M.Ed.

TheM.Ed.programmeofUniversityofAllahabadisatwoyearprogramme.TheM.Ed.programmeisof80
credits.TheM.Ed.programmeisdividedintofoursemesterof20crediteach.

SEMESTERI
S.No.
CourseCode
CourseTitle
Credit Marks
TE701
1
EducationalStudies
4
100
2

TE702

PhilosophyofEducation

100

TE703

100

TE704

100

TE705

ResearchMethodinEducationand
EducationalStatistics
PreServiceandInServiceTeacher
Education
InternshipinTeacherEducationInstitutions

100

Credit
4

Marks
100

SEMESTERII
S.No. CourseCode
TE706
1

CourseTitle
DevelopmentofLearner

TE707

SociologyofEducation

100

TE708

CurriculumStudiesandAssessment

100

TE709

100

TE710

Perspectives,ResearchesandIssuesin
TeacherEducation
SelfDevelopmentandYoga

100

SEMESTERIII
S.No. CourseCode CourseTitle

Credit

Marks

TE711

PsychologyofLearning

100

TE712

AdvancedResearchMethodsandStatistics
inEducation

100

TE713

PerspectivesofSecondaryEducationSystem

100

TE714

SecondaryEducationInternship

100

TE715

Dissertation

100

SEMESTERIV
S.No. CourseCode CourseTitle

Credit

Marks

TE716

History,EconomicandPoliticalPerspectivesinEducation

100

TE717

CurriculumAssessmentandEvaluationinSecondaryEducation

100

TE718

4+4

100+100

TE719

Anytwoelectives
(TE718A)EducationalAdministrationandManagement
(TE718B)InclusiveEducation
(TE718C)EducationalTechnologyandICT
(TE718D)GuidanceandCounselling
Dissertation

100

NOTE:
Firstthreesemestersconsistsofcorecourses
Fourthsemesterconsistsof2optionalcoursesalongwithcorecourses
ExaminationsystemofM.Ed.programmewillbeaccordingtoUniversityofAllahabadsemesterrules
Questionpaperwillconsistof4questionswithinternalchoice
AssessmentofDissertationinsemesterIIIwillbeinternal(maximummarks100).Dissertationactivity
willbeuptochapterthreeinthesemesterIII
Dissertation in semesterIV will be evaluated internally (maximum marks 25) as well as externally
(maximummarks75).ExternalvaluationwillbedonebyreadingtheDissertation(maximummarks
50)andconductingthevivavoce(maximummarks25)bytheexternalexaminer

M.Ed.

SemesterI:CourseCodeTE701:EducationalStudies

UnitI
KnowledgeandEducation
UnderstandingtheconceptofKnowledge
Understanding the concepts like (knowing ,learning, thinking, valuing and being) and they are to be
analyzed
Distinguishbetweenknowledgeandinformation
Methodsofobtainingknowledge(Kgeneration)
Knowledgewithoutboundaries
Knowledgeandpedagogy(constructivistapproach,AlternativeApproach)
UnitII
EducationasInterdisciplinaryKnowledge
Emergenceoftheconceptofvariousdiscipline
Criticalanalysisofeducationasadiscipline
Interdisciplinary nature of education; relationships with disciplines/subjects such as philosophy,
psychology, sociology, management, economics, anthropology etc. connecting knowledge across
disciplinaryboundariestoprovideabroadframeworkforinsightfulconstructionofknowledge.
Conceptofliberalstudies,vocationalandprofessionaleducation,needandimportance
UnitIII
Procedureoflinking:
ContentknowledgewithPedagogyknowledge
Schoolknowledgewithlifeoutsidetheschool
Schoolknowledgewithcommunityknowledge
Experientialknowledgewithempiricalknowledge
Knowledgeonactionandreflectiononoutcomeofaction
Theoreticalknowledgeandpracticalknowledge
UniversalknowledgeandcontextualknowledgeIssuesofeducation
Analysisofconcepts,principles,theories,assumptionsandcontextsrelatedtoissuesthatare
uniquetoeducationdiscipline,suchas,schooling,curriculum,syllabus,textbooks,assessment,
teachinglearningprocessetcandtheirlinkagetopedagogyandpractices.

UnitIV
Philosophical schools of thoughts like Gandhiji, Tagore, Vivekanand, Shri Aurobindo, Paulo
Friere
Learningasasearchformeaning
Teacherascreatorofknowledge
.Philosophyofinclusiveeducation,equitableandsustainabledevelopment.
Multiculturalanddiversifiedteachinglearning

SessionalWork

Assignments based on selfstudy on identified themes such as policy perspectives and vision of school
educationinIndia.
Studyoforiginaltextofgreateducatorsandpresentation,seminar,discussion

EssentialReadings
Bruner,J.S.(1996),TheCultureofeducation.Cambridge,M.A.:HarwardUniversityPress.
Broudy, H.S. (1977) Types of knowledge and purposes of education. In R.C. Anderson, R.J., Spiro and W.E.
Montanaque(eds)Schoolingandtheacquisitionofknowledge(PP.Hillsdale,NJ:Erlbaum.
DeardenR.F.(1984).TheoryandpracticeinEducation.RoutledgeKKegan&Paul.
NCTE(2009)NationalCurriculumFrameworkforTeacherEducation,NewDelhi.
NCERT(2005).Nationalcurriculumframework,NewDelhi.
MHRD,Gov.ofIndia(1992),Nationalpolicyoneducation(revised)NewDelhi.
MHRD,(1992),Programmeofaction.Govt.ofIndia,NewDelhi.
Naik, J.P. (1975) Equality, quality and quantity: The elusive triangle of Indian education, Allied Publications,
Bombay.
Peters,R.S.(ed),(1975).ThePhilosophyofeducation.OxfordUniversityPress,London.
Peters,R.S.(1967),TheConceptofeducation,Routledge,UnitedKingdom.

References
Beyer, L.E. (Ed.) (1996) Creating democratic classrooms: The struggle to integrate theory and Practice. New
York:TeachersCollegePress.
Butchvarov,P.(1970)TheConceptofknowledge.Evanston,Illinois,NorthWesternUniversityPress.
DebraHeyes,MartinHills,PamChistieandBobLingard(2007)Teachersandschooling:MakingaDifference,
AllenandUnwin,Australia.
Delors, Jacques, et al; (1996). Learning: The Treasure within report of the international commission on
educationfor21stcentury,UNESCO.
Freire,Paulo(1970).Pedagogyoftheoppressed.NewYork:Continuum.
Freire,P.andShor,I.(1987).APedagogyofliberation.London,MacmillanEducation.
Slatterry,PatrickandDanaRapp.(2002).EthicsandthefoundationsofeducationTeachingConvictionsina
postmodernworld.Allyn&Bacon.
Wall,Edmund(2001).Educationaltheory:philosophicalandpoliticalPerspectives.PrometheusBooks.
Winch,C.(1stedition).(1996).KeyConceptsinthephilosophyofeducation.Routledge.
Winch,C.(1986).Philosophyofhumanlearning,Routledge,London

