go beyond the limited context of syllabus-based achievement testing, achievement scores in a subject linked with the child’s overall development.
To introduce student teachers to the history of evaluation and current practices.
To understand the different dimensions of learning and related assessment procedures, tools and techniques. Analyse, Manage and interpret assessment data.
To understanding the policy perspectives on examination and evaluation and their implementation practices. Assessment for culturally responsive in diverse classroom.
To develop critical understanding of issues in assessment and explore, realistic, comprehensive and dynamic assessment process which are culturally responsive for use in the classroom.
To develop enabling processes which lead to better learning and more confident and creative learners.
To understand the critical role of assessment in enhancing learning Critiques the traditional purpose of assessment (as a mechanism to filter learners as per their abilities or potentials and thus reducing learning to a limited set of expertise that can be displayed on papers, assessment as a selective and competitive act and achievement as an outcome of individual’s innate factors.

COURSE CONTENT

Unit 1 Concept of Assessment:-

1.Assessment, Measurement and Evaluation: Meaning, Concept and Their Interrelationship.

2. Assessment: Purpose, Principles and Perspectives.

Unit 2 Classification of Assessment

1.Classification of assessment: Based on purpose, Scope, Attribute measured, Nature of information gathered, and Mode of response and Nature of interpretation.

2.Assessment of Cognitive Learning: Types and levels, understanding and application.

3.Thinking Skills – convergent, divergent, critical, problem solving and decision making.

Unit 3 Continuous and Comprehensive Evaluation (CCE)

1.CCE: Concept, Need and Process.

2.Assessment of affective learning: Attitude, values, interest, self – concept; Procedures for their assessment.

3.Grading: Concept, types and Application.

4.Individual appraisal through portfolio.

Unit 4 Assessment Devices:-

1.Use of projects, Assignments, Worksheet, Practical Work, and Performance based activities, seminars and reports as assessment devices.

2.Assessment of Group Processes – Cooperative Learning and Social Skills.

3.Self, Peer and Teacher Assessment.

Unit 5 Assessment Practices:-

1. Analysis and interpretation of student’s performance; calculation of percentage, measure of central tendency, percentile & percentile rank.

2. Concept and construction of achievement test.

Practicum/Field Work(Any one from the following)

1.Prepare any one assessment device for the students and senior secondary level.

2.Presentation of papers on examination and evaluation policies.

3.Individual appraisal of a school student through portfolio.

4.Prepare an annual plan for continuous and comprehensive evaluation at upper primary to senior secondary level any subject.

5.Construction, administration and interpretation of self made achievement text.

References

अस्थाना, विपिन 2009 मनोविज्ञान और शिक्षा में मापन एवं मूल्याङ्कन, अग्रवाल पब्लिकेशन, आगरा।
पाल, हंसराज एवं शर्मा, मंजूलता 2009, मापन आंकलन एवं मूल्यांकन शिक्षा प्रकाशन जयपुर।
अनिल कुमार शिक्षा में मापन एवं मूल्याङ्कन रजत प्रकाशन, दिल्ली।
पाण्डेय, श्रीधर 2010, शिक्षा में मापन मूल्यांकन, भवदीय प्रकाशन, कैज़ावाद।
शर्मा ज्योति 2009, शैक्षिक मापन एवं मूल्याङ्कन, अग्रवाल प्रकाशन, आगरा।
Paul, Black (2012). Assessment for learning McGraw.
East, lorna M. Assessment as learning sage pub. 2010
Ecclestone, Kathryn. Transforming formative assessment in life long learning. Mc Grau H,ll. Eng.2010

Fifth

Schooling, Socialisation and Identity

Paper-V Schooling, Socialisation and Identity

Objectives:

The student teacher will be able to:

To become aware of the processes of socialisation at home and school that act as shaping factors in identity formation of the school-going child (in Indian contexts);
To reflect critically on factors that shape identity formation and influence sense of self of the growing ‘student’ as well as ‘teacher’ in school as well as in out of school situations;
To begin to understand the processes that have shaped/continue to shape one’s own sense of identity as ‘student’ and a ‘person’ located in multiple social contexts and roles;
To begin to become critically aware of ‘self’ and ‘identity’ and ‘free’ oneself through self-understanding, from tendencies that lead to crystallising and limiting of one’s identity as a teacher and a human being; and
To reflect on one’s aspirations and possibilities in order to develop a growing sense of agency as a ‘teacher’, a ‘professional’, as well as a ‘human being’.

COURSE CONTENT

UNIT 1: SOCIALISATION

1. Socialisation: Meaning, Nature and Processes.

(i) At home: family as a social institution; parenting styles and their impact; transmission of parental expectations and values.

(ii) At school: School as a social institution, value-formation.

(iii) In Society: Neighbourhood and Community.

UNIT 2: EMERGENCE OF ‘PERSON’ AND ‘IDENTITY’

1.Aspirations: Meaning, positive & negative aspirations, realistic & unrealistic aspiration, Factors influencing aspirations.

2.Self Concept: Meaning and Factors Affecting Self concept of Child.

3.Identity Formation: Meaning, Influence of technology and globalisation.

UNIT 3: SCHOOLING AND IDENTITY FORMATION:

1.Schooling as a process of identity formation: ascribed, acquired and evolving.

2.Factors influencing teacher-student relationship, early school experiences in Identity formation

3.Role of the school in developing national, secular and humanistic Identities

UNIT-4: SOCIAL COMPLEXITIES & EDUCATION

1.Social Complexities: Meaning, Concept and Causes.

2.Role of teacher in copying with Social Complexities.

UNIT 5: EVOLVING AN “IDENTITY” AS A TEACHER

1.The impact of one’s own socialisation processes; awareness of one’s own shifting identities as ‘student’, ‘adult’ and ‘student-teacher’ and influences that have acted/continue to act on oneself.

2. Reflections on one’s own aspirations and efforts in becoming a ‘teacher’.

Practicum/Field Work(Any one from the following)

1.Prepare a reflective journal mentioning how the school teachers formed yourself concept.

2.Recall your childhood experiences about your social surroundings & recollect the persons who played an imposing role in forming yourself & identity.

3.Organise a Brain-storming session on the topic values can’t be taught they are caught mention who was the prominent speakers & contributors.

4.Recall a situation where you find yourself ill treated write your experiences.

5.What you thought of teaching profession before joining this B.Ed. Program & what you think now after experiencing internship program. Prepare a note focusing on your weaknesses & strengths.

References

Hart J W teachers and Teaching, Macmillan, New York.
Medley, D M (1982), “Teacher Effectiveness” in Encyclopaedia of Education Research, 5th edn, Vol IV, 1894-1903.
Elizabeth B.Hurlock, Personality Development, (1976) McGraw Hill, Inc, New York.
Pradhan, Ramchandra (1984), Education for Peace and Human Rights: Search for an Indian perspective, Gandhi Marg, Special issues on Peace Education(1984), (Editor: R R Diwakar), Vol. VI(Nos. 4 & 5) Gandhi peace foundation, New Delhi, pp270-87.
Das Gupta, S N 1969, History of Indian Philosophy, Kitab MAhal, Allahbad.
Chopra, R K (1993) Status of Teachers in India, NCERT, New Delhi.
Saidain, K G (1997), Problems of Educational Reconstruction, Doaba Publishing House, Delhi.

Sixth

Pedagogy Course I (Part II)

S.No.	Paper Name
1	Pedagogy of Hindi (Part-II)
Paper-VI & VII Pedagogy of Hindi(Part II) पाठ्यक्रम के विशेष उद्देश्य भाषा की अलग-अलग भूमिकाओं को जानना भाषा सीखने की सृजनात्मक प्रक्रिया को जानना भाषा के स्वरूप और व्यवस्था को समझना पाठ्यचर्या, पाठ्यक्रम और पाठ्यपुस्तक का विश्लेषण कर कक्षा विशेष और बच्चों की समझ के अनुसार भाषा और साहित्य के संबंध को जानना हिंदी भाषा के विविध रूपों और अभिवक्तियो को जानना भावों और विचारों की स्वतंत्र अभिव्यक्ति करना भाषायी बारीकियों के प्रति संवेदनशील होना अनुवाद के महत्व और भूमिका को जानना विधार्थियो की सृजनात्मक क्षमता को पहचाना साहित्यिक और गैर साहित्यिक मौलिक रचनाओं की समझ और सराहना भाषा सीखने-सिखाने के सृजनात्मक दृष्टिकोण को समझना विषयवस्तु इकाई -1 : सेकेंडरी व सीनियर सेकेंडरी स्तर पर हिंदी भाषा का पाठयक्रम सेकेंडरी व सीनियर सेकेंडरी स्तर पर हिंदी भाषा के पाठ्क्रम की पाठ्यवस्तु का परिचय NCF 2005 एवं NCFTE 2009 के प्रावधानों में हिंदी भाषा को दिया गया महत्व हिंदी भाषा पाठ्क्रम की पाठ्यवस्तु की प्रकृति, विशेषताओं व विभिन्नताओं का अध्ययन पाठ्यक्रम में सम्मिलित विभिन विधाओं का महत्व हिंदी भाषा के पाठ्क्रम में बदलती हुई प्रवृत्तियाँ इकाई -2 : हिंदी भाषा के शिक्षक में व्यवसायिक व सौंदर्यात्मक मूल्यों का विकास सृजनात्मक के विविध रूप साहित्य के विविध रूप स्कूली पाठ्क्रम में साहित्य के स्तर व तदनुसार पढ़ने-पढ़ाने की चुनौतियां अनुवाद कला और सौंदर्य में भाषा के चमत्कारों के प्रसंगो को समझाना स्कूली पाठ्चर्या में मीडिया की भूमिका व प्रासंगिकता साहित्यिक अभिव्यक्ति के विविध रूप कविता को पढ़ने-पढ़ाने की कला व चुनौतिया गद्य की विविध विधाओं को पढ़ने-पढ़ाने के विभिन्न चरण नाटक को पढ़ने-पढ़ाने के नवीन तरीके हिंदी के विविध विधाओं के आधार पर गतिविधियों का निर्माण इकाई -3 : हिंदी भाषा के अधिगम स्तोत्र व पाठ्य-सामग्री का निर्माण दृश्य – श्र्वय सामग्री, रेडियो, टेलीविज़न फिल्में, भाषा प्रयोगशाला, सहसंज्ञात्मक गतिविधियों की रुपरेखा चर्चा, वादविवाद, खेल,कार्यशालायें,गोष्ठी आदि शब्कोश उपयोग के महत्तता गतिविधि/ पोर्टफ़ोलियो / परियोजना कार्य कोई एक हिंदी साहित्य में उल्लेखित किसी भी लेख या कविता के उन 10 अंशो / कविता पंक्ति का उल्लेख करों जो आपको अत्यंत मार्मिक लगी। यह भी उल्लेख करें की वह आपको अन्त: करण को क्यों छू गई। किसी प्राकृतिक तत्व / उपादान यथा चद्रमा, रात्रि, उषा,वर्षा, पेड़ पर आधारित करते हुए काव्यात्मक / भावमय लेख या कविता लिखें तथा उस पर अपने महाविद्यालय शिक्षकों / साथियों से समीक्षात्मक टिप्पणी लें। हिंदी भाषा में लिखित अत्यंत छोटी कविताओं लगभग 2 से 6 पंक्ति का संग्रह कर उनका रिकॉर्ड संधारण करें तथा उन्हें कंठस्थ करें। सन्दर्भ पुस्तकें : हिंदी शिक्षण रमन बिहारीलाल हिंदी भाषा शिक्षण भाई योगेन्द्रजीत माध्यमिक विद्यालयों में हिंदी शिक्षण निरंजन कुमार सिंह हिंदी भाषा शिक्षण भोलानाथ तिवारी तथा कैलाशचंद भाटिया भाषा शिक्षण रविंद्र नाथ श्रीवास्तव मानक हिंदी व्याकरण आचार्य रामचंद्र वर्मा भाषा ब्लूमफील्ड शुद्ध हिंदी डॉ भागीरथ मिश्र हिंदी उच्चारण एवं वर्तनी भगवती प्रसाद शुक्ल हिंदी की ध्वनियों और उनका शिक्षण के.के.सुखिया अभिव्यक्ति विज्ञान – भोलेनाथ तिवारी तथा कृष्ण दत्त शर्मा व्यवहारिक हिंदी व्याकरण – हरदेव बाहरी नागरी लिपि और हिंदी वर्तनी – अनंत चौधरी शब्दार्थ दर्शन – रामचंद्र वर्मा भाषा सम्प्राति मूल्याङ्कन – के.जी.रस्तोगी हिंदी शब्दानुशासन – किशोरीदास वाजपेयी
2	Pedagogy of English(Part II)
Paper-VI & VII Pedagogy of English(Part II) Objectives: The student teacher will be able to: To understand the role and importance of English and its cultural background. To be able to develop creativity among learners. To be able to know the place of English in curriculum. To understand the use of language in context, such as grammar and vocabulary in context. To be able to practice the language teaching skills. To understand and prepare various kinds of lesson plans. To understand the relationship between curriculum, syllabus and textbooks in English. To appreciate the use of audio, audio-visual aids and ICT (Internet and Computer Technology) Understand and develop the professional competencies & skills COURSE CONTENT Unit 1: LANGUAGE, LITERATURE AND AESTHETIC DEVELOPMENT OF A TEACHER Literature in the school curriculum: Needs, objectives and relevance Translation: Importance and need Teaching of Different Forms of English Literature: Poetry, Prose, Drama: The relative importance of Indian, classical, popular, and children’s literature in English. Professional Development of English Teacher. Unit 2: DEVELOPMENT AND ANALYSIS OF SYLLABUS AND TEXTUAL MATERIALS Understanding the relationship between curriculum, syllabus and textbook Selection of materials; Development of activities and tasks Connecting learning to the world outside Moving away from rote-learning to constructivism Teacher as a researcher. Unit 3: TEACHING-LEARNING MATERIALS AND AIDS Print media-Magazines, News papers Class libraries, audio-visual aids including CALL programmes; Radio, T.V., Films Planning co-curricular activities (discussion, debates, workshops, seminar etc.) Importance of Language labs Suggested Activities/Practicum/Field work (Any one): 1. List 10 idioms & 25 proverbs and discuss in classroom to test how many of them students already know. Draft the experience. 2. After a good internship experience list some of the common errors students commit & suggest a Remedial plan. 3. Do an analytical English book review of Secondary level. References Bansal, R.K. and Harrison, J.B. (1972): Spoken English for India. Madras : Orient Longman Ltd. Baruah, T.C. (1985): The English Teachers’ Handbook, New Delhi: Sterling Publishing Pvt. Ltd. Bright and McGregor: Teaching English as Second Language, Longman. Brumfit, C.J. (1984): Communicative Methodology in Language Teaching. Cambridge: C.U.P. Collins Cobuild English Grammar (2000) Harper Collins Publisher, India. Doff, A. (1988): Teach English: Cambridge: CUP. Freeman, Diane-Larsen (2000): Techniques and Principles in Language Teaching. Oxford : OUP Gimson A.C. (1980): An Introduction to the Pronunciation of English. London: Edward Arnold. Hornby, A..S. (1968): A Guide to Patterns and Usage in English. Oxford: OUP. Leech, Geoffrey and Svartvik, (2000) Communicative Grammar of English Cambridge C.U.P. Paliwal, A.K. (1998): English Language Teaching, Jaipur: Surbhi Publication. Palmer, H.L. (1964-65): The Principles of Language Study, London: O.U.P. Quirk, Randolph and Greenbaum, (1973): A University Grammar of English, London. Roach, Peter, (1991): English Phonetics and Phonology. Cambridge, C.U.P. Thomson, A.J. and Martinet (1998) A Practical English Grammar, ELBS, O.U.P.
3	Pedagogy of Sanskrit (Part-II)
Paper-VI & VII Pedagogy of Sanskrit(Part II) Objectives: The student teacher will be able to: To understand the role and importance of Sanskrit and its cultural background. To be able to develop creativity among learners. To be able to know the place of Sanskrit in curriculum. To understand the use of language in context, such as grammar and vocabulary in context. To be able to practice the language teaching skills. To understand and prepare various kinds of lesson plans. To understand the relationship between curriculum, syllabus and textbooks in Sanskrit. To appreciate the use of audio, audio-visual aids and ICT (Internet and Computer Technology). COURSE CONTENT Unit 1: Sanskrit Curriculum Understanding the relationship between curriculum, syllabus and textbook. Selection of materials; Development of activities and tasks. Connecting learning to the world outside. Moving away from rote-learning to constructivism. An overview of the textbook contents of Secondary & Senior Secondary Level. Unit 2: Learning Resources in Sanskrit Print media, Internet, Books from Most famous Books Centres of India Other reading materials, such as learner-chosen texts, magazines, newspapers, class libraries, etc. ICT, audio, video and audiovisual aids, films, language labs etc; Unit 3: Professional Development of Sanskrit Teacher Qualities of a good Sanskrit Teacher. Teaching values through organisational setup & teachers’ behaviour. Developing competencies to prepare a LESSON PLAN BASED ON THE FOLLOWING CONCEPTS a.Teaching with Creativity. b.Teaching with ICT support. c.Teaching with Spiritual Practices. d.Teaching through Dialogue and Brainstorming. Suggested Activities/Practicum/Field work (Any one): 1. Select any text book of Sanskrit subject and analyse it from the point that how it is developing cultural, social, ethical & aesthetic values. 2. Search on internet some major Classical/Mythological book selling centres of India and list them with some small descriptions on them. 3. Collect 20 Neeti Slokas of Sanskrit and distribute/recite them among the students & keep a filed record of the same with you. References Apte, D.G.and Dongre, P.K. Teaching of Sanskrit in Secondary School. ब्लूम फ़ील्ड, अनुवादक-प्रसाद, डॉ. विश्वनाथ, 1968 भाषा दिल्ली – 7 बंगलो रोड़ जवाहरनगर Bokil, V.P. and Parason, M.R.: A New Approach to Sanskrit, Lokasangrapa Press, Poona. चौबे, बी.एन. संस्कृत शिक्षण चतुर्वेदी एस.आर. संस्कृत शिक्षण K.Verma Raja : Teaching of Sanskrit. Kale, M.R. : The Higher Sanskrit Grammar. Lado, Robert (1961). “Language Teaching”. London : Longman. मित्ताल, डॉ. संतोष 1999-2000, संस्कृत शिक्षण, मेरठ, आर लाल डिपो। नारंग, वेश्ना 1996, सम्प्रेष्णात्मक भाषा शिक्षण नई दिल्ली प्रकाशन संस्थान दयानंद मार्ग। सफ़ाया आर.एन. 1990, संस्कृत शिक्षण, चण्डीगढ़, हरियाणा साहित्य अकादमी। Sharma, Bela Rani, (2002) “Modern Methods of Teaching Sanskrit”. New Delhi 110088.
4	Pedagogy Rajasthani (Part-II)

