Naac 1.1.3 2021-22-M.ed.

List of Courses Focus on Employability/ Entrepreneurship/
Skill Development
Department : Education
Program Name : M.Ed.
Academic Year :2021-22
List of Courses Focus on Employability/ Entrepreneurship/ Skill Development
Sr. No. Course Code Name of the Course

1. P11 Introduction to Education Studies
2. P12 Psychology of development and learning
3. P13 Curriculum Studies
T11
4. Introduction to Research Methodology
S11 Any one–
5. (i) Elementary level of school Education
(ii) Secondary level of school Education
6. F11 Self Development
7. F12 Communication skills and expository writing h
P23 Philosophical Perspectives of Education
8.
9. P24 Pre-service and in-service teacher education

10. T22 Advanced Research Methodology
S22 Any one:–
11. (i) Primary Education: Curriculum Issues
(ii) Secondary Education: Curriculum Issues
Dissertation: Area of Study, Literature Review & Rationale
12. F23
Presentation
13. F24 Internship in Teacher Education Institute
14. P35 Sociological Perspectives of Education
15. P36 Perspectives, research and issues in teacher education
16. T33 Information andCommunication Technology
17. S331 Understanding Educational Technology
18. S332 Introduction to inclusive education
19. S333 Understanding Guidance & Counselling
20. F35 Academic writing
21. F36 Practicum on Research
22. F37 Dissertation:Proposal
Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

23. P48 History & Political Economy in Education
24. S441 Educational Technology and teaching learning process
25. S442 Understanding disabilities
26. S443 Guidance In Educational Institutes
27. S451 Uses and Issues in Educational Technology
28. S452 DevelopingInclusive learning Environment
29. S453 Understanding the Counselling Service
30. F48 Collection, Analysis & Report Writing

Scheme and Syllabus
DISTRIBUTION OF CURRICULUM AND SCHEME OF EXAMINATIONFOR FOUR SEMESTERS
SEMESTER – I
AREA/GROUPS PAPER/COURSE COURSE CREDITS MAX INTERNAL EXTERNAL MIN. PASS
CODE MARKS MARKS
Group I : Perspectives Introduction to Education P11 4 100 30 70 50

Studies
Psychology of development P12 4 100 30 70 50
and learning
Curriculum Studies P13 4 100 30 70 50
Group I: Tools Introduction to Research T11 4 100 30 70 50
Methodology
Group II: Specialization Any one– 4 100 30 70 50
(i) Elementary level of
school Education
(ii) Secondary level of S11
school Education
Group III: Professional Self Development F11 1 25 25 13
Enrichment & Field
Engagement
Communication skills and F12 1 25 25 13
expository writing
TOTAL 22 550 200 350 276
SEMESTER – II
CODE MARKS MARKS
Group I : Perspectives Philosophical Perspectives of P23 4 100 30 70 50

Education
Pre-service and in-service P24 4 100 30 70 50
teacher education
Group I: Tools Advanced Research T22 4 100 30 70 50

Methodology
Group II: Specialization Any one:– 4 100 30 70 50
(i) Primary Education:
Curriculum Issues
(ii) Secondary Education: S22
Curriculum Issues
Group III: Professional Dissertation: Area of Study, F23 2 50 50 25

Enrichment & Field Literature Review &
Engagement Rationale Presentation
Internship in Teacher F24 4 100 100 50
Education Institute
TOTAL 22 550 270 280 275
SEMESTER – III
CODE MARKS MARKS
Group I : Perspectives Sociological Perspectives P35 4 100 30 70 50

of Education
Perspectives, research and P36 4 100 30 70 50
issues in teacher education
Group I: Tools Information and T33 2 50 50 25
Communication Technology
Group II: Specialization Secondary education: 4 100 30 70 50
Understanding Educational S331
Technology
Introduction to inclusive S332
education
Understanding Guidance S333
& Counselling
Group III: Professional Academic writing F35 2 50 50 25
Enrichment & Field Practicum on Research F36 2 50 50 25
Engagement Dissertation:Proposal F37 2 50 50 25
TOTAL 20 500 290 210 250
SEMESTER – IV
CODE MARKS MARKS
Group I : Perspectives History & Political Economy P48 4 100 30 70 50

in Education

Group II: Specialization Secondary education: 4 100 30 70 50
Educational Technology and S441
teaching learning process
Understanding disabilities S442
Guidance In Educational S443
Institutes
Secondary education: 4 100 30 70 50

Uses and Issues in
S451
Educational Technology
DevelopingInclusive learning
S452
Environment
Understanding the Counselling
S453
Service
Group III: Professional Dissertation: Data F48 4 100 100 50
Enrichment & Field Collection, Analysis &
Engagement Report Writing
TOTAL 16 400 190 210 200
TOTAL CREDITS FOR TWO YEARS 80 2000 950 1050 1000
Scheme and Syllabus
COURSE P11 : INTRODUCTION TO EDUCATION STUDIES

COURSE OBJECTIVESMARKS: 100 | CREDITS: 4 | 6 Hrs./wk
To help the prospective teacher educators to:
- Understand and appreciate education as a Special Discipline
- Understand education and its relations ship with other subjects
- Understand foundation of education through various text/books/writings
- Understand the structure of education of India
- Understand and reflects on contemporary educational concerns
- Understand and appreciate the multicultural context of education
UNIT – I: EDUCATION AS A DISCIPLINE: THEORETICAL PERSPECTIVE & INTERDISCIPLINARY
NATURE
 Education as a Discipline influenced by social, cultural, political, economic and
technological factors
 Prioritizing the aims of Indian Education in the context of a democratic, secular,
egalitarian and humane society
 Interdisciplinary nature of education: its relationship with disciplines/subjects such as
philosophy, psychology, sociology, management, economics, anthropology etc
 Relationship of education with political process

UNIT–II: UNDERSTANDING EDUCATION THROUGH READINGS AND ANALYSIS (EDUCATIONAL
THOUGHTS OF SOME EDUCATIONISTS)
 Understanding education by analysis and synthesis of educational thought of educators
like Dr B. R. Ambedkar (Writing & Speeches on Education), Swami Vivekananda, and J.
Krishnamurti (On Education)
UNIT - III: INTER LINKAGE OF KNOWLEDGE WITH VARIOUS SOURCES AND ISSUES:
Linkage of:
 Content knowledge with Pedagogy knowledge;
 School knowledge with life outside the school;
 School knowledge with community knowledge;
 Experiential Knowledge with empirical knowledge;
 Theoretical Knowledge and practical knowledge;
 Universal Knowledge and contextual knowledge;
UNIT – IV: SOCIAL AND CULTURAL CONTEXT OF EDUCATION

 Cultural functions of Education- diffusion, acculturation; Cultural lag; Cultural conflict
 Understanding Indian society with reference multicultural and multilingual classrooms;
Educational challenges of a multicultural and a multilingual society
 Interrelationship between education and sustainable development
 Equality in Educational opportunity- critical analysis of the ways in which schooling,
teaching-learning and curriculum contribute to social inequality;
MODE OF TRANSACTION:
 Seminar presentation on selected themes individually and collectively leading to
discussion
 Library readings on selected theme/original texts followed by group discussion;
 Study of documents and references and reflective interaction with the peer group.
COURSE WORK/FIELD ENGAGEMENT/PRACTICUM:

 Prepare a report on transforming society by the contribution of prescribed educational
thinker (any one thinker).
 Prepare a profile of Mahatma JyotibaPhule/Guru Ghasidas/ DhondoKeshavKarveetc
with their contribution in the society.
 Critical analysis of linkage between school knowledge with community .
 Critical analysis of multicultural classroom and preparing a critical report on it

 Analysing the provision of Indian constitution to provide equal educational
opportunities
Suggested Readings:
1. Archambault, R.D. Philosophical analysis and Education (1965) Routledge and Kegan
Paul, London,s
2. Badheka, G. (2006) Divaswapna, , National Book Trust of India, New Delhi
3. Bowen, J and Hobson, P.R (1974) Theories of Education, John Wiley and sons, Australia
Pvt. Ltd., London.

4. Broudy, H.S. (1977) Types of knowledge and purpose of education. In R.C. Anderson, R.J.,
Spiro and W.E. Montanaque (eds) schooling and acquisition of knowledge (PP.Hillside,
NJ; Erlbaum)
5. David T. Hansen,(ed)(2006). John Dewey and Our Educational Prospect: A critical
Engagement with Dewey’s Democracy and Education , State University of New York
Press
6. Deaden. R.F (1984): Primary Education. Routledge K Kegan & Paul
7. Dewey, J (1963) Democracy and Education, Macmillan, New York.
8. Dewey, J. (1956) The school and Society, University of Chicago Press.
9. Education and National Development (1964-66), MHRD, New Delhi
10. Freire, P (1970) Cultural action for freedom, Penguin education Special, Ringwood,
Victoria, Australia.
11. Freire, Paulo (1993): Pedagogy of the oppressed, new revised edition, Penguin books.
12. Hospers, John: An introduction to Philosophical analysis
13. Illich, Ivan :Deschooling society
14. Krishnamurti , J. (2006) On Education, Krishnamurti Foundation of India, Chennai
15. Krishna Kumar, Social Character of Learning,
16. Krishna Kumar, What is Worth Teaching?, Orient Blackswan
17. Kuroyanagi, T. ( ) Toto-chan – The Little Girl at the Window, translated by Dorothy
Briton, National Book Trust of India, New Delhi
18. NPE (1986) National Policy on Education, MHRD, New Delhi
19. NPE (1986) Report of the Committee for Review of National Policy on Education
1986,(Acharya Ramamurti Report MHRD, New Delhi
20. Peters, R.S (ed), (1975): The Philosophy of Education, Oxford University Press, and
London.
21. Peters, R.S.(ed), (1975). Concept of Education. Oxford University Press, London.
22. Peters, R.S.(ed), (1975). Ethics and Education. Oxford University Press, London.
23. SanatKaul, Higher Education in India: Seizing the Opportunity, 2006, www.icrier.org
24. Scheffler, Israel (1973): Reason and Teaching, International Library of the
Philosophy of Education, Routledge & Kegan Paul Ltd
25. Silver, Harold, (1983) ‘Education as history’ British library , Methuen London LA
631.7 S4 E2
26. Swami Vivekananda, Shiksha
27. University News, vol 53, No. 14. April 06-12, 2015
28. University News, vol 53, No. 15. April 13-19, 2015

COURSE P12: PSYCHOLOGY OF DEVELOPMENT AND LEARNING
COURSE OBJECTIVESMARKS: 100 | CREDITS: 4 | 6Hrs./wk
 understand the issues and concerns of psychology.
 Visualise multiple dimensions and stages of learner’s development and their
implications on learning .
 understand the learner in terms of various characteristics.
 understand the framework for how children learn.
 critically analyse the process of learning from the point of view of cognitive psychology
and the implications of constructivist learning.
 learn the theories and factors affecting learning.
UNIT- I :INTRODUCTION TO PSYCHOLOGICAL BASIS OF EDUCATION
 Psychology as scientific study, psychological concerns and learner-(mind, consciousness,
behaviour, and experience)
 Major schools of psychology and learner-Structuralism, behaviorism, Gestalt, Psycho-
analytic, Humanistic and Cognitive.
UNIT-II :UNDERSTANDING THE LEARNERS AND THEIR DEVELOPMENT
 Development – Concept, stages, dimensions.
 Factors influencing development – genetic & environmental in brief.
 Theories of development:
Piaget’s Cognitive development
Erikson’s psycho-social development
Kohlberg’s moral development
Chomsky’s Language development (major concerns)
UNIT–III :UNDERSTANDING THE PROCESS OF LEARNING

 Cognition and learning
 Cognitive process: perception, attention, memory, development of concepts, logical
reasoning.
 Learning as construction of knowledge; meta cognition, socio-cultural mediation,
cognitive negotiability, understanding constructivist nature of knowing, doing and
practicing in classroom/field.
 Motivation in learning: intrinsic and extrinsic motivation, humanistic approach of
motivation.
UNIT-IV :THEORIES OF LEARNING
 Gestalt theory: principles of perception, insight, subjective and objective reality,
Educational implication
 Tolman theory: learning Vs performance, latent learning, place Vs response learning,
kinds of learning, Educational implication
 Gagne’s theory: the outcomes of learning, hierarchical structure of learning, Educational
implication.
 Bandura's theory: reciprocal determinism, observational learning, changing concepts of
reinforcement;
 Dollard & Miller's theory: Habits; Cues, Secondary Rewards, Learning dilemma, Language
& Reasoning in relation to social context of learning; Educational implication
MODE OF TRANSACTION: Lecture, discussion, power point presentations.
PRACTICUM:
 Contributions of eminent psychologists towards learning.
 Effects of socio-cultural mediation on learning.
 Preparation of profile of a learner on the basis of Erickson’s psycho-social development.
 Illustration of different stages/ hierarchies of learning as suggested by Gagne.
 Educational implications of different learning theories.
SUGGESTED 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.
 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.
 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
 . Bourne, L.E. (1985). Psychology: Its Principles and Meaning. Holt, Rinehart and Winston, New York.
 Brown, R. (2000). Group Processes: Dynamics Within and Between Groups. ( 2nd Edition). Blackwell
Publishers.
 Christian, Jyoti (1984). Classroom Group Dynamics. Meerut: Anu Books.
 Cole, R. (1997). The Moral Intelligence of the Children. London: Bloomsbury.
 Cruickshank, W.M. (1980). Psychology of Exceptional Children and Youth. N.J. Prentice Hall.
 Dutt, Suresh (1997). Society and Education. Anmol Publications.
 Erickson, E.H. (1968). Identity, Youth and Crisis. New York: W.W. Norton.
 Klausmeier, Herbert J (1985). Educational Psychology. Harper and Row, Pub. New York.
 Kohlberg, L., & Gilligan, C. (1974). The Adolescent as a Philosopher: The Discovery of the Self in a Post-
Conventional World.
 In H.V. Kraemer (ed) Youth and Culture: A Human Development Approach. Monterey, CA: Brooks/Cole.