CourseCodeTE702:PhilosophyofEducation

UnitI
Meaningandnatureofphilosophy;
PhilosophicalPerspectiveofEducation
PhilosophyofEducation:itsNature,ScopeandMethods
SignificanceandValueofEducationalphilosophy.
UnitII

WesternSchoolsofPhilosophy;
Idealism,
Naturalism,

Realism,
Pragmatism,
WithspecialreferencetoMetaphysics,Epistemology,AxiologyandtheirEducationalImplications.
UnitIII
RecenttrendsinPhilosophyofEducation;
ExistentialismandMarxism;theirmaincharacteristicsandEducationalImplications,
ModernconceptsofPhilosophicalAnalysis:LogicalAnalysis,LogicalEmpiricismandPositive
Relativism.
UnitIV
IndianPhilosophyofEducation;
AbriefDiscussionofIndianPhilosophicalthroughascontainedinthefollowingandtheireducational
implications
Vedanta,
Sankhya,
Gita,
Jainism,
Buddhism,
IslamicTraditions.
PracticumBookReview
PhilosophicalAnalysisofanEducationalProblem.
SuggestedReadings
Btubacher:
ModernPhilosophiesofEducation.
Henderson:
IntroductiontoPhilosophyofEducation.
Horn:
DemocraticPhilosophy.
Butler:
FourPhilosophies:TheirPracticeinEducationandReligion.
WillDurant:
TheStoryofPhilosophy.
Cunningham: ProblemsofPhilosophy.
Cunningham: PivotalProblemsofEducation.
Butts:
ACulturalHistoryofEducation.
WynneJ.P.:
PhilosophyofEducationinCulturalPerspective.
Brameld:
PhilosophyofEducationinCulturalPerspective.
KnellermG.F.: PhilosophyofEducation.
Radhakrishnan: IndianPhilosophyVol2
Hiriyana:OutlineofIndianPhilosophy.
O.Connor,D.G.: IntroductionofPhilosophyofEducation.
Collins:
TheExistentialism.
EricFromm:
MarxsConceptofMan.
Tutus:
LivingIssuesinPhilosophy.
WingoG.:
PhilosophiesofEducation

CourseCodeTE703:ResearchMethodinEducationandEducationalStatistics

Unit1
EducationalResearch:Meaning,Nature,Scope,NeedandPurposeofEducationalResearch.
TypesofResearch:Fundamental,AppliedandActionResearch.

Methods of Research: Historical Method of Research, Scientific enquiry, Experimental and Quasi
ExperimentalMethodsofresearch,ExpostfactoResearch.
Research Problem: Criteria and source for Identifying Research Problem, Description and
OperationalizationofVariables.
ReviewofRelatedLiterature

Unit2
ResearchDesign:Meaning,PurposeandCriteriaforGoodResearchDesign.
Research Hypothesis: Types, Source and Criteria for Research Hypothesis, Functions of Research
Hypothesis.
PopulationandSample:ConceptsofPopulationandSample,TypesofSampling,Characteristicsofgood
Sample.
MethodsofDataCollections:ToolsandTechniquesObservation,Interview,Questionnaire,Testsand
RatingScale.
PreparationofResearchReport:StyleandFormatofWritingChaptersandpagination,Referencesand
Bibliography,tablesandFiguresetc.
Unit3:EducationalStatistics
IntroductionandApplicationofStatisticsinEducationalResearch.
DescriptiveandInferentialStatistics.
DescriptiveStatistics
Quantitative classification of Data: Preparation of Frequency Distribution, Graphical Presentation of
Data.
MeasureofCentralTendencyandVariability:Mean,Median,Mode,StandardDeviationandQuartile
Deviation.
MeasureofPositions:Percentiles,Quartiles,PercentileRanks.
Unit4
Normaldistribution:CharacteristicsofNormalDistributionCurve,KurtosisandSkewness,Practicaluse
ofNPCandItsApplicationinEducationalResearch.
Measure of Relationships: Product Moments Correlation Coefficient, Partial Correlation, Multiple
Correlation.
RegressionandPrediction:

PracticumAssignments
SuggestedReadings
Young
:ScientificSocialSurveysandResearch
Good.BarrandScates :MethodologyofEducationalResearch
Travers
:AnIntroductiontoEducationalResearch
Verma,M.
:AnIntroductiontoEducationalandPsychologicalResearch
VanDalen
:UnderstandingEducationalResearch
Cory
:ActionResearchtoImproveSchoolPractices
Gage(Ed.)
:FirstHandbookofResearchonTeaching

Fox,D.J.
:TheResearchProcessinEducation
Tuckman
:ConductingEducationalResearch.
Edwards,A.L.
:StatisticalMethodsoftheBehaviouralSciences.
Ferguson,G.A.
:StatisticalAnalysisinPsychologyandEducation.
Guilford,J.P.
:FundamentalStatisticsinPsychologyandEducation.
Lindquist,E.F.
:StatisticalAnalysisinEducationalResearch.

Siegal,S.
:NonParametricStatistics.
Walker,H.M.andLev,J. :StatisticalReference.
Lowrance,w.Neuman :SocialResearchMethodology:QualitativeandQuantativeApproach.
Koul,L.
:MethodologyofEducationalResearch.
Agarwal,Y.P.
:StatisticalMethods.
Best,J.W.&Kahn,J.V. :ResearchinEducation.
Pandey,K.P.
:EducationalResearch.

CourseCodeTE704:PreserviceandInserviceTeacherEducation

Unit:1Structure,CurriculumandModesofPreserviceTeacherEducation
Needs,RolesandfunctionsofSchoolTeachers
PreserviceteachereducationNeeds,objectivesandscope.
VisionofTeacherEducationCurriculumasenvisagedinNCERTandNCTEdocuments.
CurriculumareasofinitialTeacherPreparation:Foundationcourses,curriculumandpedagogy,School
internship.
Mode of preservice teacher education FacetoFace (Linear and Integrated) and Open Distance
Learning;needsandsignificance.
Unit:2OrganizationsofDifferentComponentsofTeacherEducationCurriculum
Thestudentsteacherasadultlearnercharacteristics.Theconceptofandragogyanditsprinciples.
Organisation,transactionandevaluationofdifferentcomponentsofteachereducationcurriculum
modelpractices.
Transactional approaches for the foundation courses in teacher education programmes
individualized,GroupBased,TeacherCenteredandBlendedApproach.
Transactional approaches for the skill and competency development courses. Microteaching,
Simulated Teaching, Models of Teaching, Teaching in real classroom situation, Peer presentation
andTutorobservation.
Concept and scope of school based practicum and internship objectives, organisation and
duration. Activities and experiences in preinternship, internship and post internship, model
practices.
Unit:3InserviceTeacherEducationinIndiaConcept,structureandmodels
Concept, need for continuing professional development of teachersAreas of professional
development.Purposeofinserviceteachereducationprogrammeorientation,refresher,workshop,
seminarandconferencetheirmeaningandobjectives.
Agencies of inservice teacher education Local Level, District Level , State Level and National Level
agencies.
Modes and Models (face to face and open) of inservice teacher education: Modes of inservice
teachereducationFacetofaceOpenDistanceLearningmode,BlendedApproach.
Induction,oneshot,cascade,mentoringparticularlyactionresearchbasedapproachforprofessional
developmentofteachers.
RoleofTeacherEducatorsindifferentmodesofInServiceteachereducation.
Unit:4Planning,OrganisationandEvaluationofInServiceTeacherEducation
Planninginserviceteachereducationprogrammecontext,purpose,durationandbudget.
Designinganinserviceteachereducationprogramme:assessmentoftrainingneeds,formulationof
trainingcurriculum,preparationofcoursematerials,evaluationofcurricularinputs.

