Ramakrishna Mission Sikshanamandira

Belur Math, Howrah – 711 202

Syllabus for M. Ed. Course – 2012-2013

Semester-I

Core Course Paper -1: Perspective of Education

( Code:CC-01)

Contact Hours per week: 4                                          Maximum Marks: 100

Examination Duration: 3 hours                                    Sessional Activity: 30

               Theoretical: 70

Unit I- Theoretical Perspectives of Education as a Discipline

• Critical analysis of education as a discipline/area of study.

• School education: Contemporary challenges

• Prioritizing the aims of Indian Education in the context of a democratic, secular,

egalitarian and a humane society.

• Procedure of linking :

·         Content knowledge with Pedagogy knowledge

·         School knowledge with community knowledge

·         Theoretical knowledge and practical knowledge

• Need for developing a vision of school education and teacher education:
• Vision derived from synthesis of different schools of Philosophy and Psychology

– Integrative and elective view points

– Open flexible rather than prescriptive

– Liberal and humanistic nature of school and teacher education.

• Critical analysis of different Philosophical thoughts of great educators: Socrates, Plato, Gandhiji, Tagore, Shri Aurobindo, Swami Vivekananda, John Dewey, Paulo Friere.

Unit II- Philosophical Bases of Education

• Indian Schools of philosophy with special emphasis on Sanskrit, Vedanta, Buddhism, Jainism and Islamic Traditions.
• Western Schools of Philosophy with special reference to Idealism, Realism, Naturalism, Existentialism and Marxism.

Unit III – Approaches and Issues in Education

• Interdisciplinary nature of education; relationships with disciplines/subjects such

as philosophy, psychology, sociology, management, economics, anthropology etc.

• Contribution of science and technology to education and challenges ahead.
• Axiological issues in education: role of peace and other values, aesthetics in

Education Recommendations of Kothari Commission.

Unit IV- Changing Socio-cultural Context of Education

• Understanding contemporary Indian society-with reference to multilingual,

multicultural, gender, equity, poverty, diversity, human rights and rights of the

child, appropriate approaches for teaching young children in the context of

diversities.

• Constitutional provisions of education; National values as enshrined in the Indian Constitution and their educational implications.

• Teachers autonomy, academic freedom and accountability.  

Unit V- Sociological bases: An exploration in education:

• Social stratification and social mobility.
• Constraints of social change in India (caste, ethnicity, language, religion).
• Education and social change in India with Special reference to Modernization etc.
• Education  and politics, culture and Democracy with special reference to Paulo Friere and Ivan Illich.
•  

Transaction Mode(Sessional Activity)

1. Seminar reading-presentation by students on selected themes individually and collectively leading to discussion;
2. Assignments based on self-study on identified themes such as policy perspectives and status of education of socio-economically disadvantaged children of India/of a particular State, vision of school education in India, process of socialisation of the child, critical analysis of the ways in which schooling, teaching-learning and curriculum contribute to social inequality, young children and social policy etc and presentation in a seminar followed by discussion.

Essential Readings

• Bruner, J.S. (1996), The Culture of education. Cambridge, M.A.: Harward University Press.

• Kar Parimal Bhusan, Sociology.
• Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C.
• Anderson, R.J., Spiro and W.E. Montanaque (eds) Schooling and the acquisition of knowledge (PP. Hillsdale, NJ: Erlbaum.
• Dearden R. F. (1984). Theory and practice in Education. Routledge K Kegan &

Paul.

• Dewey, J. (1916/1977): Democracy and Education: An introduction to the philosophy of education. New York: Macmillan.
• Palmer, Joy A, (2001). Fifty Modern thinkers on education: From Piaget to the

present Day. Routledge Flamer. London. USA. Canada.

• NCTE(2009) National Curriculum Framework for Teacher Education, New Delhi.
• NCERT (2005). National curriculum framework, New Delhi.
• MHRD, Gov. of India (1992), National policy on education (revised) New Delhi.
• MHRD, (1992), Programme of action. Govt. of India, New Delhi.
• Naik, J.P. (1975) Equality, quality and quantity: The elusive triangle of Indian

education, Allied Publications, Bombay.

• Peters, R.S. (ed), (1975). The Philosophy of education. Oxford University Press,

London.

• Peters, R.S. (1967), The Concept of education, Routledge, United Kingdom

Core Course Paper- 2: Learner and the Learning Process

( Code:CC-02)

Contact Hours per week: 4                                Maximum Marks: 100

Examination Duration: 3 hours                                        Internal : 30

                                                                                   External :70

Unit I—How Children Learn

• Various modes of knowledge transmission - What should be taught and how the knowledge should be organised? (Knowledge centeredness).
• Who learns and how? (Learner- centeredness).
• What kind of classroom, school and community environment enhances learning? (Environment centeredness).
• What kind of evidence for learning the teachers, parents and policy makers can use to decide whether effective learning is really occurring?

Unit II - Learners and their Development

• Problems of the adolescents and self-identity: educational support required for
• Language development-language before and into the school, meta linguistic awareness; acquision of more than one language, home language vs. school language, strategies supporting student’s speaking, listening reading and writing development critical analysis of the views of Piaget, Vygotsky, and Chomsky.
• Influences of culture on learners development.
• Context and the process of socialization

Unit III- The Process of Learning

• Cognition and learning: cognitive process-perception, attention, memory, development of concepts, logical reasoning, critical thinking, development of concepts, strategies for teaching concepts; problem solving.
• Learning as construction of knowledge; learning as cognitive and socio-culturally meditative process: meta cognition, socio-cultural mediation, experimental learning, cognitive negotiability, understanding constructivist nature of knowing, doing and practicing in classroom/field, in community setting; critical appraisal of views of Piaget, Bruner and Vygotsky with reference to multiple school contexts of India.
• Motivation in learning: intrinsic and extrinsic motivation; approaches to

          motivation: humanistic approach; cognitive approach (attribution theory-Weiner).

• Multiple ways of organising learning in different subject areas - individualised,

        self-learning, group learning/ cooperative learning, learning through electronic

       media.

• Transfer of Learning – theories of transfer of learning – how to maximize transfer.

Unit IV- Learning Environment

• The physical environment.
• The instructional time.
• Diversity in learning contexts – oversized classroom; language, ethnic and social

diversities and different types of disadvantage that the children suffer

• Space for the parents and the community: identification of barriers, strategies for

strengthing partnership between school and parents and community.

• Diversity in learning paths and learning styles.
• Discipline and participatory management.
• Inclusive environment in the classroom for all learners.

Unit V- Learning Assessment

• Assessment-continuous and comprehensive evaluation, assessment during teaching, designing good test items, open book examination, self-assessment and feedback, shorter examination, shift From, content based testing to problem solving, logical thinking, critical thinking etc teacher observation and their reflective discussion in a group; Library study and project work.

Transaction Mode

1. Assignments based on self-study on identified themes such as policy perspectives and status of education of socio-economically disadvantaged children of India/of a particular State, vision of school education in India, process of socialisation of the child, critical analysis of the ways in which schooling, teaching-learning and curriculum contribute to social inequality, young children and social policy etc and presentation in a seminar followed by discussion.