5	Pedagogy of Urdu (Part-II)

6	Pedagogy of Mathematics (Part-II)
Paper-VI & VII Pedagogy of Mathematics(Part II) Objectives: The student teacher will be able to: To identify difficulties in learning concepts and generalization, and provide suitable remedial measures. To develop ability to teach proof of theorems and develop mathematical skills to solve problems. To develop understanding of the strategies for teaching exceptional student in mathematics. To develop capacity to evaluate and use instructional materials in mathematics education. To develop skills to be a successful mathematics teacher. To construct appropriate assessment tools for evaluating mathematics learning. To familiarize with the development of curriculum in mathematics. To understand and use of learning resources in Mathematics. COURSE CONTENT Unit 1: Mathematics curriculum at Secondary Level Principles and approaches of curriculum construction. New trends in mathematics curriculum. A critical appraisal of existing mathematics curriculum at secondary stage prescribed by board of secondary education Rajasthan. Unit 2: Learning resources in mathematics Recreational Activities: Mathematics Club, Fairs, Games, Quiz, Puzzles, Project. Importance and setting up of Mathematics Laboratory. Support Material: Text books of Mathematics, Reference Material, Community resources. Unit 3: Professional Development of Mathematics Teacher Importance of in-service programmes for mathematics teacher. Development of professional competencies of mathematics teacher. Professional ethics of mathematics teacher. Practicum/Field Work(Any one from the following): 1. Critical appraisal of existing Mathematics Syllabus of secondary classes as prescribed by State Board. 2. Organise any mathematical Game in the class (VI-X any one) and write your Experiences. 3. Write a reflective Journal on “Professional Ethics of Mathematics Teacher”. References धाकड़, परशुराम त्रिवेदी, शिल्पा 2009 गणित शिक्षण विधियां साहित्यागार चौड़ा रास्ता, जयपुर। मंगल, एस.के. 2005 गणित शिक्षण आर्य बुक डिपो, नई दिल्ली। शर्मा, एच.एस. 2005 गणित शिक्षण राधा प्रकाशन मंदिर आगरा। नेगी, जे.एस. 2007 गणित शिक्षण विनोद पुस्तक मंदिर, आगरा। Sarna, C.S gupta,R.G gary P.K (2003) textbook of mathematics arya book depot, New Delhi Siddiqui,musibul haseen (2009) “Teaching of mathematics” A.P.H. publishing corporation New Delhi Dapur, J.N. (1998), Suggested Experiments in Arya book depot New Delhi-5
7	Pedagogy of Physical Science (Part-II)
Paper-VI & VII Pedagogy of Physical Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Physical Science curriculum. To explore different ways of creating learning situations for different concepts of Physical science. To facilitate development of scientific attitudes in learners. To select appropriate learning resources and teaching -learning To Develop ability to use Physical science concepts for life skills. To Develop competencies for teaching, learning of Physical science through different measures. To introduce with Professional development programmes of teachers COURSE CONTENT Unit 1: Physical Sciences curriculum Principles and approaches of curriculum construction. New trends in Physical curriculum. A critical appraisal of existing Physical Science curriculum at senior secondary stage. Unit 2: Learning Resources in Physical Sciences Learning resources : Science club, fair, exhibition, projects, quiz, Puzzles, Scrap Book. Developing science kit and Physical science laboratory, Use of ICT. Physics text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Physical Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Preparation of Scrap book containing original Scientific Cartoons/Stories/Latest articles/play etc. useful for physics teaching. 2. Analyse physical science textbooks (Senior secondary Level) in the light of the syllabus and from the perspective of the child. 3. List out few Qualities of good Physics Teacher. References Heiss, Oburn and Hoffman: Modern Science, the Macmillan Company, New York 1961. Thurber W. and A. Collette : Teaching Science in Today’s Secondary schools, Boston Allyan and Bacon Inc., New York, 1959. Vaidya, N. “The Impact of Science Teaching”, Oxford and IBH Publishing Company, New Delhi, 1971. Richardson, S. : “Science Teaching in Secondary Schools”, Prentice Hall, USA, 1957. Sharma, R.C. and Sukla : “Modern Science Teaching” DhanpatRai and Sons, Delhi, 2002. Ravi Kumar S.K., “Teaching of Science”, Mangal deep Publications 2000. RaoAman : Teaching of Physics, Anmol Publications, New Delhi, 1993. WadhwaShalini : Modern Methods of Teaching Physics, Sarup and Sons, New Delhi, 2001. Gupta S.K. : Teaching Physics Sciences in Secondary Schools, Sterling Publishers (P) ltd., New Delhi, 1989. मंगल एस.के. : साधारण विज्ञान शिक्षण, आर्य बुक डिपो, नई दिल्ली 1996 त्यागी एस.के. : भौतिक विज्ञान शिक्षण, साहित्य प्रकाशन, आगरा, 2000
8	Pedagogy of Chemistry(Part II)
Paper-VI & VII Pedagogy of Chemistry(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Chemistry curriculum. To explore different ways of creating learning situations for different concepts of Chemistry. To facilitate development of scientific attitudes in learners. To select appropriate learning resources and teaching -learning material To develop ability to use Chemistry concepts for life skills. To develop competencies for teaching, learning of Chemistry through different measures. To introduce with Professional development programmes of teachers. COURSE CONTENT Unit 1: Chemistry Curriculum Principles and approaches of curriculum construction. New trends in Chemistry curriculum. A critical appraisal of existing Chemistry curriculum at senior secondary stage. Unit 2: Learning Resources in Chemistry Learning resources: Science club,fair, exhibition, projects, quiz, Puzzles, Scrap Book. Developing science kit and Chemistry laboratory, Use of ICT. Chemistry text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Chemistry teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Write a reflective journal on “Developing Scientific Creativity” 2. Prepare ICT based lesson plan in Chemistry and execute it. 3. Read any Article /book on Professional Development of teachers and prepare a abstract. References Yadav, M.S.1995, Teaching of Chemistry, Anmol Publication, New Delhi. Megi, J.S. &Negi, Rasuita, 2001, Teaching of Chemistry. Yadav,M.S. 2000: Teaching Science at Higher level, Anmol Publications, New Delhi. Misra,D.C.:Chemistry Teaching, Sahitya Preparation, Agra. Khirwadbar, Anjab 2003: Teaching of Chemistry by Modern Method, Sarup& Sons. New Delhi. Das, R.C., 1985: Science Teaching in Schools, Sterling publishers Pvt. Limited. New Delhi. Venkataih, S., 2001: Science Education in 21st Century, Anmol Publishers, New Delhi. Rao,D.B., 2001 : World conference on Science Education Discovery publishing work, New Delhi. Singh,U.K&Nayab, A.K. : 2003 : Science Education, Commonwealth Publishers, Daryaganj, New Delhi. Singh,Y.K.& Sharma Archnesh, 2003 : Modern Methods of Teaching Chemistry A.P.H. Publishing corporation, Daryaganj,New Delhi.
9	Pedagogy of Biological Science(Part II)
Paper-VI & VII Pedagogy of Biological Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Biological Science curriculum. To explore different ways of creating learning situations for different concepts of biological science. To facilitate development of scientific attitudes in learners. To Select appropriate learning resources and teaching -learning material. To develop ability to use biological science concepts for life skills. To develop competencies for teaching, learning of biological science through different measures. To introduce with Professional development programmes of teachers. COURSE CONTENT Unit 1: Biological Science Curriculum Principles and approaches of curriculum construction. New trends in Biological science curriculum. A critical appraisal of existing Biological science curriculum at senior secondary stage. Unit 2: Learning Resources in Biological Science Learning resources: Science club,fair, exhibition, projects, quiz, Puzzles, Scrap Book. Developing science kit and Biological Science laboratory, Use of ICT. Biological Science text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Biological Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Being a Biology teacher how you will remove superstitions from the Society. Report your Strategic planning. 2. Plan and Organize a Quiz Competition in a school, on the themes of Biology. Report entire activity 3. Group Discussion on “Professional Ethics of Biological Science teacher” . Write your conclusions. References Sood, J.K., 1987: Teaching Life Sciences, KohaliPublisher,Chandigarh. Sharma, L.M., 1977: Teaching of Science & Life Science, DhanpatRai&Sons,Delhi Kulshrestha, S.P., 1988: Teaching of Biology,Loyal Book Depot ,Meerut Yadav K., 1993: Teaching of Life Science, AnmolPublisher,Daryaganj Delhi. Yadav,M.S., 2000 : Modern Methods of Teaching Science, Anmol Publishers, Delhi. Singh, U.K. &Nayab, A.K., 2003: Science Education Commonwealth Publishers, Daryaganj,New Delhi Venkataih, S., 2001: Science education in 21st century Anmol Publishers, Delhi Yadav,M.S.(Ed.), 2000 : Teaching Science at Higher Level, AnmolPublishers,Delhi Ediger,Marlow&Rao, D.B., 2003 : Teaching Science Successfully Discovery Publishing House, New Delhi Mangal, S.K., 1996: Teaching of Science, Arya Book Depot, New Delhi Dave,R.H., 1969 : Taxonomy of Educational objectives & Achievement Testing, London University Press, London. Sood,J.K., 1989 : New Directions in Science Teaching, Kohli Publishers, Chandigarh.
10	Pedagogy of General Science(Part II)
Paper-VI & VII Pedagogy of General Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in General Science curriculum. To explore different ways of creating learning situations for different concepts of General science. To facilitate development of scientific attitudes in learners. To Select appropriate learning resources and teaching -learning material To develop ability to use General science concepts for life skills. To develop competencies for teaching, learning of General science through different measures. To introduce with Professional development programmes of teachers. To plan organization and report on various programmes of Professional development of teachers. COURSE CONTENT Unit 1: General Science curriculum at secondary level Principles and approaches of curriculum construction. New trends in General science curriculum. A critical appraisal of existing General science curriculum at secondary stage. Enrichment in General science teaching for developing scientific creativity. Unit 2: Learning Resources in General Science Learning resources : club, exhibition, projects, quiz, fair,Puzzles. General science laboratory- Set up and importance. Text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of general Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Analyse General Science Curriculum of upper primary classes(VI-VIII) and Give your Suggestions keeping in mind the recommendations of NCF 2005. 2. Arrange an activity for the students where they will Face a problem to be solved Creatively like- make paper planes(Hawai jahaj) and fly it to maximum Distance, move/ let it fall an empty bottle kept in a shut room( without touching it)etc. Report your Observations and Interesting Findings 3. Organise a group discussion on “Reflective & Innovative practices in professional development of teachers” and summarize your conclusions. References Sood, J.K. (1987): Teaching Life Sciences, Kohli Publishers, Chandigarh. Sharma, L.M. (1977): Teaching of Science and Life Sciences, DhanpatRai& Sons, Delhi. Kulshreshtha, S.P. (1988): Teaching of Biology, Loyal Book Depot, Merrut Yadav, K. (1993): Teaching of Life Science Anmol Publishers, Daryaganj, Delhi. Yadav, M.S. (2000): Modern Methods of Teaching Sciences, Anmol Publishers, Delhi Singh, U.K. &Nayab, A.K. (2003) : Science Education Commonwealth Publishers, Daryaganj, New Delhi Venkataih, S. (2001): Science Education in 21st Century, Anmol Publishers, Delhi. Yadav, M.S. (Ed.) (2000): Teaching Science at Higher Level, Anmol Publishers, Delhi. Edger, Marlow &Rao, D.B. (2003): Teaching Science Successfully, Discovery Publishing House, New Delhi. Mangal, S.K. (1996): Teaching of Science, Arya Book Depot, and New Delhi. Dave, R.H.: (1969): Taxonomy of Educational Objectives and Achievement Testing, London University Press, London. Sood. J.K. (1989): New Directions in Science Teaching, Kohli Publishers, Chandigarh.
11	Pedagogy of Home Science(Part II)
Paper-VI & VII Pedagogy of Home Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Home Science curriculum. To explore different ways of creating learning situations for different concepts of Home science. To select appropriate learning resources and teaching -learning material To develop ability to use Home science concepts for life skills. To develop competencies for teaching, learning of Home science through different measures. To introduce with Professional development programs of teachers. To plan organization and report on various programs of Professional development of teachers. COURSE CONTENT Unit 1: Home Science Curriculum Principles and approaches of curriculum construction. New trends in Home science curriculum. A critical appraisal of existing Home science curriculum at Senior secondary stage. Unit 2: Learning Resources in Home Science Learning resources : Exhibition, projects, quiz, Puzzles , Posters. Home science laboratory, Use of ICT. Text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Home Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Write a reflective Journal on “Use of ICT in achieving goals of home science teaching” 2. Critical Appraisal of Home Science laboratory of any senior secondary school. 3. Group Discussion on “Professional Ethics of Home Science teacher” .Write your Conclusions. References Sherry, G.P. and Saran, D.P. : Grah Vigyan Shikshan, Vinod Pustak Mandir, Agra, 1969 Asthana, S.R. : Griha Vigyan ka Addhyapan, Laxmi Narain Agarwal, Agra, 1968 Sarla Sharil : Banana Seekho, Atmaram & Sons, Delhi, 1962 Dass, R.R. and Ray, Binita : Teaching of Home Science, Sterling Publishers Pvt., New Delhi, 1984 Sukhiya, S.P. and Mehrotra : Grah Vigyan Shikshan, Haryana Sahitya Akademy, Chandigarh, 1984 Agarwal, Laxminarayan, Teaching of Home Science. Sherry, G.P. : Home Management
12	Pedagogy of Social Sciences(Part II)