Organisinginserviceteachereducationprogrammecommonproblemsfacedbyteachereducation
institutions.
Effectiveness of inservice education programmes, impact on development of professional
competenciesamongpracticingteachersandimpactoncurricularpracticesatschoollevel.
Sessionalwork:
Comparison of preservice teacher education curriculum university wise, state wise and institution
wiseintermsoftheircomponents,weightages,duration,organisation,transactionandassessment
documentanalysis.
Designinganyonetraininginputinanyonecourseofpreserviceteachereducation.
Projectonanysignificantpracticeofstudyofaninserviceteachereducationprogrammeintermsof
theirneedandrelevance;organisation;andoutcomespracticingteacherstoexploringtrainingneeds
ofempiricalstudyincludingdocumentarysurveyetc.
ReferencesBook:
1. BruceRJuiceetal(2014),ModelsofTeaching(9thedition),London;Pearson.
2. SinghL.C.(Ed.1990),teachereducationinIndia,NewDelhiNCERT
3. Smith,B.D(1980)ADesignforaschoolofPedagogy,USGovt.Washington,D.C.
4. FurlongJohn(2013),EducationanAnatomyoftheDiscipline,RoutledgeLondon.
5. SahooP.K.etal(eds)(2010),ProfessionalisminTeacherEducation,NewDelhiConcept.
6. SahooP.K.etal(eds)(2014),QualityEducationinIndiaVolI&VolIINewDelhiConcept.
7. PassiB.K.(eds)(1976),Becomingbetterteacher,Ahmedabad,Sahityamudranalaya.
8. Allen.D.&Ryan,K.(1969),MicroteachingreadingMass:Addisonwesley.
9. NCERT,NewDelhi,(2006)6thsurveyofResearchinEducation.
10. Flanders,N.A.(1970)AnalyzingTeachingBehaviour,reading,AddisonWesley,mass.
11. Gardener,H(1983),FrameofMind;thetheoryofmultipleintelligences,BasicBooksNewYork.
12. NCTE(2009)CurriculumFrameWorkofTeacherEducation,NCTE,NewDelhi.
13. NCTE(2014)NormsandGuidelinesofTeacherEducationProgrammes.
14. NCTE(1979)OrganisationofCoreTeachingProgrammePackage,NCERT,NewDelhi.

TE705:InternshipinTeacherEducationinstitution

Itwillbedividedintothreesections
PartA.Observationofactivities2credits
classroomteaching
microteachingpractice
Preparationoflessonplan
ModelLesson
Assembly
cocurricularactivities
Seminarpresentation
seminarpresentation
studentcouncil
Communitywork
OrganisationofInserviceeducationProgramme
PartB.AssistingB.Ed.students1credit
AssistingB.Ed.studentsinlessonplanpreparation
AssistingB.Ed.studentsingivingseminarpresentations

AssistingB.Ed.studentsinTLMpreperation
AssistingB.Ed.studentsinSUPWActivities
AssistingB.Ed.studentsinorganizingexhibitions
AssistingB.Ed.studentsinorganizingcommunitywork

PartC
Interviewsofpupilteachers,teachereducators,employees

AssesmentGuide
Theinternshipwouldbeevaluatedbyperformanceratingonfollowingbasis
Under the supervision of M.Ed. teacher in charge and mentors student will maintain a Diary for all
observations.
CumulativeAssessmentbythementorteacher
Outcomeoftheactivities
Recordssubmittedonreflectionsduringinternship
Submissionsofreports
Studyofteachereducationinstitutiononinstructionalandevaluationpractices

SecondSemester:CoursecodeTE706:DEVELOPMENTOFLEARNER

UNIT1

Unit2

DevelopmentStages,Principles,NatureNurturebalance
LanguageDevelopmentFactorsInfluencingit,Theories
StressConcept,FactorsinfluencingStressamongLearners
CognitiveDevelopmentStages,TheoriesofPiagetandBrunerandtheirEducationalImplications
Moral Development Factors Influencing it, Theories of Freud, Piaget, Kohlberg and Turiel, Moral
JudgementandMoralBehaviour

Unit3
DevelopmentofSocialCompetenceConcept,FactorsInfluencingit.
DevelopmentofEmotionalcompetenceConcept,FactorsInfluencingit.
Unit4
IntelligenceConcept,Theories,MeasurementofIntelligence
Personality Concept, Theories of Freud, Erickson, Eysenck, Rogers, Cattell, Measurement of
Personality
MentalHealthConcept,ProcessofAdjustment,Conflict,DefenceMechanism

Practicum

Marks
1.
PreparationofaDevelopmentProfileofoneStudent
5
2.
TestingofPersonalityandIntelligenceofStudents
5
3.
Twosessionaltest
10+10

total
30

SuggestedReadings

Bischof

Blum

Bass&Berg
HollandLindzey
Wadsworth,B.J.
Slavin,R.E.
Mangal,S.K.
Brainerd

Bruner

Mehta,C.S.
Flavell

Bee

Misra,K.S.
Jersild

:InterpretingPersonalityTheories
:PsychoanalyticTheoriesofPersonality
:ObjectiveApproachestoPersonalityAssessment
:TheoriesofPersonality
:PiagetfortheClassroom
:EducationalPsychology
:AdvanceEducationalPsychology
:PiagettheoryofIntelligence
:RelevanceofEducation
:ShikshakiPrakriya
:DevelopmentalPsychology
:DevelopingChild
:ShikshaManovigyankenayekshitij
:PsychologyofAdolescence

CoursecodeTE707:Sociologyofeducation

UnitI
SociologyofEducation
a) Originanddevelopmentofsociologyofeducation
b) NatureandscopeofsociologyofEducation
c) MethodsofStudyinSociologyofEducation

UnitII
Education,Cultureandsocialsystem
a) SocialsystemconceptandelementsofsocialsystemEducationasasocialsubsystem
b) Culture:functionalcharacteristic,crossculturetransmissionCharacteristicofIndianculture
c) Roleofeducationintheprocessofassimilationof Indian traditionanddevelopmentofnew cultural
pattern
d) Socioculturaldiversityineducation

UnitIII
Education,SocialControl,socialchangeandmodernization
a) socialcontrol:Nature,AgenciesandRoleofEducationinsocialcontrol
b) Social change: concept of social change and modernization, factors promoting social change and
modernizationinIndia
c) ConstraintsonsocialchangeandModernizationinIndia.