(1)   Seminar reading-presentation by students on selected themes individually and collectively leading to discussion;

Essential Readings

• Bruner, J.S. (1990) Acts of meaning. Cambridge, M.A.: Harvard University Press.
• Bruner, R.F. (1978). Psychology applied to teaching. Boston: Houghton Mifflin.
• Dandapani, S. (2001) Advanced educational psychology, (2nd edition), New Delhi,

Anmol publications pvt Ltd.

• Gardner, H. (1983) frames of Mind: The theory of multiple intelligence. New

York: Basic Books.

• NCTE (2009) National Curriculum Framework for Teacher Education, New

Delhi.

• NCERT (2005) National curriculum framework, New Delhi.
• Piaget, J. (1999) Judgment and reasoning in the child. London: Routledge.
• Vygostsky. L. (1986) Thought and language (A. Kazulin, Trans). Cambridge,

M.A.: MIT Press.

Core Course Paper-3: Methodology of Educational Research

( Code:CC-0 3)

Contact Hours per week: 4                                     Maximum Marks: 100

Examination Duration: 3 hours                                              Internal: 30

                                                                                            External: 70

Unit I- Research in Education: Conceptual Issues

·           Meaning, purpose and areas of educational research

·           Kinds of educational research: basic & applied research, evaluation research and

action research, and their characteristics

·           Sources of knowledge generation : historical perspective, the scientific approach

to the knowledge generation: basic assumptions of science, scientific methods,

theory, nature and functions, the principle of evidence, scientific methods applied

to researches in social science and education.

·           Planning the research study: sources of research problems, review of the literature-purpose and resources; conducting the literature search: using databases and internet, internet search tools and quality of internet resources

  Identification and conceptualisation of research problem: statement of problem, purpose, and research questions in qualitative and quantitative research Formulation of Hypotheses.  Preparation of a research proposal: framework of the research proposal and

strategies for writing the research proposals

Unit II- Types of Research -I

• Types of Research : survey studies, descriptive studies, co-relational studies, developmental studies, comparative studies, casual-comparative and co-relational

research; necessary conditions for causation.

• Classification by Time: Cross-sectional, Longitudinal (Trend and Panel

studies), and Retrospective; and classification by research objectives-

Descriptive, Predictive and Explanatory

• Nature of experimental research, variables in experimental research -

independent, dependent and confounding variables; ways to manipulate an

independent variable, purpose and methods of control of confounding

variables

• Experimental research designs: single-group pre-test post-test design, pre-test

post-test control-group design, Solomon group design.

• Quasi-experimental designs:

Unit III. Types of Research - II

• Historical research-meaning, significance, steps, primary and secondary sources

of information, external and internal criticism of the source

• Mixed Research-meaning, fundamentals principles, strengths and weaknesses,

types and, limitations

Unit IV- Sampling in Qualitative, Quantitative and Mixed Research

• Concept of population and its type, and sample, sampling unit, sampling frame,

sample size, sampling error, representative and biased samples

• Random sampling techniques: simple random sampling, systematic sampling,

stratified random sampling, cluster sampling, and multi-stage sampling

• Non- Random Sampling Techniques, convenience sampling, purposive sampling,

quota sampling, snowball sampling, theoretical sampling, incidental and critical

case

• Determining the sample size when using random sampling

Unit V- Methods of Data Collection

• Tests, inventories and scales: types and uses identifying a tool using reliability and validity information
• Questionnaire: forms, principles of construction and their scope in educational

research, administration of questionnaires

• Interview: types, characteristics and applicability, guidelines for conducting

interviews

• Observation : use of the checklist and schedules, time sampling, field notes, role of researcher during observation, focus group discussion

Transaction Mode

Lecture-cum-Discussion, brain storming, group discussion, presentations; Panel

discussion; Seminar presentations.

Sessional Work: The students may undertake any one of the following activities:

• Identification of variables of a research study and their classification in terms of

functions and level of measurement

• Preparation of a review article
• Review of research report

References

• Best J.W. (1999). Research in Education, New Delhi: Prentice Hall of India Pvt.

Ltd.

• Borg, W.R. and Gall, M.D. (1983). Educational Research – An Introduction, New

York: Longman, Inc.

• Christensen, L. (2007). Experimental Methodology. Boston: Allyn & Bacon.
• Clive Opie (2004). Doing Educational Research- A Guide for First time

researchers. New Delhi: Vistar Publications.

• Cohen, Lewis and Manion Lawrence (1994) Research Methods in Education New

York : Holt Rinchart and Winston Inc.

• Fraenkel, J.R., Wallen, N.E. (1996). How to Design and Evaluate Research in

Education. New York: McGraw Hill.

• Flick, Uwe (1996): An Introduction to Qualitative Research . London sage

publication

• Kaul, Lokesh (1984). Methodology of Educational Research. New Delhi: Vikas

Publications.

• Keeves, John. P (ed)(1990) Educational Research Methodology and Measurement

: An International Handbook. New York : Pergamo Press

• Kerlinger, F.N. (1986). Foundations of Behavioural Research. Fort Worth, TX:

Harcourt Bmce Jovanovich.

• Kirkapatrick, D.L. (2005). Evaluating training Programmes: The four Levels. San

Francisco: Brrett-Kochler.

• Jill Porter & Penny Lacey (2005). Researching Learning Difficulties- A Guide for

Practitioners. Paul Chapman Publishing.

Specialisation (Group-C):Teacher Education

Paper- 11 : Teacher Education

( Code:SP-11)

Contact Hours per week: 4                           Maximum Marks: 100

Examination Duration: 3 hours                                   Internal: 30

                                                                                 External: 70

Unit I- Teachers and Teaching Profession

• Teachers changing roles and responsibilities.
• Concept of Profession; Teaching as a profession.
• Professional ethics for teachers.
• Social status of teachers; International Labour Organisation (ILO) version of the

status of teachers.

• Teacher Appraisal and accountability.
• Roles and responsibilities of teacher educators
• Preparation of teacher educators
• Continuing education of teacher educators: provisions for the continuing

education of teacher educators and institutional mechanism.

Unit II- Nature, Objectives, Structure and Models of Teacher Education

• Pre-Service Teacher Education: concept, nature, objectives and scope.
• Development of teacher education in India and post independence period;

recommendations of various commissions and committees concerning teacher

education system. Impact of NPE, 1986 and its POA on teacher education

system.

• The Centrally Sponsored Scheme for the Reconstructing and Strengthening of

Teacher Education: roles and functions of IASEs, CTE, DIETs’.

• Roles, functions and networking of institutions like UGC, NCERT. NCTE.

NUEPA, SCERTs etc.

• Components of pre-service teacher education : foundational component,

specialization areas, practicum internship, co-curricular activities, working with

the community and work experience.

• Teacher education curriculum at different stages. National Curriculum

Frameworks for Teacher Education, 2009.

• Models of Pre-service teacher education at secondary level: 4 years integrated

model, one year model, 2 years model, 2 years distance mode.

