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Paper-I |
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Philosophical & Sociological
Basis of Education |
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| Unit
I (Concept of Education) |
| 1 |
Meaning of
Education |
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Narrow, Broad and Derivative |
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Types of Education-Formal, Informal and Non-Formal |
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Scope of Education |
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Analysis of concept of Education |
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i) Schooling
ii) Teaching
iii) Instructions
iv) Training
v) Indoctrination |
| 2 |
Aims and functions
of Education |
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Changing aims and Objectives of education |
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Functions of Education in human & national
life |
|
| Unit
II |
| 1 |
Meaning of
Philosophy |
| |
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Nature and Scope of Philosophy. |
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Relationship between Philosophy and Education. |
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Utility of knowledge of Philosophy to teacher. |
| 2 |
Impact of Idealism,
naturalism, pragmatism and Eclectics on Education |
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| Unit
III (Education and Sociology) |
| 1 |
Education and
Sociology |
| |
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Definition, Nature, Scope and Purpose
of Educational Sociology. |
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Relation between Education and Sociology. |
| 2 |
Agencies of
Education |
| |
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Formal agencies - School and State |
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Informal agencies - Home, Society and Mass Media |
| 3 |
Education for
social change. Factors responsible for social
change |
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| Unit
IV (Education for National Development) |
| 1 |
Education for
National Development |
| |
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Meaning of National Development |
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Role of Education in national development. |
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Role of Education in Emotional and National Integration,
International Understanding and
development of democratic values. |
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Education in 21st Century |
| 2 |
Values in Education |
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Meaning, Importance and classification of values. |
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Hierarchy of Values and Erosion of values |
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Ways and means for inculcation of values |
| 3 |
Education for
social change. Factors responsible for social
change |
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Paper-II |
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Educational
Psychology & Guidance |
|
| Objective |
| 1 |
To
develop sympathetic attitude towards children. |
| 2 |
Provide
a body of facts and principles to be used
for solving problems of teaching. |
| 3 |
To bring
about changes in the thoughts, feelings,
attitudes, ideals, standard of values and
conduct of the prospective teachers. |
| 4 |
To improve
quality of instructions. |
| 5 |
To assist
in giving necessary facts and techniques
for analyzing child’s behaviour to
facilitate
adjustment and growth of personality. |
| |
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|
| Unit
I |
| 1 |
Nature,
scope and objectives of Educational Psychology |
| |
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Methods of Educational Psychology – Introspection,
Observation, Experimentation and case Study. |
| |
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Method - Merits and Limitations. |
| 2 |
Relationship
between Education and Psychology, difference
between General Psychology and Educational
Psychology. |
| 3 |
Relevance
of Educational Psychology for a teacher. |
| 4 |
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| |
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Meaning of growth, development and maturation. |
| |
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Principles of growth and development. |
| |
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Physical, intellectual, emotional and social
characteristic of adolescents. Needs and
problems of adolescents. |
| |
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Emotional Maturity :- Meaning, indices
and suggestion for development of emotional
maturity. |
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Concept of emotional intelligence. |
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| Unit
II |
| 1 |
Meaning
and Definition of intelligence, Aptitude,
Attitude and Interest, Piaget’s concept
of intelligence. |
| 2 |
Assessment
of Intelligence |
| |
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Types of intelligence test |
| |
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Characteristics of a test of Intelligence. |
| |
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Uses of intelligence tests and their limitations. |
| 3 |
Concept
of I.Q. and E.I. (Ertle Index). |
| 4 |
Personality |
| |
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Meaning and nature of Personality (emphasizing,
type and trait theories). |
| |
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Factors influencing personality development
(heredity and environment). |
| |
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Assessment of Personality : Case history,
Rating scale, Rorschach’s ink-blot
test and interview. |
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The concept, merit and demerits of each
technique. |
| |
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| Unit
III |
| 1 |
Learning |
| |
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Meaning and characteristics. |
| |
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Factors affecting Learning and Methods
of learning. |
| |
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Learner Factors – Physiological Factors
and Psychological Factors. |
| |
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Transfer of Learning : Meaning and Theories.