UnitIV
ImportantconcernsandIssuesinEducation
a) Socialstratification,socialequityandequalizationofeducationalopportunities
b) Educationofthesociallyandeconomicallydisadvantagedsectionofsocietywithspecialreferenceto
scheduledcaste,scheduledtribe,ruralpopulationandproblemsandIssuesofGirlseducationinIndia,
Genderbias,GenderinequalityinEducation
c) YouthMovementinIndia,DeschoolingandFuturology
d) Urbanizationandsocialmobility.

PracticumAssignment
SuggestedReadings

Cook,L.A.&E.F.Cook:ASociologicalApproachtoEducation
Rugg&Wither:SocialFoundationofEducation
Ashley,B.S.etal.:AnIntroductiontotheSociologyofEducation
Musgrave,P.W:TheSociologyofEducation
Merrill,F.E.:SocietyandCulture
Brown,F.J.:EducationalSociology
Morrish,Ivor:TheSociologyofEducationAnIntroduction
Ruhela,S.P.&K.S.Vyas:SociologicalFoundationofEducationinContemporaryIndia
Brenback,Cole.S.:SociologicalFoundationofEducation
Prelins,A.P.&ParelinsR.J.:TheSociologyofEducation
Stalcup,R.J.:SociologyandEducation
Ottaway,A.K.C.:EducationandSociety
Mishra,U.:ShikshaKaSamajshastra

CoursecodeTE708:CURRICULUMSTUDIESANDASSESSMENT

UnitI
Concept and types of curriculum, Philosophical, Psychological and Sociological basis of curriculum,
Development of curriculum Historical perspective, Principles of curriculum construction, Models of
curriculum,Curriculumrenewalanditsimpactonclassroompractices,Crosscurricularissues.
UnitII
Role of Regulatory Bodies in curriculum development, Curriculum Evaluation, Different Models of
CurriculumEvaluation,AnalysisofCurriculumFrameworks,ResearchissuesinCurriculumStudies.
UnitIII
Concept,needandimportanceofeducationalmeasurementandevaluation,TaxonomiesofEducational
Objectives,StudyofStandardizedtoolsofmeasuringIntelligence,Personality,Creativity and Interest,
NRTandCRT,StandardScores,FormativeandSummativeevaluation,Feedbacknature, importance
andmethods.
UnitIV
Concept, types and calculation of Reliability, Validity and Norms, Development and standardization of
AchievementTestandAttitudeScale,TrendsinexaminationandevaluationCBCS,Selfassessment,Peer
AssessmentandTutorassessment,Examinationondemand,Onlineexamination,ScalingandGrading
of marks, etc. Assessment of Examination Systems, Research Issues in educational measurement and
evaluation
Sessionalwork/Assignments
- AnalysisofCurriculum.
- ResearchIssuesincurriculum.
- Comparisonofdifferentexaminationsystems.
- Analysisofdifferentreformsinexamination.
- Questionpaperanalysis.
- Analysisofassignments,HometasksandClassworks,etc.
SuggestedReadings:
Balsara,M.PrinciplesofCurriculumConstruction.
Biswas,N.B.CurriculumStudies:AmodelforSAARCCountries.

NCERTNationalCurriculumFrameWorkforSchoolEducation.
UGCModelCurriculumFrameWork,NCF2005.
NCTENCFTE2011.
Ornstein,A.C.Curriculum:Foundations,PrinciplesandTheories.
Thorndike,P.&Hagen,E.MeasurementandEvaluationinPsychologyandEducation.
Sax,G.PrinciplesofEducationalMeasurementandEvaluation.
Grondlund,N.E.MeasurementandEvaluationTeaching.
Anastasi,A.PsychologicalTesting.
CronbachEssentialsofPsychologicalTesting.
SrivastavReformingExamination.

CoursecodeTE709:Perspectives,ResearchandIssuesinTeacherEducation

UnitI:TeacherEducationasProfessionalEducation:
Teacher development concept, factors influencing teacher developmentpersonal contextual,
ProfessionalisminTeacherEducation.
TeachereducationinIndia:historicalperspective.
Approaches to teacher developmentTraditional, Academic, Personalistic, Competency, Social
Reconstructionist,syntheticview.
NCTE:StructureandFunctions.
Scope of Teacher Education Programmes as enlisted in NCTE Regulations, Stage specific and area
specificteachereducationprogrammes.
UnitII:StructureandManagementofTeacherEducation:
Universalisation of elementary education and Universalisation of secondary education and its
implications for teacher education at school stage. Viz. PrePrimary, Elementary, Secondary, Higher
Education,PhysicalEducation,MusicEducation,VisualArtsEducation,SpecialEducation.
PreparingTeachersfordifferentcontextsofSchoolEducation.StatelevelPlanning,Demandandsupply
ofQualifiedTeachersatdifferentstageswithbenchmarking.
NCTE Norms and standards for Teacher Education Programmes at elementary level, secondary level
andmastersdegreelevel.
Management of Teachers at State level, Qualification of Teachers, Teacher recruitment Polices,
ProfessionaldevelopmentofTeachersandverticalmobilityofteachers.
UnitIII:ProblemsandIssuesinTeachereducation:
Problem of preservice teacher education; inadequate planning, privatisation and commercialization,
economicsofteachereducation.
Challengesinprofessionaldevelopmentofteacherrelevancetoschooleducation.Improperlyqualified
teachereducators,assuranceofqualityofteachereducationprogrammes.
Teachereducators,Leadershipcompetenciesintheirplanning,implementationandevaluationofpre
serviceandinserviceteachereducationprogrammes.
Issuesrelatedtoenhancingteachereducationcompetence.Commitmentandteacherperformance.
Networking of teacher education; Teacher Education Institutions, Universities, Universities,
Governmentagencies,Regulatorybodiesandcommunityforpreparingteachersfordifferentlevelsof
schooleducation.
UnitIV:ResearchandDevelopmentinTeacherEducation:
Education of Teacher Educators: Preparatory Programme and Professional development of Teacher
Educatorsatdifferentstages.

ParadigmsforresearchandTeaching:Gage,DoyleandShulman.
Researchandeffectivenessofteachereducationprogrammes.
NAACNCTEcriteriaforassessmentofTeacherEducationInstitutions.
MethodologicalissuesofresearchinteachereducationTheoreticalresearchversusAppliedresearch,
ParticipatoryactionresearchandTeachingeffectiveness.
Trends of research in Teacher Education with reference to theme design, findings and policy
implications.
SessionalWorkshop:
Study of the annual reports of SIEMAT/ SCERT/RIE/ NCERT/ NUEPA, universities teacher education
institutions,ASCsetc.
Describeanycurrentpracticeinteachereducationwithitsbackground.
A review of researches in any one areas of research in teacher education and write the policy
implications.
Areviewofaresearcharticleinteachereducationandwriteimplicationsforpractitioneretc.
ReferencesBook:
1. BruceRJuiceetal(2014),ModelsofTeaching(9thedition),London;Pearson.
2. SinghL.C.(Ed.1990),teachereducationinIndia,NewDelhiNCERT
3. Smith,B.D(1980)ADesignforaschoolofPedagogy,USGovt.Washington,D.C.
4. FurlongJohn(2013),EducationanAnatomyoftheDiscipline,RoutledgeLondon.
5. SahooP.K.etal(eds)(2010),ProfessionalisminTeacherEducation,NewDelhiConcept.
6. SahooP.K.etal(eds)(2014),QualityEducationinIndiaVolI&VolIINewDelhiConcept.
7. PassiB.K.(eds)(1976),Becomingbetterteacher,Ahmedabad,Sahityamudranalaya.
8. Allen.D.&Ryan,K.(1969),MicroteachingreadingMass:Addisonwesley.
9. NCERT,NewDelhi,(2006)6thsurveyofResearchinEducation.
10. Flanders,N.A.(1970)AnalyzingTeachingBehaviour,reading,AddisonWesley,mass.
11. Gardener,H(1983),FrameofMind;thetheoryofmultipleintelligences,BasicBooksNewYork.
12. NCTE(2009)CurriculumFrameWorkofTeacherEducation,NCTE,NewDelhi.
13. NCTE(2014)NormsandGuidelinesofTeacherEducationProgrammes.
14. NCTE(1979)OrganisationofCoreTeachingProgrammePackage,NCERT,NewDelhi.