• Issues, concerns and problems of pre-service teacher education

Unit III- Curriculum transaction in Teacher Education

• Methods and Techniques: Lecture-cum-Discussion, Demonstration, Group

Discussion, Brain storming seminar, Workshops, Team Teaching, Use of ICT,

Case analysis, reading and review of original texts, projects and assignments.

• Planning for teaching-learning; taxonomy formulating of instructional objectives,

unit planning, lesson planning, and teacher’s diary.

• Concept of school experience programme (SEP)/Internship
• Planning and organization of SEP.
• Monitoring and supervision of SEP.
• Internship: concept; planning and organization.
• Critical reflection as the central aim of teacher education

Unit IV- Continuing Professional Development of the In –Service Teachers

• Concept and importance.
• Modes of INSET: face to face, distance mode, eclectic mode.
• Planning and Organisation of INSET-assessment of training needs, formulation of

training curriculum, preparation of course materials.

• Organisation of training, appraisal of course materials.
• Issues, concerns and problems of Teachers’ In-service education.
• Split Model followed in-service training of teacher under SSA
• Strategies of professional development: workshops, seminars, symposium, panel

discussion, conferences, self study, study groups and study circles, book clubs,

extension lectures, research colloquium, refresher courses, orientation

programmes

• Teacher learning resource centre
• Provisions made by the States for professional development of the teachers.

Unit V-Assessment and Evaluation in Pre-Service and In-Service Teacher

Education

• CCE in Teacher Education.
• Formative and summative evaluation; norm referenced and criterion reference

evaluation.

• Evaluation of school experience/internship programmes.
• Assessment of teaching proficiency: criterion, tools and techniques.

Sessional work: The students are to undertake a Appraisal Project on training Programme organized by CTE

Essential Readings

• Report of the Education Commission (1964-66).
• Report of the National Commission on Teachers (1983-85).
• National Curriculum Frameworks for Teacher education, 2009
• Report of the Delors Commission, UNESCO, 1996
• National Policy of Education 1986/1992.
• National Curriculum Framework on school education, 2005.

Essential Readings

• UNESCO (2006): Teachers and Educational Quality. UNESCO Institute for

Statistics Montreal.

• NCTE (2009) National Curriculum Framework of Teacher Education, New Delhi.
• NCERT (2005): National Curriculum Framework.
• NCERT (2006): Teacher Education for Curriculum renewal.
• NCTE (1998): Perspectives in Teacher Education.

Specialization (Group-C): Teacher Education

Paper-12a.- Science Education

( Code:SP-12a)

Contact Hours per week: 4                  Maximum Marks: 100

Examination Duration: 3 hours                           Internal: 30

                                                                      External: 70

Unit I - Nature of Science

• Evolution of science as a discipline, science as a dynamic expanding body of

knowledge; development of scientific knowledge; scientific methods

explanations.

• Science and technology, complementarities between science and technology;

Science and Mathematics and their complementarities, role of mathematics in

Science.

• Common misconceptions of pupils about the nature of science; characteristics of

different disciplines of science, their interrelationship and integration.

Unit II -Curriculum of Science Education

• Trends in science education from the beginning of the nineteenth century to the

present- at national and international level;

• Criteria of validity of science curriculum: content, ethical environmental, process,

cognitive, historical

• Taxonomy for curriculum development in Science Education.
• Science curriculum at different stages of school education-at, upper

primary secondary, higher secondary.

• Instructional materials including textbook: contextualization, criteria and concerns

including all stakeholders in their development.

• Integrating co-curricular activities with science education.

Unit III- Approaches to Teaching-Learning of Science

• Approaches to concept learning, conceptual change model (reconstructing

alternative concepts in science).

• Constructivist paradigm and its implications for science learning:
• Constructivist approaches to science learning: inquiry method, problem solving

strategies, concept development investigatory approach, guided discovery

approach; inductive method, project based learning, planning different types of

projects, cooperative collaborative learning, learner centred activity-based

participatory learning, role of experiments in science, integration of theories and

experiments in science: development of laboratory design, planning and

organisation of laboratory work improvisation in the laboratory and low cost science experiments, integrating science across different disciplines and with real life situations.

• Metacognative strategies in science education
• Use of ICT in teaching-learning of science pedagogical analysis of science at

Secondary level.

Unit IV-Assessment in Science Education

• continues and comprehensive evaluation in science
• Assessment of affective measures in science: use of tools and techniques such as

observation, rating scale, check-list, anecdotal records, attitude scales, interest

inventories and interviews.

• Self-assessment by students and by teachers, peer assessment, assessment of

teachers by students.

Assessment of curricular activities; assessment of content knowledge through

activities and experiments, assessment of laboratory skills.

Unit V- Issues in Science Education

• Contribution of women in science
• Scientific and technological Literacy.
• Ethical aspects of science.
• Innovations and Creativity in Science.
• Development of Scientific temperament

Transactional Mode

Group discussion, lecture-cum –discussion, panel discussion, symposium, school visits

and sharing of experiences, experimentation with kits and laboratory work project and

assignments focusing in observation and interaction with children adolescent, group and

individual field based assignments followed by workshops and seminar presentation

Sessional Work: The student teacher may undertake any one of the following activities:

·           Development of an action plan for organization of a science exhibition at

different levels, framing guideline on a selected theme and various sub-themes.

·           Preparation of low-cost and no cost teaching aids and studying their

effectiveness in a classroom transaction

References

• Alan J. McCormack. Trends and Issues in Science curriculum in Science

Curriculum Resource Handbook: A practical guide to k12 science curriculum.

Kraus International Publications

• Bhanumathi, S. (1994) Small Scale Chemical Techniques – Chemistry Education

(April-June) 20-25.

• Black, P (1998). Testing: Triend or Foe? Theory and practice of Assessment and

Testing. Falmer Press, London.

• Carey, S. (1986). Cognitive Science and Science Education. American

Psychologist. 41 (10), 1123-1130

• Chalmers, A. (1999). What is the thing called Science.3rd Ed.Open University

Press, Bucking ham.

• Driver. R, Leach. J, Millar. R and Scott, P. (1996). Young Peoples’ Image of

Science. Open University Press, Buckingham.

Specialization (Group-C): Teacher Education

Paper 12b- Mathematics Education

( Code:SP-12b)

Contact Hours per week: 4               Maximum Marks:100

Examination Duration: 3 hours                        Internal: 30

                                                                       External:70

Unit - I :  Nature, Development and significance of Mathematics

• The nature of mathematics : abstract nature, pure and applied mathematics
• The aesthetic and utilitarian aspect of mathematics.
• Historical development and foundation of mathematics and the contribution of some great mathematician like Game, Ramanujan etc.

Unit – II : - Approaches to Teaching-learning of Mathematics.

·           Constructivist approach in teaching of mathematics.

·           Discovery approach in mathematics teaching learning.

·           Problem solving approach in mathematics teaching.

·           Competence based approach.

·           Collaborative learning approach.

·           Pedagogical issues in mathematics teaching.

·           Mathematical communication.

·           Resources in mathematics teaching-learning.

