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DEPARTMET OF EDUCATION Ph. No. 0612 2672937 SYLLABUS (w.e.f.
Session 2005-06) M.
ED. COURSES PAPER
I : PHILOSOPHICAL Part I: Philosophical Foundation COURSE OBJECTIVES The Philosophical
component of this (foundation) core paper for a post-graduate course in education (Professional) aims at developing the following
competencies amongst the scholars. 1. Understanding the. nature
and functions of philosophy of education. 2. Logical analysis, interpretation and
synthesis of various concepts; proposition and philosophical
assumptions about educational phenomena. 3. Understanding and use of philosophical
methods in studying educational data. 4. Critical appraisal of contributions made
to education by prominent educational thinkers -
Indian and Western. COURSE CONTENTS
Ř an activity Ř It’s Function - Speculative, Normative, Analytical. Ř Metaphysical Problem and Education related to Nature, Man and Society. Ř Impact of Philosophical suppositions on education made by - Idealism,
Realism, Marrism, Pragmatism, Existentialism,
Vedanta (Advaita & Veshistadvaita
only), Sankhya, School of thought. Ř Epistemology and Education: Knowledge; methods of acquiring valid
knowledge with specific reference to Analytic philosophy, Dialectical
approach, Scientific Inquiry; Nyaya, Yoga.
a) Concept of man and the process of development, and b) Socio cultural scenario, a global perspective. The
thinkers: Plato, Kant, Dewey, R.S. Peters, Ganc'1i, Tagore,
Sri Aurobindo PRACTICUM
Part II : Sociological Foundation COURSE OBJECTIVES 1. To enable the student to
understand concept and process of social organization, social stratification and institution 2. To enable the student to
understand relationship, between culture, society "and education 3. To enable the student to
know issues of equality, excellence and inequalities in education. COURSE CONTENTS
education
and Educational Sociology; Social organization; social groups; social stratification; factors influencing
so.
Education
and cultural change.
PAPER II : PSYCHOLOGICALFOUNDATIONS OF EDUCATION COURSE OBJECTIVES 1. To enable the student to
understand concepts and principles of Educational Psychology as an applied science. 2. To enable the leaner to
understand implications of psychological theories for education. 3. To acquaint the learner
with the process of development and assessment of various abilities and
traits COURSE CONTENTS
education.
a) Intelligence and cognitive abilities, identification fostering b) Creativity - Nature, Process,
Identification, fostering and Guiding creative children. b) Interests, attitude and values d) Adjustment of teaching - learning process
to suit. individual differences - learning styles and teaching strategies
J.Krishnamurti and Sri Aurobindo
a)
Personality inventories
- rating scales b) Projective techniques: Rofchach, TAT
a) Concept, mechanism of adjustment. - defence; escape, withdrawal, compensatory. b) Introduction to common forms of neuroses,
psychosis and somatic disorders c) Principles of mental hygiene - preventive,
constructive, .curative measures, d) Implications for education PAPER Part I : Methods of Educational Research COURSE OBJECTIVES To enable the students to
understand' 1. The meaning of scientific
method, scientific inquiry, Paradigm, theory and this implications for
educational research. 2. The characteristics of
philosophical, psychological and sociological researches in education. 3. The different strategies
of educational research. 4. The techniques of
developing a research proposal. 5. The meaning and techniques
of sampling 6. The various types of tools
of data collection. COURSE CONTENTS Nature
of Research, knowledge and Inquiry.
paradigms and their implications for
educational research. Philosophical,
psychological and sociological orientation in educational research.
Methods of Educational
Research
Developing
a Research Proposal
Sampling
non-probability sampling techniques.
Tools
and techniques of data collection
Validity
and Limitations of findings; factors influencing validity of research;
internal vs.external validity; how to increase
validity of research findings. Evaluation of Research:
Criteria and types and types of research. PRACTICUM
presentation.
Part II : Methods
of Data Analysis
Histogram,
Ogive, Smoothed frequency curve.
a) Measures of variability. b) Percentiles and Percentile Ranks c) Correlations, Regression equations
a) Standard errors, confidence limits b) Hypothesis testing Difference between
means, correlations c) Cross breaks (Chi-square) A.GUIDANCE Part I : Guidance COURSE OBJECTIVES 1. To help student understand
concept, need and view point of guidance. 2. To help student understand
principles, and problems of different types of guidance. 3. To help student understand
concept and needs and guidance for the children with special needs 4. To help student understand
the concept and process of counselling. 5. To acquaint the student
with the aim and principles of guidance programme. 6. To develop in student an
understand of various procedures of organizing various guidance services. COURSE CONTENTS
·
Educational Guidance ·
Principles of all
guidance, ·
Guidance and curriculum,
guidance and classroom learning.