CoursecodeTE710:SelfDevelopmentandYoga

CommunicationSkill
OralPresentation,GroupDiscussion
CreativeWriting,Translation,PreccyWriting,Reporting.
Wallmagazine,collegeandposterandDisplay.
CreditArtandDisplay
Yoga

SemesterIII:CoursecodeTE711:PsychologyofLearning

Unit1
Learning concept, Theories of learningThorndike, Pavolv, Skinner, Hull, Lewin, Tolman, insight
theory,Sociallearningtheory.
Factorinfluencinglearning
Constructivism

Unit2
TransferofLearningconcept,Factorinfluencingtransferoflearning,Theories
MotivationConcept,RoleofmotivationinlearningTheories,Strategiesfordevelopingmotivation
Unit3
LearningofconceptandprincipalNature,Conceptformation,conceptmapping,Factorinfluencing
learningofconceptsandprincipals
learningstyles
Masterylearning
gagnesviewonlearning
Roleofadvanceorganizerinlearning
Groupdynamicsandlearning
Unit4
Creativitynature,Factorinfluencingcreativity,Measurementofcreativity

ProblemsolvingNature,Factorinfluencingproblemsolving

Practicum

Marks
1.
StudyofEngagementofoneStudentinlearning
5
2.
TestingofCreativity
5
3.
TwoSessionaltests
10+10

30

Suggestedreading

Ausubel,D.P.andRobinson :Sociallearning;anintroductiontoeducationalpsychology
DececcoandCrawford:thepsychologyoflearningandinstruction
Gulati,S.

:Educationforcreativity
Hilgard,E.R.

:Theoriesoflearning
Slavin,R.E.

:Educationalpsychology
Vygotsaky,R.E.:Educationalpsychology
Mangal,S.K.:AdvancedEducationalpsychology
Misra,K.S.:Shikshamanovigyankenayekshitij
CoferAppley:Motivation:TheoryandAdjustment

CoursecodeTE712:AdvancedResearchMethodsandstatisticsineducation

Unit1
EvaluatoryResearch:ProgrammeEvaluation
QualitativeResearch:Meaning,purposeandNeed.
ApproachestoQualitativeResearch:
Ethnography:AnthropologicalApproach
Phenomenology:PhilosophicalApproach.
GroundedTheory:SocialScienceApproach
QualitativeResearchDesignandStrategies:CaseStudy
PurposefulSamplingDesign
Unit2

DatacollectionandFieldTechniques:Observation,Interview,ReviewofDocuments,ContentAnalysis,
TriangulationofData.
Criteria of Qualitative Research: Authenticity, Community, Voice, Critical Subjectivity and Reflexivity,
Sacredness
combinationofQualitativeandQuantitativeResearch(MixedMethodologicalApproach)
InferentialStatistics:
Unit3
ParametricandNonParametricData:MeaningandDifference
ParametricTest
TestofStatisticalSignificance
o SamplingDistribution
o SignificanceofMean,PercentagesandCorrelation.
o SignificanceofDifferenceBetweentwoMean(ttest)
o TestingNullHypothesis(H0),levelofSignificance,DegreeofFreedom
o OnetailedandTwoTailedTest
o TypeIandTypeIIErrorinDecisionMaking
o OneWayandTwoWayAnalysisofVariance(ANOVA)Ftest.
o AnalysisofCoVariance(ANOCOVA)
Unit4
NonParametricTests
o ChiSquareTest
o MannWhitneyUTest
o MedianTest
o SignTest
o Biserial,PoinBiserial,TetrachoricandPhicoefficientofCorrelation.
Practicum
ComputerAnalysisofData
ComputerApplicationinQualitativeDataAnalysis
SuggestedReadings
Newman,Laurance,W.

: Social Research Methodology of Quantitative and Qualitative

Approach,U.S.A

N.K.DenzinandY.S.Lincoln
:HandbookofQualitativeResearch,ThousandsOaks,CA:Sags
B.Gillham

:CaseStudyResearchMethods,Continnum,NewYark(2000)
Y.S.Lincoln&E.C.Guba

:NaturalisticInquire,BeverlyHillsC.A.Sage.
C.Marshall&C.B.Rossman
:DesigningQualitativeResearch(3rdEd.)ThousandOaksC.A.Sage,
R.K.Yin:CaseStudyResearch:DesignandMethods(2nded.)ThousandOaksCA.Sage.
JamesH.Mcmillan&SallySchumacher:ResearchinEducationAConceptualIntroduction
KateL.TURABIAN

:AManualforWritersofDissertations.
BarneyG.Flaser&AnselmL.Strass:TheDiscoveryofGroundedTheory

:StrategiesforQualitativeResearch.AldineKatheyCharmaz

:ConstructingGroundedTheorySagePublication.

CoursecodeTE713:PerceptivitiesofSecondaryEducationSystem

UNIT1BackgroundofSecondaryEducation:

HistoricalbackgroundofschooleducationinIndiawithspecialreferencetosecondaryeducation.Comparative
statusofsecondaryeducationinIndia,USA,UKRassiaandJapan.Issuesonstructureofsecondaryeducation;
Sadler commission, secondary education commission, Indian education commission 196466, education
policiesandimplementation.
UNIT2Statusofsecondaryeducation
RastriyaMadhayamicShikshaAbhiyan.Expansionofsecondaryeducationsystem(classesviviii,ixx,andxixii)
inIndiaanddifferentschemesforoperationofsecondaryeducation.
UNIT3OrganisationofSecondaryEducation:
Ladder of organization of secondary education and agencies of secondary education (class vixii) National
level,StatelevelandDistrictlevelGovernmentagencies,Privateagenciesandpublicprivatepartnership.Open
schoolsystem.SecondaryEducationthroughdistanceatStatelevelandCountrylevel.
UNIT4ProgrammesInitiatives:
Statelevelinitiativesonsecondaryeducation:commonschoolsystem,Neighbourhoodschools,multipurpose
schools, Tribal schools (Ashram schools), Vocational schools, ITIs, Trade schools and Kasturba Vidyalayas.
NationalSkillDevelopmentMission,NationalCouncilforvocationaleducation.
SessionalWork:
Secondary data base analysis of expansion of schools at state and National Level with response to
backgroundfactors,locality,gender,governanceofschools,affiliationtoboardsetc.
Describe any school level administrative functionaries activities like Board of Secondary Education,
CBSE,ICSE,KVSetc.
Case Study of any activity organized under different agencies like Kasturba Vidyalay / Vocational
School/NIOSstudyCentreetc.
Discussiononthestructureofdifferentstatesschooleducation.