 Kohlberg, L., Levine, C., & Hewer, A. (1983). Moral Stages: A Current Formulation and a Response to
Critics. New York: S. Karger.
 Lingren, H.C. (1980). Educational Psychology in the Classroom (Sixth ed.) New York: Oxford University
Press.
 Maslow, A.H. (1970). Motivation and Personality (2nd edition). New York: Harper & Row.
 Meyers, D.G. Social Psychology. Tata-Mcgraw Hill. VIII Edition.
 Miranda, E. (1990). Teaching Schools and Society (1st edition) Falmer Press.
 Owen, Steven V, Blount, S. Parker and Mascow, Hoenry (1978). Educational Psychology: An
Introduction. Little Brown and Company.
 Sekav, S.V.K. (2005). Education Society and Pedagogy. Arise Publishers and Distributors. New Delhi.
 Smith, Ronald E, Sarason, I.G. and Sarason, Barbara, R (1982). Psychology: The Frontiers of Behaviour.
Harper and Row Pub., New York. Social Process in Learning Parents, Peers and Teachers Educational
Psychology. Anita Woufolk (2004).
 Srivastava, G.N.P. (1995). Recent Trends in Educational Psychology. Agra Psycho Research Cell, Agra,
India. Srivastava, G.N.P. (1986) Recent Approaches to Personality Study. APRC, Agra. Wendy Conklin
(2006). Instructional Strategies for Diverse Learners- Practical Strategies for Successful Classrooms.
Shell Educational Publishing
 Ausubel D.P. and Robison F.G. : School learning An introduction to Educational Psychology
 New York Holt, Rinehart & Winston Inc 1969.
 Bernard H.W. : Psychology of learning & Teaching, New York Macgraw Hill B
 Gage and Berlinger : Educational Psychology, Boston Houghton Miffins Company 1984.
 Hays J.R. : Cognitive Psychology, Thinking and Creating. Homewood Illinoins. The Dorsey
 press 1978
 Joyce Bruce and well Marsha. Models of Teaching prentice Hall of India Ltd. 1985.
 Mangal S.K. : advanced Educational Psychology; New Delhi, Prentice Hall of India Pvt,Ltd;193
 Moully George J : Psychology of teaching botton Allyn &Decan Inc.
 Wordsworth B.J. piaget’s : Theory of cognitive and affective Development, New York,
 Longman incorporated, 1989.
 Bower G.H. and HilgardE.R. :theories of Learning New Delhi Prentice Hall india Pvt. Ltd.
 Michael Green :Theories of Human Development prentice Hall, englewood cliffs, New
 Jersy,1989
 Mangal, S.K. ShikshaManovigyan, Printice Hall of India, New Delhi
 Tripathy, L. K. VyaktivakeSiddhanta,
 Singh, A.K. VyaktivakeManovigyan, Bharatiya Publication, Patna
 Hansraj, P. PragatiShikshaManovigyan, New Delhi, Hindi Granth Academy
 Hall, C. C., Lindsey, G. & Campbell, J.B. (1997). Theories of personality (4th ed.). New York: Wiley
 Judd C.H. Educational Psychology, Guwahati, Nivedita DK Distributors, 5302
 Long Martyn The Psychology of Education, RoulledgeFalner Publication, London, 5300
 Mangal, S.K. Advanced Educational Psuchology, Printice Hall of India, New Delhi
 Nayak, A.K. &Rao,V.K.Educational Psychology APH, Publishing Cooperation, New Delhi 5302
 Sahoo F.M. Psychology in Indian Context, Agra, Bhargava Book House, 5302
 Woolfolk, Anita. Educational Psychology, Pearson Education Pvt. Ltd. Delhi, 5304

COURSE P13: CURRICULUM STUDIES
 Understand various aspects of curriculum planning and designing
 Develop insight regarding the curriculum reform processes in various contexts
 Develop a critical understanding of global trends in school curricula and appreciation of
the same in the Indian context
 Develop ability to design curricular and co-curricular structures, textbooks and other
learning materials and also to evaluate curricula and textbooks.
UNIT-I: CONCEPT OF CURRICULUM
 Concept of curriculum, Curriculum as a Plan, Process and Experience; Difference with
Frameworks, Courses of Studies &Syllabus
 Types of curriculum
 Structures of Curriculum: Essential elements of curriculum
 Curriculum: Intended Learning Outcomes (ILOs) vs. Planned Learning Experiences( PLEs)
UNIT-II: CURRICULUM CONSTRUCTION
 Philosophical, Sociological, Psychological and Linguistic bases of curriculum
 Principles of Curriculum Planning
 Models: Grass root Model vs. Administrative Model, Technical vs. Non- Technical Models
 Curricular designs: Discipline centered, Problem centered and Learner centered Approach

 Processes of curriculum construction: Situational Analysis, Selection of curriculum
objectives, Selection and organization of content and learning experience, Selection of
instructional material/methods &Evaluation
UNIT-III: CURRICULUM EVALUATION AND REFORM
• Curriculum Evaluation: Concept, and Purpose
• Levels, Participants and Instruments of curriculum evaluation at planning ,process, outcomes
& experience.
• Concept and process of Curricular Change & reforms, Barriers to Curricular Changeand
reforms
• Curriculum evaluation: research perspectives
UNIT-IV: SCHOOL CURRICULUM: COMPARATIVE ASPECTS
• Need & importance of National curriculum framework
• Features of school curricula in USA, UK,& Australia
• Contemporary trends and issues in curriculum reform
COURSE WORK/FIELD ENGAGEMENT/PRACTICUM
• Critical analysis of elementary/secondary/higher secondary school curriculum
• Developing guidelines for writingschool text-book, work-book, teachers’ hand-book and laboratory
manual
• Evaluation of school text-books, work-books, teachers’ hand-book, and manuals
• Situational Analysis of specific local needsin relation to Curriculum
• Survey of students’ opinion regarding the present system of evaluation and curriculum transaction
• Identification of learning experiences along with learning outcomes (Language, mathematics, Science
& Social Science) at secondary level of education
MODE OF TRANSACTION: Lecture, group activities and Presentation
Suggested readings:
Anderson,& Vernon (1956). Principles and Procedure of Curriculum Improvement.NewYork:
Ronald Press Company,
Chagla, M. C., (1962). The Role of Education in the World of Today. Bombay: Asia Publishing
House
Chary, Ryland, W., (1969); Humanizing the School Curriculum Development and Theory,New
York; Random House
Denis Lawton and et. Al., (1978). Theory and Practice of Curriculum Studies, London; Routledge
and Kegan Paul
Dewey, John (1966). The Child and the Curriculum.The University of Chicago Press.
Doll Ronald C. (1986). Curriculum Improvement: Decision Making Process, London; Allyon and
Bacon Inc.
Erickson, H.L (2002). Concept Based Curriculum and Instruction: Teaching beyond the facts,
California; Corsion Press, INC (A Sage Publication Company)
Goodlad, John I., (1968). Curriculum a Janus Look, The Record
Gupta, Bishambar Das, (1966). Values in Education, Dyoatian
Gwynn, Minor, J. and Chase, John B., (1969). Curriculum Principles and Social Trends,New York;
Macmillan Coy
NCERT (1984).Curriculum and Evaluation, NCERT, New Delhi.
NCERT (2006): Systematic reforms for Curriculum change. New Delhi.
NCTE (2009) National Curriculum Framework for Teacher Education.
NCERT (2000).National Curriculum Framework for School Education, NCERT, New Delhi.
NCERT (2005). National Curriculum Framework‐2005, NCERT, Sri Aurobindo Marg, New Delhi.
UNESCO (1981).Curriculum and Life Long Education, UNESCO, Paris.

Verduin J. R. (1967). Cooperative Curriculum Improvement, Prentice Hall.
Wiles, J.W. & Joseph Bondi (2006): Curriculum Development: A Guide to Practice. Pearson
Publication
Whecker D. K. (1967). Curriculum Process, University of London Press.
COURSE T11: INTRODUCTION TO RESEARCH METHODOLOGY

 To help the prospective teachers educators to:
 to explain the process of generating knowledge through research.
 to exemplify the process of identification of research problem through identification of
problem for their dissertation work.
 to recall and use the sources and tools of data collection.
 to compare the various methods of research with their basics.
 to apply the proper process in conducting research.
UNIT - I: RESEARCH AS A PROCESS OF GENERATING KNOWLEDGE

•Meaning and concept of knowledge and their forms- Empirical and Rational.
•Sources of knowledge through tradition, experience, reasoning and scientific way.
•Research: meaning, concept and its classification of nature of knowledge- fundamental
&applied
UNIT - II: IDENTIFYING RESEARCH PROBLEM
•Role of field experiences, professional interaction and review of related literature.
•Identifying the knowledge gap, research questions and statement of research problem.
•Variable: meaning and types- continuous and discrete, independent and dependent
•Identifying and defining the variables in operational terms.
•Formulation of objectives.
•Differences between assumptions and hypothesis.

•Formulation, Characteristics and classification of hypothesis.
UNIT - III: DATA COLLECTION– SOURCES AND TOOLS
•Concept of population and sample.
•Concept and Methods of sampling.
•Sources of Data– Primary and secondary data sources; documents, records, real objects,
pictures.
•Tools of data collection-Characteristics and selection criteria of Questionnaire, Scales,
Schedule, Checklist.
UNIT - IV: CLASSIFICATION OF RESEARCH METHODS
Meaning and Importance of:
• Philosophical, Scientific and Historical.
•Qualitative and Quantitative.
• Descriptive, Experimental, Quasi–Experimental, Ex-post facto (Causal comparative), Co
relational, field study, Survey, Developmental, follow-up.
•Naturalistic and Ethnographic.
PRACTICUM
 Identifying the knowledge gap through review of related literature
 Establishing background and rationale of the study.
Suggested reading:
-Best, J. W. & Kahn, J.V. (2008). Research in Education, (10th edition), Prentice Hall Inc, New Delhi.
-Boota, K. D. Experimental Design in Behavioral Science, New Age International Publishing House New
Delhi.
-Buch, M.B. (1978). A Survey of Research in Education, CASE, Baroda, M. S. University.
-Cohen, L., Manion, L. & Morrison, K. (2007). Research Methods in Education (6th Ed.), Routledge,
London.
-Cresswell, J. W. (1994). Research design. London: Sage
-Good, Barr &Scates. (1962).Methodology of Educational Research, New York : Appleton Crofts.
-Gupta, S. P. Concept of Educational Research. Allahabad, ShardaPustakBhawan.
-Irving, M. Copy. Symbolic Logic.Pearson Education Printice Hall, New Delhi.
-Kaul, L. (1998). Methodology of Educational Research, Vikas Publications, New Delhi.
-Kerlinger, F. N. (1978). Foundation of Behavioural Research, Surjeet Publications, Delhi.
-McMillan, J. H., & Schumacher, S. (2001). Research in Education. New York: Longman

COURSE S11: SECONDARY LEVEL OF SCHOOL EDUCATION

 Understand the system of school education and the organisational hierarchy of
managing secondary education
 Understand the role of various stakeholders of secondary education
 Understand various schemes and programmes for promoting secondary education
UNIT–I: CONCEPT AND STRUCTURE OF SCHOOL EDUCATION:
 School Education: Nature and Aims, Structure—elementary, secondary and higher secondary,
 Concept of elementary Education; Aims and Characteristics of Primary, upper primary
Education
 Concept of Secondary and Higher Secondary Education; Aims and Characteristics of Secondary
and Higher Secondary Education.
 Types of schools: Government, Government –aided and Private
 Responsibilities of School Education on state and centre; Budgetary allocation to school
education
UNIT–II: ORGANISATIONAL HIERARCHY OF SECONDARY EDUCATION
 National levelOrganisations and Institutions: Ministry of Human Resource Development;
Ministry of Social Justice and Empowerment; Ministry of Tribal Affairs; Ministry of Minority
Affairs
 State levelOrganisations and Institutions: State Departments of Education, Directorates; State
Boards of School Education, SCERT / SIE, State Institute of Educational Technology (SIET)
 District levelOrganisations and Institutions:District Education Office, Block Education Office,
Department of Public Instruction
UNIT-III: SCHOOL SYSTEM UPPER PRIMARY, SECONDARY AND HIGHER SECONDARY LEVEL:
 SMC (School Management Committee), PTA (Parent Teacher Association); Norms for an
Elementary, Secondary and Higher Secondary School
 Norms required for secondary school (affiliated to state or central board) and upgradation
 National comparison of elementary (with special reference to Upper primary) and Secondary
Education- in terms of access, enrolment, retention, dropout, and out of school children
 Status of Infrastructural facilities-classrooms, library, Separate toilets for boys- girls,Kitchen
sheds
 Status of Access, Enrolment, Retention, dropout, and out of school children at Upper Primary
Secondary and Higher Secondary Level–Gender differences, Social Status, Poverty, Quality
Improvement in Schools
UNIT-IV: SCHEMES AND PROGRAMMES FOR UPPER PRIMARY TO HIGHER SECONDARY
EDUCATION:
 RashtriyaShikshaAbhiyan (RMSA) SarvaShikshaAbhiyan (SSA) -Information and
Communication Technology in Schools
(ICT @ Schools); INSPIRE in promotion of Science and Technology; National Talent Search
Examination( NTSE)
 Girl Child Development Programme at Secondary and Higher Secondary Stage-Kishori Shakti
Yojana (KSY); Nutrition Programmes: Mid Day Meal in Schools (NPMDMS) and for Adolescent
Girls (NPAG)
 National Vocational Education Qualification Framework (NVEQF)