a) Problems and needs b) Guidance of the gifted and creative
students c) Guidance of under - achiever and first
generation learners d) Role of the teacher in helping children
with special needs. Part II: COUNSELLING
a) Principles of organization b) Various types of services - Counselling. c) Group guidance, individual inventory service
and information orientation service,
placement service and follow up service. d) Evaluation of guidance programme
d)
a) Use of tests in guidance and counselling, b) Tests of intelligence, aptitude,
creativity, interest and personality c) Administering, scoring and interpretation
of test scores d) Communication of test results as relevant
in the context of guidance programme.
a) Psychological foundation of adjustment b) Role of motivation and perception in
adjustment c) Principles of mental hygiene and their
implication of effective adjustment d) Mental health and development of integrated
personality B. DISTANCE EDUCATION COURSE OBJECTIVES 1. To orient students with
the nature and need of Distance Education in the present day Indian Society 2. To expose students to
different kinds of information and communication Technologies ((ICT) and enable them to be familiar
with their use in teaching-learning process. 3. To enable student to
understand various modes of Student Support Services ( and develop in them skills to manage such
services for various kinds of programmes through Distance Education 4. To enable students to evaluate programmes
of Distance Education and to develop in them the ability
to enhance the quality and standards of different D.E. Programmes. COURSE CONTENTS
a) Some definitions and teaching Learning components b) Need and characteristic features of
Distance Education c) Growth of Distance Education d) Distance teaching-Learning systems in
a)
Information and Communication Technologies and their application in Distance Education. b)
Designing and preparing self-instructional material c)
Electronic media (T.V.) for Education d) Distance Education
a)
Student-support-services in Distance Education and their management. b)
Technical and vocational programmes through
Distance Education. c) Programmes for women through Distance Education. d)
Distance Education and Rural Development.
a) Quality
assurance of Distance Education. b)
Mechanisms for maintenance of standards in Distance Education. c) Programme evaluation d)
Cost analysis in D.E. - concept, need and process e)
New Dimensions in Distance Education - promises for the future. C. VALUE EDUCATION COURSE OBJECTIVES 1. To enable students to
understand the n'eed and importance of
Value-Education and education for Human Rights 2. To enable them to
understand the nature of values, moral values, moral education and to differentiate such values form
religious education, moral training or moral indoctrination. 3.To orient the students with
the basis of morality and with the place of reason and emotions in moral
development of the child. 4.To enable them to
understand the process of moral development vis-a-vis
their cognitive .and
social development. 5.To orient the students with
various intervention strategies for moral education and conversion of
moral learning into moral education. COURSE CONTENTS
a) Need and Importance of
Value Education and Education for Human Rights in the existing
social scenario. b) Valuation of culture:
Indian Culture and Human Values.
a) Moral Education vis-a-vis religious education; moral instructions, moral
training and moral indoctrintion. b) Language of moral
education - its form and context characteristics of a morally educated
persons. c) Justice and Care. - The
two dimensions perspectives in Morality' Dichotomy between reason
and passion. d) Moral Judgement
and Moral Action.
a) Concept of Development and
Concept of Moral development. b) Psycho-analytic approach c) Learning theory approach,
especially social learning theory approach. c) d) Cognitive developmental approacA - Piaget and Kohlberg, Stages of moral development and
their characteristic features.
a) Moral Learning outside the
school - child rearing practices and moral Learning, Moral learning via Imitation. Nature of
Society and moral learning. Media and moral
learning. b) Moral' Learning Inside the
school: providing "form" and "Content to education. c) Moral Education and the
curriculum' Can moral education be imparted taking it as a subject
of curriculum.
a) Model of Moral Education -
a) Rationale Building Model, b) The consideration Model, c) Value classification Model, d)
.Social Action Model, e) Just Community intervention Model. b) Assessment of moral
maturity via moral dilemma resolution c) Examples of some select
moral dilemmas. D:LANGUAGE EDUCATION Part I : Theoretical & Pedagogical Bases of Language Education COURSE OBJECTIVES 1. To develop an
understanding of the nature, functions and implications for planning and teaching
language. . 2. To help the students to
know the psychology of teaching language learning. 3. To acquaint the students
with pedagogy of language learning and language teaching. 4. To orient the students
with individualization of language learning, learning etc. in
language learning. 5. To develop understanding
and skill in differentiating between teaching language and teaching literature in the context of L1
and L2" 6. To acquaint the students
with various areas of research in language education. 7. To help the students to
know various problems such as contextual, curriculum, teacher
preparation etc. of language education in 8. To develop an
understanding of policy formulation of language education in COURSE CONTENTS
a) Nature, functions and
implications for planning and teaching language i.e. first language and
second language. b) Linguistics and Language:
Nature and functions of linguistics with special reference to the role of contrastive
analysis, error analysis and structural linguistics
a) The Indian tradition:
Contribution of Yask, Panini
Patanjali and Bhartihari. b) The Western tradition: the
behaviouristic approach, the cognitive - code approach, the
communicative approach. c) Psycholinguistic approach;
principles of language and psychology of language teaching and
language learning.
