Bachelor of Education (B.Ed.)

Study & Evaluation Scheme

Bachelor of Education (B.Ed.)

[Applicable w.e.f. Academic Session 2015-16]

(Approved vide AC Meeting dated 13 Feb., 2016)

TEERTHANKER MAHAVEER UNIVERSITY

Delhi Road, Moradabad, Uttar Pradesh-244001

Website:

TEERTHANKER MAHAVEER UNIVERSITY

(Established under Govt. of U.P. Act No. 30, 2008)

Delhi road, Moradabad (U.P.)

Study & Evaluation Scheme

Bachelor of Education (B.Ed.)

SUMMARY

Programme:Bachelor of Education (B.Ed.)

Duration:Two year course

Medium:English/Hindi

Minimum Required Attendance:75%

Maximum credits :90

Minimum credits required for the :86

degree

External / Internal / Total
70 / 30 / 100

Evaluation of theory Papers:

ClassTest
I / ClassTest
II / ClassTest
III / Attendance / Total
Best two out of the three
10 / 10 / 10 / 10 / 30

Internal Evaluation of theory Papers:

External / Internal / Total
50 / 50 / 100

Evaluation of Practical:

External / Internal
3 hrs / 1.5 hrs

Duration of examination:

To qualify the course a student is required to secure a minimum of 50% marks in aggregate including the semester end examination and teachers continuous evaluation.(i.e. both internal and external).

A candidate who secures less than 40% of marks in a course shall be deemed to have failed in that course. The student should have secured at least 50% marks in aggregate to clear the semester. In case a student has secured more than 40% in each course, but less than 50% overall in a semester, he/she shall re-appear in courses where the marks are less than 50% to achieve the required aggregate percentage (50%) in the semester.

Teerthanker Mahaveer University, Moradabad

Faculty of Education

Two Year B.Ed. Syllabus 2015-16

First Year Syllabus of B.Ed. Programme

Semester - I

S.No. / Course Code / Course/Paper / Periods / Credit / Evaluation Scheme
L / T / P / Internal / External / Total marks
Core Courses
1. / BED 106 / Philosophical Perspectives of Education / 04 / 04 / 30 / 70 / 100
2. / BED 107 / Psychological Perspectives of Education / 04 / 04 / 30 / 70 / 100
Foundation Courses (Select Any One)
3. / BED 108 / FoundationEnglish / 04 / 04 / 30 / 70 / 100
BED 109 / lkekU; fgUnh / 04 / 04 / 30 / 70 / 100
Optional Course ( Select Any One)
4. / BED 118 / Health and Physical Education / 04 / 04 / 30 / 70 / 100
BED 119 / Work Education / 04 / 04 / 30 / 70 / 100
BED 120 / Value education / 04 / 04 / 30 / 70 / 100
Pedagogy Courses (Select Any One)
5. / BED 131/231 / Pedagogy of Hindi / 04 / 04 / 30 / 70 / 100
BED 132/232 / Pedagogy of English / 04 / 04 / 30 / 70 / 100
BED 133/233 / Pedagogy of Sanskrit / 04 / 04 / 30 / 70 / 100
BED 134/234 / Pedagogy of Social Science / 04 / 04 / 30 / 70 / 100
BED 135/235 / Pedagogy of Commerce / 04 / 04 / 30 / 70 / 100
BED 136/236 / Pedagogy of Computer Science / 04 / 04 / 30 / 70 / 100
BED 137/237 / Pedagogy of Home Science / 04 / 04 / 30 / 70 / 100
BED 138/238 / Pedagogy ofMathematics / 04 / 04 / 30 / 70 / 100
BED 139/239 / Pedagogy ofPhysical Science / 04 / 04 / 30 / 70 / 100
BED 140/240 / Pedagogy ofBiology / 04 / 04 / 30 / 70 / 100
Practicum
6. / BED 154 / Practicum based on the course/Paper / 00 / 10 / 05 / 50 / 50 / 100
Total / 20 / 10 / 25 / 200 / 400 / 600