How to achieve maximum transfer effects in
the classroom ? |
| 2 |
Memory
and Forgetting |
| |
a) Memory: |
| |
|
Meaning, Definition and Process of memorization. |
| |
|
Information Processing model of memory
(Atkinson and Shiffrin, 1968) (Showing sensory-
memory, short term and long term memory). |
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Methods of improving memory. |
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Studying to Remember. |
| |
b) Forgetting : |
| |
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Meaning and Definition |
| |
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Causes of forgeting, Consolidation theory,
Decay theory, Interference theory. |
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Methods of Minimizing Forgetting |
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c) Motivation : |
| |
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Concept. Intrinsic and Extrinsic motivation. |
| |
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Major factors in class-room motivation,
e.g., (Achievement motivation, Task motivation,
Aspiration, Competition, Affiliation motivation,
Anxiety, Avoidance motivation, Reinforcement,
Individually guided motivation). |
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| Unit
IV |
| 1 |
Exceptional
Children : Meaning and definition
of exceptional child |
| |
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Gifted children : characteristics,
identification and educational programme. |
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Educationally Backward : Meaning and causes
of educational backwardness and educational
programme. |
| |
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Delinquent children : Meaning and causes
of delinquency, prevention or educational
programme. |
| 2 |
Guidance |
| |
|
Concept, Need, Principles and Kinds of
guidance (Educational and Personal Guidance). |
| |
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Organization of guidance programme : Factors
to be considered, services to be introduced,
Role of administrator, teacher and counselor. |
| |
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Techniques of imparting educational and
occupational information to student. |
| 3 |
Mental
Health |
| |
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Concept and elements of mental health. |
| |
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Defence Mechanism |
| |
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Mental health and the teacher. |
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| Unit
V (Group Dynamics) |
| 1 |
Meaning |
| 2 |
Types of Groups |
| 3 |
Characteristics of
Class as a Group |
| 4 |
Group Structure,
Cohesiveness and Communication |
| 5 |
Leadership and its
types |
| 6 |
Group Relationship
in the Class (Helping the Isolates) |
| 7 |
Characteristics of
Popular Students |
| 8 |
Teachers Role and
Sociogram (Definition and Need for Teacher) |
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Paper-III |
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Educational
Technology & School Management |
|
| Objective |
| To enable the prospective
teachers to : |
| 1 |
Understand
the concept & scope of Educational technology. |
| 2 |
Make
effective use of communication skill. |
| 3 |
Develop
the instructional material for better teacher-learning
process. |
| 4 |
Develop
pedagogical skill specially for solving their
day to day problems. |
| 5 |
Understand
the concept & process of education management. |
| 6 |
Enable them to become successful
teachers in future |
| 7 |
Develop practical skills of organising
school programme and activities |
| |
|
|
| Unit
I (Understanding Teaching-Learning-Educational
Technology Perspective) |
| 1 |
Educational
technology and Technology of Teaching – significance |
| 2 |
Concept of
teaching & learning; their relationship. |
| 3 |
Principles
and Maxims of Teaching. |
| 4 |
Communication process – Concept,
process and Barriers. |
| |
|
|
| Unit
II (Techniques of Behaviour Modification) |
| 1 |
Micro teaching – Theoretical
knowledge of at least four core skills. |
| 2 |
Simulated Teaching. |
| 3 |
Flander’s
Interaction Analysis. |
| 4 |
Action Research – Pedagogical
skill development. |
| |
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|
| Unit
III (Innovations in Educational Technology) |
| 1 |
Programmed
Learning – Concept, Basic principles, Styles
of Programming |
| 2 |
Models of Teaching – Concept,
Components, Concept Attainment Model, Glazer’s
Basic Model. |
| 3 |