·           Recreational mathematics.

·           ICT and its impact on mathematics education.

Unit – III:       Curriculum of mathematics at different stages

·           An over view in global context – Upper primary, Secondary and Higher Secondary.

Unit – IV :      Structure of Mathematics

·           Proofs and verification in mathematics and distinction between them.

·           Types of theorems : existence and uniqueness theory.

·           Type of proofs : direct proof, indirect proof, proof  by contradiction, proof by mathematics induction.

·           Role of examples, non examples and counter examples in mathematics.

·           Scope and limitations of intuition in mathematics.

Unit – V : Evaluation in Mathematics

The significance of evaluation in mathematics in teaching-learning process.

• Taxonomy of instructional objectives interpreted in terms of mathematics. Planning and construction of test items (very short answer type, short answer type, long answer type) and precautions taken while constructing test items.

Sessional work : The students may undertake any one of the following :

·           Assignment on construction of test items.

·           Preparation and demonstration of teaching aids for constructivist class room.

·           Action research in mathematics.

References

• Alice F. Art and Eleanan Armaer Thomas. Becoming a Reflective Mathematics

Teacher.

• Baw, G.R. and George, L.U. (1976). Helping Children Learn Mathematics-A

Competency Based Laboratory Approach. California, Cummings Publishing Co.

• Bhanumurthy, I.S. (1992). Ancient Indian Mathematics. Wiley Eastern Ltd, New

Delhi.

• Gronlund, N.E., (1990) Measurement and Evaluation in Teaching. New York;

Macmillan.

• Heimer, R.T. and Trueblood, C.R. (1970) Strategies for Teaching Children

Mathematics;Reading. Massachusetts: Addison Wesley Publishing C

• Kenneth, Kidd P, et al. (1970). The Laboratory Approach to Mathematics.

Chicago, Science Research Associates.

• Lieback, Pamela (1984). How Children Learn Mathematics. Penguin Books.

• Polya, G (1957). How to Solve it.2nd edition, Garden City, N.Y.: Doubleday and

Company.

• Polya, G Mathematical Discovery on Understanding, Learning and Teaching

Problem Solving. John Wiley & Sons.

• Resonik, L.B. and W.W. Ford (1980). The Psychology of Mathematics for

Instruction. New Jersey: Lawrence Eribaurn Associates.

• Sawyer, W.W. Mathematics in Theory and Practice. Udhams Press Ltd, London.

Specialisation (Group-C): Teacher Education

Paper 12 c - Language Education

( Code:SP-12c)

Contact hours per week: 4                 Maximum Marks: 100

Examination Duration: 3 hours                         Internal: 30

                                                                    External: 70

Unit I- Conceptual Issues Language Learning

• Language acquisition and language learning -- factors affecting language acquisitions and communication and language learning.
• Linguistic, psychological and social processes involved in learning of languages.
• Models of Language Acquisition: Chomsky-Language Acquisition Device,

Piaget- Cognitive constructivism and Language,

• Development of basic language skills as well as advanced language skills

primary, secondary and senior secondary levels.

• Innovative techniques for teaching grammar, reading comprehension and written

expression

Unit II- Pedagogy of Language

• First language
• Seconded language

Unit III- Teaching Learning of Languages

·         At referent stage of school education-primary upper primary secondary, and

higher secondary

·         Pedagogical study of languages.

Unit IV- Contextual Problem in Language Learning

·         Multilingual class room- curriculum.

·         Medium of instruction-recommence recommendation of NPE 1986/1992, NCF

(2005), NCFTE 2009 towards professional and humane teacher.

• Preservation of heritage language
• Home language & school language-problem of tribal dialects

Transaction Mode

Lecture cum discussion, hands on practice in language laboratory, self- study, visits to

language teaching institutes, presentations in seminar and group discussions workshop,

assignment around issues and concepts .

Sessional Work: The students may undertake the following activities:

• Seminar on L.1 and L.2 research and theories

References

• Bennett, W.A. (1969). Aspects of Language and Language Teaching. Cambridge

University Press: London.

• Braden, K (2006). Task Based Language Education: From Theory to Practice.

Cambridge University Press.

• Britton, James (1973). Language and Learning. Penguin Books, England.

• Byrnes, Heidi (2006). Advanced Language Learning: The Contribution of

Halliday and Vygotsky. Continuum International Publishing Group.

Specialization (Group-C): Teacher Education

Paper 12 d - Social Science Education

( Code:SP-12d)

Contact Hours per week: 4                    Maximum Marks: 100

Examination Duration: 3 hours                             Internal: 30

                                                                        External: 7

Unit I – Conceptualization of Social Science Education

• Concept, nature, objectives and scope of social sciences: existing approaches of teaching learning

of social sciences;

• Epistemological frame proposed in educational policy documents and various

national curriculum frameworks concerning teaching-learning of social sciences.

• Place and organization of social sciences in school curriculum; aims and objectives of teaching

social sciences at various stages of school education

• Research trends and prospects in social science education.

Unit II –Social Science Curriculum

• Methodology of development of curricular materials viz., textbooks, workbooks,

teacher handbooks, teacher’s education manuals, other content enrichment

materials –their conceptualization and processes;

Unit III – Approaches to Pedagogy of Social Science

• Critical appraisal of approaches to teaching learning social sciences – behaviourist

approach; constructivist approach; inter disciplinary approach, integrated

approach; child-centred approach; environmental approach; the overlap between

these approaches

• Critical appraisal of various teaching learning strategies viz., lecture cum discussion,

project method, field survey problem solving,

role-play, field visits and case studies; action research etc.

• Pedagogical analysis of curricular components of social science

Unit IV- Media, Materials and Resources for Teaching-Learning of Social Science.

• Effective use of print media and audio-visual materials for social science;
• Development of teaching-learning materials; workbook; activity book and self instructional materials and integration of ICT in the materials.
• Effective utilization of resources for teaching social science textbooks and

supplementary materials; literature and biographies models, environment and community

resources;

• Development of low cost improvised teaching aids.

Unit V – Evaluation in Social Science Education

• Competency based evaluation, continuous and comprehensive evaluation;

formative and summative evaluation, diagnose  and remediation;  construction of assessment tools like achievement test.

• Knowledge and framing of questions as related to different subject areas viz., History,

Geography, Political Science, Economics etc.

Transaction Mode

Lecture-cum-discussion, penal discussion, project. on oral history, workshops, seminar,

assignment a group discussion around issues and concepts. group and individual field

based assignment focused by workshops and seminar presentations.

Sessional Work

• Development of questions and achievement tests in social science subjects
• Analysis of a social science syllabus or a textbook of a stage/clam

References

• Alan J Singer (2003), Social Studies for Secondary Schools: Teaching to learn,

learning to teach, Lawrence Erlbaum Associates, Mahwah, New Jersey.

• Arora, GL (1988), Curriculum and Quality in Education, NCERT, New Delhi.

• Ashley Kent, (2001) Reflective Practice in Geography Teaching, Paul Chapman

Educational Publishing, Ltd.