 Presentation of budgetary provision in different sections of school education in different
states
 Study of a BRC/DEO in the context of managing local secondary education
 Presentation in group for status of infrastructure in secondary education in local schools
 Preparation of school profiles of different types of secondary schools.
 Visit a secondary/higher secondary school and investigate the quality of the school based on
the recommended norms
Suggested readings:
Aggarwal, J.C. (1988) :Teachers Role, Status, Service Conditions and Education in India. (Doaba House)
Aggarwal, J.C. (2004) Development of Education System in India. New Delhi: Shipra.
Aggarwal, J.C. (2005) Recent developments and trends in education. New Delhi :Shipra Publication.
Aggarwal, J.C. (2009) Secondary Education. New Delhi :Shipra Publication
Child Rights Convention – UNICEF – 2000
Chopra, R.K. (1993). Status of Teachers in India, New Delhi : NCERT
Education for All (1993): The Indian Scene, New Delhi, Department of Education, Ministry of Human
Resource Development, Government of India
Chopra, R.K.(1993) Status of Teachers in India, NCERT, New Delhi.
Foure E. and others: Learning to be UNESCO, Delhi, Sterling Publishers, 1973.
Govt. of India, MHRD (2005).Universalisation of Secondary Education : Report of the CABE Committee,
New Delhi
Govt. of India (2005). National Plan of Action for Children, 2005: Department of Women and Child
Development, New Delhi
Gupta, V.K and Gupta ,Ankur (2005): Development of Education System in India. Vinod Publication,
Ludhiana.
Jayapalan, N. (2005) Problems of Indian Education. New Delhi : Atlantic.
Jha, P. (2005) Quality and Access in Primary Education. New Delhi : VPH.
Kumar K (2004), What is Worth Teaching? 3rd edition, Orient Longman
Kundu, C.L. (Ed) (1984) Indian year Book on Teacher Education, Sterling Publishers Pvt. Ltd., New Delhi.
Khan, A. (2006) Education in the Modern Indian Context. New Delhi :Arisep.
Khanna, P.K. (2005) Education in the New Millennium. Jaipur : ABD
Kochhar S.K. - Secondary School administration
Kumar, I. and Kumar R. (2006): Development of Educational System in India. 21st century Publication,
Patiala.
MacBeth, J (1999). Schools must speak for themselves. Routledge, UK
Mohanty, J. (1994) Indian Education in the Emerging Society, New Delhi: Sterling Publishers Pvt. Ltd.
Naik, J.P., (1975): Some Perspective on Non-Formal Education, Allied Publishers, New Delhi.
National Curriculum Framework for School Education (2000) New Delhi: NCERT .
National Curriculum Framework for School Education (2005) New Delhi: NCERT.
National Policy of Education, 1986 (With modifications of Action 1992) New Delhi: MHRD, 1992
National Policy of Education, 1986, programme of action 1992 (New Delhi : MHRD) 1992
NCTE (2009) NCF for Teacher Education: New Delhi
National Policy of Education,(1992) Modification and their POA's, MHRD, Dept. of Education
NCERT (1997) Code of Professional Ethics for Teachers.
NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi
Pathak, Avijit (2002), Social Implications of Schooling, Rainbow Publishers, Delhi
Report of the Delors Commission, UNESCO, 1996
Rao, V.V. (2004) Education in India : DPH.
SudeshMudhopadyay and Anil Kumar K (2001) Quality Profiles of secondary schools, NIEPA, New Delhi
UNICEF (January 2014) All Children in school by 2015 Global Initiative on Out-of-School Children, South
Asia Regional Study Covering Bangladesh, India, Pakistan and Sri Lanka
athttp://www.uis.unesco.org/Library/Documents/out-of-school-children-south-asia-study-2014-
en.pdf
MHRD (n.d.) Secondary Education at http://mhrd.gov.in/overview-secondary-education

Allocation of Business Rules http://mhrd.gov.in/allocation_business_rules_se
Dash, M. (2004) Education in India: Problems and Perspectives. New Delhi: Atlantic Publishers and
Distributors
Pathak, R.P. (2012) Development and Problems of Indian Education.New Delhi: Pearson Education India
Biswal, K. (2011) Secondary Education in India: Development Policies, Programmes and Challenges,
Consortium for Research on Educational Access, Transitions and Equity, NEUPA at
http://www.nuepa.org/Download/Publications/Create/PTA%202011/PTA63.pdf
Department of School Education & Literacy at http://www.performance.gov.in/?q=department/school-
edu
GOI (1956) Report of The Secondary Education Commission Mudaliar Commission at
http://www.teindia.nic.in/Files/Reports/CCR/Secondary_Education_Commission_Report.pdf
World Bank (January 2009) Secondary Education in India: Universalizing Opportunity. World Bank,
Human Development Unit, South Asia Region at
http://datatopics.worldbank.org/hnp/files/edstats/INDstu09a.pdf
Mehta, A.C. (2014) Status of Secondary Education in India: A Note based on DISE 2012-13 New Delhi:
Data District Information System for Education (DISE) at
http://dise.in/Downloads/StatusofSecondaryEducationinIndia_2012-13.pdf
Ministry of Human Resource Development, GOI, Annual Report 2014-15 at
http://mhrd.gov.in/sites/upload_files/mhrd/files/document-reports/Part1.pdf
Allocation of Business Rules, 1961, Department of Social Justice and Empowerment (Samajik Nyaya
AurAdhikaritaVibhag)athttp://socialjustice.nic.in/subject.php
Ministry of tribal affairs (n.d.) Education, at http://tribal.nic.in/Content/EducationDivision.aspx

COURSE-F11: SELF DEVELOPMENT
COURSE OBJECTIVESMARKS: 25| CREDITS: 1 | 2HRS./WK
-know him fully
-develop effective communication and writing skills
-develop a complete knowledge of Indian society
-develop awareness to bring equality among gender
-know the real condition of Indian schools and develop sympathy towards students
-develop the leadership quality
 Determinants of self
 Assessing the self (meditation, yoga, anecdotal record, self inventory, socio-metric
analysis etc.)
 Knowing the nature of human being
 Knowing the Indian Society (through survey, workshop, seminar, community
participation etc.)
 Visit to community (observing inclusion-exclusion, discrimination practices, gender
socialization, and their effect on individual)
 Sensitivity towards opposite gender (observation & interaction)
 School observation(observe the real condition of the school and try to know the needs
of the students and school)
 Leadership training (camp mode)
APPROACHES: Socio-metric approach, social constructivist approach, seminar, workshop,

community camp, self meditation, etc.

COURSE F12: COMMUNICATION SKILLS AND EXPOSITORY WRITING
COURSE OBJECTIVESMARKS: 25 | CREDITS: 1 | 2HRS./WK To help the prospective teacher educators
to:
-develop an understanding the knowledge of communication.
-understand the essentials of communication.
- understand the information and communication technology (ICT).
- understand the expository writing
- understand the role of expository writing in education
ACTIVITY- I: COMMUNICATION
• Communication: meaning and nature
• Types of communications: Verbal and Non Verbal communication
• Methods of communication: One way, Two way and collaborative
ACTIVITY- II: ESSENTIALS OF COMMUNICATION

• Process of communication
• Barriers of communication
• Essentials of communication
• Listen, converse, speak, present, explain and exposit the ideas in group before
audience
ACTIVITY-III: INFORMATION & COMMUNICATION TECHNOLOGY

• Use of Computer with different purposes: MS-Word, MS-Excel, Power Point
Presentation (PPT), Modern Components of different Hardware like laptop, tablet,
smart mobiles.
• Use of Internet in teaching learning process: Use of Search Engines , Use of Online
Dictionaries, Translator, Plagiarism Software, Online Reviews of related literature
• Use of MOOCS (Massive Open Online Courses) for Distance Education
ACTIVITY- IV: EXPOSITORY WRITING

• Expository writing: concept and nature
• Types of expository writing
• Structure of the expository writing and its importance
• Essential elements of expository writing
• Text Structure
• Organization of the writing
PRACTICUM
• Workshop on aspects of communication

• Preparation of report on the importance of ICT in communication
• Draft note on expository writing
• Draft a report on all activities
• Writing notes on SSA, RMSA, RUSA, Special Education
• Pair work
• Group discussion

COURSE P23: PHILOSOPHICAL PERSPECTIVES OF EDUCATION
To help the prospective teachers to:
-understand the meaning, scope and significance of philosophy
- understand the relationship between philosophy and education
- understand the metaphysical problem of education
- understand the epistemological and education
- understand the axiology and education
- understand the thoughts of educational thinkers
UNIT I: PHILOSOPHY AND EDUCATION
• Meaning of Philosophy and its Branches
• Meaning and Scope of Philosophy of Education
• Functions of Philosophy and Philosophy of Education
• Significance and need of Philosophy of Education
UNIT II: METAPHYSICS AND EDUCATION
• Metaphysical Problems and Education
• Nature of reality with reference to realism and Vedanta
• Nature of man and society with reference to Swami Vivekananda and Tagore
• Educational Implications of schools of philosophy
UNIT III: EPISTEMOLOGY AND EDUCATION
• Relationship between Epistemology and Education
• Theories of Knowledge (correspondence v/s consistency)
• Ways of acquiring valid knowledge
• Knowledge and Knowing according to Yoga and Nyaya schools of philosophy
• Knowledge and Knowing according to Empiricism and Rationalism
UNIT IV: AXIOLOGY AND EDUCATION
• Values, Ethics and Aesthetics in Education
• Permanent vs changing Values of education
• Subjective vs Objective Values of education with reference to Pragmatism and
Idealism
• Values in Existentialism
PRACTICUM
• Seminar on need of Educational Philosophy for teacher Educators
• Reflective writing, in about 1000 words, on educational thoughts of any one
Indianeducationist .
• Symposium on schools of philosophy
• Comparative presentation of the metaphysics, epistemology and axiology of different
schools of philosophy (eg. Buddhism/Jainism/Bhagwadgita/Islam etc.)
• ICT presentation on educational thoughts of different philosophies or philosophers
Suggested Readings:
Ode, L.K. (2007) ShikshakeDarshanikPrishthabhumi, Jaypur: Rajasthan Hindi Granth
Academy
Sharma, Promila. (2005) Philosophy of Education, Aph Publishing Corporation
Sharma, R.N. (2005) Textbook of Educational Philosophy, Delhi: Kanishka Publishers
Agarwal, J.C. &Bhola, P. (2010) ShikshaDarshan: Ek Adhyayan, Delhi: Shipra Publication
Radhakrishnan, S. (1994) BharatiyaDarshan. Delhi: Oxford University Press.
Saxena, N.R.S. &Chaturvedi, S. (2000) PaschatyaevamBharatiyaShikshaDarshanik. Meerut: R. Lal Book Depot

Saxena, N.R.S. (2000) ShikshakeDarshanikevamSamajShastriyaSiddhanta, Meerut: R. Lal Book
Depot
Radhakrishnan, S. (1994) Indian Philosophy. Delhi: Oxford University Press.
Chatterjee, S. &Datta, D. (1984) An Introduction to Indian Philosophy. Calcutta: University of Calcutta.
Chatterjee, S. &Datta, D. (1984) BharatiyaDarshan.BharatiPrakashan
Mani, R. S. (1964). Educational Ideas and Ideals of Gandhi and Tagore, New Delhi: New
Book Society
Das, Manoj (1999). Sri Aurobindo on Education, New Delhi: National Council for Teacher
Education
Vivekananda, Swami (1998) Education.Belur: Ramakrishna Math Prakashan
Datta, D.M. (1972). Six ways of Knowing.Calcultta: Calcultta University Press,
Hiriyana, M. (1994) Outlines of Indian Philosophy, Delhi: MotilalBanarsidass Publ.,
Vazhayil, Joy. (2001) Reflections on the Philosophy of Education, New Delhi: NCERT
Srivastava, K.K. (2007) Philosophical Foundations of Education, New Delhi: Kanishka publishers
Ford, G.W. and Pungo, L (1964).The structure of Knowledge and the curriculum. Chicago: Rand McNally
& Company.
Dewey, J. (1997) Experience and Education, New York :Touchstone
Dewey, J. (1956). The Child and the Curriculum and School and Society, Chicago, Illinois,
U.S.A.: University of Chicago Press,
Dewey, J. (2009) How we think, Dover Philosophical Classics
Steven H. Cahn (1970).The Philosophical Foundation of Education, Harper & Row Publishers,
New York.
Brubacher, John S. (1969) Modern Philosophies of education, Tata McGraw-Hill, Publishing
Company Pvt. LTD, New Delhi.
Hume, D. (2009) An enquiry concerning the principles of Morals. Merchant Books.
Hume, D. (2009) An enquiry concerning Human Understanding. Dover Philosophical
Classics
Spinoza, B.D. (1996) Ethics. Penguin Books
Butler, J. Donald (1908) Four philosophies and their practice in education . Harper & Row

COURSE P24: PRE-SERVICE AND IN-SERVICE TEACHER EDUCATION
-understand the development of teacher education
-develop insight and reflect on the concept of pre and in-service teacher education
-acquaint with the content and organization of pre and in-service teacher education
-develop understanding and internalize the transactional approaches of pre and in-service
teacher education
UNIT I: GENESIS OF TEACHER EDUCATION IN INDIA
 Teacher Education in Ancient India
 Teacher Education in Pre-independent India
 Teacher Education in Post-independent India
 Recommendations on Teacher Education: HansaMehata Committee, Kothari Committee and
Justice Verma Committee
UNIT II: PRE-SERVICE TEACHER EDUCATION
 Pre-service Teacher Education: Concept, Objectives and Need
 Agencies of Pre-service Teacher Education: DIET, CTE, IASE, UTD and RIEs
 Components of Pre-service Teacher Education: Foundation Courses, Subject Specialization
and Pedagogy; School based Practicum and Internship
 Mode of Pre-service Teacher Education: Face-to-face and distance mode –advantages and
limitation.
UNIT III: IN-SERVICE TEACHER EDUCATION
 In-service Teacher Education: Concept, Objectives and Need
 Need for continuing professional development of a teacher and areas of professional
development
 Organizing an in service teacher education programme :(Need assessment ,planning,
approval, execution, & preparation of report)
 Agencies of In-service Teacher Education: DIET, CTE, IASE, SCERT&NCERT
 In-service Teacher Education Programme: Orientation, Refresher, Workshop, Seminar and
Conference – meaning and objectives
 Evaluating an in-service teacher education programme
UNIT IV: TRANSACTIONAL METHODS IN PRE -SERVICE TEACHER EDUCATION
 Foundation Courses – Expository, Participatory, Collaborative, Peer Coaching and Inquiry
 Skill and Competency Development: Modeling-analysis-practice-feedback cycle, Practicum
record and portfolio assessment
 School based Practicum & internship: Present practice – its nature, objectives, organization
and duration
 Androgogy: Concept and Principles
 Critical analysis of pre-service teacher education curricula of state and national level – their
components, weightage, duration, organization, transaction and assessment
 Critical analysis of in-service teacher education programme – their need and relevance,
duration, planning, organization
 Interviewing/interacting with school teachers and identifying their training needs

 Collecting feedback of practicing teachers who have received training in their subject
 Interacting with DIET and IASE members and understanding their training programme
 Attending/participating any in-service programme and preparing a report
 Participating and involving the various activities of teacher education institute and preparing
report on it
 Analyzing/examining policy perspectives of pre and in-service teacher education programme
in the context of present need of school education
 Material development for an in-service teacher education programme
MODE OF TRANSACTION: Lecture, seminar, group discussion, participatory approach
Suggested Readings:
Ali, L. (2012). Teacher Education. New Delhi: APH Publishing Corporation,
Chatterji and Desuja, A.(1959). Training for Teacher in India and England. New Delhi: Orient
Longman,.
Chaurasia, G.(1967). New Era in Teacher-Education. New Delhi: Sterling Publishers Pvt. Ltd.,
Dunkin, M. J. (Ed.) (1985).The International Encyclopedia of Teaching and Teacher Education.
Oxford: Pergamon.
Gage, N. L. (Ed.) (1976). Handbook of Research on Teaching. Chicago: Rand McNally and Co.,
Gupta, A.K.: Teacher Education (1984). Curriculum and prospects. New Delhi: Sterling Publishing
Private Ltd.
Jangira, N.K. (1978). An Experiment in Teacher Education and Teacher Effectiveness. Delhi: Frank
Brothers and Co.
Mangala, S. (2002).Teacher Education-Trends and Strategies. New Delhi: Sage Publication
Miman, J. (Ed.)( 1981). Handbook of Teacher Evaluation. London: Sage Publications.
Mohan, R. (2011). Teacher Education. New Delhi: PHI Learning Private Limited, 2011.
Mukerjee, S. N. (Ed.) (1968). Education of Teachers in India (Vol.I& II). Delhi: S. Chand and Co.
NCERT (2005).National Curriculum Framework. New Delhi: NCERT.
NCTE (1998).Curriculum Framework for Teacher Education. New Delhi: NCTE, 1998.
NCTE (1998).Policy Perspectives in Teacher Education. New Delhi: NCTE.
Nikose, R. L. (2012). Teacher Education- Issues & Challenges. New Delhi: APH Publishing
Corporation.
Pal, H. R. &Passi, B. K. Classroom Interaction. Agra: Har Prasad Bhargava Publication.
Shukla, R. S. (1984). Emerging Trends in Teacher Education. New Delhi: Sterling,
Pal, H. R. (2006).Curriculum- Yesterday, Today &Tomorrow.Shipra Publisher, New, Delhi.
Pal, H. R. (2004.)Methodologies of Teaching & Training in Higher Education (Hindi).Delhi: Hindi
MadhyamKaryanvayNideshalaya, Delhi University,
Panda, B. N. and Tiwari, A. D. (1997).Teacher Education. New Delhi: APH Publishing Corporation.
Singh,L.C. (1997). Experimentation and Innovation in Schools: A Handbook. New Delhi: NCERT.
Singh, L. C.(1990). Teacher Education in India- A Resource Book. New Delhi: NCERT, 1990.
Smith, B. O. (1971). Research in Teacher Education: Symposium. New Jersey: Prentice Hall Inc.