First Year Syllabus of B.Ed. Programme

Semester- II

S.No. / Course Code / Core Courses / Periods / Credit / Evaluation Scheme
L / T / P / Internal / External / Total Marks
Core Courses
1. / BED 201 / Sociological Perspectives of Education / 04 / 04 / 30 / 70 / 100
2. / BED 202 / Information & Communication Technology and Micro Teaching / 04 / 04 / 30 / 70 / 100
3. / BED 203 / Historical Perspectives of Education / 04 / 04 / 30 / 70 / 100
Optional Courses (Select Any One)
4. / BED 211 / Educational Guidance &
Counselling / 04 / 04 / 30 / 70 / 100
BED 212 / Adult & Population
Education / 04 / 04 / 30 / 70 / 100
BED 213 / Life Skills Education / 04 / 04 / 30 / 70 / 100
Pedagogy Courses (Select Any One)
5. / BED 131/231 / Pedagogy of Hindi / 04 / 04 / 30 / 70 / 100
BED 132/232 / Pedagogy of English / 04 / 04 / 30 / 70 / 100
BED 133/233 / Pedagogy of Sanskrit / 04 / 04 / 30 / 70 / 100
BED 134/234 / Pedagogy of Social Science / 04 / 04 / 30 / 70 / 100
BED 135/235 / Pedagogy of Commerce / 04 / 04 / 30 / 70 / 100
BED 136/236 / Pedagogy of Computer Science / 04 / 04 / 30 / 70 / 100
BED 137/237 / Pedagogy of Home Science / 04 / 04 / 30 / 70 / 100
BED 138/238 / Pedagogy of Mathematics / 04 / 04 / 30 / 70 / 100
BED 139/239 / Pedagogy of Physical Science / 04 / 04 / 30 / 70 / 100
BED 140/240 / Pedagogy of Biology / 04 / 04 / 30 / 70 / 100
Practicum
6. / BED 251 / Practicum based on the course/Paper / 00 / 10 / 05 / 50 / 50 / 100
Total / 20 / 10 / 25 / 200 / 400 / 600

Second Year B.Ed. Syllabus

Semester – III

S.No. / Course Code / Course/Paper / Credits / Evaluation Scheme
Internal / External / Total Marks
Practical
1. / BED 351 / School Internship / 18 / 100 / 100 / 200
Total / 18 / 100 / 100 / 200

This semester shall entail a school internship of 16 weeks where in the Ist week will be exclusivily dedicated to observing a regular class room with a regular teacher and would include peer observations, teacher observation in the next 15 weeks of internship the student teacher shall be engaged in teaching experience.

Semester – IV

S.No. / Course Code / Course/Paper / Periods / Credits / Evaluation Scheme
L / T / P / Internal / External / Total Marks
Core Courses
1. / BED 401 / Gender: School and Society / 4 / 04 / 30 / 70 / 100
2. / BED 402 / Inclusive Education / 4 / 04 / 30 / 70 / 100
3. / BED 403 / Environmental Education / 4 / 04 / 30 / 70 / 100
Optional Courses (Select Any One)
4. / BED 411 / Education of the Marginalised Groups / 4 / 04 / 30 / 70 / 100
BED 412 / School Leadership / 4 / 04 / 30 / 70 / 100
BED 413 / Educational Measuremnent
and Evaluation / 4 / 04 / 30 / 70 / 100
Practicum
5. / BED 451 / Practicum based on the course/Paper / 00 / 8 / 04 / 50 / 50 / 100
6. / BED 452 / Teaching Skill-I / 2 / 01 / 30 / 70 / 100
7. / BED 453 / Teaching Skill-II / 2 / 01 / 30 / 70 / 100
Total / 16 / 12 / 22 / 230 / 470 / 700