Computer Assisted Instruction. |
| 4 |
Cybernetics. |
| |
|
|
| Unit
IV (School Management) |
| 1 |
School plant – site,
characteristics of school plant. Class room equipment. |
| 2 |
Meaning, needs
and objectives of school organisation, Administration
and Management. |
| 3 |
Institutional
Planning – Meaning, Objectives, Characteristics,
Role of Principal in planning, Decision making
an execution (Approaches), delegation of powers. |
| |
|
Importance, type of time-table. |
| |
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School records and registers – Mode of
Keeping and Maintaining school records, Importance
of maintaining Accountability in the system for
effective supervision. |
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Paper-IV & V |
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|
Teaching
of English (Option 1) |
|
| Objective |
| 1 |
To
enable the prospective teachers to create a warm
and accepting classroom environment, conducive
to learning. |
| 2 |
To equip the
student teachers with linguistic and communicative
competencies (i.e. understanding, speaking, reading
and writing.). |
| 3 |
To give them
the knowledge of the methods, techniques and
main approaches of teaching English. |
| 4 |
To enable the
student teachers to conduct pedagogical analysis
of the contents in English language and develop
teaching skills e.g. skill of questioning, skill
of introducing the lesson and skill of stimulus
variation. |
| 5 |
To gain insight
into and develop competence in planning and preparation
of various types of lessons. |
| 6 |
To equip teachers
with the skill of preparing simple aids for lessons |
| 7 |
To let them
learn the latest techniques of evaluating student’s
achievement in English. |
| |
|
|
| Unit
I |
| 1 |
Teaching
of English Language – Nature, Need and
Objectives. |
| 2 |
The Nature
of Language. |
| 3 |
General Principles
of Language Teaching. |
| Unit
II |
| 4 |
Methods of
teaching English. |
| 5 |
Teaching patterns
of English. |
| 6 |
English Pronunciation
and Teaching. |
| Unit
III |
| 7 |
Teaching English
Grammar. |
| 8 |
Teaching Vocabulary. |
| 9 |
Teaching the
Mechanics of Reading and Writing. |
| 10 |
Teaching Reading
Comprehension. |
| Unit
IV |
| 11 |
Teaching Poetry. |
| 12 |
Teaching Composition. |
| 13 |
Audio Visual
Aids to English Teaching. |
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Paper-IV & V |
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|
Teaching
of Social Studies (Option 2 (a)) |
|
| Objective |
| Knowledge |
| 1 |
To
enable the prospective teachers to understand
the nature and concept of Social Studies. |
| 2 |
To enable the
prospective teachers to understand aims, objectives
and values of teaching Social Studies. |
| 3 |
To acquaint
the prospective teachers with various methods
and techniques of teaching Social Studies. |
| 4 |
To develop
proper understanding of Nationalism and Internationalism. |
| Skills |
| |
To enable the prospective-teachers
to express themselves clearly. |
| |
To take active part in meetings,
debates, seminars and other activities. |
| |
To collect information from different
sources. |
| |
Analysis of present day problems
in the Social context. |
| |
To develop a skill of preparation
of lesson plan and its presentation. |
| |
To develop a skill of preparation
of question papers. |
| A. Attitudes
: |
| |
To promote positive social outlook. |
| |
Respect for and pride in national
goals and values. |
| |
Self reliance. |
| |
|
|
| Unit
I |
| 1 |
Meaning,
scope & importance of Social Studies. |
| 2 |
Correlation
of Social Studies with Maths, Sciences, Languages & Art. |
| 3 |
Aims, objectives & values
of Teaching Social Studies. |
| 4 |
Curriculum : Principles of curriculum
construction, Methods of organising materials– Concentric,
Unit & Topical approach. |
| |
|
|
| Unit
II |
| 1 |
Meaning of
method, traditional & new approach. Characteristics
of a good method suitable to social studies. |
| |
Types of methods : Lecture
method, Project method, Observation method, Socialized
Recitation method (Seminar, Debate, Panel discussion,
Workshop, Dramatization, Symposium). |
| 2 |
Utilizing current
events in teaching of Social Studies. |
| 3 |
Role of Social
Studies in developing National & International
outlook. |
| |
|
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|
| Unit
III |
| 1 |
Need & importance
of Social Studies room and its equipment |
| 2 |
Social Studies
Text-book, need, importance and qualities. |
| 3 |
Use & importance of teaching
aids.– Chalk-board, Map, Globe, Charts, Pictures,
Graphs, Films, Film Strips, Television, Field Trips,