• Avijit Pathak, (2002) Social Implications of Schooling: Knowledge, Pedagogy

and Consciousness, Rainbow Publishers, New Delhi.

• Binning and Binning (1952), Teaching Social Studies in Secondary Schools,

McGraw Hills, New York.

• David Lambert and David Balderstone (2000), Learning to Teach Geography in

Secondary School: A Companion to School Experience, Routledge Falmer,

London.

Semester-2

Core Course II- The Process of Education

( Code:CC-04)

Contact Hours per week: 4         Maximum Marks: 100

Examination Duration: 3 hours                   Internal: 30

                                                                 External: 70

Unit I- Pedagogy

• Child centered pedagogy.
• Process of knowledge construction for development of concepts, understanding,

            logical reasoning, critical thinking and problem solving.

Unit II- Andragogy

• Concept of andragogy
• Implications of andragogic techniques for teachers training.
• Experiential Learning
• Field interactions and reflection.

Unit III- Profile of the Teacher and the Teacher Educator

• Teacher’s ability to integrate pedagogical knowledge with the content knowledge of a subject.
• Issues related to Teacher’s role expectation-values, attitudes, life style, relationship with the students and parents.
• Role perception: teacher and role model, as facilitator, as co-learner

            intimate relationship with students.

• Organization of learning experiences: individualized learning, group learning, self learning,
• Learning through electronic media, and combination of modes as stated.
• Professionalism of the teacher and the teacher educator- professional ethics,

            commitments, dedication, accountability, autonomy and academic freedom.

Unit IV- Designing Curriculum, School Experiences and Assessment

• Principles of selecting curriculum content.
• Principles of Curriculum development; Highlights of NCTE 2009 Stage Specific and Subject Specific of Curriculum.
• Methodology of Curriculum transaction.
• Curriculum evaluation (Formative, Summative, Micro and Macro)

Unit V – Support Systems of Education

• Department of Public instruction, Ministry and other Government agencies.
• Academic Institutions: Controlling authority and regulatory bodies in education.
• Complementarities in participation of different stakeholders in School education role
• Of media, use of technology, NGOs, civil society groups, teacher organizations, family and local community.

Transaction Mode

1. Penal Discussion on identified themes, self study and presentation of paper in seminar
2.  Self-reading of literature on an identified theme and presentation of a paper in

Seminar followed by critical discussion.

3. Critical analysis of a curriculum/syllabus of particular school stage and

presentation for small group discussion.

Essential Readings

• Bruner, J.S. (2006). In Search of pedagogy Vol. I and II (The selected works)

Routledge, London.

• Bruner, J.S. (1960/1977). The Process of education. Cambridge, M.A.: Harward

University Press.

• Edgerton, Susan Huddleston (1997). Translating the curriculum: Multiculturalism

into the Cultural Studies. Routledge.

• Etta, R. Hollins (1996): Transforming curriculum for a culturally Diverse Society.

Lawrence Erlbaum Associates Publishers. Mahwah, New Jersey.

• MHRD, GOI, National policy on education.

• NCERT (2005) National curriculum framework.

• Noddings, Nel (2007). Critical lessons: what our schools should teach.

Cambridge University Press.

Core Course- IV Psychology for Individual and Social Development

( Code:CC-05)

Contact Hours per week: 4                            Maximum Marks: 100

Examination Duration: 3 hours                                     Internal: 30

                                                                                   External: 70

Unit I- Dynamics of Individual Development

• Concept of human development.
• Understanding the process of individual development in a social context: development of knowledge, understanding, skills, competencies, values.
• Development of attitude, interest, and adjustment.
• Importance of individual differences-concept of multiple intelligence,(Gardner,

Stenberg); cultural variability and aptitude.

• Determinants of personality development of an individual-biological, socio-cultural, personality assessment.
• Concept of emotional intelligence and its impact on learning.

Unit II— Dynamics of Social Development

Nature of socio-cultural environment-physical, economic conditions, cultural practices,

shape of technology, social security and health facilities, educational facilities, influence

of media, influence of democratic polity-their impact on school and classroom.

Peace Education coping with socio-economic and political complexities-oppression, conflict, violence.

Unit III- Group Dynamics and Individual

• Interrelation and interdependence between individual and group in classroom and social context.
• Meaning and types of groups, compliance and conformity in relation to effective group functioning in school and classroom context; effect of group process and interpersonal relations on learning conditions, measures to improve human relations and interaction; social skills required for maintaining human relations.
• Socio-emotional climate in classroom, the conditions facilitating effective learning.

Unit IV- Mental Health and Adjustment

• Concept of adjustment and mental health, characteristics of a mentally healthy person, school and classroom practices for enhancing adjustment and mental health among the students.
• Concept of stress-sources of stress, categories of stressors, strategies of coping with stress. Mechanisms of adjustment, its positive and negative effects: types of adjustment problems among students.
• Frustration, conflict, and anxiety- meaning and management.
• The power of positive teachers for better mental health and adjustment – care, trust and respect for diversity and rights of the child.

.

Unit V-Education-Development Interface

• Strategies for blending development of individual potential and external environment (Physical, social, cultural, political and economic).
• Role of education in national development. Education and Human Development Index.
• Implication of NPE, 1992 for National Development.

Transaction Mode

Lecture-cum-discussion; peer Group discussion on identified themes; observation of

various instructional situations in real classrooms, seminar reading; critical analysis of

events in classroom, reflective discussion in a group; library work and, presentation/panel

discussion, case study of a student and presentation in seminar, projects and arraignment

focusing on observation and interaction with children and adolescents; workshops,

seminar, assignments and group discussion around issues and concepts studied in theory.

Sessional Work: Psychology Practical.

Essential Readings

Delamater, John. (2003). Handbook of Social psychology. Springer.

Higgins, E.T. and Kruglanski, A.W. (1996). Social Psychology: Handbook of Basic Principles.

Oxford Press, New York.

Piaget, J. (1999). Judgment and reasoning in the child. London: Routledge.

Piaget, J. and Inhelden, B. (1969). Psychology of the child, New York: Basic Books.

References

Atkinson, Richard C., et.al (1983). Introduction to Psychology, Harcount Brace

Joranovich Inc., New York.

Bandura.A (1977). Social Learning Theory. Cliff.N.J; Prentice Hall.

Barry and Johnson (1964). Classroom Group Behaviour. New York: Macmillan.

Bhargava, Mahesh (1964). Introduction to Exceptional Children. Sterling Publishers Pvt

Ltd., New Delhi.

Bickhard, M.H. (1992). How Does the Environment Affect the Person? In L.T. Winegar,

J. Valsiner (ed.). Children’s Development within Social Contexts: Metatheory and

Theory. Erlbaum.

Bickhard, M.H., Chrisopher, J.C. (1994). The Influence of early Experience on Human

Personality Development. New Ideas In Psychology.