Teerthanker Mahaveer University, Moradabad

Faculty of Education

Two Year B.Ed. Syllabus 2015-16

First Year Syllabus of B.Ed. Programme

Semester - I

S.No. / Course Code / Course/Paper / Periods / Credit / Evaluation Scheme
L / T / P / Internal / External / Total marks
Core Courses
1. / BED 106 / Philosophical Perspectives of Education / 04 / 04 / 30 / 70 / 100
2. / BED 107 / Psychological Perspectives of Education / 04 / 04 / 30 / 70 / 100
Foundation Courses (Select Any One)
3. / BED 108 / FoundationEnglish / 04 / 04 / 30 / 70 / 100
BED 109 / lkekU; fgUnh / 04 / 04 / 30 / 70 / 100
Optional Course ( Select Any One)
4. / BED 118 / Health and Physical
Education / 04 / 04 / 30 / 70 / 100
BED 119 / Work Education / 04 / 04 / 30 / 70 / 100
BED 120 / Value education / 04 / 04 / 30 / 70 / 100
Pedagogy Courses (Select Any One)
5. / BED 131/231 / Pedagogy of Hindi / 04 / 04 / 30 / 70 / 100
BED 132/232 / Pedagogy of English / 04 / 04 / 30 / 70 / 100
BED 133/233 / Pedagogy of Sanskrit / 04 / 04 / 30 / 70 / 100
BED 134/234 / Pedagogy of Social Science / 04 / 04 / 30 / 70 / 100
BED 135/235 / Pedagogy of Commerce / 04 / 04 / 30 / 70 / 100
BED 136/236 / Pedagogy of Computer Science / 04 / 04 / 30 / 70 / 100
BED 137/237 / Pedagogy of Home Science / 04 / 04 / 30 / 70 / 100
BED 138/238 / Pedagogy ofMathematics / 04 / 04 / 30 / 70 / 100
BED 139/239 / Pedagogy ofPhysical Science / 04 / 04 / 30 / 70 / 100
BED 140/240 / Pedagogy ofBiology / 04 / 04 / 30 / 70 / 100
Practicum
6. / BED 154 / Practicum based on the course/Paper / 00 / 10 / 05 / 50 / 50 / 100
Total / 20 / 10 / 25 / 200 / 400 / 600

Philosophical Perspectives of Education

L / T / P / C
4 / - / - / 4

Course Code – BED 106

Objectives:To enable the pupil teacher to-

Understand the process and purpose of Education.
Analyze the process and purpose of Education.
Critically evaluate the philosophical context of Education.
Construct the knowledge in real life situations and act upon it.
Reflect upon different philosophical Schools of Thought.
Understand the vision of Indian thinkers on practical aspects of Philosophy.
Follow the ways of nurturing values and inculcating human duties.

UnitI

Meaning, Nature and scope of education.
Liberal and utilitarian education.
Aims of education

Individual and Social aims of education.

UnitII

Meaning, Nature and Scope of Philosophy and its relationship with Education .
Indian philosophical thoughts and their contributions to educational practices –
Vedant Darshan and education.
Jainism and Education.

UnitIII

Idealism

Naturalism.
Pragmatism
Humanism

UnitIV

Philosophical and Educational thoughts of Swami Vivekananda
Shri Aurbindo Ghosh
Mahatma Gandhi
Rabindra Nath Tagore
J. Krishnamurti

UnitV

Philosophical and Educational thoughts of Plato
Rousseau
Pestalozzi
Frobel
John Dewey

Suggestive Readings

A. S. Thakur and Abhinav Thakur: Teacher in Emerging Indian Society – Agarwal Publication Agra.
Brubacker J.S. ,Modern Philosophies of Education, New Delhi, Surjeet Pulication
Harry Schofield, Philosophy of Education An Introduction , New York, Roultrdge Library editions.
N.R. Swaroop Saxena and Shikha Chaturvedi,Teacher in Emerging Indian Society R.lal Book Depot Meerut,.
Raman BihariLal and ShrimatiSunitaPalodh “Educational Thought and Practice,” R.lal Book Depot Meerut.
Ramshakal Pandey and Rana Balwant: Teacher in Developing Indian Society; “Sri VinodPustakMandir Agra.
S.M. Yunus Khan and Dr. Karan Singh; “Teacher in Emerging Indian Society.-Govind Prakashan, Lakhimpur Kheri.
J.S.Ross, Ground work of Educational theory.

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Psychological Perspectives of Education

L / T / P / C
4 / - / - / 4

Course Code – BED 107

Objectives : To enable the student-teacher-

To understand the psychology as a scientific discipline and it’s application ineducation.
to acquire knowledge and to understand the stages of human development anddevelopment tasks with special reference to adolescent’s learners.
to develop understanding of process of children learning in the context of varioustheories of learning.
to understand the development of personality and indentify the types and traits ofpersonality.
to understand the concept of intelligence and the process of memory.