COURSE T22 : ADVANCED RESEARCH METHODOLOGY
The Prospective teacher educators will be able to–
 identify various types of variables and data.
 Use Descriptive statistics in quantitative educational research.
 use and understand the Inferential statistics in quantitative educational research.
 understand the process of philosophical analysis.
 understand and use qualitative data-analysis in educational research
UNIT I: UNDERSTANDING DATA
 Qualitative and Quantitative nature of data
 Scales of measurement: nominal, ordinal, interval and ratio.
 Measures of central tendency– mean, median and mode
 Measures of variability- SD
 Tabulation and graphical representation of data with pie-diagram, bar-diagram,
histogram, frequency polygon and Ogive.
 Normal probability curve ( NPC): properties and application
UNIT II: INFERENTIAL STATISTICS FOR DATA ANALYSIS (PARAMETRIC)
 Parametric assumptions
 Central limit theorem; Standard error of statistic – meaning
 t–test, interpretation of results (Level of Significance, Confidence interval, Power of test,
Type–I and Type–II errors)
 Analysis of Variance (ANOVA) – one way.
 Measures of relationship: Concept of correlation–product moment and partial
correlation.
UNIT III: INFERENTIAL STATISTICS FOR DATA ANALYSIS (NON–PARAMETRIC )
 Non–parametric assumptions
 Chi–Square for testing hypothesis (Goodness of fit, Test of independence), interpretation
of results
 Mann-Whitney U test
 Measures of relationship: rank order correlation
UNIT IV: ANALYSIS OFQUALITATIVE DATA
 Meaning and uses of
–Content analysis
–Trend analysis
–Using corroborative evidences,
–Use of secondary data in historical and descriptive research
Practicing on real data and interpretation
Working on MS-Excel –data feeding, analysis and interpretation
Doing content analysis on given real-time text
Reviewing research papers using various techniques of data analysis and discussing
Evaluating various research reporting on the basis of data analysis and interpretation
MODE OF TRANSACTION: Lecture, problem solving approach
Suggested reading:
 Gupta, S. P. & Gupta Alka. (2013). Statistical Methods in Behavioural Sciences, SardaPustakBhawan,
Allahabad.
 Gokhar, S.C. (2009). Statistics in Education and Psychology, M.M. Publication, Paniput.
 Kapil, H.K. ( ). Elements of Statistics in Social Sciences, VinodPustakMandir, Agra.
 Garrett, H.E. (1988). Statistics in Psychology and Education, Bombay, Vakils, Feiffer & Semen’s Ltd.
 Kurpius, S.E. et. al. (2006). Testing and Measurement, New Delhi, Sage Publication,

 Kurtz, A.K.& Mayo, S.T. (1980). Statistical Methods in Education and Psychology, New Delhi, Narosa Pub
House.
 Rajmanickam.(2001). Statistical Methods in Education and Psychology,NewDelhi,Concept Publishing
Company.
 Seigal, Sydne, Y. (1986). Non-parametric Statistics for Behavioural Sciences, New Delhi, McGraw Hill.
 King, B.M. &Minium, E.W. (2008) Statistical reasoning in the Behavioral Sciences, New Delhi, Willey India
 Verma, J.P. () Statistics for psychological research

COURSE S22: SECONDARY EDUCATION: CURRICULUM ISSUES
The prospective teacher educators will be able to–
 Critically analyse the curriculum structure of the secondary and higher secondary school
curriculum
 Deal with the training for strategic plan for curriculum transaction with different approaches
 Develop and reflect upon appropriate evaluation mechanism for the secondary stage
 Develop appropriate strategies to deal with the adolescent learners and their problems
UNIT-I: CURRICULUMATSECONDARY STAGE
 Issues of secondary and higher secondary curriculum: Relevance, Integration, Flexibility,
Conceptuality, Utility, Consistency with social reality and Plurality determinants of curriculum
at secondary level; Need for Situational Analysis
 Essential Features and Components ofCurriculum of Secondary Education: Language, Science,
Mathematics, Social Science and Commerce
 Core curriculum and National curriculum: Need and features
 Curriculum structure for Secondary education state boards, CBSE & ICSE
UNIT-II: CURRICULUM TRANSACTION ATSECONDARY STAGE
 Methods of transaction at secondary level: Psychological Principles
 Discussion, Assignment, Project, Laboratory Work, Demonstrations, Seminar& Field Work
 Collaborative Learning-meaning and its role in curriculum transaction
 Cooperative learning-meaning & its role in Curriculum transaction
 Multidisciplinary and Interdisciplinary Approaches of curriculum transaction
 Subject, Learner and Activity cum Experience Centered Curriculum Design
UNIT-III: EVALUATION AT SECONDARY STAGE
 Continuous and Comprehensive Evaluation (CCE):Scholastic and Co-Scholastic dimensions
 School Based Evaluation
 Formative and Summative Assessment- Concept, nature and purposes
 Norm referenced and criterion reference evaluation
 Grading and Marking System; Portfolio of Learners
 Examination reforms at secondary education level
UNIT-IV: KNOWING THE LEARNER AT SECONDARY LEVEL
 Psychological characteristics of the students at Secondary level
 Problems of Adolescents and the Challenges of Secondarylevel
 Role of Guidance and Counseling in Secondary level
 Exposure to multifarious activities

 Comparative analysis of secondary education curriculum in various states
 Critical analysis of contents, and exercises in the textbooks in line with the curriculum
objectives at secondary level
 Analysis of the question papers of board examinations
 Classroom observations for analysis of classroom teaching at secondary level
 Planning for various experiences for curricular development
 Critical analysis of NCF—2005

 Planning for guidance- counseling activities and Study of CBSE Helpline for counseling
services
MODE OF TRANSACTION: Discussion, Visits
Suggested reading:
Aggarwal, J.C. (1988) :Teachers Role, Status, Service Conditions and Education in India. (Doaba House)
Aggarwal, J.C. (2004) Development of Education System in India. New Delhi: Shipra.
Aggarwal, J.C. (2005) Recent developments and trends in education. New Delhi :Shipra Publication.
Aggarwal, J.C. (2009) Secondary Education. New Delhi :Shipra Publication
Child Rights Convention – UNICEF – 2000
Chopra, R.K. (1993). Status of Teachers in India, New Delhi : NCERT
Committee on the Impact of the Changing Economy on the Education System, National Research
Council.().The Knowledge Economy and Postsecondary Education.
Coombs P.H. (1985): World Crisis in Education: The View Form Eighties, Oxford University Press, N.
York.
Education for All (1993): The Indian Scene,New Delhi, Department of Education, Ministry of Human
Resource Development, Government of India
Chopra, R.K.(1993) Status of Teachers in India, NCERT, New Delhi.Govt. of India (1953) Report of
Secondary Education Commission, New Delhi.
Chopra, R.K. (1993) Status of Teachers in India
Foure E. and others: Learning to be UNESCO, Delhi, Sterling Publishers, 1973.
Govt. of India (1966) Indian Education Commission (1964-66) Report. New Delhi.
Govt. of India (1986/1992) National Policy of Education, 1992, Modification and their POA’s MHRD,
Deptt.of Education.
Govt. of India, MHRD (2005).Universalisation of SecondaryEducation : Report of the CABE
Committee, New Delhi
Govt. of India (2005). National Plan of Action for Children, 2005: Department of Women and Child
Development, New Delhi
Gupta, V.K and Gupta ,Ankur (2005): Development of Education System in India. Vinod Publication,
Ludhiana.
Gupta, V.K. (2003). Development of Education System in India, Ludhiana: Vinod publications
Jayapalan, N. (2005) Problems of Indian Education. New Delhi : Atlantic.
Jayapalan, N.( 2002): Problems of Indian Education. H.B. Bhargava Publications, Delhi.
Jha, P. (2005) Quality and Access in Primary Education. New Delhi : VPH.
Kumar K (2004), What is Worth Teaching? 3rd edition, Orient Longman
Kundu, C.L. (Ed) (1984) Indian year Book on Teacher Education, Sterling Publishers Pvt. Ltd., New
Delhi.
Khan, A. (2006) Education in the Modern Indian Context. New Delhi :Arisep.
Khanna, P.K. (2005) Education in the New Millennium. Jaipur : ABD
Kochhar S.K. - Secondary School administration
Kochhar S.K. (1981) Pivotal issues in Indian education
Kumar, I. and Kumar R. (2006): Development of Educational System in India. 21st century
Publication, Patiala.
MacBeth, J (1999). Schools must speak for themselves. Routledge, UK
Malhotra, P.L. (1986) School Education in India : Present status and Future Needs, NCERT, NewDelhi.
Mohanty, J. (1994) Indian Education in the Emerging Society, New Delhi: Sterling Publishers Pvt. Ltd.
Mukerji, S.N., Secondary School in Administration
Mukerji, S.N., . Secondary School in India
Mukherjee, S.N. (1964) Education in India, Today and Tomorrow. Baroda:Acharya Book Depot.
Nagpure, V., (1982), Teacher Education at Secondary Level Bombay: Himalaya Publishing House,
Naik, J.P., (1975): Some Perspective on Non-Formal Education, Allied Publishers, New Delhi.
National Curriculum Framework for School Education (2000) NCERT: J.J. offset Printers.
National Curriculum Framework for School Education (2005) NCERT: J.J. offset Printers.
National Policy of Education, 1986 (With modifications of Action 1992)NewDelhi:MhRD, 1992

National Policy of Education, 1986, programme of action 1992 (New Delhi : MHRD) 1992
NCTE (2009) NCF for Teacher Education: New Delhi
National Policy of Education,(1992) Modification and their POA's, MHRD, Dept. of Education
National Policy of Education 1986/1992.
National Curriculum Framework on School education, 2000 and 2005
NCERT (1997) Code of Professional Ethics for Teachers.
NCTE (2009) National Curriculum Framework for Teacher Education, New Delhi
Pathak, Avijit (2002), Social Implications of Schooling, Rainbow Publishers, Delhi
Report of the Delors Commission, UNESCO, 1996
Rao, V.V. (2004) Education in India : DPH.
SudeshMudhopadyay and Anil Kumar K (2001) Quality Profiles of secondary schools, NIEPA, New
Delhi

COURSE F23: DISSERTATION
(AREA OF STUDY, LITERATURE REVIEW & RATIONALE PRESENTATION)
The prospective teacher educators will be able to –
 Identify a researchable problem area

 Locate the problem in some broader context
 Develop skills of reviewing related literature and report in academically accepted
manner
 Develop skills to systematically conclude the review
 Develop skills of outlining a logical rationale for studying a problem
The prospective teacher educators are expected to decide an area of study in the
guidance of their supervisor and based on a study of the researches on the thrust areas,
preferably in school education. They must contextualise the area of study against some
contemporary background. After deciding an area of study, they are expected to go for
an extensive review of related literature and write a critical review of such literature in
the selected area. On the basis of such review and the critical conclusion drawn from it,
they are expected to develop a sound rationale for the study to be undertaken under the
dissertation. They have to present a detailed report of the selection of the area of study
and its context, the review of the related literature as well as the rationale emerged
from such review in the perceived context of problem area.

COURSE F24: INTERNSHIP IN TEACHER EDUCATION INSTITUTE
COURSE OBJECTIVESMARKS: 100 | CREDITS: 4 | 2 Weeks
To help the prospective teacher educators to –

 Become sensitive about the processes involved in various kinds of activities
performed by the pupil teachers of in-service programmes.
 Develop ability to analyse involvement of pupil teachers in organising various
curricular activities in a teacher education institution.
 Developcompetencies in organising various kinds of teacher education curriculum
specific activities.
 Developan understanding of the needs and relevance of in-service teacher education
practices.
The prospective teacher educators are expected to visit a teacher education institute
tovisualise&understand, various processes going on in the institute. They are expected
to undertake some of the following activities as assigned to them under four dimensions
as below:
1. Teaching–learning (25 marks)
 Teaching as a teacher educator
 Giving model lessons/demonstration lessons
 Observation of Micro Teaching
 Observation of classroom curriculum transaction
 Preparation unit plans and lesson plans
 Model lessons
 Any other relevant issue
2. Administration(25 marks)
 Observation of overall organisation of In-service education programme
 Study of Time table/ academic calendar/ordinance
 Study of the Admission process
 Understanding Management and funding; teachers profile
 Understanding Resource outsourcing
 Observing Attendance
3. Curricularactivities and learner profiles (25 marks)
 Observation of Assembly and Co-curricular activities
 Observation of Professional development courses
 Observation of Community work
 Recording Learners profiles
They are also expected to present a report on their visit which shall reflect their critical
observation and reflection on various important issues of teacher education.

4. Presentation and reporting (25 marks): Students are expected to present in
groups (with essential individual participation) their experience from the internship
regarding the above in details.