Core Course VI- Statistical Methods for Data Analysis

(Statistics in Educational Research)

( Code:CC-06)

Contact Hours per week: 4                Maximum Marks: 100

Examination Duration: 3 hours                          Internal: 30

                                                                      External: 70

Unit I- Descriptive Analysis of Quantitative Data

• Data types: Nominal, Ordinal, Interval and Ratio scale, Graphical representation of data tabulation.
• Measures of central tendencies and S.D., Q. assumptions, uses and interpretation
• Normal distribution: theoretical and empirical distributions, deviation from normality and underlying causes, characteristics of normal probability curve and its applications
• Relative positions : percentile rank, dispersion,  z-scores.
• Examining relationships: Scatter plots and their interpretation. Correlation Coefficient  product moment, rank diff.

Unit II– Inferential Analysis of Quantitative Data-1

• Estimation of a parameter-Concept of parameter and statistics, sampling error, sampling
• Distribution of the mean,  standard error of mean.
• Meaning of Null Hypothesis, Testing the significance of diff,. between the means of independent samples ( by t – test).

Unit III– Inferential Analysis of Quantitative Data-2

• Analysis of variance and Co- variance (ANOVA)-concept, and uses
• Meaning of Non-parametric statistics: Chi-square-Chi-square as test of goodness of fit and test of independence, contingency co-efficient and its uses.

Unit IV- Data Analysis in Qualitative and Mixed Research

• Data reduction, data display, conclusion drawing and verification, removing,
• Categorization and clarification, analysis of visual data, enumeration, identifying

relationship among categories, context analysis, corroborating, establishing

credibility.

Unit V–Computer for Data Analysis and Preparation of Research Report

• Use of Computer for data analysis- Knowledge of different types of software for

statistical analysis, use of preparing research report, EXCEL

Transaction Mode

Presentation, demonstration and discussion, reading additional resources provided on

web-based students study sites, individual and group exercises, study of published

empirical research article, and development of a statistical analysis plan on the topic

selected for dissertation.

Sessional Work: The student teacher may undertake any one of the following activities:

A critical assessment of statistical techniques used in a research report

Preparation of graphic designs of data obtained in a research study

Selection and description of appropriate statistical technique(s) for answering a research

question or for testing a given hypothesis

Analysis of data using Statistical Packages

References

Cononver, W.J. (1971). Practical Non-Parametric Statistics. New York: John Wiley &

Sons Inc.

Ferguson, G. (1981). A Statistical Analysis in Psychology and Education, New York:

McGraw Hill.

Gibbons, J.D. (1971). Non-Parametric Statistical Inference. New York: McGraw Hill.

Glan, G.V., & Hopkins, K.D. (1996). Statistical Methods in Education and Psychology,

(3rd edition). Boston: Allyn & Bacon.

Guilford, J.P., and B. Fruchter. (1987). Fundamental Statistics in Education and

Psychology. Tokyo: McGraw Hill (Student-Sixth edition).

Henry, G.T. (1995). Graphing data: Techniques for display and analysis. Thousand oaks,

CA: Sage.

Howell, D.C. (1997). Statistical Methods for Psychology. Belmont, CA: Duxbury Press.

Huck, S.W. (2007). Reading Statistics and research. Boston: Allyn & Bacon.

Popham and Sirohic (1993). Educational Statistics-Use and Interpretation, New York:

Harper and Row.

Siegal, S. (1956). Non-parametric Statistics for Behavioural Science, New York:

McGraw Hill.

Miles, M.B., & Huberman, A.M. (1994). Qualitative Data Analysis: An expanded

Sourcebook. Thousand Oaks, CA: Sage.

VanLeeuwen, T., & Jewitt, C. (Eds). (2001). Handbook of Visual analysis. London:

Sage.

Specialization (Group-H) : Inclusive Education

Paper-21 :Inclusive Education for Children with Diverse Needs

( CODE:SP-21)

Contact Hours per week: 4                      Maximum Marks: 100

Examination Duration: 3 hours                                Internal: 30

                                                                              External: 70

Unit I- Introduction to Inclusive Education

• •Difference between special education, integrated education and inclusive

education.

• Advantages of inclusive education for the individual and society.
• Recommendations of Education Commissions and Committees on restructuring

policies and practices to respond to diversity in educational situations

• National and International initiatives for inclusive education
• Current Laws and Policy Perspectives supporting IE for children with diverse needs.

Unit II-Preparation for Inclusive Education

• Concept and meaning of diverse needs.
• Educational approaches and measures for meeting the diverse needs- concept of

remedial education, special education, integrated education and inclusive education.

• Building inclusive learning friendly classrooms, overcoming barriers for

inclusion.

• Role of teachers, parents and other community members for supporting inclusion

of children with diverse needs.

Unit III- Children with Diverse Needs and Utilization of Resourses

• Definition and characteristics of children with sensory ( hearing, visual and

physically challenged)intellectual ( gifted, talented and children mentally

challenged children), developmental disabilities( autism, learning

disabilities.

• Role of teachers working in inclusive settings and resource teacher in developing

and enriching academic skills for higher learning.

• Adaptations in instructional objectives , curriculum and co-curricular activities

for meeting diverse needs of children from sensory, intellectual, learning disabled,

rural, tribal, girls, SC ST and linguistic and other minority groups.

• Role of technology for meeting diverse needs of learners
• Creating conducive environment in inclusive schools: material resources and

human resources, changing the attitude of the significant people, exploring and

utilizing the services and resources available in the community.

Unit IV-Teacher Preparation for Inclusive Education

• Review existing educational programmes offered in secondary school (general,

special education).

• Skills and competencies of teachers and teacher educators for secondary

education in inclusive settings.

• N.C.F 2005 and curriculum for teacher preparation and transaction modes.
• Roles, responsibilities and professional ethics of an inclusive education teacher

and teacher educators.

• Role of different national and international agencies {institutions, universities} in

promoting inclusive education.

• Supportive Services for inclusion and research

Unit V- Socially Disadvantaged Children in India: Status and Provisions

• Meaning of socially disadvantaged children: socially disadvantaged section in India-the scheduled castes, scheduled tribes, educationally backward minorities and slum children.
• Provisions in the Constitution of India for social group equity and education of socially disadvantaged sections, National Policy on Education (1986), POA, 1992, National Curriculum Framework, 2005.
• Relevance of International perspectives Dakar : framework of action (2000), millennium development goals (2000) to Indian Context.

Transactional Mode

Discussion and group work, field visit to get first hand experiences and presentation in

the seminar interaction with children of diverse context such on first generation learner

and street learners interaction with them organization of creative activates for them with

the aim to learn to communicate and relate with them, project and assignments focusing

on observation and interaction with children and adolescence.

Sessional Work: The students may undertake any one of the following activities:

• Observation of inclusive teaching strategies and discussion.
• Planning and conducting multi level teaching in the DMS (two classes).
• Critical analysis of N. C. F 2005 for planning quality teacher preparation

programme

• Identify suitable research areas in inclusive education.
• Conduct a survey on the type of supportive service needed for inclusion of

children with any disability of your choice and share the findings in the class.

References

• Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and

Participation in Schools. Bristol: Center for Studies in Inclusive Education.

• 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.

Transactional Mode

Discussion, group work, power-point presentation, use of internet, and field visit to get

first hand exercise on inclusive practices.