Over-head Projector, Computer |
| |
|
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| Unit
IV |
| 1 |
Social Studies
Teacher : Qualities & role. |
| 2 |
Evaluation
: Meaning & importance. |
| 3 |
Different Types
of Tests (Essay type, objective type & short-answer
type tests). their relative merits & demerits. |
| 4 |
Evaluation of skills & attitudes |
| |
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|
| Unit
V |
| 1 |
Lesson notes
: Meaning, need & importance, construction
of composite lesson-plan. |
| 2 |
Teaching Micro-skills
with special reference to four skills :- |
| |
|
Skill of introducing the lesson. |
| |
|
Skill of questioning. |
| |
|
Skill of explanation. |
| |
|
Skill of stimulus – variation. |
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Paper-IV & V |
|
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|
Teaching
of History (Option 2 (b)) |
|
| Objective |
| 1 |
To
enable the students to understand the importance
of History. |
| 2 |
To develop
skill and competence to translate general objectives
into performance. |
| 3 |
To describe
the principles of curriculum construction in
History. |
| 4 |
To provide
knowledge of different methods of teaching history
by selecting appropriate learning contents. |
| 5 |
To help the prospective teachers
to understand the role of current events in teaching
of History |
| 6 |
To emphasise the role of History
in developing the national integration and international
understanding. |
| 7 |
To acquaint the students with different
techniques and appropriate tests for evaluation
in History. |
| 8 |
To use different audio-visual aids
and latest information technology in teaching of
History. |
| |
|
|
| Unit
I (Meaning, Nature, Concept of History) |
| 1 |
Meaning,
Nature and Importance. |
| 2 |
Modern concept
and Scope. |
| 3 |
Relation of
History with other subjects (Social Sciences
and Physical Sciences). |
| 4 |
Role of History in developing National
Integration and International Understanding. |
| |
|
|
| Unit
II (Aims, Objectives, Values and Curriculum
of Teaching History) |
| 1 |
Aims and objectives of History Teaching
at Secondary level. |
| 2 |
Values of Teaching History. |
| 3 |
Principles of curriculum construction
with different approaches. |
| |
|
Chronological |
| |
|
Concentric |
| |
|
Topical |
| 4 |
Importance of Teaching chronology
in History. |
|
| Unit
III (Methods and Skills of Teaching History) |
| 1 |
Lecture Method |
| 2 |
Discussion Method |
| 3 |
Project Method |
| 4 |
Story Telling Method |
| 5 |
Source Method |
| 6 |
Field Trips and Excursions |
| 7 |
Dramatisation |
| |
Skills :- |
| |
(a) Narration |
| |
(b) Questioning |
| |
(c) Stimulus variation |
| |
(d) Illustration |
| |
(e) Description |
| |
History Room and qualities of History
Teacher. |
| |
|
|
| Unit
IV (Audio Visual Aids and Evaluation Devices) |
| 1 |
Need, Importance, types, preparation
and uses of teaching aids. |
| 2 |
Audio – Tape recorder, Radio. |
| 3 |
Visual – Charts, Graphs, Maps,
Globe, Models, Specimens, Museums. |
| 4 |
Specific Aids – Epidiascope,
Overhead projector, Films, Computer, T.V. Bulletin
Board, Flannel Board |
| 5 |
Concept, Need, Importance and different
types of Evaluation. |
| |
|
|
|
| Unit
V (Lesson Planning) |
| 1 |
Concept, types,
steps of lesson planning. Need, Importance,Characteristics,
Principles and steps of Lesson Planning. |
| |
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|
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| |
Paper-IV & V |
|
| |
|
|
Teaching
of Geography (Option 2 (c)) |
|
| Objective |
| Knowledge |
| 1 |
To enable the student
teachers to understand the role and importance
of Geography in schools. |
| 2 |
To make them familiar with aims and
objectives of Geography. |
| 3 |
To initiate them to the various methods
of teaching Geography. |
| 4 |
To give them a thorough knowledge
and understanding of different audio-visual aids
in teaching of Geography. |
| 5 |
To acquaint students with the latest
concept and techniques of evaluation. |
| 6 |
To equip them with the knowledge
of organisation of curriculum. |
| Skills |
| |
To develop the power of analysis,
reasoning and judgement through different practical
activities. |
| |
To enable the students to prepare/handle
suitable teaching aids effectively in the class
room teaching. |
| |
To develop the ability of organising
tours and trips. |
| |
To develop among students the power
of critical appraisal of existing curriculum of
Geography in schools. |
| |
To develop the skill of Writing Composite & Micro