COURSE P35 :SOCIOLOGICAL PERSPECTIVES OF EDUCATION
To help the prospective teacher:
-To understand the reason of Sociology
-To develop competency Society teaching among them self.
-To understand the process of different types of Society and Culture
-To understand the process Modernization
-To understand Social Pattern in Education of Society
UNIT- I- SOCIOLOGY OF EDUCATION
 Origin and Development of Sociology of Education
 Nature and Scope of Sociology of Education
 Methods of Study in Sociology of Education
UNIT- II- EDUCATION AND SOCIAL SYSTEM
 Social System: Concept and Element of Social System
 Education as a Social subsystem
 Role of Family, Community, Economy, Political system and religion as a social
subsystem
 Education of the socially and economically disadvantaged section of society with
special reference to Scheduled caste, Scheduled tribe, Women and rural population.
UNIT- III- EDUCATION AND CULTURE
 Culture: Functional characteristics, Cross cultural transmission
 Characteristics of Indian Culture
 Urbanization and social mobility
UNIT- IV- EDUCATION SOCIAL CONTROL, SOCIAL CHANGE AND MODERNIZATION
 Social Control: Nature, Agencies and Role of Education in Social Control.
 Social Change: Concept of Social change and modernization, factors promoting social
change and modernization in India.
 Constraints on Social Change and Modernization in India.
 Social Stratification, Social equity and equalization of educational opportunities.
PRACTICUM:
1- Sociometric analysis
2- Preparation of tools for socio-economic status.
3- Assessing cultural diversity
4- Students will be preparing an assignment on the above mentioned issues and
make a presentation
Suggested Readings
Cook, L.A. & E.F. Cook A Sociological Approach to Education
Rugg& Wither Social Foundation of Education
Ashley, B.S. et al. An Introduction of the sociology of Education
Musgrave, P.W The Sociology of Education
Merrill, F.E. Society and Culture
Brown, FJ. Education Sociology
Morrish, Ivor The Sociology of Education- An Introduction
Ruhela, S.P. & K.S. Vyas Sociological Foundation of Education in Contemporary India
Brenback, Cole. S. Sociological Foundation of Education
Prelins, A.P. &Parelins R.J. The Sociology of Education
Stalcup, R.J. Sociology and Education
Ottaway, A.K.C. Education and Society
Mishra, U. ShikshaKaSamajshastra
Arkara Jacob Education in Sociological perspective, Rawat Publication, New Delhi.

Blackledge, D. & Hunt, Barry Sociological Interpretations of Education, London, Groom Helm.
Chanda S.S. & Sharma R.K. Sociology of Education, New Delhi, Atlantic publishers,
Chandra S.S. Sociology of Education, Guwahati, Eastern Book House,
Cook L.A. & Cook, E. Sociological Approach to education, New york, McGraw Hill,1950.
Dewey,J. Democracy and Education: An Introduction into philosophy of Education,
Newyork, The free press.
Durkheim, E. Education and Sociology, New York, the free press.
Hemlata, T. Sociological Foundations of Education, New Delhi, Kanishka Publishers.
Jayaram, Sociology of Education, New Delhi, Rawat, 1990.
Luther, M.N. Values and Ethics in School Education, New Delhi, Tata McGraw Hill.
Pandey R.S. Development of Indian System of Education VinodPustakMandir: Agra.
Shah BV & Shah KV Sociology of Education, Rawat Publications Jaipur.
Shukla, S & K. Kumar Sociological perspective in Education, New Delhi, Chanakya Publication.

COURSE P36: PERSPECTIVES, RESEARCH AND ISSUES IN TEACHER EDUCATION
-understand and analyze the policies of teacher education
-understand and analyze the role and functions of teacher education organization/agencies
-Appreciate the role and functions of teacher education organization/agencies
-understand the structure and management of teacher education
-Understand the importance of universalisation of secondary education
-identify the various areas of research in teacher education
-identify the trends of research in teacher education
-identify and reflect on the problems and issues of teacher education
- analyse the role of agencies in quality assurance
UNIT I: POLICIES ON TEACHER EDUCATION AND TEACHER DEVELOPMENT
 National policy on Teacher Education: Concern and vision
 Teacher Expertise – Berliner’s stages of development of a teacher
 Approaches to teacher development: Self directed development, cooperative
development and change-oriented staff development
UNIT II: ORGANIZATION AND AGENCIES OF TEACHER EDUCATION
 Organization and agencies of teacher education: Roles, Functions and Networking of –
- DIET
- CTE
- IASE
- SCERT
-NCERT
-NUEPA
UNIT III: STRUCTURE, MANAGEMENT AND QUALITY OF TEACHER EDUCATION

 Structure of teacher education system in India: Its merits and demerits
 Management of teacher education – Planning and designing, Executing instruction,
Monitoring the programme and Management of demand and supply
 NAAC &its criteria for quality assessment of Higher Education Institutions
 Criteria of quality assurance in context of Internal Quality Assurance Cell (IQAC)
UNIT IV: RESEARCH IN TEACHER EDUCATION
 Research in teacher education: Concept, Areas/Scope
 Problems of research in teacher education
 Trends of research: Earlier trends, Emerging trend, areas and variable of research in
teacher education
 Critical analysis of national policies of teacher education
 Critical analysis of role of various teacher education agencies/organization
 Visiting teacher education institutes like DIET, CTE, IASE etc., and preparing report on it
 Identifying and reflecting on present problems and issues of teacher education and presenting
in seminar form
 Writing a conceptual paper on present problems and issues of teacher education
 Review the surveys of education at research and prepare trend report
 Reflecting on recommendation of NCFTE 2009 and present practices in teacher education
programme
 Preparing presentation on the role and functions of NCERT and NUEPA

Suggested Readings:
Ali, L. (2012). Teacher Education. New Delhi: APH Publishing Corporation
Bose, K., and Shrivastava, R.C. (1973). Theory and Practice Teacher Education in India,
Allahabad: Chug publication
Chatterji and Desuja, A.(1959). Training for Teacher in India and England. New Delhi: Orient
Longman,.
Chaurasia, G.(1967). New Era in Teacher-Education. New Delhi: Sterling Publishers Pvt. Ltd.,
Dunkin, M. J. (Ed.) (1985).The International Encyclopedia of Teaching and Teacher Education.
Oxford: Pergamon.
Gage, N. L. (Ed.) (1976). Handbook of Research on Teaching. Chicago: Rand McNally and Co.,
Gupta, A.K.: Teacher Education (1984). Curriculum and prospects. New Delhi: Sterling
Publishing Private Ltd.
Jangira, N.K. (1978). An Experiment in Teacher Education and Teacher Effectiveness. Delhi:
Frank Brothers and Co.
Mangala, S. (2002).Teacher Education-Trends and Strategies. New Delhi: Sage Publication
Miman, J. (Ed.)( 1981). Handbook of Teacher Evaluation. London: Sage Publications.
Mohan, R. (2011). Teacher Education. New Delhi: PHI Learning Private Limited, 2011.
Mukerjee, S. N. (Ed.) (1968). Education of Teachers in India (Vol.I& II). Delhi: S. Chand and Co.
NCERT (2005).National Curriculum Framework. New Delhi: NCERT.
NCFTE (2009). National Curriculum Framework for Teacher Education: Towards Preparing
professional and Humane Teacher, National Council of Teacher Education, New Delhi
NCTE (1998).Curriculum Framework for Teacher Education. New Delhi: NCTE, 1998.
NCTE (1998).Policy Perspectives in Teacher Education. New Delhi: NCTE.
Panigrahi, S.C., and Biswal, A. (2012) Teacher Education. New Delhi: APA Publishing
Corporation
Rao, D. (2002) Teacher Education in India. New Delhi: Discovery Publishing House
Shukla, R. S. (1984). Emerging Trends in Teacher Education. New Delhi: Sterling,
Panda, B. N. and Tiwari, A. D. (1997).Teacher Education. New Delhi: APH Publishing
Corporation.
Singh,L.C. (1997). Experimentation and Innovation in Schools: A Handbook. New Delhi: NCERT.
Singh, L. C.(1990). Teacher Education in India- A Resource Book. New Delhi: NCERT, 1990.
Smith, B. O. (1971). Research in Teacher Education: Symposium. New Jersey: Prentice Hall Inc

COURSE T33:INFORMATION AND COMMUNICATION TECHNOLOGY
COURSE OBJECTIVESMARKS: 50| CREDITS: 2 |4 Hrs./wk
-develop the understanding of Information and Communication Technology
-understand the use of internet in education
-use various application softwares like MSWord, Excel and Powerpoint
-understand the utility of e-learning, m-learning and social online media in education
--be able to understand the changing scenario of ICT through virtual classroom in teaching
learning process
UNIT I: ICT AND EDUCATION
• Information and Communication Technology: Origin, Concept and importance
• Components of Modern ICT’s: Input, Process, and Output devices
• Use of ICT: Use by Educational Managers/Administrators, teachers, students
UNIT II: MS OFFICE
• MS Word: Different Menus and ribbon: Home, Insert, Page Layout, References, Mailings
and Review, Functions of Office button, Customize Quick Access Toolbar.
• Power Point: Different Menus and ribbons, making slides. Custom Slide Show.
• MS-Excel: Different Menus and ribbon, Charts and their Functions in the field of
Education, Application of Function Library.
UNIT II: INTERNET AND EDUCATION
• Online Aspects: Online Surfing, Online Conferencing, Creation & Use of e-mail, Chat, Use of
Search Engines , Use of Cloud Computing, Utility of Different Topologies in the field of
Education
• Use of Internet in Education
UNIT IV: VIRTUAL CLASSROOM AND EDUCATION
• Virtual Classroom: concept, uses in schools and universities
• Modes of Virtual Classroom: Synchronous, Asynchronous & Self-paced instruction
• Virtual Classroom for teaching learning process; video conferencing
• Advantages of Virtual Classroom for teachers & students
 Workshop on E-learning
 Presentation on various theme of education using application software
 Preparation of data sheet containing various dimensions of students and using functions
key
 Prepare a report/draft on ‘Use of Virtual Classroom in teaching learning process:
challenges and achievements’ in any school
 Preparing a Note/Draft on the Advantages of Social media in Education with reference to
National and International context
 Visiting to SCERT and participating on video conferencing programme
 Organising a guest Lecture on ICT in Education via video conferencing
MODE OF TRANSACTION: Lecture, Demonstration, Participatory Approach, Assignment,
Discussion and hands on experience
Suggested Readings:
Aggarwal, J. C. (2009).Essentials of Educational Technology- Innovations in Teaching-
Learning. 2 nd Edition, Vikas Publishing House Pvt. Ltd., A-22, sector-4,
Noida-01(UP).
Bhatnagar, A. (2007) Teaching of Computer Science, International Publishing House, Merrutt
Chandrakar, M. (2011)ICTin Education(Based on UNESCO ICT Initiative), Authors Pressa, New
Delhi
Goel, H. (2008)Teaching of Computer Science, R.Lal Book Depot, Merrut

Mangal, S.K. &Mangal Uma (2012) Essentials of Educational Technology, PHI Learning Private Ltd, New
Delhi.
Rajsekar, S. (2008) Computer Education, Neelkamal Publications, New Delhi
TalesraHemlata, MarashdehWasef&Nagda M L (2003) Web-based Learning, Authorspress Global
Network , E-35/103, Jawahar Park, Laxmi Nagar, Delhi.
Upadhaya, A. & Singh N. (2008) Computer Shiksha, Agrawal Publications, Agra.

COURSE S331:SECONDARY EDUCATION: UNDERSTANDING EDUCATIONAL TECHNOLOGY
 Understand the concept of educational technology
 Categories the subject according to the form of ET
 Mediate between content and resources of presentation.
 Evaluate the learner’s performance in terms of achieving educational objectives.
 Will be able to maintained the standard of education but also improved the ways of teaching
by giving teaching aids and programmed instructional material
 Explain the meaning and nature of educational technology
 Differentiate various approaches of educational technology
 Evaluate software and hard ware resources appropriate for teaching in range of curriculum
areas
 Display an understanding of the nature and purpose of education al technology.
UNIT I: HISTORY AND CONCEPT OF EDUCATIONAL TECHNOLOGY
 Origin and development of educational technology
 Meaning, Scope, and role of Educational Technology
 Need and importance of Educational Technology
 Concept of technology in education and technology of education
UNIT II: APPROACHES AND FORMS TO EDUCATIONAL TECHNOLOGY
 Concept and role of Hardware Software & System ApproachApproach
 Forms of Educational technology: Teaching Technology - Meaning, definition and
concept
 Need and importance of Teaching Technology in Education
UNIT III: INSTRUCTIONAL TECHNOLOGY
 Meaning and concept of Instructional Technology
 Need, importance and writing of Instructional Objectives
 Uses of Instructional Technology for Education
UNIT IV: BEHAVIOUR TECHNOLOGY
 Meaning, definition and concept of Behaviour Technology
 Technology and change in behaviour
 Shaping of Behaviour
 Need and importance of Behavioural Technology in Education
 Critical evaluation of use of hardware and software in school (Based on Field Visit)
 Writing instructional objectives
 Critical observation of teaching skills of your subject (teaching )area
 Analysis of video lesson /models of CIET/SCERT/IGNOU
MODE OF TRANSACTION: lecture cum discussion, workshop, seminar assignment, presentation

by students, constructivism approach
Suggested Readings:
Agrawal, J.C.: Essentials of Educational Technology – Teaching Learning Innovations in
Education, Vikas Publishing House, New Delhi, 1996.
Alberto, P.A. &Tontman, A.C. Applied Behavior Analysis for Teachers
Mangal S. K. Teaching of science, New Delhi:
Bhushan, S.: Educational Technology, Vinod PustakMandir, Agra, 1986
Passi, B. K., Goel, D. R. and Jaiswal, K. (1992).Educational Television. Agra: National Psychological
Corporation

Chouhan, S.S. (1973.): Innovations in Teaching and Learning Practices, Vikas Publishing House, New
Delhi,
Das, R.C. Educational Technology: A Basic Text. New Delhi: Sterling, 1992
Dececco.J.P. Educational Technology, New York: HRW, 1964.
Joshi, A., &Passi, B.K.: Controlled Learning, National Psychological Corporation, Agra, 1998.
Mangal, S. K. (1988). Fundamentals of Educational Technology (Essential of Teaching &
Learning).Ludhiana: Prakash Brothers
Rao. V. Educational Technology. Delhi: Himalayan Publishing House, 1991.
Sampath, K. et al.: Introduction to Educational Technology, Sterling Publisher, New Delhi, 1981.