Sessional Work: The students may undertake any one of the following activities:

      Preparation of status report on school education of children with diverse needs.

      Evaluation of text books from the perspective of differently abled children.

      Field visit to school/institutions promoting inclusive practices and discussion with

teachers and observation and analysis of teaching learning practices.

      Analysis of policy document (national, international) related to diversity.

      Survey the locality for early identification of children with disabilities.

      Planning and conducting multi level teaching in the local school.

      Critical review of policy and practice and panel discussion by a group of students.

      Visit to special, integrated and inclusive classrooms .Reflective journal writing.

      Review of literature related to education of children with diverse needs

presentation of reports in a seminar.

      Make a list of existing resources in the local area and discuss their use and

limitations based on survey of five inclusive schools.

References

• Ainscow, M., Booth. T (2003): The Index for Inclusion: Developing Learning and

Participation in Schools. Bristol: Center for Studies in Inclusive Education.

• 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

Sessional Work: The student-teacher may undertake any one of the following activities:

Analysis of status report on girls’ education-access, enrolment etc from selected

educational statistics (MHRD), Report cards (NUEPA) and All India Survey Report

(NCERT).

Evaluation/analysis of school textbooks from gender perspective.

Visit to state Project office/DPO, discussion with members of girls’ education cell and

preparation of a report.

Sessional Work: The students may undertake any one of the following activities:

      Preparation of status report on education (elementary/secondary) of socially

disadvantaged groups in a district/state/region.

      Evaluation of text books to identify bias against socially disadvantaged groups.

      Field visit to residential/ ashram schools and minorities institutions and preparation of a report.

      Identification of research topics in the area of education of socially disadvantaged

sections and preparation of proposals.

      Documentation/preparation of report on institutions/schools practicing innovations in the area of education for socially disadvantaged.

Essential Readings

Government of India (1986). National Policy on Education, Department of Education,

New Delhi.

Government of India (1992). Programme of Action, MHRD, Department of Education,

New Delhi.

NCERT (2005). National Curriculum Framework, New Delhi.

NCERT (2006). National Focus Group Report on Education of SCs and Sts, New Delhi.

References

Chudhary, B. (1992): Tribal Transformation in India. Vol.-V, New Delhi.

Jain, S.C. (2005): Education and socio-economic development. Concept publishing

house, New Delhi.

Kagan, T.S. (2000): Worldwide Diversity and Human Rights. Orient Longman Pvt Ltd.,

New Delhi.

Ogbu, J.U. (1978): Minorities, education and caste. Academic Press, New York.

Reissman, F. (1962): The Culturally deprived child. Harper and Raw Publishers, New

Delhi.

Sadavinich, A.R. (2007): Sociology of Education. Routledge, New York.

Specialization (Group-I) : Educational Technology and ICT

Paper 23: Educational Technology

( CODE:SP-23)

Contact Hours per week: 4                                Maximum Marks: 100

Examination Duration: 3 hours                                          Internal: 30

                                                                                        External: 70

Unit I- Nature, Scope, Researches in Educational Techniques

• Educational technology-concept, product Vs process;
• Forms of educational technology: teaching technology, instructional technology

and behaviour technology;

• Approaches of educational technology: Hardware and Software;
• Transactional usage of educational technology: integrated, complementary,

supplementary, standalone (independent);

• Historical development – programmed learning stage; media application stage and

computer application stage;

• Major institutions of educational technology in India – CIET, IGNOU,  Consortium for Educational Communication (CEC), UGC, their role in education.
• Research trends in Educational Technology.

Unit II- Systems Approach to Education and Communication

• Systems Approach to Education and its Components: Goal Setting, Task Analysis,
• Content Analysis, Context Analysis and Evaluation Strategies;
• Instructional Strategies
• Effectiveness of Communication in instructional system; Communication- Modes,
• Barriers and Process of Communication.

Unit III- Instructional Design

• Instructional Design: Concept, Views.
• Process and stages of Development of Instructional Design.
• Overview of Models of Instructional Design- ADDIE Model; Instructional Design for Competency Based Teaching: Models for Development of Self Learning Material.

Unit -IV Audio Visual Media in Education

• Audio-visual media – meaning, importance and various forms.
• Audio/Radio: Broadcast and audio recordings - strengths and Limitations, criteria

for selection of instructional units, script writing, pre-production, post-production

process and practices, use of RCCP in teaching, Role of AIR/Gyanvani, Audio

Conferencing and Interactive Radio Conference.

• Video/Educational Television: Telecast and Video recordings - Strengths and

limitations, Use of Television and CCTV in instruction and Training,

• Teleconferencing, Video Conferencing, SITE experiment, countrywide classroom

project and Satellite based instructions, Gyandarshan and SIET programmes.

• Use of Audio-Visual Media in Education by CIET, IGNOU, SIET, UGC-CEC,

EDUSAT and other institutions.

Unit V- Information and Communication Technologies – an education

• Information and Communication Basics: Nature and scope of a communication

system – sender, receiver, message and the medium;

• One-to-one, one-to-many, and many-to-many communication;
• Broadcast and non-broadcast applications – technologies and prospects;
• Information and Communication Technologies in Teaching Learning: Teaching

learning contexts and the need for ICT devices and applications;

• Critical analysis of Teaching aids and their applications in instruction and learning;
• Applications of Information and Communication Technologies: Classroom and ICT; Professional development and ICT; School management and ICT.
•  

Transaction Mode:

Lecture cum demonstration and hands on experiences on the production of audio-visual

material; observation of various modes of training programmes by the different

organizations / institutions. Analyzing the different instructional designs based on the

various instructional design models. Preparation of a trend report on researches on

instructional design.

Sessional Work: The students may undertake any one of the following activities:

Identifying appropriate media and material for effective use in the transaction of a

lesson.

Writing a script for media production.

Critical analysis of an instructional system based on components of systems approach

Critical analysis of the different instructional designs based on the various

instructional design models.

Preparation of a trend report on researches on instructional design.

Visit to local TV / Radio Station and analyzing the educational radio broadcast or TV

telecast for quality and content.

Design intervention programme of educational technology in the current practices of

teacher training programmes in India.

Essential Readings:

• Adam, D.M. (1985): Computers and Teacher Training: A Practical guide, The

Haworth Pren, Inc., N.Y.

• Behera, S.C. (1991): Educational Television Programmes, Deep and Deep

Publications, New Delhi.

• Coburn, P. and et. al. (1985): Practical Guide to Computers in Education, Addison

– Wesley Publishing Company, Inc.

• Das, R.C. (1993): Educational Technology – A Basic Text, Sterling Publishers Pvt.

Ltd.

• Evaut, M. The International Encyclopaedia of Educational Technology.

• Graeme, K. (1969): Blackboard to Computers: A Guide to Educational Aids,

London, Ward Lock.

• Haas, K.B. and Packer, H.Q. (1990): Preparation and Use of Audio Visual Aids, 3rd

Edition, Prentice Hall, Inc.

• Kumar, N. and Chandiram, J. (1967): Educational Television in India, New Delhi :

Arya Book Depot.