CoursecodeTE714:SecondaryEducationinternship

Internship in secondary schools (under supervision of M.Ed. teacher in charge and school level mentor
teachers)
Observationofschoolactivities.2credit
Assembly
Classroomteaching
Cleanlinessofcampusandbeautification
Recordsurvey
Supervisoryactivities
Laboratorywork
Libraryactivities
ICTLab
Culturalactivities
CCEandLearnerAssessment
Guidanceandcounselingactivities
ParentTeacherAssociation
BParticipationinthevariouscurricularandcocurricularactivitiesintheschool
C..InterviewsofStakeholders
Students, teachers, parents, school management personnel and government authorities ,community
members
Assesmentguide

studentwillmaintainaDiaryforallobservations.
CumulativeAssessmentbythementorteacher
Outcomeoftheactivities
Recordssubmittedonreflectionsduringinternship
Studyofsecondaryeducationinstitutiononinstructionalandevaluationpractices
SubmissionofReports
Thewholeinternshipwillbestructuredonsomefocusedtaskorprojectandeachinternwillhavetosubmit
hisfieldreportforassessment.

CoursecodeTE715:Dissertation

Dissertation activities will be carried out under the supervision of the guide. Each student will finalise the
research proposal, write reviews of researches, finalise research designs of the study. the candidate will do
required activities upto writing of first three chapters of the dissertation and submit the report for
assessment.

SemesterIV:CoursecodeTE716:HistoryEconomicandPoliticalPerspectivesinEducation

UnitI
HistoricalPerspective
Briefoverviewofeducationinancient,medieval,preindependenceandpostindependenceperiod
Education Commission 196466, Planning Commission, World Bank, NPE1986objective and main
recommendations
Educationasadevelopmentindicator,andenhancerofdevelopmentindicators
AreviewoftheinitiativesforeducationaldevelopmentinIndia
UnitII
PoliticalPerspective
EducationalprovisioninIndianconstitution
Educationandhumanrights
Childrights
Rightsandduties
RoleofStateineducationunderpanchaytiraj,stategovtandcentralgovt
UnitIII
EconomicalPerspective
EducationandHumanDevelopmentIndex
PositionsofIndiainHumanDevelopmentIndex(withfocusongender)Statusofgirls/womeninIndian
societyStatusofaccess,enrolment,retentionofgirlsatpreschool,elementaryandsecondarystages,.
Humancapitaltheory
Dynamicrelationshipofeducationwiththepoliticalprocess..
Rateofreturnoneducation
Technologicalchangeandsupplyofeducation
Educationandemployment
Educationasaninvestment
Privatization,privateinitiative,andliberalizationineducation

UnitIV
GlobalPerspective
Roleinternationalbodiesineducationaldevelopment:
(UNDP,WHO,UNICEF,UNESCO,WorldBank,COL)withreferencetoIndia
Roleofeducationinensuringsustainabledevelopment,AimsofeducationforSD,AreasofSD
Contributionofscienceandtechnologytoeducationandchallengesahead.

Sessionalwork
Critical analysis on history political and economic issues like Poverty, unemployment, beggary, political
instability,peace,economicunderdevelopment
References
Ayyar, R.V. Vaidyanathan (1993). Educational Planning and Administration in India: Retrospect and
Prospect.JournalofEducationalPlanningandAdministration.VII(2).April.
Blaug,Mark(1972):AnIntroductiontoEconomicsofEducation.AllenLanethePenguin,London.
Chau,TaNgoc(2003):DemographicAspectsofEducationalPlanning.Paris:InternationalInstitutefor
EducationalPlanning.
Griffiths,V.L.(1963).EducationalPlanning.London,O.U.P.
Hallack, J. (1977): Planning the Location of schools: An Instrument of Educational Policy. Paris:
InternationalInstituteforEducationalPlanning.
HoughJ.R.(1990):Education,PolicyAnInternationalSurvey.CroomHelm,London.
Kaufman, Herman, Watters (eds.) (1996): Educational Planning: Strategic Tactical Operational,
Tecnomic.
Institute for Health Sector Development (2005): Sectorwide Approach in Education. Comparative
Education,31(1).
LessBell&HowardStevenson(2006):EducationPolicy:Process,ThemesandImportance.Routledge.
Livack, Jennie, Ahmed, Junaid and Bird, Richard (1998): Rethinking Decentralization in Developing
Countries.Washington,D.C.WorldBank.
Nanjundappa,D.M.(1995):Concept,ApproachesandTechniquesofDecentralizedPlanninginReadings
inDecentralizedPlanning.B.N.YudgandharandAmitabhMukherjee(ed.).NewDelhi:Concept.
Narayan,D.(2005):LocalGovernancewithoutCapacityBuilding:TenYearsofPanchayatRaj.Economic
andPoliticalWeekly,June25,pp.282232.
Scheerens, Jaap (2000): Improving School Effectiveness. Paris: International Institute for Educational
Planning.
Tilak,J.B.G.(1988).CostofEducationInIndia:InternationalJournalofEducationalDevelopment
Tilak,J.B.G.(1992).EducationalPlanningatGrassroots.AshishPublications.NewDelhi.
UNESCO:InstituteforStatistics(2001).EducationIndicators:TechnicalGuidelines.Montreal:Canada.
NCTE(2009)NationalCurriculumFrameworkforTeacherEducation,NewDelhi.
NCERT(2005).Nationalcurriculumframework,NewDelhi.
MHRD,Gov.ofIndia(1992),Nationalpolicyoneducation(revised)NewDelhi.
MHRD,(1992),Programmeofaction.Govt.ofIndia,NewDelhi.