Paper-VI & VII Pedagogy of Social Sciences(Part II) Objectives: The student teacher will be able to: To develop an understanding of the Curriculum of Social sciences at secondary level To develop ability to do the content analysis To develop various teaching learning resources for efficient teaching & learning To develop professional skills to become a proficient teacher To develop an aptitude professional commitment & conviction COURSE CONTENT Unit 1: Social Science Curriculum Principles and approaches of curriculum construction. New trends in social science curriculum. A critical appraisal of existing social science curriculum at Senior secondary stage. Unit 2: Learning Resources in Social Science Learning resources: club, exhibition, projects, quiz, social survey, social science laboratory, text books and other reference materials, Museum. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of subject teacher. Professional development programmes for teachers. Reflective & Innovative practices in professional development of teachers. Practicum/Field Work(Any one from the following): 1. Prepare and present a lesson through power point presentation on any topic of your choice. 2. Mark any one student with less than 60% marks in social science, diagnose their difficulties and give appropriate remedial measure. 3. Read a book related to professional development of teacher and prepare an abstract. References त्यागी गुरु चरण दास, 2007-08, सामाजिक अध्ययन शिक्षण, प्रेमलता प्रिंटर्स, आगरा। सिडाना अशोक, 2007, सामाजिक अध्ययन शिक्षण, शिक्षा प्रकाशन, जयपुर। शर्मा, हनुमान सहाय, 2005, सामाजिक पर्यावरण अध्ययन शिक्षक, राधा प्रकाशन मंदिर परशुरापुरी, आगरा 282002 मिश्रा, महेंद्र कुमार, 2008, सामाजिक अध्ययन शिक्षक, क्लासिक कलेक्शन, जयपुर। शैदा बी.डी., शैदा ऐ.के., सामाजिक अध्ययन शिक्षक, आर्य बुक डिपो, करोल बाग नई दिल्ली 11005 पाण्डेय, सोहन लाल, 2006,सामाजिक विज्ञान शिक्षक, श्याम प्रकाशन, जयपुर। तायल बी.बी., 2002, न्यू कोर्स सामाजिक विज्ञान, आर्य पब्लिकेशन, करोल बाग, न्यू दिल्ली – 110005 गर्ग, भंवर लाल 1995, सामाजिक विज्ञान शिक्षक, विनोद पुस्तक मंदिर, आगरा। Bedi Yesh Pal, (1980),”social and preventive medicine”, Atma ram sons, karmese gate, Delhi Gilby Thomas, (1953),”Between community and socity” Longmans, Green and co. London, New York Chitambar J.B, (1987), “Introductory Rural Sociology” Wiley Eastern Limited. New Bangalore Ganguli B.N, (1977), Social Development” AB/9 Safdarjang Enclave, New Delhi Reddy L. Venkateswara, (2005), “methods of Teaching Rural Sociology” Discovery Publishing House, 4831/24, Anrari Road, Prahlad street Darya Ganj, New Delhi
13	Pedagogy of Civics(Part II)
Paper-VI & VII Pedagogy of Civics(Part II) Objectives: The student teacher will be able to: Develop an understanding of the contents of secondary and senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: Civics Curriculum Principles and approaches of curriculum construction. New trends in Civics curriculum. A critical appraisal of New trends in Civics curriculum at Secondary & Senior Secondary Stage. Unit 2: Learning Resources in Civics 1. Learning resources – Exhibition, Projects, Quiz, Civics Room, Text Books and other reference materials. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of Civics teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Visit any Institution under Panchayati Raj and collect its institutional profile through structured/unstructured interview. 2. Do the content analysis of any book of Civics from the state board & find out the obsolete/irrelevant/repeated contents. 3. Collect the details of various pressure groups operating in local politics & mention how they affect the political on-goings. References Bining and Bining:Teaching of Social Studies in Secondary Schools, New York. Bourne H.E.: Teaching of History and Civics, Bombay, Longmans 1972. Harlikar: Teaching of Civics in India, Bombay, Padma Publications Ltd. Kochhar,S.K.:Teaching of Social Science.Sterling Publishers Pvt.Ltd.,New Delhi. Raic B.C. : Methods of Teaching Civics, Lucknow, 1985-86. बघेला, हेत सिंह : नागरिक शास्त्र शिक्षण, राजस्थान हिन्दी ग्रन्थ अकादमी, जयपुर 1993 त्यागी, गुरसरनदास : नागरिकशास्त्र का शिक्षण, विनोद पुस्तक मंदिर, आगरा। मित्तल, एम.एल : नागरिक शास्त्र का शिक्षण, लायल बुक डिपो, मेरठ। कुदेसिया, उमेश चंद्र : नागरिक शास्त्र शिक्षण, विनोद पुस्तक मंदिर, आगरा। सिंह, रामपाल : नागरिक शास्त्र शिक्षण, आर.लाल. बुक डिपो, मेरठ। क्षत्रिय, के. : नागरिक शास्त्र शिक्षण, लायल बुक डिपो, मेरठ। श्रीमती संध्या मुखर्जी : नागरिक शास्त्र शिक्षण, प्रकाशन केंद्र, लखनऊ, 1985-86
14	Pedagogy of Geography(Part II)
Paper-VI & VII Pedagogy of Geography(Part II) Objectives: The student teacher will be able to: Develop an understanding of the contents of secondary and senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: Geography Curriculum Principles and approaches of curriculum construction. New trends in Geography curriculum. A critical appraisal of New trends in Geography curriculum at Secondary & Senior Secondary Stage. Unit 2: Learning Resources in Geography Learning resources – Exhibition, Projects, Quiz, Text Books and other reference materials. Geography Lab, Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of Geography teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Prepare a Teaching Model as a teaching aid for teaching Geography at secondary level. 2. Make a detailed pictorial Project on the ‘Great Barrier Reef’ Prepare it in such a way that students can refer it for extensive learning. 3. Ask the people of community about the Moon Eclipse & Sun Eclipse & their superstitious & mythical thoughts associated with the concept. Compile the interesting facts and present them in class. References वर्मा, जे.पी. : भूगोल शिक्षण, विनोद पुस्तक मंदिर, आगरा 1987 शर्मा, सी.आर. : भूगोल शिक्षण, मॉर्डन पब्लिशर्स, मेरठ। सिंह, एच.एन. : भूगोल शिक्षण, विनोद पुस्तक मंदिर आगरा 1987 अरोड़ा, के.एल. : भूगोल शिक्षण, प्रकाश ब्रदर्स, लुधियाना 1983 मिश्रा, ए.एन. : भूगोल शिक्षण पद्धति, शिक्षण निकेतन, कानपुर 1959 Singh, L.P.: Practical Geography, Allied publication, Allahabad. Barnard, H.C.: Principles and Practice of Geography Teaching, London University, Tutorial press, 1953. Kaul, A.K.: Why and How of Geography Teaching, Ambanu Publications, Srinagar, 1983. Verma, O.P. and Vedanayagam E.G.,:Geography Teaching, Sterling Publishers, New Delhi, 1987. Gopsil, G.H.: The Teaching of Geography, Macmillan K Co.Ltd, London, 1958. Macnee: Teaching of Geography, Oxford University Press, and Bombay. Source Book for Teaching of Geography, UNESCO Publishing.
15	Pedagogy of History(Part II)
Paper-VI & VII Pedagogy of History(Part II) Objectives: The student teacher will be able to: Develop an understanding of the Curriculum of History at senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: History Curriculum Principles and approaches of curriculum construction. New trends in History curriculum. A critical appraisal of existing history curriculum at senior secondary stage. Unit 2: Learning Resources in History Learning resources – Exhibition, Projects, Quiz, history room, Text Books and other reference materials, Museum. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of History teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Pick any event from the history of colonial India & State how that event is still having its impact on the present days happenings. 2. Prepare a power point presentation on any historical fort. 3. Write a note on any eminent historical writer of medieval era. References Aggrawal, J.C. Teaching of History ( A practical Approach), Vikas Publishing House Pvt. Ltd.,New Delhi. Choudhary. K.P. ; Effective teaching of History in India, NCERT. Ghate, V.D. ; Suggestions for the teaching of History in India. Ghose, K.D.; Creative teaching of History OUP Hill, C.P. : Suggestions on the teaching of History. Kochhar, S.K.: Teaching of History, Sterling Publishers Private Limited,New Delhi. Verjeshwary, R. : Hand Book for History teacher in India. In Hindi Edition: Dixit, Upender Nath and Baghela, Het Singh: History teaching, Raj.Hindi Granth, Akadami, Jaipur Ghate, B.D.; History teaching, Hariyana Tyagi, Gurusharan: History teaching, Vinod Publication, Agra.
16	Pedagogy of Economics(Part II)
Paper-VI & VII Pedagogy of Economics(Part II) Objectives: The student teacher will be able to: Develop an understanding of the contents of secondary and senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: Economics Curriculum Principles and approaches of curriculum construction. New trends in Economics curriculum. A critical appraisal of New trends in Economics curriculum at Secondary & Senior Secondary Stage. Unit 2: Learning Resources in Economics Learning resources – Exhibition, Projects, Quiz, Economics Room, Text Books and other reference materials, Financial Institutions. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of Economics teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Make a complete profile of a Business House of India including the inception, set up, product range, product mix and the revenue output. 2. Prepare a report on any Monopolistic or Oligopolistic market situation of state. 3. Prepare two articles from the ‘Economic Times’ news paper which must be related to some issue of international crisis. References Kanwar, B.S.: Teaching of Economics, Prakash Bros, Ludhiyana, 1973. Rai, B.C. : Methods of Teaching Economics, Publication Centre, Lucknow, 1986. Siddiqi, M.H.: Teaching of Economics, Ashish Publishing House, New Delhi 1993. Bawa, Dr. M.S.(ed) : Teaching of Economics : Contemporary Methods and Strategies for Secondary and Senior Secondary levels, Teachers’ Hand-book; Institute of Advanced Studies in Education, Department of Education, University of Delhi, 1995. Tyagi,G.D., Arthashastra Shikshan, Vinod Pustak Mandir, Agra-2005.
17	Pedagogy of Music(Part II)
Paper-VI & VII Pedagogy of Music(Part II) Objectives: The student teacher will be able to: To understand the contents of Music at senior secondary level. To understand the nature of contents at school level. To know the learning resources of music. To grow professionally. COURSE CONTENT Unit 1: Music Curriculum Understanding the contents of Music at senior secondary level. Balance of Instrumental & vocal part of music. Practical lab work assigned in book. Unit 2: Learning Resources in Music Music House Trips, Community resources, Music conference, Music competition, Formal & Informal Institutions. Various Music labs and E-resources. Unit 3: Professional Development of a Music Teacher The Aesthetic and personal qualities of a Music teacher. Changing trends in the Music. Best Utilization of Music talent in teaching. Use of Local folks prevalent in the local community. Practicum/Field Work(Any one from the following): 1. Organize a Music competition in college in the presence of expert musicians. Compile a report of the event. 2. Make a pictorial & descriptive biography of a renowned singer of India or abroad and file it for assessment. 3. Interview a musician about how they got inclined towards music & evolved a career out of it. Prepare a summary. References Thakur Onkarnath : Pranava Bharti Swaruy, B.: Theory of Indian Music. Digamber. Vishnu: Sangeet Bodh (5 parts) Sangeet Darpan (Sanskrit). Sangeet Ratnakar (Sanskrit). Bhatkhande : Hindustani Sangeet Paddhati Basu. S.N.: Sangeet Praesika.
18	Pedagogy of Business Studies(Part II)
Paper-VI & VII Pedagogy of Business Studies(Part II) Objectives: The student teacher will be able to: To know the meaning, concept and scope of Business Studies. To know the aims and objectives of teaching Business Studies. To know the place of Business Studies in the school curriculum. To prepare unit and lesson plans. To know about the audio-visual aids and importance of text-book. To know the various methods and techniques of teaching. To know the principles of curriculum organization and its critical appraisal. To know about the evaluation process in the Business Studies. COURSE CONTENT Unit 1: Business Studies Curriculum Principles and approaches of curriculum construction. A critical appraisal of existing Business Studies Curriculum at Senior Secondary stage. New trends in Business Studies. Unit 2: Learning Resources in Business Studies Learning Resources: Books, Journals, Newspapers, Self-explanatory & User-friendly Software, Internet, Encyclopedia, Customized Teaching Modules. Teaching with the help of Digital Boards and Traditional support. E- Business: Meaning, Process, Benefits, Limitations. Unit 3: Professional Development of Business Studies Teacher Knowledge Building: Understanding of: Business Communication skills, General Business competencies. Professional Ethics of Business Studies teacher. Learning to teach Business Studies through Innovative Practices. Career & growth prospects in Business field. Practicum/Field Work(Any one from the following): 1. Classify the contents and the sub-contents at 11th and 12th level according to their nature and give suggestions to add something in them or remove something. 2. Interview any person who does the management of some moderately good size business & find out the difficulties faced by him/her. 3. Conduct a SWOT (Strength, weakness, opportunities, threats) analysis of the prime character of any movie related to business affairs. References Tonne, Pohani, Freeman: Methods of Teaching Business Subject, Greogg Publishing Co., New York. Khan, M.S.: The Teaching of Commerce, Sterling Publisher Pvt. Ltd., New Delhi. Kochar, S.K.: Methods and Techniques of Teaching, Sterling Publisher Pvt. Ltd., New Delhi 1986. Sharma, R.A.: Technology of Teaching, Loyal Book Dept., Meerut. Rao, Seema : Teaching of Commerce, Anmol Publication Pvt. Ltd., 1995. Jain K.C.S. : Vanyjaya Shikshan (Hindi) Ganeral Academy, Jaipur, 1986. Singh, I.B. : Vanigaya Ka Adhyayan, Laxmi Narayan Agarwal, Agra, 1968. Bhorali Devadas: Commerce Education in India, D.K. Publishers Distribution (P) Ltd., New Delhi, 1988. Rai B.C.: Method of Teaching Commerce, Prakashan Kendra, Lucknow 1986.
19	Pedagogy of Financial Accounting(Part II)
Paper-VI & VII Pedagogy of Financial Accounting(Part II) Objectives: The student teacher will be able to: To help the students to acquire the basic understanding in the field of Financial Accounting education. To develop the ability to plan curriculum and instructions in Financial Accounting at school level. To develop the ability to critically evaluate existing school syllabus and text book. To impart knowledge about the methods and devices of teaching Financial Accounting and to develop the skill of using the same. To develop the ability of preparing an achievement test. To develop commercial efficiency among students. COURSE CONTENT Unit 1: Financial Accounting Curriculum Principles and approaches of curriculum construction. A critical appraisal of existing Financial Accounting Curriculum at Senior Secondary stage. New trends in Financial Accounting. Unit 2: Learning Resources in Financial Accounting Learning Resources through ICT. Teaching Financial Accounting with the help of Digital Boards and Traditional support. E-Accounting: Meaning, Process, Benefits, Limitations. Unit 3: Professional Development of Financial Accounting Teacher Knowledge Building: Knowing Latest Accounting standards, Introduction to Indian Stock Market, Understanding Modern ways of money transaction: E-Banking, Mobile Banking, global Trends. Professional Ethics of F.A. Teacher. Learning to teach Financial Accounting through Innovative Practices. Practicum/Field Work(Any one from the following): 1. Classify the contents and the sub-contents at 11th and 12th level according to their nature and give suggestions to add something in them or remove something. 2. Interview any person who does the organizational accounting & find out the difficulties faced by him/her. 3. Describing all functions of ATM machine as a money transaction device, mention its limitations & your personal experience with ATM’s. References Rao, Seema : Teaching of Commerce, Anmol Publication Pvt.Ltd.1995. Jain, K.C.S. : Vanijaya Shikshan (Hindi) General Academy, Jaipur, 1986. Gortside, L: Teaching Business subjects. The Modern Approach made and printed in Great Britain by the Garen Press Ltd. Leteh worth, Hest Fordshgire, 1970. Neeb, W.B. : Modern Business Practice, The Ryerson Press, Toronto, 1965. Khan, M.S.: The Teaching of Commerce, Sterling Publishers (P) Ltd, Jullundar-3. Singh, J.B.: Vanijaya Ka Adhyayan, Laxmi Narayan Agarwal, Agra, 1968. Bhorali, Devadas : Commerce Education in India, D.K. Publishers Distributors (P) Ltd, New Delhi 1988. Rai, B.C.: Method of Teaching Commerce, Prakashan Kendra Lucknow, 1986.