a) Language learning &
language acquisition; factors affecting language learning and language
acquisitions. b) Teaching the first
language, (L1) the second language (L2) and other
languages (L3); differences in
objectives, instructional materials, evaluation etc. Factors affecting the teaching of L2
and L3' c) Developing the language
curriculum and the syllabus: dimensions, factors that influence the curriculum, dimensions,
selection and grading of content, selecting the contexts for teaching and learning,
transaction techniques, and evaluation techniques. d) Developing basic language
skills and intermediate as well as advanced language skills that are level specific viz; primary, secondary and senior secondary e) Innovative techniques for
teaching grammar, reading comprehension, written expression, note
- making etc. .
a) Creativity in language
education' nature. b) Techniques for fostering
and developing creativity in language. a) Research in language
education status; gaps and priorities. b) Reading research and
writing research - directions and emerging priorities. Part II : Problems of Language Education in
a) Multilingual context of b) Constitutional provisions
regarding language and education and their impact. c) Three - language formula -
original as well as modified and its present status d) Medium of instruction -
controversy, recommendations in NPE 1968, 1986, 1992 and
a) Pre-service education,
in-service education; site professional development. b) Planning, inputs,
transaction and evaluation. c) Distance mode based
preparation of language teachers. d) Alternative course designs
for preparing language teachers.
a) Levels: national level;
state level; district and local level. b) Need surveys and trend
analysis. c) Lessons from other
multilingual countries e.g. etc. E. COMPARATIVE EDUCATION COURSE OBJECTIVES 1. To help the students to
understand comparative education as an emerging multi- education as
discipline (with its scope and major concepts) of education. 2. To acquaint the students
with educational systems in terms of factors and approaches of comparative
education. 3. To orient the students
with skills to assess the efficacy of educational systems of various
countries in terms of the prevailing trends in those countries. 4. To help the students to
use the results of assessment made by various countries and to know the role
of 5. To create a perspective in
the students about the implications of education for solving the prevailing
problems of education in
philosophica1,
sociological, linguistic, scientific, historical, ecological, structural and
functional factors - Cross disciplinary approach used in comparative
education.
Primary
Education Secondary
Education Higher
Education Teacher
Education Adult
Education
F. TEACHER EDUCATION COURSE OBJECTIVES
1. Concept,
aims and scope of teacher education in 2. Development of teacher
education curriculum in 3. Different competencies
essential for a teacher for effective transaction. 4. Teaching models - concept
& process. 5. Teaching skills. 6. Various aspects of
supervision and feedback COURSE CONTENTS PART – A 1. Teacher Education -
concept, aims and scope; 2. Teacher Education in a
changing society: A brief review of historical perspective of the development
of teacher. Education in during
Post-independence period. 3.Teacher Education
Curriculum at different stages: Approaches to Teacher Education - consecutive and
integrated. 4. A critical appraisal of the
present system of teacher education in of the various recommendations of
commissions and committees in the post- independence era. 5.Qualities of a good teacher - cognitive, affective and psychomotor skills. Competency-based teacher educations:
Quality assurance in teacher education. 6. PART - B 1. Principles of Teaching; methods of teaching
school subjects. 2. The Teaching Models -
Concept Attainment Model, Inquiry Training Model Problem Solving Model and Inductive Thinking
Model. 3. Organization of Practice
Teaching for developing an effective teacher - Block and Intermittent practice teaching internship
- its organization and problems. 4. Supervision of practice
lessons: observation and assessment; feed back to student - teacher - concept and types ASSIGNMENT
1. Preparation of resource
material on any teaching unit of Teacher Education paper. 2. A critical study of anyone
aspect of Teacher Education. 3. Study of teaching methods
used at any stage of schooling. 4. A survey of research on
any aspect of teacher Education - attitude and job satisfaction of school teachers 5. Work study project related
to teacher education. G. SPECIAL EDUCATION COURSE QBJECTIVES To make the students: 1. Know about the meaning and
scope of special education in 2. Understand the various suggestions
given by different recent commissions of education
of children with special needs for realising the
concept of "Universalisation of
education", 3. Grasp about the meaning,
specific characteristics and modalities of identification of various types of
(students who are different then majoriy or are)
exceptional learners. 4. Understand various
educational intervention programmes for meeting the
needs of exceptional
learners. COURSE CONTENTS
state-wise allotment; -
recommendations given in NPE 1986, POA 1992, and PWD (Persons with disability
Act) 1995; National Institutes of Handicapped and the role of Rehabilitation
council of
hearing impaired, locommotor impaired, suffering with learning
difficulties, and gifted - the meaning and salient characteristics of
learners of each category in a manner that paves way for early and easy
identification.