• Kumar, K.L. (2008): Educational Technology, New Age International Pvt. Ltd.

Publishers, New Delhi (Second Revised Edition).

• Mukhopadhyay, M. (1990): Educational Technology – Year Book 1988, All India

Association for Educational Technology, New Delhi.

• Mukhopadhyay, M. (1990): Educational Technology – Challenging Issues, Sterling

Publishers Pvt. Ltd., New Delhi.

• Parmaji, S. (1994): Distance Education, New Delhi: Sterling Publishers.

• Rana, S. (1994): Open Learning in India, Commonwealth Publishers, New Delhi.

• Sampath et. al. (1981): Introduction to Educational Technology, Sterling Publishers

Pvt. Ltd.

• Sharma, B.M. (1994): Media and Education, New Delhi: Commonwealth

Publishers.

• Sharma, B.M. (1994): Distance Education, New Delhi: Commonwealth Publishers.

• Sharma, K.D. and Sharma, D.V. (1993): Open Learning System in India, Allied

Publishers Ltd., New Delhi.

• Venkataiah, N. (1996): Educational technology, New Delhi: APH Publishing

Corporation.

Specialization (Group-F) : Guidance and Counseling

Paper 17 : Educational Guidance and Counseling

(CODE:SP-17)

Contact Hours per week: 4           Maximum Marks: 100

Examination Duration: 3 hours                  Internal: 30

                                                              External: 70

Unit I- Understanding Educational and Career Guidance

• Meaning and Definitions
• Need for guidance
• Objectives of guidance: self-understanding, self-discovery, self-reliance, selfdirection, self-actualization
• Scope of guidance programme
• Needs for Guidance at various levels of education/schooling
• School Guidance: a collaborative effort of school and community
• Organisation of Guidance programmes in schools,
• Career development needs of the students
• Career development process; factors affecting career development

Unit II- Types of Guidance

• Types of Guidance: Educational, Vocational/Career and Personal
• Individual guidance and group guidance; advantages of group guidance
• Group guidance techniques: class talk, career talk, orientation talk, group discussion, career conference, career corner, bulletin board, role play.

Unit III- Understanding  Types of Counseling

• Meaning & nature of counseling
• Scope of counseling
• Objectives of counseling: resolution of problems, modification of behaviour,

promotion of mental health

• Relationship between guidance and counseling
• Place of counseling in the total guidance programme
• Stages of the counseling process
• Counseling Techniques-person centered and group centred, cognitive

interventions, behavioral interventions, and systematic interventions strategies.

• Skills and qualities of an effective counselor
• Professional ethics

Unit IV- Types and Areas of Counseling

• Uses of group process in counseling
• Process of group counseling
• Areas of counseling: family counseling, parental counseling, adolescent

counseling, counseling of girls, counseling of children belonging to special groups

• Peer counseling: Its concept and the relevance to the Indian situation. Steps and skills in group counseling process

Unit V Guidance and Assessment of Students with behavioral Problems

• Nature and causes of bahavioural problems; guidance of students
• Underachievement; guidance of students
• School discipline-problems of violence, bullying, drug abuse, truancy, and

dropout etc.- guidance of students

• Developing coping skills-nature of stress and its causes, consequences of stress,

and types of coping skills,

• Promoting psychological well-being and peace through school based guidance

programmes.

Transactional Mode

Group discussion, lecture-cum –discussion, panel discussion, symposium, presentation of

reports, reading of research journals, school visits and sharing of experiences,

presentation of case studies etc.

Group discussion, lecture-cum –discussion, panel discussion, symposium, reports,

research journals, school visits and sharing of experiences, conduct of case studies

followed by presentation in seminar, organization of counseling session and observation

of the activities, projects and assignment focusing on observation and interaction with

children and adolescent.

Sessional Work: The students may undertake any one of the following activities:

• Identification of the cases for counseling
• Exploring the possibilities for peer counseling in the institutions
• Working with the counselor, clients and writing a report on the process of

counseling.

Sessional Work: The students may undertake any one of the following activities:

• Conduct a survey of the problems that are most prevalent in schools, which need

immediate attention of a guidance counselor and prepare a brief report.

• Prepare a detailed outline of a class talk on ‘Need for guidance services in schools’.
• Prepare a Cumulative Record Card plan and enlist the important areas on which

the information may be recorded

• Prepare a list of resources required for setting up a guidance-oriented curriculum.
• Administer and score a ‘Students Problem Checklist’ and prepare a report.

Sessional Work: The student- teachers may undertake any one of the following

activities:Case study highlighting the different life stages and the factors affecting the career patterns.

Plan career information activities for primary, upper primary, secondary and higher

Secondary school stages.

Design a questionnaire for conducting follow-up study of school dropouts or community

educational survey or community occupational survey and collect information from about

five to ten students/agencies.

Develop a scheme of career information suitable for class XII^th students.

References

• Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling,

Vol. I: A Theoretical Perspective, New Delhi: Vikas.

• Bhatnagar, Asha and Gupta, Nirmala (Eds) ( 1999). Guidance and Counseling,

Vol. II: A Practical Approach. New Delhi: Vikas.

• Cormier, L. & Hackney, H. (1987). The Professional Counsellor. Englewood

Cliffs, New Jersey: Prentice Hall.

• Corey, G. (1986). Theory and Practice of Counseling and Psychotherapy, 3rd Ed.

Belment: Calif-Brooks Cole.

• Dave Indu (1984). The Basic Essentials of Counselling. New Delhi: Sterling Pvt.

Ltd.

• Egan, Gerard (1994). The Skilled Helper. 5thEd. California: Brookes Cole

Publishing Co.

• Gazda George R.M.( 1989). Group Counselling: A Development Approach.

London: Allyn and Bacon.

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

McMillan.

• Gladding, Samuel, T. (1996). Counselling: A Comprehensive Profession. New

Delhi: Prentice Hall Inc of India Pvt. Ltd.

• Mallon, Brenda (1987). An Introduction to Counseling Skills for Special

Educational Needs- Participants Manual. Manchester: Manchester University

Press, UK.

• Nugent, Frank A. (1990). An Introduction to the Profession of Counselling.

Columbus: Merrill publishing Co.

• Nugent, Frank A. (1990). An Introduction to the Profession of Counselling.

Columbus: Merrill publishing Co.

• Pietrofesa, J.J, Bernstein, B., & Stanford, S. (1980). Guidance: An Introduction.

Chicago: Rand McNally.

• Rao, S.N. (1981). Counselling Psychology. New Delhi: Tata McGraw Hill.

• Saraswat, R.K. & Gaur, J.S.( 1994). Manual for Guidance Counselors. New

Delhi” NCERT.

• Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling,

Vol. I: A Theoretical Perspective, New Delhi: Vikas.

• Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling,

Vol. II: A Practical Approach. New Delhi: Vikas.

• Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for

Classroom Teachers. Boston: Allyn and Bacon.

• Mathewson, R. H. (1962). Guidance Policy and Practice, 3rd Ed. New York:

Harper and row.

• Various Books on Self Development.

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