Unit-I

Meaning, nature, scope and utility of educational psychology for teachers.

Human growth and development: Meaning and nature of growth and development, difference between growth and development, factors influencing the development.
Heredity and environment, importance of heredity and environment in Education.
Stages of development of human beings. Aspects of development, cognitive, emotional, social and moral).
Developmental characteristics of adolescence and their education, need and problems of adolescent and the role of teachers.

Unit-II

Meaning and nature of learning, Theories of learning (Thorndike’s S-R, Pavlov’s Classical conditioning, Skinner’s Operant conditioning, Kohler’s Insight, levels of learning.
Teaching-learning process, factors affecting Teaching-learning (learner-related, teacher-related, content-related, method of teaching-related and environment related), Acceleratory and obstructing teachers of learning.
Motivation and learning: Meaning, Nature, Factors and components of motivation, Maslow and Herzberg, how to motivate students in classroom situation.

Unit-III

Intelligence: Meaning, Nature and theories of intelligence (uni-factor, two factor’s, three factor, multi factor’s, group factor’s, and three dimensional -SI model). Measurement of intelligence creativity definition and development of creativity among children.
Personality: Meaning, Nature, types and theories (psycho-analytical theory, Allport’s trait theory and measurement of personality.

Unit-IV

Individual differences: Meaning, Nature, Types, Areas of individual differences, Importance of individual differences in education.
Concept and types of exceptional children and characteristics of each type

including with children with learning disabilities.

Unit-V

Statistics- Meaning and its use in education.
Collection, classification and tabulation of data.
Calculation and uses- central tendencies (mean, median and mode) and variability (quartile deviation and standard deviation)
Correlation (rank difference; meaning, use and calculation)

Suggestive Readings

Ausubel, D.P. Educational psychology, A congnitive view, New York.
Allport, G.W. Personality: A psychological enterpretation, Hencary hold, New York.
Crow, L.D. and A. Crow Educational psychology, American book company New York.
Jaiswal, Sitaram : Advanced Educational Psychology, shri Vinod Pustak Mandir Agara.
Mathur, S.S. (1975): Educational Psychology, Shri Vinod Pustak mandir, Agra.
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Foundation English

L / T / P / C
4 / - / - / 4

Course Code –- BED 108

Objectives:To enable the pupil teacher to-

Understand the importance of reading, writing and speaking with intelligible and usage of English in day to day conversation and official work.
Develop Communication skill to enable the students to express fluently in English.
Develop basic skills and competenciesfor formal and informal communication and comprehension.
Provide sufficient practice in reading, writing, listening & speaking thelanguage.

Unit I:

Functional Grammar- Pattern & Parts of Speech, Subject- Predicate, Noun, Pronoun, Adjective, Adverb, Verb, Verb phrase, Conjunction, Interjection.

Unit II:

Vocabulary: Word formation, Prefix Suffix, Compound words, Synonyms, Antonyms, Homophones & homonyms . How to lookup dictionary

Unit III

Requisites of sentence Writing: A good sentence, Fragmented Sentences, Rambling sentences, Parallel Comparison, Loose and periodic sentences, Paragraph writing- Principles, writing of single paragraph on different topics.

Unit IV

Communication: Meaning & Importance of communication, Process of Communication Channels of Communication, Barriers to effective Communication.

Unit V

Writing Skill: Forms of letters, Classification of letters, Format of social/ formal letters. Letters of application, Social letters & friendly letters.

Practicum: Workshop on Functional Grammar & Communication Skill.

Text Books:

Martin & Wren - High School English Grammar & Composition, S.Chand & Co. Delhi.
Lewis Norman - Word Power made easy, W.R.Goyal. Publication & Distributors Delhi.

Reference Books:

RamanMeenakshi&SharmaSangeeta,TechnicalCommunication-Principles&Practice–

O.U.P. New Delhi. 2007.