Characteristics,
prevention, educational programs and placement of the following types of
special children:
(Definition, types, causes,
psychological and behavioural characteristics and
education) H. EDUCATIONAL TECHNOLOGY COURSE OBJECTIVES 1. To enable the students
teacher to understand about the meaning, nature and scope and significance of E.T. and its
important components in terms of Hardware and Software. 2. To help the students
teachers to distinguish between communication and instruction so that they can
develop and design a sound instructional system. 3. To acquaint students
teachers with levels, strategies and models of teaching for future improvement. 4. To enable the students
teachers to understand about the importance of programmed instructions and
researches in E.T. 5. To acquaint the student
teachers with emerging trends in ET along with the resource centres
of ET.
Education,
Open Learning Systems and Educational Technology.
I EDUCATIONAL MEASUREMENT &
EVALUATION COURSES OBJECTIVES 1. To acquaint the student
with the basic concepts and practices adopted in educational measurement and
educational evaluation. 2. To help the student understand
relationship between measurement and evaluation in education and
the existing models of evaluation. 3. To orient the student with
tools and techniques of measurement and evaluation. 4. To develop skills and
competencies in constructing and standardizing a test. 5. To make the students
understand how various requirements of education are measured
evaluated interpreted and their results are recorded to help learners. UNIT I
J. CURRICULUM DEVELOPMENT COURSE OBJECTIVES 1. To enable the student
teachers to develop an understanding about important principles of curriculum construction 2. To help student teachers
understand the bases and determinants of curriculum. 3. To orient the student
teachers with curriculum design, process and construction of curriculum
development. 4. To acquaint student
teachers with curricular content, curriculum implementation and process of
curriculum evaluation. 5. To help student teachers
understand issues, trends and researcher in the area of curriculum, in
K. MANAGEMENT PLANNING COURSES OBJECTIVES 1. To enable the student teachers to understand meaning,
nature, scope, functions, principles and
approaches of educational management. 2. To acquaint the student
teachers with the processes of educational management. 2. 3. To develop an
understanding in the student teachers about the management of finance,
resources, and enable them to prepare school/institutional budget. 4. To orient student teachers
with the procedures of supervision, inspection and improvement in
the field of education. 5. To make the student
teachers understand about the type of leadership required and accountability to
be maintained by the teacher and administrator.
L. ENVIRONMENTAL EDUCATION COURSES OBJECTIVES 1. To make student teachers
understand about the concept, importance scope and aims f environmental
education. 2. To acquaint the student
teachers with possible environmental hazards enabling them to combat with the negative effects of
the programmes of environmental erosion and pollution at
various stages of education. 3. To orient student teachers
with various components of environment for preparing a curriculum for
environmental education. 4. To enable the student
teachers to develop various methods and strategies for realizing the objectives of environmental
education 5. To enable the student teachers
to understand about various projects in the area of environmental
studies in different countries.
environment,
population and its effect on environmental resources.
M. SCIENCE EDUCATION COURSE OBJECTIVES 1. Enhance the learner's
understanding of new perspectives in science education by developing a
world view of the practices in the area. 2. Acquaint the learner with
the latest educational thinking about science education. 3. Develop the professional
skills needed for practising modern education
including the scientific listing of behavioural
objective, devising appropriate transactional methodologies
and technologies for achieving the outcomes. 4. Develop the skills needed
for the devising science curriculum for schools and for developing
support materials and literature for curriculum transaction. 5. Develop the ability and
skills for evaluating the range of outcomes in science education. 6. Use of research findings
in science education for improving practices related to science
education. COURSE CONTENTS Nature
of modern science and science education
Objectives of modern science education:
approach, products versus process
approach, problem solving approach, discovery approach etc. Modern science curricula:
Psychological
bases of modern science education
implications
for educational practice with special reference to the works of: (a)
Piaget; (b) Bruner; (c) Gagne; (d) Ausubel; and (e)
Mager. Instructional strategies and
models
approach to science education.
Curricular
support material and educational technology.
handbooks and reference books; use of
on-line search for information.
Evaluation
of educational outcomes
Research
perspectives
education
in (a) variables related to
science achievement - intelligence, adjustment and motivational
dimensions. (b) under
achievement in science - incidence; variables related to underachievement. (c) studies
on science curricula. (d) Efficacy of instructional
models used for science teaching.
a) Audio video technology b) Computer technology c) Telecommunications d) Internet
O Women education and gender sensitization
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