COURSE S332: SECONDARY EDUCATION: INTRODUCTION TO INCLUSIVE EDUCATION
To enable the teacher educators -
 To acquire knowledge and understanding of Inclusive education.
 To acquire knowledge and understanding about different areas of disability (Visual,
Hearing & Orthopedically Impaired, mentally retarded).
 To acquire knowledge and understanding about different policies and constitutional
provisions for children with diverse needs.
 To acquaint them with the Government Policies, Legislatures &National Institutes related
to the disabled.
 To acquaint them with Educationalprogrammes, Equipments and Aids for education of the
disabled.
UNIT I. INTRODUCTION TO BASIC CONCEPTS OF INCLUSIVE EDUCATION
 Concept of Children with diverse/special needs
 Impairment, disability and handicap
 Concept, need & objectives of Special/inclusive Education
 segregated, integrated and inclusive education
• Concept of an inclusive school – infrastructure and accessibility, human resources,
attitudes to disability,
UNIT II.HISTORICAL DEVELOPMENT OF INCLUSIVE EDUCATION
 National institutes related to disabilities
 landmark contribution in special/inclusive education
 Historical and legal development of special/inclusive education with special
reference to Indian context
UNITIII: LEGAL AND POLICY PERSPECTIVES
 Important International Declarations/Conventions/Proclamations – Biwako Millennium
Framework (BMF, 1993-2012); Recommendations of the Salamanca Statement and
Framework of Action, 1994; Educational Provisions in the UN Convention on the Rights
of Persons with Disabilities (UNCRPD), 2006;
 Constitutional Provisions; the Persons with Disabilities Act, 1995 (PWD Act); the
Rehabilitation Council of India Act, 1992 (RCI Act); and the National Trust for Welfare of
Persons with Autism, Cerebral Palsy, Mental Retardation and Multiple Disabilities Act,
1999; RTE Act, 2009.
UNIT IV: INCLUSIVE PRACTICES IN CLASSROOMS FOR ALL
 School's readiness for addressing learner’s difficulties.
 Technological advancement and its application – ICT, adaptive and assistive devices,
equipments and other technologies for different disabilities.
 Classroom management and organisation.
 Responding to special needs by developing strategies for content, curricular
adaptations, lesson planning and TLM.
 Pedagogical strategies to respond to individual needs of students: Cooperative learning
strategies in the classroom, peer tutoring, social learning, reflective teaching,
multisensory teaching, etc.
 Supportive services required for meeting special needs in the classroom —
special/ resource teacher, speech therapist, physiotherapist, occupational
therapist, and counselor. Development and application of learner -friendly
evaluation procedures; Different provisions for examination by CBSE and the
board in their State.
MODE OF TRANSACTION: Lecture, Discussion, power point presentations, field visits

PRACTICUM
 To prepare a report on the facilities present in any one special school and in an inclusive
setting school of your city.
 To develop teaching learning material to teach any one type of differently able child.
 To prepare a report on the implementation of different policies related to inclusive
education in an inclusive school.
Suggested readings:
Agrawal, J.C. VisistaBalakhetuShiskhanAdhigamPrakriya
Bender, W.N. Learning Disability, Allyn & Bacon, Simon and Schuster, 1995, Boston London
Berdine, W.H &Blackhurst A.E.(eds). An Introduction to Special Education, Harpers Collins
Publishers, Boston 1980.
Bhargava, M. Introduction to Exceptional Children, Their Nature and Educational Provisions,
New Delhi, Sterling Publishers, 1994
Bist, Abha Rani : Vishistha Balak, Agra : Vinod Pustak Mandir.
Bruer, A.M. &Shea, M Teaching Exceptional Students in your Classroom, London, Allyn and Bacon,
Chauhan, S.S Education of Exceptional Children, New Delhi, Indus Publishing Company, 1989
Cruick Shank M.M. and Johnson (eds) Education of Exceptional Children and Youth, London,
McGraw Hill, 1975
Dash, M.: Education of Exceptional Children, New Delhi: Atlantic Publishers and Distributors, 5300.
Dubey, M.N. Gifted and Talented Education, New Delhi, Mittal Publication, 5305
Dunn., L & Bay, D.M (ed.): Exceptional Children in the Schools, New York : Holt, Rinehart, nston.
Farwel, M. Special Education Needs Paul Chapman Publishing- Sage Publication 5304
Gallagher J.J. Teaching the Gifted Child (2nd edition.), Boston, Allyn& Bacon, 1975
Gupta P.K. Education for Creativity Cosmo publication, New Delhi 5304
Hallahar, D.P & Kauffman, J.M., Exceptional Children: Introduction to Special Education, Allyn &
Bacon, Massachusetts, 1991
Heck, A.O. The Education of the Exceptional Children, New York, McGraw Hill, 1953
Hewett, Frank M. &Foreness Steven R., Education of Exceptional Learners, Allyn & Bacon,
Masachusetts, 1984.6. Jorden, Thomes E. The Exceptional Child, Ohio: Merrill.
Kirk, S. &GallalagherEducation of the Exceptional Children, New Delhi, Oxford IBH, 1979
Kirk, S.A & Gallagher J.J., Education of Exceptional Children ; Houghton Mifflin Co., Boston, 1989
Kundu, C.L. (Editor in Chief): Status of Disability in India 5300, New Delhi: Rehabilitation Council of
India.
Magnifico, L.X: Education of the Exceptional Child, New York, Longman.
Martens, D.M. &Melaughliu, J.A. Research and Evaluation, Methods in Special in Special Education
Corwin Press, Sage Publication 5305
Mishra, R.C. Guidance &Counselling (2 Vols) Eastern Book House, Guwahati,
Panda, K.C.: Education of Exceptional Children, New Delhi: Vikas Publishing House Pvt. Ltd., 1997
Parker, B.N. Discovering programs for Talent Development Corwin Press, Sage Publication, New
Delhi
Perter, L. Educating Young Children with Special Needs, New Delhi, Sage Publication,
Porter, L Educating Young Children with Special needs, Paul Chapman Publishing), New Delhi,
Sage Publications 5303
Reddy, G.L. Mental Retardation, Education and Rehabilitation, New Delhi, DPH Publication, 5304
Sarsani, M.R Creativity in Education, New Delhi, Sarup Publication, 5305
Shanker, Udey: Exceptional Children, Jullundur: Sterling Publications.
Shelton, C.F The Exceptional Teachers Handbook, New Delhi, Cowries Press, Sage Publication, 5300
Singh, N.N and Beale, I.L. (eds.) Learning Disabilities – Nature, Theory and Treatment Spring-
Verlag, New York, Inc:1992.
Singh, N.N and Beale, I.L. (eds.) Learning Disabilities – Nature, Theory and Treatment
Smith, C.R, Learning Disabilities – the interaction of Learner, Task and Setting. Allyn and Bacon,
Massachusetts, 1991.

Smith, D. Working with Gifted and Talented Pupils in the SecondarySchools, Paul Chapman
Publishing, Sage publication, 5305
Strange, Ruth : Exceptional Children & Youth J.J. : Prentice Hall..
Sukumaran, P.S. Parental Involvement in the Education of Mentally Challenged Children, Ekta
Book Distributor, Catalogue New Delhi 5300
Torrance & Myers Creative Learning and Teaching, New York, Dodd Mead Publications, 1950
Torrance,E. P. Guiding Creative Talent, New Delhi, Prentice Hall, 1950
VenkataiahSpecial Education Ekta Book Distributor, Catalogue New Delhi 5305
Wall, K. Special Needs and Early Years-A Practioners Guide, New Delhi, Paul Chapman Publishing,
5303
Wards, V.S. Educating the Gifted, Ohio, Merrill Book Company, 1961
Wehman, P. &Melaughlin, P.T. Programme Development in Special Education, New Delhi, McGraw
Hill Publishers, 1981
Yesseldyke, E. James, Bob Algozzine, Special Education – A Practical Approach for Teachers, New
Delhi: Kanishka Publishers, Distributors

COURSE S333: SECONDARY EDUCATION: UNDERSTANDING GUIDANCE& COUNSELLING
Students will be able to –
•understand the theoretical background of guidance and counseling
•understand the services as an essential dimension of guidance.
•understand the need of educational guidance.
•understand the significance the vocational guidance
UNIT - I: THEORETICAL BACKGROUND OF GUIDANCE SERVICES
•Meaning, nature and principals of guidance and counseling.
•Areas of guidance- Educational, Vocational and Personal.
•Need of guidance and counseling in education.
•Institutes offering guidance/counselling programme :National and State level.
UNIT - II: ESSENTIAL DIMENSIONS OF GUIDANCE

•Concept of services in guidance
•Individual inventory services- meaning and its need.
•Information services- need, type and maintenance.
•Counseling services- concept and nature of counseling
•Placement services- educational and vocational.
•Follow-up services- concept and need.
UNIT - III: EDUCATIONAL GUIDANCE

•Concept and need of educational guidance.
•Identifying and dealing with disarming students need and problem.
•Organization of guidance services at secondary level.
•Role of teacher and other personal (parents and psychologist) in guidance programme.
•Group guidance- need and process in educational guidance.
UNIT - IV: VOCATIONAL GUIDANCE

•Concept and significance of vocational guidance.
•Psychology of careers and dynamics of vocational development with reference to – Supper’s
and Ginzeberg Theory.
•Process of job analysis, job description and job satisfaction.
PRACTICUM
Organise and exhibition on guidance and counselling services
Arrange for special talks on guidance and counselling
Identify the need of guidance counselling services in a secondary school.
Suggested Reading
•Chauhan, S.S. (1982). Principals and techniques of Guidance, Vikas Publication house Private
Ltd., New Delhi.
•Crow & Crow (1994). Introduction to Guidance, Uresin Publication House Private Ltd., New
Delhi.
•Donald,E, Super (1965). Counseling in the Secondary School, Harper, New Delhi.
•Kothar, S. K. (1983). Guidance & Counseling in College and Universities, Starling Publisher
Green Park, New Delhi.
•Jaiswal, S. R. (1987). NirdeshanevamParamarsh, VinodPustakMandir, Agra.

•Verma&Upadhay, (1967). ShaikshikevamVyavshaikNirdeshan, VinodPustakMandir, Agra.
•Oberai, S. C. (5302). Educational; & Vocational Guidance & Counseling, Loyal Book Depot.
Meerut

COURSE F35: ACADEMIC WRITING
This course aims to develop familiarity with academic writing and its styles and structure.
The course will help students
–understand the norms of academic writing.
–develop and improve academic writing skills
–evaluate academic writing critically
THEMES OF WORKSHOPS:
1. Understanding academic writing: Various types (research papers, reportaire,

seminar proceeding etc.)and their characteristics, Essentials of good academic
writing
2. Various Styles of writing: Through exploration of different sources (journals, books,

academic, magazines, working papers, etc.)
3. Essentials of good academic writing
4. Paraphrasing and acknowledging
5. Editing and Proof reading
6. Referencing as per an accepted referencing style guide ( particularly, APA)
MODES OF TRANSACTION
 Practical course with self learning
 Exposure to academic writing like journals, books, etc.
 Critical Review and Editing
Mode of Evaluation: Evaluation will be based on performance on Practicals on given
scripts, ability to critically appreciate a given document and gradual improvement in
academic writing capacity in given assignments.
Suggested Readings
 APA (2012) style Manual USA, American Psychological Association
 Brown, Kristine and Susan Hood. Academic Encounters. Cambridge University

Press, 2002.
 Murray, R (2004) Wring for Academic Journals, Maidenhead: Open University

Press.
 Strunk William and Whyte C.B. (Ed.) (1959). The elements of style.

COURSE F36: PRACTICUM ON RESEARCH
The course will help prospective teacher educators

– to develop and improve researchskills by developing skill of critical reviewing, and/or,
skill of presentationand defending research and/or equipping them with data analysis
skills using various software and/or some advanced techniques.
The course will provide the prospective teacher educators withhands-on-experience to

a group of areas amongthe following as per requirement and students’ choice:
1. Data handling
2. Statistical data analysis using MS-EXCEL
3. Using SPSS for data analysis
4. Qualitative Research Techniques
5. Advanced statistics for data analysis
6. Seminar presentation of research papers
7. Writing Review of research papers on some given area
8. Critical Review of Dissertations
9. Preparing project/research proposals
The course is expected to refine the research skills of the prospective teacher educators
on some specialized area. The skill based course will be evaluated internally and on the
basis of improvement in the performance in the classroom as well as on the basis of the
performance in the internal examination conducted in summative mode as per given
rubric.

COURSE P48: HISTORY & POLITICAL ECONOMY IN EDUCATION
 develop knowledge and understanding of the various schemes formulated for the
development of education in India
 develop the understanding of different political and economic ideologies
 understand the economic thoughts on education and role of education for economic
development
 understand the process of financing
 understand the financing of education in India
UNIT I: EDUCATIONAL SCHEMES OF POST-INDEPENDENT INDIA
 Primary Education –SSA,RTE

 Secondary Education -RMSA
 Higher Education-RUSA
UNIT II: POLITICAL AND ECONOMIC IDEOLOGIES AND EDUCATION

 State control over education
 Democracy and Education
 Totalitarian and Education
 Socialism and Education
UNIT III: ECONOMICS AND EDUCATION

 Economics of Education: Concept, Need, and Scope
 Economic Thoughts on Education: Classical, Neo-Classical and Modern
 Education as an Economic Good, Consumption and Investment
 Education as Industry: A critical analysis
 Concept and Importance of Human Capital, Education and Human Capital Formation
UNIT IV: FINANCING OF EDUCATION IN INDIA
 Financing of Education: Meaning and Importance
 Sources of Finance (Grant-in-Aid Policies: central, state and local government)
 Principles of Financing Education
 Develop an educational plan of a remote village for bringing them into mainstream
 Conduct a survey of village reflecting an educational status
 Prepare a write-up depicting growth & development of an educational institute
MODE OF TRANSACTION: Lecture cum demonstration
Suggested Readings:
Aggarwal, J.C. Educational Planning, Budgeting & Financing in India. Arya Book Depot: New
Delhi
Ansari, M.M. Education and Economic Development,New Delhi, AIU Publication, 1987.
Atlekar, A.S. Education in Ancient India.