CoursecodeTE717:Curriculum,AssessmentandEvaluationinSecondaryEducation

UNIT1CurriculumObjectives,ProblemsandIssues
CurriculumobjectivesinStateboardandCBSEboardatVIVIIIandIXXclasses.Curriculumobjectivesofplus
two(+2)levelprogrammesinStateBoardandCBSEBoard.LanguageEducation:problemandIssues,Science

Education: Problem and Issues, Social Science Education: Problem and Issues. Education for Personality
developmentofchildren:problemandissues.
UNIT2VocationalisationofSecondaryEducation
Vocationalisation of school education, craft centred education, work experience and SUPW, curriculum
FrameworkrecommendedbyKothariCommission,IshwarbhaiJPatelCommitteereportonvocationalisation
on secondary education. M. Adisheshiah Committee report on Higher Secondary Stage Curriculum on
vocational education: problem and issues concerning implementation of vocationalisation of education and
teacherpreparation.
UNIT3CurriculumTransaction:
Curriculumtransactionpractices,Generalmethodsandtechniquesofteachingatsecondarystage.Selfstudy,
Class room activities, Laboratory practices, Language lab, Science lab, Math lab, Resource centre based
activities, play way activities, field based studies and community development programmes. Models of
teaching:Advanceorganizer,JurisprundentialmodelTabasModel,Inquirytrainingmodel.
UNIT4AssessmentandEvaluation:
Overviewofassessmentandevaluationonpracticesofsecondaryeducation.Comparativeviewofassessment
ofstateboardandCBSEboarddifferentboardsysteminschool.DifferenttoolsandtechniquesofContinuous
andComprehensiveevaluation,scholastic,coscholasticandnonscholasticareasofLearningGradingsystem,
Psychometrictesting,portfolioassessment,formativeandsummativeevaluationpractices.Transparencyand
accountabilityofexaminationsysteminsecondaryeducation.
SessionalWork:
Writingessaysonproblemsandissuesonproblemsandissuesofanythemelikelanguageeducation,
ScienceEducation,SocialScienceEducation,Educationforpersonalitydevelopmentetc.
StudyofanyvocationaleducationprogrammeruninHigerEducationlevelinstitution,polytechnic,ICT,
etc.
PreparationoflessonplanonanyoneModelsofteaching.
ComparativeanalysisofevaluationprocessofCentralSchoolsandStateSchools
Groupdiscussiononexaminationreforms.

TE718A:EducationalAdministrationandManagement

Unit1EducationalAdministrationandManagement:
Meaning,NatureandDifferencebetweenAdministrationandManagement.
FunctionandTheories
TotalQualityManagementwithReferencetoSecondaryEducation.
ManagementofResourcesatSecondarylevel.
ManagementbyObjectives.
Unit2 EducationalPlanningandFinance:
Meaning,NatureandPrinciplesofEducationalPlanning.
ApproachestoEducationalPlanning.
KindsofEducationalPlanningInstitutional,Strategic,Operational,ManpowerPlanning.
ProgrammeEvaluationandReviewTechnique(PERT).
Problems of Educational Finance, Sources of Income and Items of Expenditure at Secondary
level.
PrivatizationofSchoolEducation.
Unit3 EducationalLeadershipandDecisionMaking:
MeaningandNatureofEducationalLeadership

LeadershipStyles.
LeadershipTheoriesTrait,Behaviour,Continqency,Transformational.
DecisionMakingatSecondarylevelConcept,typesandprocessofDecisionMaking.
Unit4SchoolOrganizationandSupervision:
Meaning,NatureandStructureofSchoolOrganization.
OrganizationalDevelopment.
Meaning,NatureandFunctionsofEducationalSupervision.
TechniquesofEducationalSupervision.
ProcessofSupervisionatSecondarylevel.
SessionalWork
AnytwooftheFollowingactivities:
StudentwillprepareanInstitutionalProfile.
StudentwillstudytheMechanismofSupervisionProcessinanySecondarylevelInstitution.
MeasurementofLeaderBehaviour.
PlanningforanInstitutionalAspect.

SuggestedReadings
Bhatnagar,R.P.&VidyaAgarwal:EducationalAdministration
Bush,T.:TheoriesofEducationalManagement
Kimbal,WilesandLorel:SupervisionforbetterSchools
KimbroughandNunnery:EducationalAdministration
Mishra,Atmanand:EducationalFinance
Mukhopadhyay,M.:TotalQualityManagementinEducation
Naik,S.P.:PlanningEducationinIndia
Saxena,S.:EducationalPlanninginIndia.

Coursecode718B:InclusiveEducation

UnitI:IntroductiontoInclusiveEducation
Concept,MeaningandImportanceofInclusiveEducation.
HistoricalPerspectivesonEducationofchildrenwithDiverseNeeds.
DifferenceSpecialEducation,IntegratedEducation,andInclusiveEducation.
AdvantagesofInclusiveEducationforEducationforallChildren.

UnitII:Policyandprogrammes
RecommendationsofEducationCommissionsandCommitteesonrestructuringpoliciesandpractices
torespondtodiversityineducationalsituations(withspecialreferencetorecommendationofNPE
1986,POA1992andPWDAct(personwithdisability)1995;
Nationalcurriculumframework2005,
NationalinstitutesforRehabilitationandRehabilitationcouncilofIndia.
NationalandInternationalinitiativesforinclusiveeducation

UnitIII:ChildrenwithDiverseNeeds
DefinitionandCharacteristicsofchildrenwith
a) Sensory(Hearing,Visual,)andphysicallychallenged.
b) Intellectual(giftedwithhighintellect&talents,andmentallychallenged).

c) developmentaldisabilities(autism,cerebralplasy,learningdisabilities)
d) socialandemotionalproblems
e) scholasticbackwardness(underachievement,slowlearner)
f) childrenbelongingtoothermarginalizedgroups
ImportanceofEarlyDetention,FunctionalAssessmentforDevelopmentofCompensatorySkills.
Role of Teachers Working in Inclusive Setting and Resource Teacher in Developing and Enriching
academicskillsforhigherlearning.

UnitIV:UtilizationforResources
RoleofTechnologyformeetingdiverseneedsoflearners
ConceptandImportanceofHumanandMaterialResources.
Types of service and approaches, strategies, personnel involved and their specific role and
responsibilities.
Creating Conducive Environment in Inclusive Schools, Material Resources, and Human Resources,
Changing the Attitude of the Significant People, Exploring and Utilizing the Services and Resources
availableintheCommunity.
ManagerialSkillsforMobilizingappropriateResources.
IdentifyingtherequiredResourcesforChildrenwithVariousSpecialNeeds.

SessionalworkThestudentsmayundertakeanyoneofthefollowingactivities:
Conduct a survey in the local area to ascertainthe prevailing attitudes / practicestoward
social,emotional,andacademicinclusionofchildrenwithdiverseneeds.
Conductasurveyonthetypeofsupportiveserviceneededforinclusionofchildrenwithany
disabilityofyourchoiceandsharethefindingsintheclass.
Preparationofstatusreportonschooleducationofchildrenwithdiverseneeds.
Evaluationoftextbooksfromtheperspectiveofdifferentlyabledchildren.
Fieldvisittoschool/institutionspromotinginclusivepracticesanddiscussionwithteachers
andobservationandanalysisofteachinglearningpractices.
Analysisofpolicydocument(national,international)relatedtodiversity.
Surveythelocalityforearlyidentificationofchildrenwithdisabilities.
Visittospecial,integratedandinclusiveclassrooms.