Seventh

Pedagogy Course II (Part II)

S.No.	Paper Name
1	Pedagogy of Hindi (Part-II)
Paper-VI & VII Pedagogy of Hindi(Part II) पाठ्यक्रम के विशेष उद्देश्य भाषा की अलग-अलग भूमिकाओं को जानना भाषा सीखने की सृजनात्मक प्रक्रिया को जानना भाषा के स्वरूप और व्यवस्था को समझना पाठ्यचर्या, पाठ्यक्रम और पाठ्यपुस्तक का विश्लेषण कर कक्षा विशेष और बच्चों की समझ के अनुसार भाषा और साहित्य के संबंध को जानना हिंदी भाषा के विविध रूपों और अभिवक्तियो को जानना भावों और विचारों की स्वतंत्र अभिव्यक्ति करना भाषायी बारीकियों के प्रति संवेदनशील होना अनुवाद के महत्व और भूमिका को जानना विधार्थियो की सृजनात्मक क्षमता को पहचाना साहित्यिक और गैर साहित्यिक मौलिक रचनाओं की समझ और सराहना भाषा सीखने-सिखाने के सृजनात्मक दृष्टिकोण को समझना विषयवस्तु इकाई -1 : सेकेंडरी व सीनियर सेकेंडरी स्तर पर हिंदी भाषा का पाठयक्रम सेकेंडरी व सीनियर सेकेंडरी स्तर पर हिंदी भाषा के पाठ्क्रम की पाठ्यवस्तु का परिचय NCF 2005 एवं NCFTE 2009 के प्रावधानों में हिंदी भाषा को दिया गया महत्व हिंदी भाषा पाठ्क्रम की पाठ्यवस्तु की प्रकृति, विशेषताओं व विभिन्नताओं का अध्ययन पाठ्यक्रम में सम्मिलित विभिन विधाओं का महत्व हिंदी भाषा के पाठ्क्रम में बदलती हुई प्रवृत्तियाँ इकाई -2 : हिंदी भाषा के शिक्षक में व्यवसायिक व सौंदर्यात्मक मूल्यों का विकास सृजनात्मक के विविध रूप साहित्य के विविध रूप स्कूली पाठ्क्रम में साहित्य के स्तर व तदनुसार पढ़ने-पढ़ाने की चुनौतियां अनुवाद कला और सौंदर्य में भाषा के चमत्कारों के प्रसंगो को समझाना स्कूली पाठ्चर्या में मीडिया की भूमिका व प्रासंगिकता साहित्यिक अभिव्यक्ति के विविध रूप कविता को पढ़ने-पढ़ाने की कला व चुनौतिया गद्य की विविध विधाओं को पढ़ने-पढ़ाने के विभिन्न चरण नाटक को पढ़ने-पढ़ाने के नवीन तरीके हिंदी के विविध विधाओं के आधार पर गतिविधियों का निर्माण इकाई -3 : हिंदी भाषा के अधिगम स्तोत्र व पाठ्य-सामग्री का निर्माण दृश्य – श्र्वय सामग्री, रेडियो, टेलीविज़न फिल्में, भाषा प्रयोगशाला, सहसंज्ञात्मक गतिविधियों की रुपरेखा चर्चा, वादविवाद, खेल,कार्यशालायें,गोष्ठी आदि शब्कोश उपयोग के महत्तता गतिविधि/ पोर्टफ़ोलियो / परियोजना कार्य कोई एक हिंदी साहित्य में उल्लेखित किसी भी लेख या कविता के उन 10 अंशो / कविता पंक्ति का उल्लेख करों जो आपको अत्यंत मार्मिक लगी। यह भी उल्लेख करें की वह आपको अन्त: करण को क्यों छू गई। किसी प्राकृतिक तत्व / उपादान यथा चद्रमा, रात्रि, उषा,वर्षा, पेड़ पर आधारित करते हुए काव्यात्मक / भावमय लेख या कविता लिखें तथा उस पर अपने महाविद्यालय शिक्षकों / साथियों से समीक्षात्मक टिप्पणी लें। हिंदी भाषा में लिखित अत्यंत छोटी कविताओं लगभग 2 से 6 पंक्ति का संग्रह कर उनका रिकॉर्ड संधारण करें तथा उन्हें कंठस्थ करें। सन्दर्भ पुस्तकें : हिंदी शिक्षण रमन बिहारीलाल हिंदी भाषा शिक्षण भाई योगेन्द्रजीत माध्यमिक विद्यालयों में हिंदी शिक्षण निरंजन कुमार सिंह हिंदी भाषा शिक्षण भोलानाथ तिवारी तथा कैलाशचंद भाटिया भाषा शिक्षण रविंद्र नाथ श्रीवास्तव मानक हिंदी व्याकरण आचार्य रामचंद्र वर्मा भाषा ब्लूमफील्ड शुद्ध हिंदी डॉ भागीरथ मिश्र हिंदी उच्चारण एवं वर्तनी भगवती प्रसाद शुक्ल हिंदी की ध्वनियों और उनका शिक्षण के.के.सुखिया अभिव्यक्ति विज्ञान – भोलेनाथ तिवारी तथा कृष्ण दत्त शर्मा व्यवहारिक हिंदी व्याकरण – हरदेव बाहरी नागरी लिपि और हिंदी वर्तनी – अनंत चौधरी शब्दार्थ दर्शन – रामचंद्र वर्मा भाषा सम्प्राति मूल्याङ्कन – के.जी.रस्तोगी हिंदी शब्दानुशासन – किशोरीदास वाजपेयी
2	Pedagogy of English (Part-II)
Paper-VI & VII Pedagogy of English(Part II) Objectives: The student teacher will be able to: To understand the role and importance of English and its cultural background. To be able to develop creativity among learners. To be able to know the place of English in curriculum. To understand the use of language in context, such as grammar and vocabulary in context. To be able to practice the language teaching skills. To understand and prepare various kinds of lesson plans. To understand the relationship between curriculum, syllabus and textbooks in English. To appreciate the use of audio, audio-visual aids and ICT (Internet and Computer Technology) Understand and develop the professional competencies & skills COURSE CONTENT Unit 1: LANGUAGE, LITERATURE AND AESTHETIC DEVELOPMENT OF A TEACHER Literature in the school curriculum: Needs, objectives and relevance Translation: Importance and need Teaching of Different Forms of English Literature: Poetry, Prose, Drama: The relative importance of Indian, classical, popular, and children’s literature in English. Professional Development of English Teacher. Unit 2: DEVELOPMENT AND ANALYSIS OF SYLLABUS AND TEXTUAL MATERIALS Understanding the relationship between curriculum, syllabus and textbook Selection of materials; Development of activities and tasks Connecting learning to the world outside Moving away from rote-learning to constructivism Teacher as a researcher. Unit 3: TEACHING-LEARNING MATERIALS AND AIDS Print media-Magazines, News papers Class libraries, audio-visual aids including CALL programmes; Radio, T.V., Films Planning co-curricular activities (discussion, debates, workshops, seminar etc.) Importance of Language labs Suggested Activities/Practicum/Field work (Any one): 1. List 10 idioms & 25 proverbs and discuss in classroom to test how many of them students already know. Draft the experience. 2. After a good internship experience list some of the common errors students commit & suggest a Remedial plan. 3. Do an analytical English book review of Secondary level. References Bansal, R.K. and Harrison, J.B. (1972): Spoken English for India. Madras : Orient Longman Ltd. Baruah, T.C. (1985): The English Teachers’ Handbook, New Delhi: Sterling Publishing Pvt. Ltd. Bright and McGregor: Teaching English as Second Language, Longman. Brumfit, C.J. (1984): Communicative Methodology in Language Teaching. Cambridge: C.U.P. Collins Cobuild English Grammar (2000) Harper Collins Publisher, India. Doff, A. (1988): Teach English: Cambridge: CUP. Freeman, Diane-Larsen (2000): Techniques and Principles in Language Teaching. Oxford : OUP Gimson A.C. (1980): An Introduction to the Pronunciation of English. London: Edward Arnold. Hornby, A..S. (1968): A Guide to Patterns and Usage in English. Oxford: OUP. Leech, Geoffrey and Svartvik, (2000) Communicative Grammar of English Cambridge C.U.P. Paliwal, A.K. (1998): English Language Teaching, Jaipur: Surbhi Publication. Palmer, H.L. (1964-65): The Principles of Language Study, London: O.U.P. Quirk, Randolph and Greenbaum, (1973): A University Grammar of English, London. Roach, Peter, (1991): English Phonetics and Phonology. Cambridge, C.U.P. Thomson, A.J. and Martinet (1998) A Practical English Grammar, ELBS, O.U.P.
3	Pedagogy of Sanskrit (Part-II)
Paper-VI & VII Pedagogy of Sanskrit(Part II) Objectives: The student teacher will be able to: To understand the role and importance of Sanskrit and its cultural background. To be able to develop creativity among learners. To be able to know the place of Sanskrit in curriculum. To understand the use of language in context, such as grammar and vocabulary in context. To be able to practice the language teaching skills. To understand and prepare various kinds of lesson plans. To understand the relationship between curriculum, syllabus and textbooks in Sanskrit. To appreciate the use of audio, audio-visual aids and ICT (Internet and Computer Technology). COURSE CONTENT Unit 1: Sanskrit Curriculum Understanding the relationship between curriculum, syllabus and textbook. Selection of materials; Development of activities and tasks. Connecting learning to the world outside. Moving away from rote-learning to constructivism. An overview of the textbook contents of Secondary & Senior Secondary Level. Unit 2: Learning Resources in Sanskrit Print media, Internet, Books from Most famous Books Centres of India Other reading materials, such as learner-chosen texts, magazines, newspapers, class libraries, etc. ICT, audio, video and audiovisual aids, films, language labs etc; Unit 3: Professional Development of Sanskrit Teacher Qualities of a good Sanskrit Teacher. Teaching values through organisational setup & teachers’ behaviour. Developing competencies to prepare a LESSON PLAN BASED ON THE FOLLOWING CONCEPTS a.Teaching with Creativity. b.Teaching with ICT support. c.Teaching with Spiritual Practices. d.Teaching through Dialogue and Brainstorming. Suggested Activities/Practicum/Field work (Any one): 1. Select any text book of Sanskrit subject and analyse it from the point that how it is developing cultural, social, ethical & aesthetic values. 2. Search on internet some major Classical/Mythological book selling centres of India and list them with some small descriptions on them. 3. Collect 20 Neeti Slokas of Sanskrit and distribute/recite them among the students & keep a filed record of the same with you. References Apte, D.G.and Dongre, P.K. Teaching of Sanskrit in Secondary School. ब्लूम फ़ील्ड, अनुवादक-प्रसाद, डॉ. विश्वनाथ, 1968 भाषा दिल्ली – 7 बंगलो रोड़ जवाहरनगर Bokil, V.P. and Parason, M.R.: A New Approach to Sanskrit, Lokasangrapa Press, Poona. चौबे, बी.एन. संस्कृत शिक्षण चतुर्वेदी एस.आर. संस्कृत शिक्षण K.Verma Raja : Teaching of Sanskrit. Kale, M.R. : The Higher Sanskrit Grammar. Lado, Robert (1961). “Language Teaching”. London : Longman. मित्ताल, डॉ. संतोष 1999-2000, संस्कृत शिक्षण, मेरठ, आर लाल डिपो। नारंग, वेश्ना 1996, सम्प्रेष्णात्मक भाषा शिक्षण नई दिल्ली प्रकाशन संस्थान दयानंद मार्ग। सफ़ाया आर.एन. 1990, संस्कृत शिक्षण, चण्डीगढ़, हरियाणा साहित्य अकादमी। Sharma, Bela Rani, (2002) “Modern Methods of Teaching Sanskrit”. New Delhi 110088.
4	Pedagogy Rajasthani (Part-II)
Paper-VI & VII Pedagogy of Rajasthani(Part II)
5	Pedagogy of Urdu (Part-II)
Paper-VI & VII Pedagogy of Urdu(Part II) Objectives: The student teacher will be able to: To understand the relation between literature and language; To Understand and appreciate different forms of language; To be able to develop creativity among learners; To understand the use of language in context, such as grammar and vocabulary; To be able to develop activities and tasks for learners; To understand about the teaching of poetry, prose and drama; To develop an insight into the symbiotic relationship between curriculum syllabus and textbooks; To develop and use teaching aids in the classroom both print and audiovisual material, and ICT (Internet and Computer Technology) To familiarise students with our rich culture, heritage and aspects of our contemporary life. Language classroom and texts have a lot of scope to make students sensitive towards surroundings, people and the nation; To understand need and function of language lab COURSE CONTENT Unit 1: DEVELOPMENT AND ANALYSIS OF SYLLABUS AND TEXTUAL MATERIALS Understanding the relationship between curriculum, syllabus and textbook Moving away from rote-learning to constructivism A surface introduction to the curriculum at secondary & Senior Secondary Level. Unit 2: Learning Resources in Urdu Print media- magazines, news-papers Audio-visual aids, Radio, T.V. Films; Planning co-curricular activities (discussion, debates, workshops, seminar, Musayra);Language labs, etc. Unit 3: LANGUAGE, LITERATURE AND AESTHETIC DEVELOPMENT OF TEACHER Literature in the school curriculum: Needs, objectives and relevance Translation: Importance and need Main literary movements of Urdu literature-Aligarh Movement,Progressive Movement Main Schools of Urdu Poetry-Dabistan-eLukhnow; Dabistan-e-Delhi Various forms of Urdu literature :Prose-Novel, Afsana, Drama, Inshaiya: Poetry- Ghazal, Nazm, Qasida, Marsiya and Masnavi Qualities of a good Urdu Teacher Suggested Activities/Practicum/Field work (Any one): 1. Organise a workshop/seminar/conference on the topic “Language of Children” or any other similar related topic & prepare a report 2. Prepare a list of 10 idioms (using them in sentences) and 10 proverbs (explaining them) in Urdu. 3. Select any Urdu Shayar’s work on the website www.kavitakosh.org and critically evaluate the same. References Hum Urdu Kaise Padhen : Mucnuddin Urdu Zaban Ki Tadress : Moenuddin Taders-e-Zaban-e-Urdu : Inamullah Sharwani Hum Urdu Kaise Likhaan : Rasheed Hasan Khan Urdu Imla : Rasheed Hasan Khan Quwaid-e-Urdu : Maluvi Abdul Haq Fun-e-Taleem – Tarbal : Fazal Hussain Ghazal and Dars-e-Ghazal : Akhtar Ansari Zaban, Zindgi aur Taleem : Khwaja Gulamus Syeden
6	Pedagogy of Mathematics (Part-II)
Paper-VI & VII Pedagogy of Mathematics(Part II) Objectives: The student teacher will be able to: To identify difficulties in learning concepts and generalization, and provide suitable remedial measures. To develop ability to teach proof of theorems and develop mathematical skills to solve problems. To develop understanding of the strategies for teaching exceptional student in mathematics. To develop capacity to evaluate and use instructional materials in mathematics education. To develop skills to be a successful mathematics teacher. To construct appropriate assessment tools for evaluating mathematics learning. To familiarize with the development of curriculum in mathematics. To understand and use of learning resources in Mathematics. COURSE CONTENT Unit 1: Mathematics curriculum at Secondary Level Principles and approaches of curriculum construction. New trends in mathematics curriculum. A critical appraisal of existing mathematics curriculum at secondary stage prescribed by board of secondary education Rajasthan. Unit 2: Learning resources in mathematics Recreational Activities: Mathematics Club, Fairs, Games, Quiz, Puzzles, Project. Importance and setting up of Mathematics Laboratory. Support Material: Text books of Mathematics, Reference Material, Community resources. Unit 3: Professional Development of Mathematics Teacher Importance of in-service programmes for mathematics teacher. Development of professional competencies of mathematics teacher. Professional ethics of mathematics teacher. Practicum/Field Work(Any one from the following): 1. Critical appraisal of existing Mathematics Syllabus of secondary classes as prescribed by State Board. 2. Organise any mathematical Game in the class (VI-X any one) and write your Experiences. 3. Write a reflective Journal on “Professional Ethics of Mathematics Teacher”. References धाकड़, परशुराम त्रिवेदी, शिल्पा 2009 गणित शिक्षण विधियां साहित्यागार चौड़ा रास्ता, जयपुर। मंगल, एस.के. 2005 गणित शिक्षण आर्य बुक डिपो, नई दिल्ली। शर्मा, एच.एस. 2005 गणित शिक्षण राधा प्रकाशन मंदिर आगरा। नेगी, जे.एस. 2007 गणित शिक्षण विनोद पुस्तक मंदिर, आगरा। Sarna, C.S gupta,R.G gary P.K (2003) textbook of mathematics arya book depot, New Delhi Siddiqui,musibul haseen (2009) “Teaching of mathematics” A.P.H. publishing corporation New Delhi Dapur, J.N. (1998), Suggested Experiments in Arya book depot New Delhi-5
7	Pedagogy of Physical Science (Part-II)