Banerjee, J. P. Education in India‐past, Present and future.
Basu, A.N. Education in modern India.
Basu, A.N. Adam’s Report.
Bell & Bell Education Policy & Social Class. Routledge: New Delhi
Bhargava, M. et al Perspectives of education. H.P. Bhargava Book House: Agre
Blaug Mark Economics of Education & the Education of an Economist. University Press: New
York
Blaug, M. An Introduction to Economics of Education. Penguin Books Ltd.: England
Blaug, M. An Introduction to Economics of Education. The Penguin: London
Garg, V.P. The Cost Analysis in Higher Education. Metropolitan Book Co. New Delhi
Govt. of India Education of Women key to progress, Ministry of education, New Delhi.
Govt. of India National Policy on Education. MHRD: New Delhi.
Govt. of India Policy of Action. MHRD: New Delhi.
Govt. of India Report of Kothari Commission. MHRD: New Delhi.
Govt. of India Report of Secondary Education Commission, New Delhi.
Govt. of India Report of University Education Commission, New Delhi.
Harbison & Myers. Education, Manpower and Economics growth. Oxford: New Delhi.
Keay, E.E. India Education in Ancient times.
Kneller, G. F. Education & Economic Growth. John Wiley: New York.
Mathur, S.P. Financial Administration & management – The Indian Publications: India
Mukherjee, S.N. Education in India, Today & Tomorrow.
Mukherjee, S.N. History of Education (Modern Period).
N.C.E.R.T. The First Year Book of Education. NCERT: New Delhi.
Nagpal C.S. & Mittal A.C. (eds). Economics of Education. Anmol Publications: New Delhi.
Naik J.P. Educational Planning in India. Allied: New Delhi
Pandit, H. N. Measurement of cost Productivity & Efficiency of Education. NCERT: New Delhi.
Prakash Sri.& Choudhury, S.Expenditure on Education: Theory, Models &Growth. NIEPA: New
Delhi.
Schultz, T. W. The Economic Value of Education. Columbia University Press: Columbia.
Sekaran, P.C. Educational Planning & Management –Sterling Publication Pvt. Ltd.: New Delhi
Sethi, V. Educational Development and Resource Mobilization.Kanishka Publication: New
Delhi.
Sharma, Y. K. History & Problems of Education – Volume I & Volume II
Sodhi, T. S. Education and Economics Development.Mukand Publications: Ludhiana.
Tilak, J.B.G. Cost of Education in India: International Journal of Educational
Development
Tilak, J.B.G. Economics of Inequality in Education. Sage Publications: New Delhi.
UNESCO Economic & Social aspects of Educational Planning
Vaizey, J. Economics of Education. Faber & Faber: London

COURSE S441: SECONDAY EDUCATION: EDUCATIONAL TECHNOLOGY AND TEACHING LEARNING
PROCESS
To help the prospective teacher educators:
To understand and analyze the process of communication
To understand the concept of Instructional material.
To understand the importance of individual instruction in classrooms.
To develop skills in developing instructional material for teachers and students.
To understand the use of ET in developing instructional materials
To develop systems for various application in schools.
To understand the need and importance of technology used in teaching aids
To equip student with fundamentals of system approach for solving educational problems
scientifically
UNIT I: COMMUNICATION IN TEACHING LEARNING PROCESS
 Meaning and concept of communication

 Components and process of communication
 Modes and means of classroom communication
 Strategies and tactics to develop effective classroom communication
UNIT II: INSTRUCTIONAL STRATEGIES AND APPROACHES
 Concept of Instructional Design

 Designing group instructional strategies
 Team teaching
 Discussion
 Seminar
 Collaborative Learning
UNIT III: DEVELOPMENT OF INSTRUCTIONAL MATERIAL
 Individualized instruction: Need and importance

 Concept of Programmed learning material
 Principles of construction of ProgrammeLearning Material (PLM) - Linear, Branching
 Meaning, concept and characteristics of module
 Principles of construction of module
 Steps to develop module
UNIT IV MODELS OF TEACHING

 Meaning ,definition, and concept of Models of Teaching
 Historical development of Models of Teaching
 Family of Models of Teaching
 Concept Attainment Model , Inquiry Training Model and Mastery Learning:
Description & Fundamental Elements

 Making a chart on teaching skills and indicating the type of technology used
 Developing a linear\branched PLM
 Preparing a lesson plan and point out what technology used and why
 Developing a module on content of Educational Technology

 Analyzing and evaluating a module of Open and distance learning
 Developing a lesson plan best on concept attainment model
MODE OF TRANSACTION:lecture cum discussion, workshop, seminar assignment ,presentation by

students ,constructivism
Suggested Readings:
 Agrawal, J.C.: Essentials of Educational Technology – Teaching Learning Innovations in

Education, Vikas Publishing House, New Delhi, 1996.
 Alberto, P.A. &Tontman, A.C. Applied Behaviour Analysis for Teachers. London: Merrill
Publishing Co, 1986.
 Bhushan, S.: Educational Technology, Vinod PustakMandir, Agra, 1986.
 Chouhan, S.S.: Innovations in Teaching and Learning Practices, Vikas Publishing House,
New Delhi, 1973.
 Chouhan, S.S.: Textbook of Programmed Instruction, Sterling Publication, New Delhi,
1982.
 Das, R.C. Educational Technology: A Basic Text. New Delhi: Sterling, 1992
 Dececoo, J. P. (1964). Educational Technology: Readings in Programmed Instruction.
London: Holt, Renehart& Winston
 Rao. V. Educational Technology. Delhi: Himalayan Publishing House, 1991.
 Sampath, K. et al.: Introduction to Educational Technology, Sterling Publisher, New
Delhi, 1981.
 Sharma, A.R.: Educational Technology, Loyal Book Depot, Meerut, 1982.
 Kocharan, Kieffer: Audio Visual Aids, Prentice Hall, New Delhi, 1966.
 Kulkarni, S.S.: Introduction to Educational Technology, Oxford and IBH, New Delhi, 1986.
 Joshi, A., &Passi, B.K.: Controlled Learning, National Psychological Corporation, Agra,
1998.
 Brown, J. W., Lewis, R. B. (1977). Instructional Technology: Media and Methods. New
York: Mcraw Hill Book Company.
 Demareo, T. (1978). Structured Analysis and System Design. New York: Yurdon Press.
 Hawryszkiewyez, I. (1998). Introduction to systems Analysis and Design (4th Ed.). New
Delhi: Prentice hall of India (Pvt.) Ltd.
 Mangal, S. K. (1988). Fundamentals of Educational Technology (Essential of Teaching &
Learning). Ludhiana: Prakash Brothers

COURSE S442: SECONDARY EDUCATION:UNDERSTANDING DISABILITIES
 Acquire knowledge and understanding of Special education.
 To enable them to acquire knowledge and understanding about different areas of disability
(Visual, Hearing & Orthopedically Impaired, mentally retarded).
 To acquaint them with the Government Policies, Legislatures &National Institutes related
to the disabled.
 To acquaint them with Educationalprogrammes, Equipments and Aids for education of the
disabled.
 To acquaint them with the role of parents, peers and society in Rehabilitation of the
disabled.
UNIT I. CHILDREN WITH ORTHOPAEDIC AND VISUAL IMPAIRMENT
 Concept
 Etiology
 Characteristics
 Prevention
 Educational programme
 Role of parents, school & society
UNIT II. CHILDREN WITH INTELLECTUAL IMPAIRMENT
 Concept
 Etiology
 Characteristics
 Prevention
UNIT III. CHILDREN WITH HEARING IMPAIRMENT
 Concept
 Etiology
 Characteristics
 Prevention
UNIT IV. LEARNING DISABLED CHILDREN
 Concept
 Etiology
 Characteristics
 Prevention
MODE OF TRANSACTION: Lecture, Discussion, power point presentations, field visits.

PRACTICUM
 Using the audiograms of children (three), identify the audiological needs of each
 Visit to the institute meant for intellectually impaired and submit a report on the
educational interventions being followed in that institute.
 Prepare a draft in Braille on any topic.
 Deliver a small content in sign language
 construct a tool to identify learning disability (any one type)

Suggested reading:
Agrawal, J.C. VisistaBalakhetuShiskhanAdhigamPrakriya
Bhargava, M. Introduction to Exceptional Children, Their Nature and Educational Provisions, New
Delhi, Sterling Publishers, 1994
Bist, Abha Rani : Vishistha Balak, Agra : Vinod Pustak Mandir.
Bruer, A.M. &Shea, M Teaching Exceptional Students in your Classroom, London, Allyn and Bacon, 1989
Chauhan, S.S Education of Exceptional Children, New Delhi, Indus Publishing Company, 1989
Dash, M.: Education of Exceptional Children, New Delhi: Atlantic Publishers and Distributors, 5300.
Dubey, M.N. Gifted and Talented Education, New Delhi, Mittal Publication, 5305
Cruick Shank M.M. and Johnson (eds) Education of Exceptional Children and Youth, London, McGraw
Hill, 1975
Farwel, M. Special Education Needs Paul Chapman Publishing- Sage Publication 5304
Gallagher J.J. Teaching the Gifted Child (2nd edition.), Boston, Allyn& Bacon, 1975
Gupta P.K. Education for Creativity Cosmo publication, New Delhi 5304
Heck, A.O. The Education of the Exceptional Children, New York, McGraw Hill, 1953
Kirk, S. &GallalagherEducation of the Exceptional Children, New Delhi, Oxford IBH, 1979
Kundu, C.L. (Editor in Chief): Status of Disability in India 5300, New Delhi: Rehabilitation Council of
India.
Martens, D.M. &Melaughliu, J.A. Research and Evaluation, Methods in Special in Special Education
Corwin Press, Sage Publication 5305
Mishra, R.C. Guidance &Counselling (2 Vols) Eastern Book House, Guwahati, 5305
Panda, K.C.: Education of Exceptional Children, New Delhi: Vikas Publishing House Pvt. Ltd., 1997
Parker, B.N. Discovering programs for Talent Development Corwin Press, Sage Publication, New Delhi
5303
Perter, L. Educating Young Children with Special Needs, New Delhi, Sage Publication, 5302
Porter, L Educating Young Children with Special needs, Paul Chapman Publishing), New Delhi, Sage
Publications 5303
Reddy, G.L. Mental Retardation, Education and Rehabilitation, New Delhi, DPH Publication, 5304
Sarsani, M.R Creativity in Education, New Delhi, Sarup Publication, 5305
Sharma, R.A. VisistaBalak, R.Lall, Meerut
Shelton, C.F The Exceptional Teachers Handbook, New Delhi, Cowries Press, Sage Publication, 5300
Smith, D. Working with Gifted and Talented Pupils in the SecondarySchools, Paul Chapman Publishing,
Sage publication, 5305
Sukumaran, P.S. Parental Involvement in the Education of Mentally Challenged Children, Ekta Book
Distributor, Catalogue New Delhi 5300
Torrance & Myers Creative Learning and Teaching, New York, Dodd Mead Publications, 1950
Torrance,E. P. Guiding Creative Talent, New Delhi, Prentice Hall, 1950
VenkataiahSpecial Education Ekta Book Distributor, Catalogue New Delhi 5305
Wall, K. Special Needs and Early Years-A Practioners Guide, New Delhi, Paul Chapman Publishing, 5303
Wards, V.S. Educating the Gifted, Ohio, Merrill Book Company, 1961
Wehman, P. &Melaughlin, P.T. Programme Development in Special Education, New Delhi, McGraw Hill
Publishers, 1981
Yesseldyke, E. James, Bob Algozzine, Special Education – A Practical Approach for Teachers, New Delhi:
Kanishka Publishers, Distributors

COURSES443: SECONDARY EDUCATION: GUIDANCE IN EDUCATIONAL INSTITUTES
 understand the Basic principles and procedures of Guidance Program.
 understand the Guidance in Educational Institutes.
 understand the Guidance Activities- Possibilities and Problems.
 understand the Guidance for Special Learner
UNIT - I: BASIC PRINCIPLES AND PROCEDURES OF GUIDANCE PROGRAMME:
 Principles of organization and Administration of Guidance Programmme
 Basic organizational pattern of Guidance.
 Administration of Guidance Programme.
UNIT - II: GUIDANCE IN EDUCATIONAL INSTITUTES
 Beginning of Guidance in Indian Educational Institutions.
 Guidance in secondary schools- Characteristics of students in secondary level.
 Needs of guidanceamong students.
 Purposes of Guidance at secondary Level.
UNIT - III:GUIDANCE ACTIVITIES- POSSIBILITIES AND PROBLEMS:
 Guidance activities as career days, career conference, field trip and group discussion
 Evaluation and research in Guidance.
 Barriers of Guidance in India
UNIT - IV: GUIDANCE FOR SPECIAL LEARNER:
 Guiding Physically Challenged Students.
 Guiding Mentally Retarded and Slow Learner.
 Guiding Gifted students.
 Guiding Creative Students.
PRACTICUM
 Organising a career conference for secondary school students
 Understanding a Guidance programme for any one special learner
Suggsted reading
Ltd., New Delhi.
Delhi.
Meerut.
•Dave Indu, 1983, The basic essentials of counselling, sterling publishers Pvt. Ltd., New Delhi.
•Johnson, F. Walter, 1963, Testing in Guidace and Counselling, Mc.Graw Hill Book Co.Inc. New
York.
•Ohl Sen, Merle M, 1970 , Group counselling : Holt, Renehart Winston, New York.
•Johnson F.Walter, 1965, Theories of Counselling, Mc-Graw Hill Book Co., New York

COURSE S451: SECONDARY EDUCATION: USES & ISSUES IN EDUCATIONAL TECHNOLOGY
-understand the concept of open learning system
-understand various challenges of educational technology in classroom
- help students work safely in online learning environment and develop
accountability
- be acquainted with recent developments India for integrating ICT in school
Education
- develop competency in working with technology enhanced learning platforms
UNIT I: OPEN EDUCATION
 Open education: concept of openness & various forms,
 Concepts of correspondence education and distance education
 Role of Open learning in India with special reference to schools
 Role of mass media inOpen learning
 Problems and issues in Open Learning System in India
UNIT II: TECHNOLOGY ENHANCED LEARNING ENVIRONMENTS

 Learners’ role redefined; issues of security and privacy; accountability issues: Plagiarism
and its reasons, educational implications
 Open educational resources
 Online educational platforms : MOOCs—concept, requirement, basic understanding of
the working process
UNIT III : RECENT DEVELOPMENTS IN ICT & EDUCATION
 Multimedia Packages
 E-PATHSHALA
 National Knowledge Network
 ICT@Schools: concept, Dimensions, outline of students curriculum for ICT, financing and
implementation issues
UNIT IV: CHALLENGES OF TECHNOLOGY IN EDUCATION
 Access and availability
 Anti-technology Sentiments
 Failure to use Technology in Education
 Professional development of teachers in ICT: need and areas of competency as per
national policy