Mohan Krishna & Banerji Meera, Developing Communication Skills – Macmillan India Ltd. Delhi

Rosen Blum M., How to Build Better Vocabulary – Bloomsbury Publication. London.

lkekU; fgUnh

L / T / P / C
4 / - / - / 4

Course Code- BED109

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Health and Physical Education

L / T / P / C
4 / - / - / 4

Course Code – BED 118

Objectives: To enable the student-teacher-

to introduce the concept of holistic health.
to understand the various dimensions and determinants of health.
to acquaint them with school health programme and its importance.
to understand the need and importance of physical education.
to make them aware of the benefits of physical fitness and activities for its development.
to introduce them the need of Yoga and its importance.

Unit-I

Meaning and definition of physical education, Aims and objectives of physical education, Need and importance of physical education in different levels of school, Misconceptions about physical education
Concept, dimensions and determinants of health.
Health Education: Concept, aims, objectives and scope.
School health programme and role of teacher in the development of health.

Unit-II

Physical fitness: concept, factors affecting, benefits and assessment of physical

fitness.

Need and importance of physical activities at school level.
Classification of foods, balance diet, role of various nutrients, vitamins and their role, malnutrition, adulteration of food.

Unit-III

Personal and environmental hygiene: Concept and importance.
Care of skin, mouth, nails, clothing, and bathing etc., brief account of housing, water supply, sewage and proper disposal, Development of personal and environmental hygiene.
Concept of first aids, importance of knowledge of first aids for the school teacher, first aids for sun stroke, snake bite, dog bite, fracture, etc.
First aid box and its importance in school.

Unit-IV

NMEP (National Malaria Eradication Programme), DDCP (Diarrhea Diseases Control Programme), National TB Control Programme.
STD Control Programme, NFPP (National family Planning Programme), Polio and Leprosy Control Programme.
International Health Agencies: WHO, UNICEF, UNDP.

Unit-V

Yoga: Introduction, meaning, type and need. Misconception about Yoga
Various Yogic postures (Asanas), surya namaskara and its importance.
Importance of Meditation in school, importance of Yoga practice in school.
Importance of Yoga for teacher.

Suggestive Readings

Park, J.E. and Park, K. “Text Book of Preventive and Social Medicine”. 2002
Uppal A.K., Physical Fitness, Friends publication India, 1992
Singh Ajmer “Essentials of Physical Education”. Ludhiana: Kalyani Publishers.
Gala. D.R. and Gala. Dhiran “From fat to fit”
Kaul. H. Kumar “ Yoga for Health” New Delhi: New Light Publishers
Saraswati S.N., (2012) Gheranda samhita Munger, Bihar: Yoga publication Trust.

Work Education

L / T / P / C
4 / - / - / 4

Course Code – BED 119

Objectives: To enable the pupil teacher to-

•To acquire knowledge of the various aspects of vocational education in

India.

• To understand the dynamics of the development of vocational programmes

in India with respect to those which play a significant role in increasingproductivity.

•To develop healthy attitude towards vocational education.

•To appreciate the significant changes in the field of vocational education in India.

UnitI

•Meaning and Concept of Nai Talim

•Historical perspectives: Macaulay’s Education Policy. Gandhi’s philosophy of Work Education, Wardha Commission report 1938

•Commissions and Education Policies and their recommendations on Work

experience/ Work Education, post independence: Education Commission 1964, Secondary Education Commission 1958, Ishwar bhai Patel Committee report (1977), NPE 1986 , POA 1990, NCF 2005 and current status.

Unit II

•Concepts – Education and technical education – Need and importance. Human resources development – skilled manpower – productivity – Vocational Education –Meaning and Definition

•Work experience-concept – distinction between work experience and vocational education.

•S.U.P.W. : Concept and Objectives

Unit III

•Concept of work and Hands on activities.

•Concept of work and rationale for integration of work in Education

•Psychological basis for work in education: Dewey, Piaget, Vygotsky

•Constructivism and Work Education

Unit IV

•Essential and Elective Work Education

•Techniques/ methods of Teaching work education.

•Objectives, Need and Significance and objectives of Work Education

•Evaluating students work (Preparing Rating scales, check list, Anecdotal records)

• ITI and polytechnic–need and importance-classification, admission process

– course of study – organization and administration at state level

Unit V

•Theories of integrated education and its educational implications

•Pedagogy of teaching learning of work education

•Planning lessons integrating work in education

•Significance of integrating work in Education

•Linkages of community and school