Paper-VI & VII Pedagogy of Physical Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Physical Science curriculum. To explore different ways of creating learning situations for different concepts of Physical science. To facilitate development of scientific attitudes in learners. To select appropriate learning resources and teaching -learning To Develop ability to use Physical science concepts for life skills. To Develop competencies for teaching, learning of Physical science through different measures. To introduce with Professional development programmes of teachers COURSE CONTENT Unit 1: Physical Sciences curriculum Principles and approaches of curriculum construction. New trends in Physical curriculum. A critical appraisal of existing Physical Science curriculum at senior secondary stage. Unit 2: Learning Resources in Physical Sciences Learning resources : Science club, fair, exhibition, projects, quiz, Puzzles, Scrap Book. Developing science kit and Physical science laboratory, Use of ICT. Physics text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Physical Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Preparation of Scrap book containing original Scientific Cartoons/Stories/Latest articles/play etc. useful for physics teaching. 2. Analyse physical science textbooks (Senior secondary Level) in the light of the syllabus and from the perspective of the child. 3. List out few Qualities of good Physics Teacher. References Heiss, Oburn and Hoffman: Modern Science, the Macmillan Company, New York 1961. Thurber W. and A. Collette : Teaching Science in Today’s Secondary schools, Boston Allyan and Bacon Inc., New York, 1959. Vaidya, N. “The Impact of Science Teaching”, Oxford and IBH Publishing Company, New Delhi, 1971. Richardson, S. : “Science Teaching in Secondary Schools”, Prentice Hall, USA, 1957. Sharma, R.C. and Sukla : “Modern Science Teaching” DhanpatRai and Sons, Delhi, 2002. Ravi Kumar S.K., “Teaching of Science”, Mangal deep Publications 2000. RaoAman : Teaching of Physics, Anmol Publications, New Delhi, 1993. WadhwaShalini : Modern Methods of Teaching Physics, Sarup and Sons, New Delhi, 2001. Gupta S.K. : Teaching Physics Sciences in Secondary Schools, Sterling Publishers (P) ltd., New Delhi, 1989. मंगल एस.के. : साधारण विज्ञान शिक्षण, आर्य बुक डिपो, नई दिल्ली 1996 त्यागी एस.के. : भौतिक विज्ञान शिक्षण, साहित्य प्रकाशन, आगरा, 2000
8	Pedagogy of Chemistry (Part-II)
Paper-VI & VII Pedagogy of Chemistry(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Chemistry curriculum. To explore different ways of creating learning situations for different concepts of Chemistry. To facilitate development of scientific attitudes in learners. To select appropriate learning resources and teaching -learning material To develop ability to use Chemistry concepts for life skills. To develop competencies for teaching, learning of Chemistry through different measures. To introduce with Professional development programmes of teachers. COURSE CONTENT Unit 1: Chemistry Curriculum Principles and approaches of curriculum construction. New trends in Chemistry curriculum. A critical appraisal of existing Chemistry curriculum at senior secondary stage. Unit 2: Learning Resources in Chemistry Learning resources: Science club,fair, exhibition, projects, quiz, Puzzles, Scrap Book. Developing science kit and Chemistry laboratory, Use of ICT. Chemistry text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Chemistry teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Write a reflective journal on “Developing Scientific Creativity” 2. Prepare ICT based lesson plan in Chemistry and execute it. 3. Read any Article /book on Professional Development of teachers and prepare a abstract. References Yadav, M.S.1995, Teaching of Chemistry, Anmol Publication, New Delhi. Megi, J.S. &Negi, Rasuita, 2001, Teaching of Chemistry. Yadav,M.S. 2000: Teaching Science at Higher level, Anmol Publications, New Delhi. Misra,D.C.:Chemistry Teaching, Sahitya Preparation, Agra. Khirwadbar, Anjab 2003: Teaching of Chemistry by Modern Method, Sarup& Sons. New Delhi. Das, R.C., 1985: Science Teaching in Schools, Sterling publishers Pvt. Limited. New Delhi. Venkataih, S., 2001: Science Education in 21st Century, Anmol Publishers, New Delhi. Rao,D.B., 2001 : World conference on Science Education Discovery publishing work, New Delhi. Singh,U.K&Nayab, A.K. : 2003 : Science Education, Commonwealth Publishers, Daryaganj, New Delhi. Singh,Y.K.& Sharma Archnesh, 2003 : Modern Methods of Teaching Chemistry A.P.H. Publishing corporation, Daryaganj,New Delhi.
9	Pedagogy of Biological Science (Part-II)
Paper-VI & VII Pedagogy of Biological Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Biological Science curriculum. To explore different ways of creating learning situations for different concepts of biological science. To facilitate development of scientific attitudes in learners. To Select appropriate learning resources and teaching -learning material. To develop ability to use biological science concepts for life skills. To develop competencies for teaching, learning of biological science through different measures. To introduce with Professional development programmes of teachers. COURSE CONTENT Unit 1: Biological Science Curriculum Principles and approaches of curriculum construction. New trends in Biological science curriculum. A critical appraisal of existing Biological science curriculum at senior secondary stage. Unit 2: Learning Resources in Biological Science Learning resources: Science club,fair, exhibition, projects, quiz, Puzzles, Scrap Book. Developing science kit and Biological Science laboratory, Use of ICT. Biological Science text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Biological Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Being a Biology teacher how you will remove superstitions from the Society. Report your Strategic planning. 2. Plan and Organize a Quiz Competition in a school, on the themes of Biology. Report entire activity 3. Group Discussion on “Professional Ethics of Biological Science teacher” . Write your conclusions. References Sood, J.K., 1987: Teaching Life Sciences, KohaliPublisher,Chandigarh. Sharma, L.M., 1977: Teaching of Science & Life Science, DhanpatRai&Sons,Delhi Kulshrestha, S.P., 1988: Teaching of Biology,Loyal Book Depot ,Meerut Yadav K., 1993: Teaching of Life Science, AnmolPublisher,Daryaganj Delhi. Yadav,M.S., 2000 : Modern Methods of Teaching Science, Anmol Publishers, Delhi. Singh, U.K. &Nayab, A.K., 2003: Science Education Commonwealth Publishers, Daryaganj,New Delhi Venkataih, S., 2001: Science education in 21st century Anmol Publishers, Delhi Yadav,M.S.(Ed.), 2000 : Teaching Science at Higher Level, AnmolPublishers,Delhi Ediger,Marlow&Rao, D.B., 2003 : Teaching Science Successfully Discovery Publishing House, New Delhi Mangal, S.K., 1996: Teaching of Science, Arya Book Depot, New Delhi Dave,R.H., 1969 : Taxonomy of Educational objectives & Achievement Testing, London University Press, London. Sood,J.K., 1989 : New Directions in Science Teaching, Kohli Publishers, Chandigarh.
10	Pedagogy of General Science (Part-II)
Paper-VI & VII Pedagogy of General Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in General Science curriculum. To explore different ways of creating learning situations for different concepts of General science. To facilitate development of scientific attitudes in learners. To Select appropriate learning resources and teaching -learning material To develop ability to use General science concepts for life skills. To develop competencies for teaching, learning of General science through different measures. To introduce with Professional development programmes of teachers. To plan organization and report on various programmes of Professional development of teachers. COURSE CONTENT Unit 1: General Science curriculum at secondary level Principles and approaches of curriculum construction. New trends in General science curriculum. A critical appraisal of existing General science curriculum at secondary stage. Enrichment in General science teaching for developing scientific creativity. Unit 2: Learning Resources in General Science Learning resources : club, exhibition, projects, quiz, fair,Puzzles. General science laboratory- Set up and importance. Text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of general Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Analyse General Science Curriculum of upper primary classes(VI-VIII) and Give your Suggestions keeping in mind the recommendations of NCF 2005. 2. Arrange an activity for the students where they will Face a problem to be solved Creatively like- make paper planes(Hawai jahaj) and fly it to maximum Distance, move/ let it fall an empty bottle kept in a shut room( without touching it)etc. Report your Observations and Interesting Findings 3. Organise a group discussion on “Reflective & Innovative practices in professional development of teachers” and summarize your conclusions. References Sood, J.K. (1987): Teaching Life Sciences, Kohli Publishers, Chandigarh. Sharma, L.M. (1977): Teaching of Science and Life Sciences, DhanpatRai& Sons, Delhi. Kulshreshtha, S.P. (1988): Teaching of Biology, Loyal Book Depot, Merrut Yadav, K. (1993): Teaching of Life Science Anmol Publishers, Daryaganj, Delhi. Yadav, M.S. (2000): Modern Methods of Teaching Sciences, Anmol Publishers, Delhi Singh, U.K. &Nayab, A.K. (2003) : Science Education Commonwealth Publishers, Daryaganj, New Delhi Venkataih, S. (2001): Science Education in 21st Century, Anmol Publishers, Delhi. Yadav, M.S. (Ed.) (2000): Teaching Science at Higher Level, Anmol Publishers, Delhi. Edger, Marlow &Rao, D.B. (2003): Teaching Science Successfully, Discovery Publishing House, New Delhi. Mangal, S.K. (1996): Teaching of Science, Arya Book Depot, and New Delhi. Dave, R.H.: (1969): Taxonomy of Educational Objectives and Achievement Testing, London University Press, London. Sood. J.K. (1989): New Directions in Science Teaching, Kohli Publishers, Chandigarh.
11	Pedagogy of Home Science (Part-II)
Paper-VI & VII Pedagogy of Home Science(Part II) Objectives: The student teacher will be able to: To understand the approaches of curriculum construction. To explore new trends in Home Science curriculum. To explore different ways of creating learning situations for different concepts of Home science. To select appropriate learning resources and teaching -learning material To develop ability to use Home science concepts for life skills. To develop competencies for teaching, learning of Home science through different measures. To introduce with Professional development programs of teachers. To plan organization and report on various programs of Professional development of teachers. COURSE CONTENT Unit 1: Home Science Curriculum Principles and approaches of curriculum construction. New trends in Home science curriculum. A critical appraisal of existing Home science curriculum at Senior secondary stage. Unit 2: Learning Resources in Home Science Learning resources : Exhibition, projects, quiz, Puzzles , Posters. Home science laboratory, Use of ICT. Text books and reference materials. Unit 3: Professional Development of Teacher Professional development programs for teachers; planning, organization& evaluation. Professional Ethics of Home Science teacher. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Write a reflective Journal on “Use of ICT in achieving goals of home science teaching” 2. Critical Appraisal of Home Science laboratory of any senior secondary school. 3. Group Discussion on “Professional Ethics of Home Science teacher” .Write your Conclusions. References Sherry, G.P. and Saran, D.P. : Grah Vigyan Shikshan, Vinod Pustak Mandir, Agra, 1969 Asthana, S.R. : Griha Vigyan ka Addhyapan, Laxmi Narain Agarwal, Agra, 1968 Sarla Sharil : Banana Seekho, Atmaram & Sons, Delhi, 1962 Dass, R.R. and Ray, Binita : Teaching of Home Science, Sterling Publishers Pvt., New Delhi, 1984 Sukhiya, S.P. and Mehrotra : Grah Vigyan Shikshan, Haryana Sahitya Akademy, Chandigarh, 1984 Agarwal, Laxminarayan, Teaching of Home Science. Sherry, G.P. : Home Management
12	Pedagogy of Social Science (Part-II)
Paper-VI & VII Pedagogy of Social Sciences(Part II) Objectives: The student teacher will be able to: To develop an understanding of the Curriculum of Social sciences at secondary level To develop ability to do the content analysis To develop various teaching learning resources for efficient teaching & learning To develop professional skills to become a proficient teacher To develop an aptitude professional commitment & conviction COURSE CONTENT Unit 1: Social Science Curriculum Principles and approaches of curriculum construction. New trends in social science curriculum. A critical appraisal of existing social science curriculum at Senior secondary stage. Unit 2: Learning Resources in Social Science Learning resources: club, exhibition, projects, quiz, social survey, social science laboratory, text books and other reference materials, Museum. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of subject teacher. Professional development programmes for teachers. Reflective & Innovative practices in professional development of teachers. Practicum/Field Work(Any one from the following): 1. Prepare and present a lesson through power point presentation on any topic of your choice. 2. Mark any one student with less than 60% marks in social science, diagnose their difficulties and give appropriate remedial measure. 3. Read a book related to professional development of teacher and prepare an abstract. References त्यागी गुरु चरण दास, 2007-08, सामाजिक अध्ययन शिक्षण, प्रेमलता प्रिंटर्स, आगरा। सिडाना अशोक, 2007, सामाजिक अध्ययन शिक्षण, शिक्षा प्रकाशन, जयपुर। शर्मा, हनुमान सहाय, 2005, सामाजिक पर्यावरण अध्ययन शिक्षक, राधा प्रकाशन मंदिर परशुरापुरी, आगरा 282002 मिश्रा, महेंद्र कुमार, 2008, सामाजिक अध्ययन शिक्षक, क्लासिक कलेक्शन, जयपुर। शैदा बी.डी., शैदा ऐ.के., सामाजिक अध्ययन शिक्षक, आर्य बुक डिपो, करोल बाग नई दिल्ली 11005 पाण्डेय, सोहन लाल, 2006,सामाजिक विज्ञान शिक्षक, श्याम प्रकाशन, जयपुर। तायल बी.बी., 2002, न्यू कोर्स सामाजिक विज्ञान, आर्य पब्लिकेशन, करोल बाग, न्यू दिल्ली – 110005 गर्ग, भंवर लाल 1995, सामाजिक विज्ञान शिक्षक, विनोद पुस्तक मंदिर, आगरा। Bedi Yesh Pal, (1980),”social and preventive medicine”, Atma ram sons, karmese gate, Delhi Gilby Thomas, (1953),”Between community and socity” Longmans, Green and co. London, New York Chitambar J.B, (1987), “Introductory Rural Sociology” Wiley Eastern Limited. New Bangalore Ganguli B.N, (1977), Social Development” AB/9 Safdarjang Enclave, New Delhi Reddy L. Venkateswara, (2005), “methods of Teaching Rural Sociology” Discovery Publishing House, 4831/24, Anrari Road, Prahlad street Darya Ganj, New Delhi