Lessons Plans. |
| A. Attitudes
: |
| |
To develop among student teachers
:- |
| |
A. Geographical outlook. |
| |
B. Scientific observation. |
| |
C. Space sense. |
|
| Unit
I (Geography and its status) |
| 1 |
Meaning, Nature, scope
and latest trends in Geography. |
| 2 |
Importance of Geography in School
Curriculum. |
| 3 |
Aims and objectives of teaching Geography
at secondary school level. |
| 4 |
Significance of correlation. Correlation
of Geography with other school subjects-History,
Economics, Civics, Languages, Maths, Science and Art. |
| |
|
|
| Unit
II (Curriculum : Meaning of curriculum, (Narrow
and Broader)) |
| 1 |
Principles of curriculum
construction. |
| |
Approaches of organisation of Geography
Curriculum – Concentric, topical and unit. |
| 2 |
Critical study of existing curriculum
of Geography at Secondary School stage. |
| Methods of Teaching
Geography |
| |
Meaning, Need and Characteristics
of Good method of teaching Geography. |
| |
Different methods of teaching Geography
:- Lecture, Discussion, Project, Observation, Survey,
Regional. |
|
| Unit
III (Making Geography study effective) |
| 1 |
A.V. Aids-need and importance,
Use of different audio-visual aids, chalk board,
flannel board, globes, Maps, Atlas, models, over
head projector, films, charts, epidiascope. |
| 2 |
Geography room-need and importance,
designing Geography lab. |
| 3 |
Geography Teacher-Qualities and functions. |
| 4 |
Geography Text Book – Importance,
qualities and usage. |
| 5 |
Reference material – Encyclopaedia,
Journals & Current Events. |
| |
|
|
| Unit
IV (Cultivation of Space Sense) |
| 1 |
Local Geography – Meaning and
importance. |
| 2 |
Excursion and field trips. |
| 3 |
Evaluations : Modern concept of Evaluation,
Need and importance, different techniques to evaluate-knowledge,
skills and attitudes. |
| |
|
|
|
| Unit
V (Lesson Planning : Meaning, Need, Importance
and steps of lesson planning) |
| |
Micro teaching skills with reference
to four skills namely |
| 1 |
Skill of introducing the lesson. |
| 2 |
Skill of questioning. |
| 3 |
Skill of explanation. |
| 4 |
Skill of stimulus variation. |
| |
|
|
|
|
| |
| |
Paper-IV & V |
|
| |
|
|
Teaching
of Political Science (Option 2 (d)) |
|
| Objective |
| Knowledge |
| 1 |
To provide knowledge
of principles, concepts of Political Science. |
| 2 |
To learn objectives of teaching Political
Science as a school subject. |
| 3 |
To enable prospective teachers to
know various political problems which our country
is facing. |
| 4 |
To provide knowledge of different
methods of teaching Political Science. |
| 5 |
To provide knowledge of various teaching
aids. |
| 6 |
To provide the knowledge of lesson
planning. |
| Skills |
| |
Preparation of teaching aids. |
| |
Applying certain teaching methods
in class-room teaching. |
| |
Writing lesson plan. |
| |
Preparation of Test items. |
| |
Conducting Socialised Activities. |
| Attitudes : |
| Development of : |
| |
Critical thinking. |
| |
Critical analysis. |
| |
Scientific outlook. |
| |
Democratic attitude. |
| |
Leadership qualities. |
| |
|
|
| Unit
I |
| 1 |
Meaning, Nature, Scope
and importance of Political Science in the Modern
Computer era. |
| 2 |
Aims & objectives and values
of Teaching of Political Science. |
| 3 |
Correlation of Political Science
with other subjects (History, Geography, Sociology
and languages). |
| 4 |
Principles of curriculum construction. |
| 5 |
Critical study of existing curriculum
of Political Science at Senior Secondary stage. |
| |
|
|
| Unit
II |
| 1 |
Meaning of Methods :-
Traditional and New Approach. |
| 2 |
Types of Methods :- Lecture, Project,
Socialised Recitation Method, (Seminar, Debate,
Penal Discussion, Work shop, Symposium, Dramatisation
and Mock Parliament). |
| 3 |
Current Events :- Importance, Principles
of Selection and Methods of their Teaching. |
| 4 |
Role of Political Science in the
development of National and International Understanding. |
| |
|
|
| Unit
III |
| 1 |
Political Science Text-Book
: Its importance and Qualities. |
| 2 |
Supplementary Material : Magazines,
Journals, Newspaper, Reference Books. |
| 3 |
Political Science Room : Need and
Importance and Equipment. |
| 4 |
Political Science Teacher : Qualities
and Role. |
| 5 |
Use of Aids and Importance of Teaching
Aids :-
(Black Board, Map, Globe, Pictures, Charts, Posters, Graphs,
Films, Film-strips, Television, Field Trips, Over hand Projector
and Computer. |
| |
|
|
| Unit
IV |
| 1 |
Evaluation :- Meaning and Importance. |
| 2 |
Different Types of Tests :- (Essay,
Objective Type Tests & Short Answer Types).