 Power-point presentation on any topic
 Preparing e-content
 Working with MOODLE platform
 Project/presentation on Open educational resources of India and the World
 Analysis of the different application software packages referring to their use in
education.
 Preparation of a project report by using various application software packages and
its critical appraisal
MODE OF TRANSACTION: lecture cum discussion, workshop, seminar assignment, presentation
by students, laboratory& practice
Suggested Readings:

Adam, D.M. Computers and Teacher Training: A Practical guide, The Haworth Pren, Inc., N.Y.,
1995.
Bose, K Sanjay. Hardware and Software of Personal Computer, 2005.
Conrad, Kerri. Instructional Design for Web – Based Training HRD Press, 2001.
Flynn, Meredith and Rutkosky, Nita: Advanced Microsoft Office 2000. New Delhi: Publications,
2000.
Harvest, Douglas:Excel 4 for Windows:InstantReference.Singapore; Tech Publications PTE
Ltd.1992.
Hillman, David: Multimedia Technology and Applications. New York: Delmar Publishers, 1998.
Horton, W. Designing web-based Training, John Wiley & Sons, 2001.
Matthews, Martin: Windows 95 Power Tools: New York: Random House Electronic Publishing,
1995.
Minasi, Mark; Christiansen, Eric &Shapar, Kristina: Expert Guide to Windows 98. San Francisco:
Sybex, 1998.
Nagpal, D.P.: Computer Course. New Delhi: Wheeler Publishing, 2001.
Oberlin, S.K.; Kervran, P. & Cox, J.: A Quick Course in Windows 3.1. Delhi: Jaico Publishing House,
1993.
Rajaraman, V.: Fundamentals of Computers. New Delhi: Prentice Hall of India Pvt. Ltd., 1997.
Rathbone, Andy; Windows for Dummies. Delhi: Pustak Mahal, 1993.
Ray,John: Special Edition Using Microsoft TCP/IP New Delhi: Prentice Hall of India Pvt. Ltd.,
1997.
Rosenberg, M.J. e-learning New York: McGraw Hill. 2001.
Sanders, Donald H.: Computers Today. New York: McGraw hill Book Co., 1988.
Sansanwal, D.N.: Information Technology in Higher Education. University News, Vol. 38, No.46,
2000, pp 1-6.
Sansanwal D.N. & Suri, S.: Computers in Psychological Testing. Journal of Education and
Psychology, Vol. 53, Nos. 1-2-3, 1996.
British Library and the Joint Information Systems Committee (2008).InformationBehaviour of
the Researcher of the Future. At
http://www.jisc.ac.uk/media/documents/programmes/reppres/
gg_final_keynote11012008.pdf
Horrigan, J. B. (2006). Home Broadband Adoption 2006. Pew Internet and American Life
Project: http://www.pewinternet.org/PPF/r/184/report_display.asp
Kleiner, A. & Lewis, L. (2003). “Internet Access in U.S. Public Schools and Classrooms: 1994–
2002.” National Center for Education
Statistics.http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004011
Toolkit for bridging the digital divide in your community. U.S. Department of Education, Office of
Educational Technology.http://www.ed.gov/Technology/tool_kit.html
U.S. Copyright Office. http://www.copyright.gov/(particularly circular 21, “Reproductions of
Copyrighted Works by Educators and Librarians.”http://www.copyright.gov/circs/circ21.pdf
RELATED WEBSITES
Copyright
Teaching Copyright to Students http://www.teachingcopyright.org/
The United States Copyright Office http://www.copyright.gov/
The Copyright Clearance Center. This is where you can go to get permission to reproduce
copyrighted works. http://www.copyright.com/
Privacy
The Children’s Online Privacy Protection Act http://www.ftc.gov/ogc/coppa1.htm
Teacher’s resource for privacy issues http://www.ftc.gov/kidsprivacy/teachers.htm
Plagiarism
Plagiarism resource http://www.georgetown.edu/honor/plagiarism.html

Digital Divide
The National Center for Education Statistics. You can search for the current data about
technology in schools and related demographics. http://www.nces.ed.gov/
Computers for Learning government website http://www.computers.fed.gov/Public/home.asp
PBS series on the digital divide with teacher brochures and
resources http://www.pbs.org/digitaldivide/learning.html
Acceptable Use Policies
Acceptable Use Policies http://www-ed.fnal.gov/lincon/issue_aup.shtml
http://ictschools.gov.in/
http://nroer.gov.in/home/

COURSE S452 :SECONDARY EDUCATION: DEVELOPING INCLUSIVE LEARNING ENVIRONMENT
-develop the principles, approaches & best practices associated with inclusive education
-develop the ability to identify barriers of inclusion ensuring physical, academic and social
access with the help of teachers & technology
-develop the skills associated with inter-personal relationships, managing relations in
educational settings, problem-solving in educational settings and working in teams to
promote inclusion.
-develop skills in using a wide range of tools, instructional strategies, and social supports to
assist students with disabilities learn effectively.
-develop the ability of collaboration, managing conflict, mentoring and coaching
UNIT I: PERSPECTIVES IN INCLUSIVE EDUCATION

• principles of inclusive education
• approaches to disability and delivery models
• key debates in special and inclusive education
• research evidence on efficacy and best practices associated with inclusive education
UNIT II: BUILDING INCLUSIVE SCHOOLS
• identifying barriers to inclusion- attitudinal, systemic and structural
• ensuring physical, academic and social access
• leadership and teachers as change agents
• assistive technology
UNIT III: COLLABORATIONS
 models of collaboration
• working with parents
• managing conflict
• co-teaching
• mentoring and coaching
UNIT IV: HUMANRIGHT-BASED APPROACH AND DISABILITY
 Human Rights-Based Approach: Concept
 Principles of Human Rights-Based Approach
- Equality and Non-Discrimination
- Universality & Inalienability
- Participation and Inclusion
- Accountability and Rule of Law
 Elements of Human Rights System
- Legal Framework
- Institutions
- Development Policies & Programs
- Public Awareness
- Civil Society
 Implications for Disability
- Empowerment
- Enforceability
- Indivisibility
- Participation
MODE OF TRANSACTION:
Lecture, Discussion, power point presentations, field visits
PRACTICUM

 conduct a gender analysis of a selected disability act/policy
 design a poster on inclusive education
 visit special schools of any two disabilities & an inclusive school and write observation
report highlighting pedagogy / environment of the school .
 identify barriers in learning in an inclusive school of your city.
Suggested Reading:
 Agrawal, J.C. VisistaBalakhetuShiskhanAdhigamPrakriya
 Bhargava, M. Introduction to Exceptional Children, Their Nature and Educational Provisions,
New Delhi, Sterling Publishers, 1994
 Bist, Abha Rani : Vishistha Balak, Agra : Vinod Pustak Mandir.
 Bruer, A.M. &Shea, M Teaching Exceptional Students in your Classroom, London, Allyn and
Bacon, 1989
 Chauhan, S.S Education of Exceptional Children, New Delhi, Indus Publishing Company, 1989
 Dash, M.: Education of Exceptional Children, New Delhi: Atlantic Publishers and Distributors,
5300.
 Dubey, M.N. Gifted and Talented Education, New Delhi, Mittal Publication, 5305
 Cruick Shank M.M. and Johnson (eds) Education of Exceptional Children and Youth, London,
McGraw Hill, 1975
 Farwel, M. Special Education Needs Paul Chapman Publishing- Sage Publication
 Gallagher J.J. Teaching the Gifted Child (2nd edition.), Boston, Allyn& Bacon, 1975
 Gupta P.K. Education for Creativity Cosmo publication, New Delhi 5304
 Heck, A.O. The Education of the Exceptional Children, New York, McGraw Hill, 1953
 Kirk, S. &GallalagherEducation of the Exceptional Children, New Delhi, Oxford IBH, 1979
 Kundu, C.L. (Editor in Chief): Status of Disability in India 5300, New Delhi: Rehabilitation
Council of India.
 Martens, D.M. &Melaughliu, J.A. Research and Evaluation, Methods in Special in Special
Education Corwin Press, Sage Publication 5305
 Mishra, R.C. Guidance &Counselling (2 Vols) Eastern Book House, Guwahati,
 Panda, K.C.: Education of Exceptional Children, New Delhi: Vikas Publishing House Pvt. Ltd.,
1997
 Parker, B.N. Discovering programs for Talent Development Corwin Press, Sage Publication,
New Delhi
 Perter, L. Educating Young Children with Special Needs, New Delhi, Sage Publication, 5302
 Porter, L Educating Young Children with Special needs, Paul Chapman Publishing), New Delhi,
Sage Publications
 Reddy, G.L. Mental Retardation, Education and Rehabilitation, New Delhi, DPH Publication,
5304
 Sarsani, M.R Creativity in Education, New Delhi, Sarup Publication, 5305
 Sharma, R.A. VisistaBalak, R.Lall, Meerut
 Shelton, C.F The Exceptional Teachers Handbook, New Delhi, Cowries Press, Sage Publication,
5300
 Smith, D. Working with Gifted and Talented Pupils in the SecondarySchools, Paul Chapman
Publishing, Sage publication, 5305
 Sukumaran, P.S. Parental Involvement in the Education of Mentally Challenged Children, Ekta
Book Distributor, Catalogue New Delhi 5300
 Torrance & Myers Creative Learning and Teaching, New York, Dodd Mead Publications, 1950
 Torrance,E. P. Guiding Creative Talent, New Delhi, Prentice Hall, 1950
 VenkataiahSpecial Education Ekta Book Distributor, Catalogue New Delhi
 Wall, K. Special Needs and Early Years-A Practioners Guide, New Delhi, Paul Chapman
Publishing,
 Wards, V.S. Educating the Gifted, Ohio, Merrill Book Company, 1961
 Wehman, P. &Melaughlin, P.T. Programme Development in Special Education, New Delhi,
McGraw Hill Publishers, 1981

COURSE S453: SECONDARY EDUCATION: UNDERSTANDING THE COUNSELLING SERVICE
• understand the Appraisal in Guidance and Counseling.
• understand the. Approaches and Models of Counseling
• understand the individual and group counseling
UNIT - I: APPRAISAL IN GUIDANCE AND COUNSELLING.

 Meaning and nature of appraisal.
 Need for appraisal in guidance and counselling.
 Place of appraisal in guidance and counselling.
 Techniques of diagnosis: (standardized and non-standardized)
 Set-ups for counselling
UNIT - II: APPROACHES AND MODELS OF COUNSELLING:
 Approaches - Development, Psychoanalytic, Disease and Counsellor control.
 Models - Directive, Non-directive, Case study.
UNIT - III: INDIVIDUAL COUNSELLING:
 Concept of individual counseling.
 Counselling Interview- interview procedure.
 Counselling-process, condition for counselling relationship, dimensions of
counselling process (internal & external, feeling vs. the content, the self and the
self disclosure).
UNIT - IV: GROUP COUNSELING
 Concept of Group counselling
 Need for Group Counselling
 Dynamics of Group Counselling
Structure
Communication
Preparation
 Process of Group Counselling
 Limitation of Group Counselling
PRACTICUM
Undertaking a counselling of an individual case and reporting
Identifying the counsellors for individual case
Suggested reading:
Ltd., New Delhi.
Delhi.

Meerut.
Dave Indu, 1983, The basic essentials of counselling, sterling publishers Pvt. Ltd., New Delhi.
Johnson, F. Walter, 1963, Testing in Guidace and Counselling, Mc.Graw Hill Book Co.Inc. New
York.
Ohl Sen, Merle M, 1970 , Group counselling : Holt, Renehart Winston, New York.
Johnson F.Walter, 1965, Theories of Counselling, Mc-Graw Hill Book Co., New York

COURSE F48: DISSERTATION: DATA COLLECTION, ANALYSIS & REPORT WRITING

Be able to manage data collection from real sample situation
Be able to identify suitable process of data analysis and conduct them
Be able to report the study in formal and academically acceptable format.
Be able to defend the research in appropriate forum
On the basis of the rationale developed and scheme of study designed in the previous
semesters, the prospective teachers are expected to go for the data collection from the
selected sample. They have to produce records of their presence in the institutions
visited for the process. The data collected may be analysedand concluded appropriately.
The final dissertation is expected to be reported in appropriate format as delineated by
the department.
The evaluation will be based on the performance of the student in the openseminar
presentation for research defense and/or viva voce examination conducted/done
through a three members committee (External Examiner/ referee, Head of the
Department and concerned supervisor)/or as decided by the department. Each
dissertation shall be examined by an external /examiner/referee/expert appointed by
the Hon’ble Vice.Internal evaluation of the students’ performance in ensuring original
efforts in data collection, in suitable analysis and most importantly in reporting the
study will also be given due weight.

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List of Courses Focus on Employability/ Entrepreneurship/

Sr. No. Course Code Name of the Course

9. P24 Pre-service and in-service teacher education

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Group I : Perspectives Introduction to Education P11 4 100 30 70 50

Group I : Perspectives Philosophical Perspectives of P23 4 100 30 70 50

Group I: Tools Advanced Research T22 4 100 30 70 50

Group III: Professional Dissertation: Area of Study, F23 2 50 50 25

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Group I : Perspectives Sociological Perspectives P35 4 100 30 70 50

TOTAL 20 500 290 210 250

Group I : Perspectives History & Political Economy P48 4 100 30 70 50

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Secondary education: 4 100 30 70 50

TOTAL CREDITS FOR TWO YEARS 80 2000 950 1050 1000

Scheme and Syllabus

COURSE P11 : INTRODUCTION TO EDUCATION STUDIES

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

UNIT – IV: SOCIAL AND CULTURAL CONTEXT OF EDUCATION

COURSE WORK/FIELD ENGAGEMENT/PRACTICUM:

 Critical analysis of multicultural classroom and preparing a critical report on it

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

MODE OF TRANSACTION: Lecture, group activities and Presentation

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

COURSE T11: INTRODUCTION TO RESEARCH METHODOLOGY

UNIT - I: RESEARCH AS A PROCESS OF GENERATING KNOWLEDGE

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

COURSE OBJECTIVESMARKS: 100 | CREDITS: 4 | 6 Hrs./wk

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

APPROACHES: Socio-metric approach, social constructivist approach, seminar, workshop,

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

ACTIVITY- II: ESSENTIALS OF COMMUNICATION

ACTIVITY-III: INFORMATION & COMMUNICATION TECHNOLOGY

ACTIVITY- IV: EXPOSITORY WRITING

• Workshop on aspects of communication

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

COURSE WORK/FIELD ENGAGEMENT/PRACTICUM:

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

 Identify a researchable problem area

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)

To help the prospective teacher educators to –

Courses Focus on Employability/Entrepreneurship/Skill Development Criteria – I (1.1.3)