13	Pedagogy of Civics (Part-II)
Paper-VI & VII Pedagogy of Civics(Part II) Objectives: The student teacher will be able to: Develop an understanding of the contents of secondary and senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: Civics Curriculum Principles and approaches of curriculum construction. New trends in Civics curriculum. A critical appraisal of New trends in Civics curriculum at Secondary & Senior Secondary Stage. Unit 2: Learning Resources in Civics 1. Learning resources – Exhibition, Projects, Quiz, Civics Room, Text Books and other reference materials. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of Civics teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Visit any Institution under Panchayati Raj and collect its institutional profile through structured/unstructured interview. 2. Do the content analysis of any book of Civics from the state board & find out the obsolete/irrelevant/repeated contents. 3. Collect the details of various pressure groups operating in local politics & mention how they affect the political on-goings. References Bining and Bining:Teaching of Social Studies in Secondary Schools, New York. Bourne H.E.: Teaching of History and Civics, Bombay, Longmans 1972. Harlikar: Teaching of Civics in India, Bombay, Padma Publications Ltd. Kochhar,S.K.:Teaching of Social Science.Sterling Publishers Pvt.Ltd.,New Delhi. Raic B.C. : Methods of Teaching Civics, Lucknow, 1985-86. बघेला, हेत सिंह : नागरिक शास्त्र शिक्षण, राजस्थान हिन्दी ग्रन्थ अकादमी, जयपुर 1993 त्यागी, गुरसरनदास : नागरिकशास्त्र का शिक्षण, विनोद पुस्तक मंदिर, आगरा। मित्तल, एम.एल : नागरिक शास्त्र का शिक्षण, लायल बुक डिपो, मेरठ। कुदेसिया, उमेश चंद्र : नागरिक शास्त्र शिक्षण, विनोद पुस्तक मंदिर, आगरा। सिंह, रामपाल : नागरिक शास्त्र शिक्षण, आर.लाल. बुक डिपो, मेरठ। क्षत्रिय, के. : नागरिक शास्त्र शिक्षण, लायल बुक डिपो, मेरठ। श्रीमती संध्या मुखर्जी : नागरिक शास्त्र शिक्षण, प्रकाशन केंद्र, लखनऊ, 1985-86
14	Pedagogy of Geography (Part-II)
Paper-VI & VII Pedagogy of Geography(Part II) Objectives: The student teacher will be able to: Develop an understanding of the contents of secondary and senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: Geography Curriculum Principles and approaches of curriculum construction. New trends in Geography curriculum. A critical appraisal of New trends in Geography curriculum at Secondary & Senior Secondary Stage. Unit 2: Learning Resources in Geography Learning resources – Exhibition, Projects, Quiz, Text Books and other reference materials. Geography Lab, Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of Geography teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Prepare a Teaching Model as a teaching aid for teaching Geography at secondary level. 2. Make a detailed pictorial Project on the ‘Great Barrier Reef’ Prepare it in such a way that students can refer it for extensive learning. 3. Ask the people of community about the Moon Eclipse & Sun Eclipse & their superstitious & mythical thoughts associated with the concept. Compile the interesting facts and present them in class. References वर्मा, जे.पी. : भूगोल शिक्षण, विनोद पुस्तक मंदिर, आगरा 1987 शर्मा, सी.आर. : भूगोल शिक्षण, मॉर्डन पब्लिशर्स, मेरठ। सिंह, एच.एन. : भूगोल शिक्षण, विनोद पुस्तक मंदिर आगरा 1987 अरोड़ा, के.एल. : भूगोल शिक्षण, प्रकाश ब्रदर्स, लुधियाना 1983 मिश्रा, ए.एन. : भूगोल शिक्षण पद्धति, शिक्षण निकेतन, कानपुर 1959 Singh, L.P.: Practical Geography, Allied publication, Allahabad. Barnard, H.C.: Principles and Practice of Geography Teaching, London University, Tutorial press, 1953. Kaul, A.K.: Why and How of Geography Teaching, Ambanu Publications, Srinagar, 1983. Verma, O.P. and Vedanayagam E.G.,:Geography Teaching, Sterling Publishers, New Delhi, 1987. Gopsil, G.H.: The Teaching of Geography, Macmillan K Co.Ltd, London, 1958. Macnee: Teaching of Geography, Oxford University Press, and Bombay. Source Book for Teaching of Geography, UNESCO Publishing.
15	Pedagogy of History (Part-II)
Paper-VI & VII Pedagogy of History(Part II) Objectives: The student teacher will be able to: Develop an understanding of the Curriculum of History at senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: History Curriculum Principles and approaches of curriculum construction. New trends in History curriculum. A critical appraisal of existing history curriculum at senior secondary stage. Unit 2: Learning Resources in History Learning resources – Exhibition, Projects, Quiz, history room, Text Books and other reference materials, Museum. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of History teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Pick any event from the history of colonial India & State how that event is still having its impact on the present days happenings. 2. Prepare a power point presentation on any historical fort. 3. Write a note on any eminent historical writer of medieval era. References Aggrawal, J.C. Teaching of History ( A practical Approach), Vikas Publishing House Pvt. Ltd.,New Delhi. Choudhary. K.P. ; Effective teaching of History in India, NCERT. Ghate, V.D. ; Suggestions for the teaching of History in India. Ghose, K.D.; Creative teaching of History OUP Hill, C.P. : Suggestions on the teaching of History. Kochhar, S.K.: Teaching of History, Sterling Publishers Private Limited,New Delhi. Verjeshwary, R. : Hand Book for History teacher in India. In Hindi Edition: Dixit, Upender Nath and Baghela, Het Singh: History teaching, Raj.Hindi Granth, Akadami, Jaipur Ghate, B.D.; History teaching, Hariyana Tyagi, Gurusharan: History teaching, Vinod Publication, Agra.
16	Pedagogy of Economics (Part-II)
Paper-VI & VII Pedagogy of Economics(Part II) Objectives: The student teacher will be able to: Develop an understanding of the contents of secondary and senior secondary level. Develop ability to do the content analysis. Develop various teaching learning resources for efficient teaching & learning. Develop professional skills to become a proficient teacher. Develop an aptitude professional commitment & conviction. COURSE CONTENT Unit 1: Economics Curriculum Principles and approaches of curriculum construction. New trends in Economics curriculum. A critical appraisal of New trends in Economics curriculum at Secondary & Senior Secondary Stage. Unit 2: Learning Resources in Economics Learning resources – Exhibition, Projects, Quiz, Economics Room, Text Books and other reference materials, Financial Institutions. Use of ICT. Unit 3: Professional Development of Teacher Professional competencies of Economics teacher. Professional development programmes. Reflective & Innovative practices in professional development of teacher. Practicum/Field Work(Any one from the following): 1. Make a complete profile of a Business House of India including the inception, set up, product range, product mix and the revenue output. 2. Prepare a report on any Monopolistic or Oligopolistic market situation of state. 3. Prepare two articles from the ‘Economic Times’ news paper which must be related to some issue of international crisis. References Kanwar, B.S.: Teaching of Economics, Prakash Bros, Ludhiyana, 1973. Rai, B.C. : Methods of Teaching Economics, Publication Centre, Lucknow, 1986. Siddiqi, M.H.: Teaching of Economics, Ashish Publishing House, New Delhi 1993. Bawa, Dr. M.S.(ed) : Teaching of Economics : Contemporary Methods and Strategies for Secondary and Senior Secondary levels, Teachers’ Hand-book; Institute of Advanced Studies in Education, Department of Education, University of Delhi, 1995. Tyagi,G.D., Arthashastra Shikshan, Vinod Pustak Mandir, Agra-2005.
17	Pedagogy of Music (Part-II)
Paper-VI & VII Pedagogy of Music(Part II) Objectives: The student teacher will be able to: To understand the contents of Music at senior secondary level. To understand the nature of contents at school level. To know the learning resources of music. To grow professionally. COURSE CONTENT Unit 1: Music Curriculum Understanding the contents of Music at senior secondary level. Balance of Instrumental & vocal part of music. Practical lab work assigned in book. Unit 2: Learning Resources in Music Music House Trips, Community resources, Music conference, Music competition, Formal & Informal Institutions. Various Music labs and E-resources. Unit 3: Professional Development of a Music Teacher The Aesthetic and personal qualities of a Music teacher. Changing trends in the Music. Best Utilization of Music talent in teaching. Use of Local folks prevalent in the local community. Practicum/Field Work(Any one from the following): 1. Organize a Music competition in college in the presence of expert musicians. Compile a report of the event. 2. Make a pictorial & descriptive biography of a renowned singer of India or abroad and file it for assessment. 3. Interview a musician about how they got inclined towards music & evolved a career out of it. Prepare a summary. References Thakur Onkarnath : Pranava Bharti Swaruy, B.: Theory of Indian Music. Digamber. Vishnu: Sangeet Bodh (5 parts) Sangeet Darpan (Sanskrit). Sangeet Ratnakar (Sanskrit). Bhatkhande : Hindustani Sangeet Paddhati Basu. S.N.: Sangeet Praesika.
18	Pedagogy of Business Studies(Part-II)
Paper-VI & VII Pedagogy of Business Studies(Part II) Objectives: The student teacher will be able to: To know the meaning, concept and scope of Business Studies. To know the aims and objectives of teaching Business Studies. To know the place of Business Studies in the school curriculum. To prepare unit and lesson plans. To know about the audio-visual aids and importance of text-book. To know the various methods and techniques of teaching. To know the principles of curriculum organization and its critical appraisal. To know about the evaluation process in the Business Studies. COURSE CONTENT Unit 1: Business Studies Curriculum Principles and approaches of curriculum construction. A critical appraisal of existing Business Studies Curriculum at Senior Secondary stage. New trends in Business Studies. Unit 2: Learning Resources in Business Studies Learning Resources: Books, Journals, Newspapers, Self-explanatory & User-friendly Software, Internet, Encyclopedia, Customized Teaching Modules. Teaching with the help of Digital Boards and Traditional support. E- Business: Meaning, Process, Benefits, Limitations. Unit 3: Professional Development of Business Studies Teacher Knowledge Building: Understanding of: Business Communication skills, General Business competencies. Professional Ethics of Business Studies teacher. Learning to teach Business Studies through Innovative Practices. Career & growth prospects in Business field. Practicum/Field Work(Any one from the following): 1. Classify the contents and the sub-contents at 11th and 12th level according to their nature and give suggestions to add something in them or remove something. 2. Interview any person who does the management of some moderately good size business & find out the difficulties faced by him/her. 3. Conduct a SWOT (Strength, weakness, opportunities, threats) analysis of the prime character of any movie related to business affairs. References Tonne, Pohani, Freeman: Methods of Teaching Business Subject, Greogg Publishing Co., New York. Khan, M.S.: The Teaching of Commerce, Sterling Publisher Pvt. Ltd., New Delhi. Kochar, S.K.: Methods and Techniques of Teaching, Sterling Publisher Pvt. Ltd., New Delhi 1986. Sharma, R.A.: Technology of Teaching, Loyal Book Dept., Meerut. Rao, Seema : Teaching of Commerce, Anmol Publication Pvt. Ltd., 1995. Jain K.C.S. : Vanyjaya Shikshan (Hindi) Ganeral Academy, Jaipur, 1986. Singh, I.B. : Vanigaya Ka Adhyayan, Laxmi Narayan Agarwal, Agra, 1968. Bhorali Devadas: Commerce Education in India, D.K. Publishers Distribution (P) Ltd., New Delhi, 1988. Rai B.C.: Method of Teaching Commerce, Prakashan Kendra, Lucknow 1986.
19	Pedagogy of Financial Accounts (Part-II)
Paper-VI & VII Pedagogy of Financial Accounting(Part II) Objectives: The student teacher will be able to: To help the students to acquire the basic understanding in the field of Financial Accounting education. To develop the ability to plan curriculum and instructions in Financial Accounting at school level. To develop the ability to critically evaluate existing school syllabus and text book. To impart knowledge about the methods and devices of teaching Financial Accounting and to develop the skill of using the same. To develop the ability of preparing an achievement test. To develop commercial efficiency among students. COURSE CONTENT Unit 1: Financial Accounting Curriculum Principles and approaches of curriculum construction. A critical appraisal of existing Financial Accounting Curriculum at Senior Secondary stage. New trends in Financial Accounting. Unit 2: Learning Resources in Financial Accounting Learning Resources through ICT. Teaching Financial Accounting with the help of Digital Boards and Traditional support. E-Accounting: Meaning, Process, Benefits, Limitations. Unit 3: Professional Development of Financial Accounting Teacher Knowledge Building: Knowing Latest Accounting standards, Introduction to Indian Stock Market, Understanding Modern ways of money transaction: E-Banking, Mobile Banking, global Trends. Professional Ethics of F.A. Teacher. Learning to teach Financial Accounting through Innovative Practices. Practicum/Field Work(Any one from the following): 1. Classify the contents and the sub-contents at 11th and 12th level according to their nature and give suggestions to add something in them or remove something. 2. Interview any person who does the organizational accounting & find out the difficulties faced by him/her. 3. Describing all functions of ATM machine as a money transaction device, mention its limitations & your personal experience with ATM’s. References Rao, Seema : Teaching of Commerce, Anmol Publication Pvt.Ltd.1995. Jain, K.C.S. : Vanijaya Shikshan (Hindi) General Academy, Jaipur, 1986. Gortside, L: Teaching Business subjects. The Modern Approach made and printed in Great Britain by the Garen Press Ltd. Leteh worth, Hest Fordshgire, 1970. Neeb, W.B. : Modern Business Practice, The Ryerson Press, Toronto, 1965. Khan, M.S.: The Teaching of Commerce, Sterling Publishers (P) Ltd, Jullundar-3. Singh, J.B.: Vanijaya Ka Adhyayan, Laxmi Narayan Agarwal, Agra, 1968. Bhorali, Devadas : Commerce Education in India, D.K. Publishers Distributors (P) Ltd, New Delhi 1988. Rai, B.C.: Method of Teaching Commerce, Prakashan Kendra Lucknow, 1986.