Their relative merits and demerits. |
| |
|
|
|
| Unit
V |
| 1 |
Lesson Notes : Meaning Need and Importance,
construction of composite Lesson Plan. |
| 2 |
Teaching Micro Skills with special
reference to 4 skills :- |
| |
|
Skill of Introducing the Lesson. |
| |
|
Skill of Questioning. |
| |
|
Skill of Black Board writing. |
| |
|
Skill of Stimulus Variation. |
| |
|
|
|
|
| |
| |
Paper-IV & V |
|
| |
|
|
Teaching
of Economics (Option 2 (e)) |
|
| Objective |
| Knowledge |
| 1 |
To provide understanding
of growing concept, principles and theories of
economics. |
| 2 |
To enable the prospective-teachers
to develop an understanding of aims and objectives
of teaching of economics. |
| 3 |
To acquaint them with various economic
problems which our country is facing. |
| 4 |
To provide knowledge of different
methods of teaching. |
| 5 |
To provide knowledge of different
teaching aids. |
| 6 |
To develop interest in teaching of
economics. |
| Skills |
| |
Preparation of teaching aids. |
| |
Use of devices and techniques of
teaching. |
| |
Use of various methods of teaching. |
| |
Conducting economic survey. |
| |
Organise seminars, symposium and
discussion. |
| |
Writing instructional objectives. |
| |
Preparation of test items of an achievement
test. |
| |
To develop skill in making use of
Educational Technology. |
| Attitudes : |
| To promote among prospective-teacher
an attitude of |
| |
Critical thinking. |
| |
Critical analysis. |
| |
Scientific outlook. |
| |
Observation |
| |
Wise Consumerism |
| |
Providing solution to economic problems. |
| |
|
|
| Unit
I |
| 1 |
Meaning, Nature and Scope
of Economics as a Teaching subject. |
| 2 |
Importance of Teaching of Economics
in school curriculum. |
| 3 |
Aims and objective of Teaching of
Economics. |
| 4 |
Correlation of Economics with other
school subjects. |
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| Unit
II |
| 1 |
Guiding principles of selection of
curriculum for secondary school. |
| 2 |
Critical analysis of Economics syllabus
at senior secondary stage. |
| 3 |
Approaches of organisation of material
of Economics curriculum. |
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Concentric Approach. |
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Topical Approach. |
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| Unit
III |
| 1 |
Principles of selecting
methods of teaching. |
| 2 |
Methods of teaching :
Lecture Method, Discussion Method, Problem Method, Project
Method, Comparative Method, Inductive-Deductive Method, Survey
Method. |
| 3 |
Economics Room & Economics Teacher. |
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| Unit
IV |
| 1 |
Teaching Aids in teaching of Economics & their
importance. |
| 2 |
Types of teaching Aids-Radio, Charts,
Films, T.V., Chalk Board, Excursion, Graph, Maps
and Computers. |
| 3 |
Evaluation – Its importance & tools. |
| 4 |
Types of Examination – Essay
type, Short-Answer Type and Objective Type. |
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| Unit
V |
| 1 |
Lesson Notes : Meaning Need and Importance,
construction of composite Lesson Plan. |
| 2 |
Teaching Micro Skills with special
reference to 4 skills :- |
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Skill of Introducing the Lesson. |
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Skill of Questioning. |
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Skill of Black Board writing. |
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Skill of Stimulus Variation. |
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