SuggestedReading
Ahuja,A.,&Jangira,N.K.(2002).EffectiveTeacherTraining:CooperativeLearningBasedApproach.NewDelhi:
NationalPublishingHouse.
Ainscow, M. & Booth, T.(2003). The Index of Inclusion: Developing Learning and Participation in Schools.
Bristol:CentreforStudiesinInclusiveEducation.
Jangira,A.&Mani,M.N.G.(1990).IntegratedEducationforVisuallyHandicapped.Gurgaon:AcademicPress.
Jha,M.(2002).InclusiveEducationforAll:SchoolswithoutWalls.Chennai:HeinemannEducationalPublishers.
Sharma, P.L.(1990). Teacher Handbook on IEDHelping Children with Special Needs. New Delhi: NCERT
Publications

Coursecode718C:EducationalTechnologyandICT

UnitIFundamentalsofEducationalTechnology
a) Meaning,NatureandScopeofEducationalTechnology;Hardware,SoftwareandSystemApproach.

b) TheoreticalbasesofEducationalTechnology:Psychological,Communication,Taxonomy.
c) Audio Tape, Radio Broadcast, ETV, CCTV, VCR, Preparation of ETV Lessons, Interactive Radio and
InteractiveTelevisionandTeleconferencing.
d) Indian experience of Radio Broadcast, ETV and Interactive Radio and interactive TV, Gyan Vani and
GyanDarshan.
UnitIILearningTechnology
a) Programmed Learning Material, Principles, Styles of Programming: Linear, Branching and Mathetic;
StepsofdevelopmentofPLM.
b) Instructional Materials: Modules, Computer Aided Instructional Materials, Multimedia Package,
LearningKits,OpenLearningMaterial.
c) MasteryLearning:Concepts,Types,Planning,Strategies.PersonalizedsystemofInstruction(PSI),Keller
Plan:PreparingandOrganizingPSI.
d) System Approach: Meaning and Scope, Open vs. Closed System. Education as Open System, System
ApproachtoEducation,StepsinDesigningInstructionalStrategies.
UnitIIITeachingTechnology
a) Modalitiesofteaching,DifferencebetweenTeaching,Instruction,ConditioningandTraining.
b) Stages of Teaching: Preactive, Interactive and Postactive; Nature and Characteristics of Models of
Teaching;TeachingatdifferentLevelsMemory,UnderstandingandReflective.
c) Modifications of Teaching Behaviour: Micro teaching, Flanders Interaction Analysis, Simulation and
Gaming.
d) Designing teaching Strategies: Writing in Instructional Objectives, Task Analysis; Modes of Teaching:
Lecture,TeamTeaching,PanelDiscussion,Tutorial,GroupDiscussion,Seminar,Symposia,Conference,
CooperativeLeaning,Dialogue.
UnitIVInformationandCommunicationTechnologyinEducation
a) ICT: Nature; Information: Nature and Structure; Communication: Concept, Components, Models;
Information and Communication Technology, Integration of ICT in Teaching and Learning, Use and
assessmentofICTinTeacherCenteredandLearnerCenteredPedagogy.
b) Multimedia Approaches to Instruction: Concept, Role and Importance, Development of Multimedia
Package.CriteriaofselectionofMediaandTechnologyinMultimediaPackage.
c) InteractivityandNetworking,Conferencing,WebbasedLearning,OpenEducationResources,Blended
Learning.
d) Open and Distance Learning System (ODLS): Concept, Definition and Characteristics, Criteria of
Openness,DifferentStagesofDistanceEducation,MediaMaterialsandTechnologyinODLS,Learner
Support Services and Counselling, Evaluation Strategies. Uses of ICT in ODLS: Different Stages and
FuturesScope.
SessionalWork
Analysisofthedifferentinstructionaldesignsbasedonthevariousinstructionaldesignmodels.
Analysisofacomputerbasedmediapackageswithreferencetoitsuseinlearningprocess.
Preparationandpresentationofslidesforteachinganytopicattheschoollevel.
WritingPLM,OpenLearningMaterial,Modules,VideoLessonScript.
DevelopmentofICTbasedLearningUnit.
SuggestedReadings
Behera,S.C.(1991):EducationalTelevisionProgrammes,DeepandDeepPublications,NewDelhi.
Das,R.C.(1993):EducationalTechnologyABasicText,SterlingPublishersPvt.Ltd.
Evaut,M.TheInternationalEncyclopaediaofEducationalTechnology.
Haas,K.B.andPacker,H.Q.(1990):PreparationandUseofAudioVisualAids,3rdEdition,PrenticeHall,Inc.

Kumar, K.L. (2008): Educational Technology, New Age International Pvt. Ltd. Publishers, New Delhi (Second
RevisedEdition).
Mukhopadhyay, M. (1990): Educational Technology Challenging Issues, Sterling Publishers Pvt. Ltd., New
Delhi.
Rana,S.(1994):OpenLearninginIndia,CommonwealthPublishers,NewDelhi.
Sharma,B.M.(1994):DistanceEducation,NewDelhi:CommonwealthPublishers.
Sharma,K.D.andSharma,D.V.(1993):OpenLearningSysteminIndia,AlliedPublishersLtd.,NewDelhi.
Venkataiah,N.(1996):Educationaltechnology,NewDelhi:APHPublishingCorporation.
Chauhan S S: A Text Book of Programmed Instruction. (2nd Ed). Sterling Publishers Pvt Ltd., New Delhi /
Bangalore.
RuhelaSP(2001):SomeAspectsofEducationalTechnology.
SharmaRA:ProgrammedInstructionAnInstructionalTechnology,LoyalBankDepot,Meerut(UP).
WalterAWrittenandCharlesFSchuller:InstructionalTechnologyits natureanduseofA.V. Materials(5th
Ed),HarperandRowPublishers,NewYork.
Websites:

CoursecodeTE718D:Guidanceandcounseling

Unit1
Guidanceandcounselling:concept,need,principals,types:Educational,personal,vocational
Problemsofguidancemovementinindia
Unit2
Guidance personnelRole of different persons in the guidance programme, characteristics of a
successfulcounsellor,trainingofcounsellor
Unit3
OrganisingguidanceservicesorganisingguidanceservicesatdifferentstagesofEducation,principles
governing organization of services, kinds of servicesappraisal, information, placement, counselling,
followup,evaluation
Occupationalinformationsources,collection,evaluation,dissemination
groupprocedureofguidance
Unit4
ToolsinguidanceRecords;kindsandrelevance:toolsformeasuringpersonality,achievement,interest,
aptitude,intelligence,creativityandtheirrelevance,communicatingappraisalresult.
Techniques of guidancedirective counselling, nondirective counselling, group counselling, role of
interviewincounselling.
Practicum
1Preparingprofileofonestudent
5
Or

Studyofguidanceservicesinschool/institution

2Counsellingofonestudent
5
3twosessionaltests
10+10

Total
30

Suggestedreading

Bernard,H.W.andFullmer,W.O.
Erikson

Gibson,R.L.

Jones,A.J.

Miller.C.H.

Myer.G.E.

Tolbert

Traxler

:principelsofguidance
:Thecounsellinginterview
:Introductiontocounsellingandguidance
:Principlesofguidance
:Principlesoftechniquesofvocationalguidance
:Principlesandpracticesoftheguidanceprogramme
:Introductiontocounselling
:Techniquesofguidance

CoursecodeTE719:Dissertation

Dissertation activities done during third semester will be extended upto completion and submission of the
dissertationinboundformunderthesupervisionoftheguide.