Eighth

Art And Aesthetics (Part-II)

Paper VIII Art and Aesthetics (Part-II)

Objectives:
The student teacher will be able to:

Understand the important concepts and Prepare unit plan, Lesson plan and yearly plan for different classes.
Critically evaluate existing school syllabuses and textbooks.
Prepare suitable teaching aids and use them in the classroom effectively.
Fulfilment of an individual’s potentials through fine art.
Deepen understanding, appreciation and skills in one chosen medium through self work and evaluate self as an artist and art educator.
Appreciate and engage with a diverse range of art processes, products and performances – folk and classical through exposure and exchange.
Experiment and create pieces of art using different medium. Focus on colours, textures, composition and thematic content.
Understanding basics of different Art forms – impact of Art forms on the human mind.
Enhance artistic and aesthetic sensibility among learners to enable them to respond to the beauty in different Art forms, through genuine exploration, experience and free expression.
Enhance skills for integrating different Art forms across school curriculum at secondary level

COURSE CONTENT

Unit – 1 Art and Creative Teaching

1. Indian Folk art and Creative Art.

2. Contribution of Art Teaching.

3. Co-relation with other Subject.

Unit – 2 Methods and Techniques of Art Teaching

1. Lecture cum demonstration, Question-answer techniques.

2. Discussion, Group work and Assignments.

3. Use of ICT in art teaching.

Unit – 3 Learning Resources of Art Education

1.Types of primary and secondary resources: data from field, textual material, journals, magazines, newspaper.

2.Teaching Aids- Meaning, Importance and types of teaching Aids.

3.Art laboratory.

Unit – 4 Developing Aesthetic Values

1.Arts in the classroom, Music in the classroom, Drama as a teaching technique.

2. Developing Aesthetic Values through Music, Dance and Drama.

Unit – 5 Continuous & Comprehensive Evaluation of Music Dance & Drama

1. Continuous and Comprehensive Evaluation (CCE) in art education.

2. Characteristics of Assessment in art education: Types of questions for testing quantitative and qualitative skill.

3. Qualities of a good Art Teacher.

Practicum/Field work(Any five from the following) :-

1.Viewing/listening to live and recorded performances of Classical and Regional Art forms & compile your personal feelings on it.

2.Local field trip for understanding working process of any art work or Art gallery/art form & mention experiences.

3.Organize an exhibition on Hand made things

4.Documentation of the processes of any one Art or Craft form with the pedagogical basis such as weaving or printing of textiles, folk performances in the community.

5.Planning and establishment of an art gallery in school.

6.Make five different teaching materials using different type of teaching aids (chart,

7.Individual appraisal through aesthetic portfolio.

8.While you were in internship if you found any student worth evaluating on any of the aesthetic arts (Music, Dance, and Drama) make an individual port folio & submit it in college.

9.Draw Caricatures of three renowned Historical personalities.

10.Pick out art based articles and paintings from famous newspapers and compile the collected information.

References:

- Gearge Conard:The process of Art education in the elementary school Practice Hall, inc. England, Cliets No.1,1964.
- Ruth Dunneth :’Art and child personality’, Methuen and Co. Ltd. London 1945.
- Arya Jaides : Kala Ke Adhyapana, Vinod Pustak Mandi, Agra.
- Kiya Shikshak :Vol. No. 4 April, 1966, Special Number, Art Education, Published by Department of Education, Rajasthan, Bikaner.
- AAMS: Memorandum on the teaching of Art London.
- Jeswani K K (1950) Teaching and appreciation arts in schools, Atma Ram and sons Delhi
- Krishnamurty J(1973) Education & Significance of life, B I Publications Bombay.
- Kala Shikshan, BSTC, rajasthan Pathya Pustak Mandal, Jaipur.
- Veer Ram Avtaar, Bhartiya Sangeet ka Itihaash,(2001) Radha Publication, Delhi
- Singh Chitra Lekha, Arts Education, Vinod Pustal Mandir, Agra

Ninth

Health and Physical Education Part II

Paper-IX Health and Physical Education Part II

Objectives:
The student teacher will be able to:

To help the students to understand the complexities with growth and development.
To enable the students to understand & manage stress and strain.
To develop a positive self concept & keep a healthy relationship with family members & peers.
To develop healthy sports-man-ship & responsible sexual behaviour.
To be able to understand the causes of pollution & measures to prevent them.
To be able to prevent occupational Health Hazards.
To develop physical fitness and gaming skills.
To develop health practices and help them in understanding the interdisciplinary nature of Health & Physical Education.

COURSE CONTENT

Unit -I Growth and Development

1.Growth and development of children at different ages, their needs.

2.Psycho-Social Development; Physical, emotional and mental changes during adolescence.

3.Parent-peer-adolescent relationship; Myths and misconceptions regarding growing-up.

Unit -II Diseases

1.Communicable and Non-communicable diseases: Meaning, Causes, Types and Preventive Measures.

2.Reproductive and sexual health, hygiene, Harmful effects of self-medication and patient’s rights.

Unit -III Health Hazards

1.Occupational health hazards and its prevention.

2.Types of Intoxicants and Prevention.

3.Anti-mosquito and anti-rodent measures.

4.Health Hazard due to modern life style and its effect on biological clock.

Unit -IV Fundamentals of Games and Sports

1.Fundamentals skills of games and sports; Sports for recreation and competition; Rules and regulations of sports; sports ethics; sports awards and scholarships, sports-personship

2.Development of physical fitness; Postures; Importance of relaxation; Fitness tests; Resources and services for games and sports

Unit -V Health Practices and its Interdisciplinary Nature

1.Health and physical Education and its relationship with other school subjects.

2.Management of stress and strain and life skills.

Practicum/Field Work(Any five from the following):

1.List out some Myths and misconceptions regarding growing-up.
2.Arrange doctor’s talks either in a school/college with the help of teacher educators & mention how it benefited the attendants.
3.Generally there are many trends of self-medication by home-prepared prescriptions. List such prescriptions & experiences associated with it prepare.
4.It prepares a dietary plan for a child of pre-adolescent age with the help of doctor/expert & displays it in school & prepares it as a document.
5.Prepare a surrey report of any area find out the cases of pollution & suggest some remedies.
6.Visit any industry to find out the health hazards for the workers there.
7.Organise a recreational sport in group & share how it was recreational.
8.Demonstrate some fitness exercises to students/peers & mention how it helps in developing physique & mental health.
9.Perform at least 10 yogasanas in group and share your experiences.
10.Organize an exhibition on the theme -Importance of yoga

References

- Ministry of Education India: sharirk Shikshan aur ki Rashtriya Yojna New Delhi., 1960.
- Mondson Joseph Ed : Techniques Physical Education Gerge G Harrap London 1950.
- Wakhankar D.G.: Manual of Physical education G Bell London 1967.
- Randall M.W.: Objectives in Physical Education G.Bell, London,1967.
- Cowell Charles C., and Schwehn Hind M.: Modern Principles and Methods in High school.
- Physical Education Allyn and Bacon Honstio,1962.
- Shepard, N.M. ;Foundation and Principles of Physical Education Rounald Press New York.

Tenth

Learning Enrichment through Information And Communication Technology

Paper-X Learning Enrichment through Information And Communication Technology

Objectives:
The student teacher will be able to:

Understand the concept of Educational Technology and Information Technology and its role in construction of knowledge
Prepare teachers for ICT class room
Develop the abilities and the skills to use computer as a learning device.
Develop the professional skills related to ICT
Develop an spirit of appreciation towards ICT
Develop the professional ethics in uses of ICT
Develop the competencies for generating information through internet

COURSE CONTENT

UNIT 1: RELEVANCE OF ICT IN EDUCATION

1.Role of Information technology in ‘construction of knowledge’

2.Concept of Educational technology

3.Computer assisted Learning, online education, Virtual classroom

UNIT 2: VISUALISING LEARNING SITUATIONS USING AUDIO-VISUAL AND OTHER MEDIA

1.Use of audio Medias in Education.

2.Use of television and video in education.

3.Use of newspaper in education.

UNIT 3: USE OF COMPUTERS IN SCHOOLS

1.Functional knowledge of operating computers–on/off, word processing, use of power point, excel, Computer as a learning tool.

2.Effective browsing of the internet for discerning and selecting relevant information, Survey of educational sites based in India, Downloading relevant material.

UNIT 4: VISUALISING TECHNOLOGY-SUPPORTED LEARNING SITUATIONS

1.Interactive use of audio-visual programme, Use of available software or CDs with LCD projection for subject learning interactions.

2.Collaborative learning tasks: Participation in Yahoo groups, creation of ‘blogs’, etc.

3.Engaging in professional self-development through ICT.

UNIT 5: TECHNOLOGICAL ADVANCEMENTS IN EDUCATION

1.Innovative usage of technology: Use of technology integration in resource-plenty as well as resource-scarce situations.

2.Critical issues in ‘internet usage’ – authenticity of information, addiction, demerits of social networking group.

3.Cyber Crime: Types and legal issues.

Practicum/Field Work(Any five from the following):

1.Organize a symposium about ‘construction of knowledge’ and prepare the minutes.
2.Prepare a power point presentation on any 2 general topics and present them before peers.
3.Prepare a five minutes programme of teaching with a video recording of self and put the content on CD and summit it for appraisal.
4.Watch a programme broadcast on television on educational topics & prepare an interpretational report.
5.Collect & analyse news matter related to educational issues in local context (At least 7 days news).
6.Conduct an extempore session about various issues of social media & draft summaries in the form of report.
7.Through an intensive search on internet find out some Educational apps and mention their utilities.
8.Conduct an informative session with the help of the Teacher Educator on the topic, ‘how to use search engines efficiently and precisely’. List the outcomes (session to be conducted in the presence of expert).
9.How a mobile as a device can be used as teaching tool write a note on it on your self experiences.
10.Search at least four free educational e-books and write them on CD and submit it.

References

- Srinivasan, T. M. (2002).Use of computers and multimedia in education. Jaipur: Aavisakar Publication.
- Alexis, M. L. (2001).Computer for every one. Leon: Vikas Publishing house Ltd: New Delhi.
- Norton, P. (1998).Introduction to computers. New Delhi: Tata McGraw Hill Publishing Co 104.
- Peter Norton’s Introduction to Computers (2000), Tata McGraw-Hill Publications, New Delhi.
- Schwatz & Schitz (2000), Office 2000, BPB Publications, New Delhi.
- Smha P.K. (1992), Computer Fundamentals, BPB Publications, New Delhi.
- Merrill, P.P., et al (1985), Computers in Education, Second Edition, Allyn and Bacon, New York.
- Goel, Hemant Kumar Computer Vigyan Shikshan. R Lal Book Depot (Hindi and English).

College Activities/ Gallery

Shah Goverdhan Lal Kabra Teachers' College (C.T.E), Jodhpur

B.Ed. Second Year Syllabus

B.Ed. Second Year Syllabus

Paper-I Knowledge and Curriculum

Objectives:

The student teacher will be able to:

To understand the way in which the curriculum is driven by assessment.

To critically analyse various samples of textbook

To identify various dimensions of the curriculum and their relationship with the aims of Education.

To examine the epistemological basis of education.

To discuss the basics of modern child centred education.

To identify relationship between the curriculum framework and syllabus.

To understand the relationship between power, ideology and the curriculum.

To help prospective teachers to take decisions about and shape educational and pedagogic practice with greater awareness of the theoretical and conceptual under pinning’s that inform it,

To discuss the basis of modern child-centred education

To understand education in relation to modern values like equity and equality, individual opportunity and social justice and dignity.

COURSE CONTENT

Unit -I: Knowledge Generation:-

1. Epistemology-Meaning, philosophical basis of knowledge according to Indian & Western philosophy.

2. Distinction between

(a) knowledge and skill

(b) Teaching and Training

(c) Knowledge and wisdom

(d) Reason and belief.

3. Chronological review on Knowledge generation, myth based faith and logical based knowledge.

Unit -II: Child- Centred education:-

1. Modern Child-Centred Education,: Meaning, Concept and its basis.

2. Educational Thoughts on child centred Education – Shri Aurbindo, Giju Bhai, Maria Montessori, Frobel.

Unit -III: Process of knowing and forms of knowledge:-

1. Process of construction of knowledge, factors involved in construction of knowledge, role of knower & known in construction and transmission of knowledge, the role of culture in knowing

2. Categorisation of knowledge; basis of categorisation, the essential forms of knowledge, basis of selection of categories of knowledge in school education.

Unit -IV: Curriculum & Its Determinants:-

1. Meaning & need of curriculum, differentiations between curriculum framework, curriculum , syllabus and text books; facets of core curriculum in Indian context.

2. Determinants of curriculum: (a) Social-political-cultural-economic diversity(b) socio-political aspirations including ideologies (c) Economic necessities & technological possibilities. (d) National priorities and international Context

Unit -V: Curriculum Development & Textbooks:-

1.Different approaches of curriculum development: Subject centred: learner centred and constructivist

2.Role of external agencies in providing curriculum and pedagogic supports to teachers within schools; teachers’ role in transacting, developing and researching curriculum.

3.Operationalization of curriculum into learning situations: Selection & development of learning resources i.e. textbooks, teaching learning materials and resources outside the school-local environment, community & media.

Practicum/Field Work (Any one from the following)

1.Analysis of social myths in the light of scientific values and culture.

2.Plan a child centred activity for enhancement of children education and values based on Shri Aurbindo or Giju Bhai thoughts.

3.Conduct a survey on feedback of curriculum from learners and teachers. Prepare a report.

4.Critical review of a text book in reference to gender issues social sensitivity and the local contexts/references included in the book.

5.Critical review or analysis of the text book at upper primary and senior secondary level.

References

Schilvest, W.H. (2012), Curriculum: prospective paradigm and possiilty.M.C.MLLAN publication.

Hirst, Paul, H. Knowledge and the curriculum. Routledge publication.

Letha ram mohan (2009) Curriculum instrchon and evaluation. Agerwal publication, Agra.

Scolt, dand (2003). Curriculum studies: curriculum knowledge. Routledge falmes, m.y.

Kelly, AV. (2009). The curriculum: theory and practice sage publication Singapore.

Shulman L. S. (1986) those who understand: knowledge growth in teaching. Educational researcher, 4-14.

Sinha, S. (2000) Acquiring literacy in schools, seminar, 38-42.

Sternberg, R.J. (2013). intelligence, competence, and expertise, in A.J. Elliot & C.S. Dweck (Eds), handbook of competence and motivation.

Tagore, R. (2003) Civilization and progress. in crisis in civilization and other essays. New delhi: rupa & co.

Pathak, A (2013) Social implications of schooling: knowledge pedagogy and consciousness. Aakar books.

Paper-II Gender Issues in Education

Objectives: The student teacher will be able to:

To develop basic understanding and familiarity with key concepts–gender, gender bias, gender stereotype, empowerment, gender parity, equity and equality, patriarchy and feminism.

To understand the gradual paradigm shift from women’s studies to gender studies and some important landmarks in connection with gender and education in the historical and contemporary period.

To learn about gender issues in school, curriculum and textual materials across disciplines, pedagogical processes and its intersection with class, caste, religion and region.

To understand how gender, power and sexuality are related to education (in terms of access, curriculum and pedagogy).

To develop an understanding of the paradigm shift from women studies to gender studies, based on the historical backdrop.

To student to construct critically the impact of policies, programmes and scheme for promotion of gender equality and empowerment.

To apply the conceptual tools learnt regarding gender and sexuality to understand issues related to Sexual Harassment at the workplace and Child Sexual Abuse.

To develop an understanding of different theories on gender and education and relate it to power relations. The institutions involved in socialisation processes would be analysed to see how socialisation practices impact power relations and identity formation.

To understand how gender relates to education and schooling. The students will be able to understand on how school as an institution addresses gender concerns in curriculum, textual materials and pedagogy. It will enable the student to draw linkages between life skills and sexuality.

COURSE CONTENT

Unit 1: Gender Issues: Key Concepts

1.Concepts and terms – Relate them with their context in understanding the power relations: Gender, Sex, Sexuality, Patriarchy, Masculinity and Feminism

2.Gender Bias, Gender Stereo typing and empowerment.

3.Equity and equality in relation with caste, class, religion, ethnicity, disability and regional disparity.

Unit 2: Gender Studies: Paradigm Shifts

1. Paradigm shift from women’s studies to gender studies.

2. Historical background: Some landmarks from social reform movements of the nineteenth and twentieth centuries with focus on women’s experiences of education.

3. Contemporary period: Recommendations of policy initiatives, commissions and committees, schemes, programmes and plans.

Unit 3: Gender And Education

1.Theories on Gender and Education: Socialisation, Gender difference, Structural and Deconstructive.

2.Gender Identities and Socialisation Practices in: Family, Schools and Society.

3.Schooling of Girls: Inequalities and resistances (issues of access, retention and exclusion).

Unit 4: Gender Issues In Curriculum

Objectives:
The student teacher will be able to:

www.teachernetwork.org/tnli/accomplishment
www.gender.com.ac.uk
www.genderstuddies.org.
www.genderparddigm.com/publiscation/html.
www.sparknotes.com/sociology/socialization/section4/rhtml.
www.unicef/org/sower96/ngirls.html.
www.jaipurrugs.org./about/our-story.

Objectives:
The student teacher will be able to: