Bachelor of Education

(Effective from the admitted batch of 2015-16)

Scheme and Syllabus

DEPARTMENT OF EDUCATION
COLLEGE OF ARTS AND COMMERCE
ANDHRA UNIVERSITY, VISAKHAPATNAM
 P
A
PROGRAMME OUTCOMES G
E
On successful completion of the two-year B.Ed. programme, student teachers will be able to develop-
7
6
PO1. Teaching competency: Know, select and use of learner-centred teaching methods, understanding
paradigm shift in conceptualizing disciplinary knowledge in school curriculum, necessary competenciesof
for organizing learning experiences, select and use of appropriate assessment strategies for facilitating
learning.
PO2. Pedagogical skills: Applying teaching skills and dealing with classroom problems.
PO3. Teaching Through Nonconventional Modes: Evolving a system of education which enhances the
potential of every learners to acquire, retain and transform knowledge leading to wisdom society through
creative, experiential and joyful modes of learning.

PO4. Knowing about Gender importance : Equality of gender, its importance in the society.
PO5. Critical Thinking: Analysis of Curriculum, construction of blue print, selecting appropriate
teaching strategies according to needs of students and conducting action research to solve classroom
problems.
PO6. Effective Communication: Presenting seminar before peer students and teachers and practicing
communication skills through various linguistic activities and applying it for better classroom
communication.

PO7. Sensitivity Towards Inclusion: Identifying the diversities and dealing it in inclusive classrooms
environment, guidance and counselling programmes for disabled students.
PO8. Content Analysis: Analyse the text-books and syllabus.
PO9. Effective Citizen Ethics: Understand different values, morality, social service and accept
responsibility for the society.
PO10. Self-directed Learning: Preparing scripts for seminars, lesson plans and online content.
PO11. Social Resilience: Understand about social entities and enable to tolerate absorb, cope up with
adverse conditions of life.
PO12. Physical Development: Practice yoga, self-defence, sports and scouting-guiding.
PO13. Team Work: Enable to work as a member or leader in diverse teams and in multi disciplinary
settings by following the principles of collaborative learning, cooperative learning and team teaching.
 P
A
PROGRAMME SPECIFIC OUTCOMES G
E
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PSO1. Enable to comprehend the development in physical, cognitive, social and 6
emotional areas, contemporary issues and educational policies of education system in
India, teaching-learning methods, strategies, epistemological basis of education, school
management, professional ethics and observation of school activities by school
internship.

PSO2. Understand the individual differences among students, measuring the

attainment, evaluating progress, and assessing learning abilities, guidance
programmes and administering psychological tools, ICT based Communication and
teachingand lesson planning.

PSO3. Practice teaching in Schools, inculcate the real experiences of classroom

teaching and online teaching for remote areas’ students by using ICT and its different
tools and software.
PSO4. Understand the classroom diversities and enable them to deal with diverse
learners in inclusive classroom setup, education for human rights and women
empowerment, environmental education and developing online content.
 Semester Grade Point Average Memo for Semester-I

Name Reg No.

Course Credits Grade Points

Title
Obtained Obtained
I Philosophical Foundations of
4 C 28
Education
II Perspectives in Child
4 D 24
Development
III ICT for enriching Teaching and
4 D 24
Learning
Pedagogy of Mathematics/
IV Social Sciences/ Biological 2 C 14
Sciences (Pg1)
V Pedagogy of Physical Sciences/
2 D 12
English/ Telugu/ Urdu (Pg2)
Practicum (Activities/ Projects/
S1-P 4 B 32
Records)
Semester Grade Point Average 6.7

Grade Points: O=10; A=9; B=8; C=7; D=6; E=5; F=0

Similarly for other semesters the Semester Grade Point Average Memos are prepared as
shown below.
 Semester Grade Point Average Memo for Semester-II

Name Reg No.

Course Credits Grade Points

Title
Obtained Obtained
Sociological Foundations of
VI 4 B 32
Education
VII Learning and Teaching 4 C 28
Classroom Management,
VIII Leadership and Action 2 D 12
Research
IX Art Education 2 C 14
Practicum (Activities/ Projects/
5 B 40
Records)
1. Micro Teaching Pg1 1 C 7
S2-P Pg2 1 B 8
Pg1 1 B 8
2. Observation Record
Pg2 1 B 8
3. School Record 1 A 9
Semester Grade Point Average 7.5
Cumulative Grade Point Average 6.8

Grade Points: O=10; A=9; B=8; C=7; D=6; E=5; F=0

 Semester Grade Point Average Memo for Semester-III
Name Reg No.

Course Credits Grade Points

Title
Obtained Obtained
Pedagogy Mathematics/ Social
X Sciences/ Biological Sciences 2 C 14
(Pg1)
Pedagogy Physical Sciences/
XI 2 D 12
English/ Telugu/ Urdu (Pg2)
XII Learning Assessment 2 A 18
XIII Understanding the Self 2 E 10
Practicum (Activities/ Projects/
4 B 32
Records)
1. Teaching Practice Pg1 4 B 32
S3-P
Pg2 4 B 32
2. Observation / Pg1 1 C 7
Criticism Record Pg2 1 B 8
Semester Grade Point Average 7.5
Cumulative Grade Point Average 7.3

Grade Points: O=10; A=9; B=8; C=7; D=6; E=5; F=0

 Semester Grade Point Average Memo for Semester-IV
Name Reg No.

Course Credits Grade Points

Title
Obtained Obtained
Contemporary India and
XIV 2 C 14
Education
XV Gender, School and Society 2 A 18
XVI Inclusive Education 2 B 16
XVII Environmental Education 2 A 18
Practicum (Activities/ Projects/
4 C 28
Records)
1. Teaching Practice Pg1 4 C 28
S4-P
Pg2 4 B 32
Pg1 2 B 16
2. Practical Examination
Pg2 2 A 18
Semester Grade Point Average 7.8
Cumulative Grade Point Average 7.4

Grade Points: O=10; A=9; B=8; C=7; D=6; E=5; F=0

 1

CURRICULUM FOR
TWO YEAR SECONDARY TEACHER EDUCATION PROGRAMME (B.Ed)
IN THE STATE OF ANDHRA PRADESH
(Effective From the academic year 2015-16)

I. INTRODUCTION
The Ministry of Human Resources Development, Government of India after
prolonged deliberations with all the stake holders of Teacher Education across the
Country has decided to increase the duration of B.Ed programme from the present one
Year to two years. The MHRD directed National Council for Teacher Education (NCTE)
to develop Curriculum frame for Two Year B.Ed programme. Accordingly the NCTE
developed the curriculum frame for Two Year B.Ed programme after having a series of
consultative meetings with the experts in the field of Teacher Education across the
Country. All the States and Union Territories in the country are advised to develop a
detailed syllabus for the two year B.Ed programme on the basis of curriculum frame
suggested by NCTE.

The State council of Higher Education, Government of Andhra Pradesh took up

the responsibility of developing the curriculum for Two Year B.Ed Programme to be
implemented in all the Universities of the State of Andhra Pradesh from the
academic year 2015-16. Further, the Department of Education, Andhra University was
entrusted with the responsibility of developing Two Year B.Ed. Curriculum. Accordingly
the APSCHE in their office proceedings no. APSCHE/ CET‟s(A)/ 2014/ Curriculum/
Comm dt 08-01-2015 nominated Prof. Nimma. VenkataRao, Professor & Head,
Department of Education as Coordinator. The Co-ordinator conducted a National Work
Shop during 4th-6th April, 2015 at Andhra University by inviting all the Heads of the
Department of Education, Chairpersons, Board of Studies in Education, the Deans,
Faculty of Education in different Universities of Andhra Pradesh and also subject experts
from RIE, Mysore and Bhubaneswar, SCERT, Hyderabad, English and Foreign
Languages University (EFLU), Hyderabad, Moulana Abul Kalam Azad National Urdu
University (MANUU), Hyderabad, Karnataka State University, Dharwad, Banglore
University, Bangalore, Sri Chandrasekharendra Saraswathi Viswa Maha Vidyalaya,
Kanchipuram and many experienced Teacher Educators from the erstwhile Andhra
Pradesh.
 2

The National Work Shop was inaugurated by Prof. G.S.N. Raju, Vice-Chancellor
of Andhra University. Prof. P. Vijaya Prakash, Vice-Chairman, APSCHE and Prof. V.
Uma Maheswara Rao, the Registrar of Andhra University graced the inaugural session.
Prof. Raju in his address made an appeal to the experts present to develop the curriculum
suitable to the semester system and choice based credit system (CBCS). In this Three Day
Work Shop the experts deliberated on different issues relating to the Curriculum for Two
Year B.Ed Programme to be implemented in the State of Andhra Pradesh for the
academic year 2015-16 in the light of Justice Verma Committee recommendations and
the NCTE suggested Curriculum Frame along with the implementation strategies.

On the first day the group has considered all the relevant issues and finalised the
titles of different courses to be offered in each semester. On the second day course wise
subject committees were formulated to develop the syllabus for respective courses.
Special attention was paid by the experts in the process of curriculum development to
create variety of activities so as to make the student-teachers as active participants in the
learning process. Further, the activities help student-teachers to transform theory into
practice. On the third day all the subject committees presented the draft syllabi along with
the activities related to different theoretical aspects incorporated in the syllabi.
Discussions were made to get more clarity on different topics as well as activities in each
course. In the valedictory session, the vice-Chancellor of Andhra University thanked all
the experts and made a suggestion to prepare the list of text books and reference books for
each course.

The draft curriculum, thus, developed was discussed in the Second Workshop held
at Hyderabad during 18-21 April 2015 by involving experts and experienced Teacher
Educators. The suggestions and modifications put forth by them in all the courses are
incorporated. The finalization of curriculum along with the rules, regulations and
implementation strategies is made in the expert committee meetings held at
Visakhapatnam during 9-11 May, 2015 and 14-16 June 2015.
 3

Course -I
SYLLABUS OF DIFFERENT COURSES
PHILOSOPHICAL FOUNDATIONS OF EDUCATION
Objectives
After completion of the course, the student-teacher will be able to
1. understand the concepts of Education and Philosophy
2. understand the Indian Philosophical thought on Education
3. understand the Implications of various western schools of thought on Education
4. understand the implications made by recent thinkers on education.
5. appreciate the nobility of teaching as a profession.
6. understand the need and importance of values and their role in making anindividual a
humane.

Course Outcomes:
After completion of the course, the student-teacher
1. understands the concepts of Education and Philosophy
2. understands the Indian Philosophical thought on Education
3. understands the Implications of various western schools of thought on Education
4. understands the implications made by recent thinkers on education.

Course Content
Unit-1: Introduction to Philosophy and Education
Concept and Scope of Philosophy
Concept and Scope of Education
Types and Functions of Education
Relationship between Philosophy and Education.
Philosophy and aims of Education

Unit-2: Indian Education: Historical Perspective

Education during Ancient Period (Vedic Education, Buddhist Education andJains)
Education during Medieval Period (Including Islamic Education)
Education during Modern Period (Pre-Independent and Post Independent era)
i. Rabindranath Tagore
ii.Sri Aurobindo Gosh
iii. Mohandas Karamchand Gandhi
iv. Jiddu Krishna Murthy
v. Dr.BR.Ambeddkar
vi Moulana Abdul Kalam Azad

Unit-3: Eastern Systems and Western Schools of Philosophy

Eastern Systems of Philosophy
i. Sankhya ii. Yoga iii. Nyaya iv. Vedanta
Western Schools of Philosophy
i. Idealism ii. Naturalism iii. Pragmatism iv. Existentialism

Unit-4: Value Education

Concept of Value
Classification of Values
Value Crisis
Approaches to inculcate Values
Values and Harmonious Life
 4

Unit-5: Teaching as a Profession

Teacher: Professional Competencies and Commitments
Teacher as a Nation Builder
Teacher as a Creator and Facilitator of Knowledge
Professional ethics of teachers
Teacher and the Future Society

Activities
1. Critically review a selected book written by Contemporary Educationalist inIndia.
2. Thoughts and reflections of Western Philosophical schools and its relevance tothe
present day Indian Education – A Report
3. Identify the different roles played by an ideal teacher in the classroom, schooland
community and report
4. Visit nearby schools under different managements and describe the functioningof the
schools
5. List out the values which make an individual a righteous human being

Text Books
Foundations of education, Telugu Academy publications,2014,Hyderabad.
Foundations of education,Neelkamal publications, 2013,Hyderabad
Aggrawal, J.C. (1996) 10th rev. ed. Theory and Principles of Education. New Delhi: Vikas
Publication.
Altakar A.S. (1957). Education in Ancient India. Varanasi: Nand Kishore Publication. Anand,
C L. (1993). Teacher and Education in the Emerging Indian Society. New Delhi: NCERT.
Reference Books
Bipan Chandra (2000). India after Independence. New Delhi: Roopa.
M. Keynes, 5th Edition. Cambridge: Cambridge University Press.
Dhavan, M.L. (2005). Philosophy of Education. Delhi; Isha Books.
Introduction to history of Philosophy,Frank Thilly.
History of Philosophy, R S Peters, Orient Longman, New York
Thakur, A. S. & Berwal, S. (2007). Education in Emerging Indian Society, New Delhi:
National Publishing House.
Jaffar, S.M. (1972). Education in Muslim India. Delhi: Idrah-I-Ababiyat.
John Brubacher (2007). Modern Philosophy of Education. New Delhi: Surjeet Publication.
Mookerjee, R.K. (1960). Ancient Indian Education. Delhi: Moti Mahal.
Mukherjee, S.N. (1955). History of Education in India. Baroda: Acharya Book Depot.
Mukharji, Shankar (2007). Contemporary Issues in Modern Indian Education. Authors Press.
Nurullah & Naik (1951). History of Indian Education. Bombay: Macmillan & Co.Passi,
B. K. (2004). Value Education. Agra: National Psychological Corporation.
M.L. Dharam, Philosophy of Education, Delhi Esha Books
History of Indian Education, Mumbai (Mc Millan and Co)
 5

Course-II
PERSPECTIVES IN CHILD DEVELOPMENT
Objectives
After completion of the course, the student-teacher will be able to
1. compare relative merits and applications of different Approaches of Human
Development
2. recognize that childhood is a period of socialization and how socialization practices affect
their development
3. critically analyze developmental variations among children placed and exposed to
different socio-cultural contexts
4. appreciate the process of development with special focus on childhood andadolescence
5. recognize that adolescence as a period of transition and threshold of adulthood
6. examine characteristics of adolescents and reflect on how their needs act as genesisof
certain unique problems
7. illustrate different factors influencing on child development and their applicationsto
education
8. examine different theories of development and their relevance to understand thenature
of child

Course Outcomes:
After completion of the course, the student-teacher
1.compares relative merits and applications of different Approaches of Human Development
2. recognizes that childhood is a period of socialization and how socialization practices affect their
development
3. critically analyzes developmental variations among children placed and exposed to different socio-
cultural contexts
4. appreciates the process of development with special focus on childhood and adolescence
5. recognizes that adolescence as a period of transition and threshold of adulthood

Course Content
Unit-1: Approaches of Human Development
Concept of Growth, Development and Maturation
Principles of Development
Stages of Growth and Development (Infancy Childhood, Adolescence)
Dimensions of Growth and Development (Physical, Cognitive, Emotional, Social,Moral,
language)
Longitudinal and cross sectional approaches of understanding development

Unit-2: Theories of Development

Cognitive theory of Development (Piaget‟s)
Psycho-social theory of development (Erikson).
2. 3 Theory of Moral Development (Kohlberg‟s).
2. 4 Theory of psycho- sexual development (Freud).
2. 5 Theory of Emotional Development (Goldstein).

Unit-3: Childhood as a period of Socialization

Characteristics of childhood – developmental tasks.
Child development – Physical, cognitive, social, emotional, moral and language
development during childhood.
Child in different socio-cultural contexts.
Process of socialization – conflicts resolution and social development.
Stages of Social development – Isolated play, parallel play and social play.
Characteristics of socially matured person.
Unit-4: Adolescence as a period of transition
Characteristics and needs in Adolescence
Genesis of problems during adolescence-Physical, cognitive, emotional, social, moral and
language development
 6

Adolescent Groups – Gangs

Mechanisms of adjustment with special reference to defense mechanisms andholistic
development
Leadership: Types of Leadership, Development of Leadership qualities inadolescents and
its educational implications.

Unit-5: Individual Differences

Dimensions of Individual differences-cognitive abilities, interests, aptitude, creativity,
personality and values
Theory of multiple intelligence ( Gardner) – Implications for understanding differences in
children
Difference in children based on learning styles and socio cultural context (home language
and Instructional language)
Individual differences based on cognitive abilities – learning difficulties, slow learners
and intellectually challenged, intellectual giftedness - implications for catering to
individual variations in view of “differences” rather than “deficits” perspective.
Fostering creativity among children.

Activities
1. Visit a balwadi centre/ NGO centers for orphans/ street children homes and
prepare a detailed report on the care taken by these centers
2. Description of cases – 1. A Child with any type of disability and 2. A child from
disadvantaged section of the society
3. Describe the salient features of Child Rights Act 2005
4. Interact with five adolescents and collect information about their attitudes,interests,
aspirations in respect of their educational and occupational choices

Text Books
Mangal, S.K.(2002). Advanced Educational Psychology, Printice- Hall. of India ,
Pvt.Ltd., New Delhi.
Dandapani (2002). Advanced Educational Psychology, Second Edition. New Delhi:Anmol
Publication Pvt. Ltd.

Reference Books
Beggie, H.L. and Hunt M. P: Psychological Foundations of Education Erickson,
Eric, H. (1972). Play and Development. New York: W. W. Norton
Gardner, H. (1980). Frames of mind: The theory of multiple intelligence. London:Paladin
Books
Gauvian, M. and M. Cole (eds). Readings on the development of children. NewYork:
W. H. Freeman
Hurlock, E.B. (1999). Developmental Psychology. New Delhi: Tata McGraw-Hill
Publishing Company Ltd, New Delhi
Piaget, J. (1926). Psychology of Intelligence. New York: Basic Books
Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology. Agra:HPB.
Yakaiah, P. & Bhatia, K.K. (2005). Introduction to Educational Psychology.
Ludhiana: Kalyani Publishers.
 7

Course-III
INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) FOR
ENRICHING TEACHING AND LEARNING
Objectives
After completion of the course, the student-teacher will be able to
1. explain the concept of educational technology
2. explain the concept of ICT in education
3. appreciate the influence of ICT for improving the professional competencies
4. comprehend communicative skills and effective classroom interaction
5. use different approaches of ICT integration in education
6. appreciate the application of E-learning in education
7. explain the instructional strategies in instructional strategies and models
8. explain the fundamentals of the operating systems and application software
9. use internet for effective classroom teaching and maintain the ethical values
10. utilize the ICT for professional development of teachers

Course Outcomes :
After completion of the course, the student-teacher
1. explains the concept of educational technology
2. explains the concept of ICT in education
3. appreciates the influence of ICT for improving the professional competencies
4. comprehends communicative skills and effective classroom interaction
5. uses different approaches of ICT integration in education
6. appreciates the application of E-learning in education

Course Content
Unit-1: Information and Communication Technology (ICT)
Educational Technology – Concept, Growth, Objectives, Characteristics, Advantages,
Challenges and Impact
Information Technology - Knowledge Explosion, Preservation and Retrieval
Communication – Concept, Elements, Process, Barriers & Types – Teaching as
Communication - Communication Technology – Its application in Education
Instructional Media and Aids – Aural, Print, Visual and multimedia
Concept, Importance, Characteristics and Scope of Information and
Communication Technology (ICT)

Unit-2: ICT in Education

Knowledge Acquisition and Multi-sensory approach
Classroom Communication and Communicative Skills for Teachers andStudents -
Flander‟s Interaction Analysis Category System
Individualised Instruction – Concept, Need, Principles and Techniques
Programmed Learning - Principles, Types, modes of presentation, development,
application and role of teacher
Changing roles of the learner and the teacher in ICT-Integration and Challenges

Unit-3: Computer Fundamentals and Applications

Types, Characteristics and features of Computers
Components of Computers – Hardware, Software, Memory and Maintenance of
computers
Operating Systems - DOS, Windows and Macintosh and Mobile Apps for
Teaching
Software for Word Processing, Presentation, Statistical & Graphical, PageLayout,
multimedia and webpage creator
Concept, Applications and Challenges of Computer networks, Internet, E-mailand
Digital Space
 8

Unit-4: ICT Enriched Learning Experiences

Application of ICT for Enriching Classroom Experiences
Application and use of Multimedia Educational Software for classroomsituations
Use of Internet based media for teaching and learning enrichment -Acknowledgement
Project based learning using computers, Internet and Activities
Collaborative learning using group discussion, projects, field visits, blogs, etc.

Unit-5: Application of Computers in Education

Computer as a learning tool – Concept of E-learning
Web 2.0 Technologies-characteristics, types and examples
Virtual Classroom, Smart Boards, Tools and Opportunities
Open Educational Resources – Concept and Significance
Critical issues in Internet usage – Authenticity, Addiction, Plagiarism, Ethicaland
Legal Standards

Activities
1. Use various visual aids in the classroom and report their effectiveness on learningof the
students
2. Prepare Self Instructional Material on any one topic and analyse its effectivenessfor
individualized learning
3. Observe and analyse classroom Interaction and report the dynamics of classroom
4. Prepare a computer assisted lesson of your choice from school curriculum

Text Books
Agarwal J P (2013) – Modern Educational Technology – Black Prints, Delhi
Barton R (2004) – Teaching Secondary Science with ICT – McGrawhill International Das R
C (1993), Educational Technology – A Basic Text, Sterling Publishers, NewDelhi
Intel® - Teach to the Future – Pre-service Binder Version 2.0
Kirwadkar A and Karanam P.(2010) E-Learning Methodology – New Delhi- SarupBook
Publishers

Reference Books
Agarwal J P (2013) – Modern Educational Technology – Delhi Black Prints –
Douglas, E C, Computer Networks and Internet, Prentice Hall
Imison T and Taylor PH (2001) – Managing ICT in Secondary Schools Heinman-Oxford
Jones, B Technology and Future of Works, Oxford University Press
Kumar, K L (2000), Educational Technology, New Delhi, New Age International Pvt.Ltd.
Norton P (2000) Introduction to Computers, New Delhi, Tata McGraw Hill
Publications
Sampath K (1981) Introduction to Educational Technology, Sterling Publishers, NewDelhi
Sharma, R A (1983) Technology of Teaching, IPH, Meerut
Shukla, Satish S (2005), Basics of Information Technology for Teacher Trainees, Ahmedabad,
Varishan Prakashan
Venkataiah, N (1996), Educational Technology, New Delhi: APH Publishing
Corporation
 9

Course-IV
PEDAGOGY OF MATHEMATICS
Objectives

After completion of the course the student will be able to

1. develop insight into the meaning, nature, scope and objectives of mathematics
education
2. appreciate the role of mathematics in day to day life
3. understand history, development of mathematics and the contributions of Indian
mathematicians to mathematics
4. understand aims and objectives of different branches of mathematics
5. identify the role of branches of mathematics and their implications on the society.
6. understand and practice various methods and approaches of teaching mathematics
7. understand the selection, preparation and uses of learning resources

Course Outcomes:

After completion of the course the student

1.develops insight into the meaning, nature, scope and Outcomes of mathematics education
2. appreciates the role of mathematics in day to day life
3. Understands history, development of mathematics and the contributions of Indian mathematicians
to mathematics
4.Understands the aims and Outcomes of different branches of mathematics
5. Identifies the role of branches of mathematics and their implications on the society.
6. understands and practices various methods and approaches of teaching mathematics
7. understands the selection, preparation and uses of learning resources

Course Content

Unit-1: Meaning, Nature, and Scope of Mathematics

Meaning, Nature, and scope of mathematics.
History of Mathematics with special emphasis on teaching of mathematics.
Contributions of Indian Mathematicians a) Aryabhatta b) Brahmagupta c)
Varahamihira d) Bhaskaracharya e) Srinivasa Ramanujan.
Contributions of Western Mathematicians a) Euclid b) Pythagoras c)
Renedescarte d) Geroge Cantor.
Correlation of Mathematics with other school subjects and with other branchesof
mathematics.

Unit-2: Aims and objectives of Teaching Mathematics

Need for establishing general objectives for teaching mathematics.
Aims, Values and general objectives of teaching mathematics.
Specific objectives and teaching points of various content areas in different
branches of secondary school mathematics.
Recommendations of various Educational Committees and Commissions asregards to
Aims and Objectives of Teaching Mathematics.
Meaning and Concept of Academic Standards of CCE.
Linking Blooms Taxonomy with Academic Stands.

Unit-3: Methods, Approaches and Strategies in Teaching and Learning of

Mathematical Concepts
Nature of Concepts, types of Concepts, Concept Formation and concept assimilation;
distinguishing and stating necessary and sufficient conditions inthe process of teaching
concepts. Comparing and contrasting. Giving counter example and non example in
teaching concepts. Planning and implementation strategies in teaching concepts.
Creating awareness among student teachers on various concepts of Arithmetic, Algebra,
Geometry, Trigonometry and Probability and Statistics from classics VI to X.
 10

Methods of Teaching Mathematics: Inductive and Deductive : Analytic and Synthetic:

Laboratory.Heuristic, Project Method and Activity Based Teaching.
Problem solving- Stages and Steps in problem solving; Discovering or Exploring
various options for solving a given problem in Algebra, Arithmetic, Geometry,
Trigonometry, Probability and Statistics.
Concept Attainment Model of Jerome Bruner.

Unit-4: Planning for Teaching – Learning Mathematics

Microteaching: Concept, Definition, Microteaching cycle, Components of
Microteaching, Merits and Limitations.
Microteaching Skills: Introducing a lesson, Explaining a Concept, Stimulus Variation,
Illustrating with Examples, Probing Questioning, Reinforcement, Structuring
Classroom Questions, and Blackboard writing.
Planning of Instruction: Unit plan, Period plan based on Blooms Taxonomy and
academic standards.
Technology Integrated Lesson-Planning the Lesson by digital technology.

Unit-5: Learning Resources in Mathematics

Mathematics Text Book – Importance and Criteria of good Mathematics textbook.
A Critical Analysis of existing Secondary School Mathematics Text Books.
Audio, Visual and Multimedia resources – Selection and designing.
On line Resources – ICT based Pedagogical tools.
Using community resources for mathematics learning. Visits, mathematicalfield trips
and excursions.
Handling hurdles in utilizing resources.

Activities
1. Create different activities to realize concept attainment by children in any unitfrom
Mathematics Text books of 6-10 classes
2. Each student has to collect and present history and contributions of one Indian or
Western mathematician
3. Preparation of T.L.M. for any one topic from classes 6-10 mathematics
4. Preparation of power point presentation (PPP) for any one topic from a different branch
of mathematics
5. Identifying suitable methods/ approaches of teaching different topics from mathematics
text of any one class (Inductive/ Deductive/ Analytic/ Synthetic/ Laboratory/ Heuristic/
Project methods and Activity based learning)

Text Books
Davis, David R. The Teaching of Mathematics. New Delhi: Surjeet PublicationsMangal,
S.K. (1993). Teaching of Mathematics. New Delhi: Arya Book Depot. NCERT (2012).
Pedagogy of Mathematics, New Delhi: NCERT
Siddu, K.S. (1990). Teaching of Mathematics. New Delhi: sterling Publishers.
 11

Reference Books
Benjamin, S. Bloom, Ed. (1958). Taxonomy of Educational Objectives –
Handbook 1 – Cognitive Domain. New York: Harcourt Brace & World Inc.
James, Anice. Teaching of Mathematics. Hyderabad: Neelkamal Publications
Pvt. Ltd.,
Kulshrestha, A.K. & Puneetha Kumar. Teaching of Mathematics. Meerut: R.
Lal Book Depot.
NCERT (2000). National Curriculum Framework for Teacher Eduction. NewDelhi:
NCERT
NCERT (2005). National Curriculum Framework. New Delhi: NCERT
NCTM (1970). The Teaching of Secondary School Mathematics, XXXIIIYarbook
Washington: NCTM.
Packiam, S. Methods of Teaching Mathematics.
Rao, N.M. Mathematics Projects and Mathematics Laboratory, New Delhi:
NCERT
SCERT (2011) Andhra Pradesh Curriculum Framework, Hyderabad: SCERT,
Government of AP
SCERT (2011). Position papers for Mathematics. Hyderabad: SCERT,
Government of A.P
 12

Course-IV
PEDAGOGY OF SOCIAL SCIENCES
Objectives
After completion of the course, the student-teacher will be able to
1. understand the meaning and scope of Social Sciences
2. develop general and specific aims of teaching social sciences
3. inculcate values through teaching of Social Sciences
4. understand major concepts and develop critical thinking through teaching inter
disciplines of Social Sciences
5. acquire knowledge on different strategies and approaches of teaching and
developing skills in connection of resources.

Course Outcomes:
After completion of the course, the student-teacher
1.understands the meaning and scope of Social Sciences
2. develops general and specific aims of teaching social sciences
3. Inculcates values through teaching of Social Sciences
4. Understands major concepts and develop critical thinking through teaching inter disciplines of
Social Sciences
5. acquires knowledge on different strategies and approaches of teaching and developing skills in
connection of resources.

Course Content

Unit-1: Social Sciences as an integrated area of Study

Meaning, Nature and Scope of Natural and Social Sciences
Distinction between Natural and Social Sciences
Meaning, History, Nature, Scope and Development of Social Studies
Distinction between social sciences and social studies
Understanding society through various social sciences

Unit-2: Aims Objectives and Academic Standards of Social Sciences

Major aims and objectives of teaching Social Sciences
Bloom‟s taxonomy of Educational Objectives
Academic Standards and Learning outcomes of teaching Social Sciences
Recommendations of NPE 1986, NCF 2005, APSCF 2011
Values of Teaching Social Sciences

Unit-3: Approaches, Methods, Strategies and Techniques of Teaching Social

Sciences
Meaning, need and significance of various approaches, methods, strategies and
techniques of Teaching Social Sciences
Teacher Centred Approaches – Lecture, Lecture-demonstration, Source and
Supervisory Study
Learner centered approaches –Project, Problem Solving, Discussion, Inductiveand
Deductive, Observation, Constructivistic Approach
Strategies / Techniques - Brain Storming, Team Teaching, Mind Mapping,Questioning
Activities – Dramatisation, Role play, Field Trips, Social Science Clubs,Exhibitions

Unit-4: Planning in Teaching Social Sciences

Microteaching – Meaning, Concept and Steps
Microteaching Skills - Introduction, Explanation, Questioning, Reinforcement,
Stimulus Variation
Year Plan and Unit Plan
Need and Importance of Lesson Planning (Period Planning)
Technology Integrated Lesson Planning
 13

Unit-5: Teaching Learning Resources in Social Sciences

Community Resources – Human and Material
Social Science Library, Laboratory and Museum
Need and Significance of Current and Controversial issues in teaching social
sciences
Handling hurdles in utilizing resources
Professional Development of Social Sciences Teacher

Activities
1. Identify values in depicted in the lessons of social sciences of any one class and prepare
a report
2. Select and plan appropriate strategies for teaching a lesson of social science of your
choice and submit
3. Identify any village/ward/ colony and make social survey and find out the literacy rate,
adult education programmes, electricity, toilets, sanitary and water facilities,
maintenance of roads, etc and submit village/ward description report
4. Organise a programme in the school in connection with celebration of national festivals,
birthdays of social scientists/ National leaders, etc.

Text Books
Telugu Academy – 2002 – B.Ed. Methods of Teaching Social Studies –
Hyderabad
Aggarwal J.C(1993) – Teaching of Social Studies – a practical approach, second
edition, New Delhi, Vikas Publishing House
Aggarwal J.C (1983) - Teaching of History New Delhi, Vikas Publishing House Kochhar,
SK(1988) Teaching of Social Studies, New Delhi, Sterling PublishersPrivate Ltd
Bining, A.C and Bining BH (1952) Teaching of Social Studies in Secondary
schools
3rd Ed., Bombay, TATA Mc Graw- Hill publishing Company Ltd.

Reference Books
Aggarwal D.D (2008) – Modern Methods of Teaching Geography new Delhicurrent
publications
Edwin, Fenton (1967) – The New Social Studies in Secondary Schools – An
Inductive Approach – New York – Holt Binchart and Winston Inc.
Martorella, Peter M (1976) – Social Studies Strategies – Theory into Practice,New
York, Harper and Row Publishers Inc.
Mechlinger M D (1981) – UNESCO Handbook of Teaching Social Studies –
London – Croom Helm
Moffat, M P (1955) – Social Studies Instruction – 2nd Ed. New York – PHI
NCERT (1990) – Teaching History in Secondary Schools – New Delhi
Ruhela, S P (2009) – Techniques of Teaching Social Sciences – Hyderabad –Neelkamal
Publications
Edgar B W & Stareky, P W (1958) – Teaching Social Studies in High Schools –Health
and Company, Boston 11C
Dr Rambhai N Patel, Educational Evaluation – Himalaya Publishing House,
Mumbai
 14

Course-IV
PEDAGOGY OF BIOLOGICAL SCIENCES
Objectives
After completion of the course, the student-teacher will be able to
1.develop an insight on the meaning, scope, nature and aims of biological science
2.identify and relate everyday experiences with the learning of biological science
3.integrate the knowledge of biological science with other school subjects
4.facilitate the development of scientific attitude in the learners of biological science
develop competencies for teaching and learning biological science throughHerbartion
and Constructivist approaches
5.stimulate curiosity, creativity and inventiveness in the learners towards biological
science

Course Outcomes:
After completion of the course, the student-teacher
1 develops an insight on the meaning, scope, nature and aims of biological science
2 identifies and relates everyday experiences with the learning of biological science
3 integrates the knowledge of biological science with other school subjects
4 facilitates the development of scientific attitude in the learners of biological science
5 develops competencies for teaching and learning biological science through Herbartion and
Constructivist approaches
6 stimulates curiosity, creativity and inventiveness in the learners towards biological science

Course Content
Unit-1: Introduction to Science
Meaning and Functions of Science
Nature and Scope of Science
Structure of Science
Branches of Science
1.5 History of Biological Science

Unit-2: Aims and Values of Biological Science

Aims of Teaching Biological Science
Values of Teaching Biological Science
Competences of a Biological Science Teacher
Correlation of Biological Science with other school Subjects

Unit-3: Objectives of Teaching Biological Science

Meaning and Importance of objectives
Revised Blooms Taxonomy of Educational Objectives.
Instructional Objectives and specifications with examples
Academics Standards mentioned in the school biological science text Book
published by government of Andhra Pradesh

Unit-4: Methods and Techniques of Teaching Biological Science

Micro Teaching Techniques
Lecture Method, lecture Demonstration Method, and Laboratory Method
Scientific Method (Inductive and Deductive Method)
Project Method

Unit-5: Planning for Teaching Biological Science

Year Plan
Lesson Plan
Period Plan (Herbartian and Constructivist approach and CCE Model)
Learning Experiences
Planning ICT Applications in Learning Biology
 15

Activities
1. Visit any zoological park/Botanical Garden/Agro based industry/ food park/ institution of
scientific interest or Science and Technological Museum in your vicinity and report.
2. Identify and write the objectives and specifications under the three domains on any topic of
your choice
3. Sketch the life history and write his/her contributions of any one Biologist
4. Name any common branch of both Botany and Zoology and explain how you integrate the
pedagogy in dealing with the content.
5. Organize an event on Earth Day/ Environment Day/ Population Day, etc. in the school
during the internship and report.

Text Books
Agarwal,D.D.(2001). Modern Methods of teaching Biology.Newdelhi: Sarup&Sons
Ahmed,J.(2011). Teaching of Biological Science . New Delhi:PHI Learning
Pvt.Ltd.
Benjamin,S.Bloom,Ed.(1958). Taxonomy of educational objev=ctives- handbook I
–Cognitive Domain, New York: Harcourt Brace & World Inc.
Chikara,M.S. and S. Sarma (1985) Teaching of Biology ,Ludhiana: prakesh
Brothers.
Gupta,S.K.(1983) technology of science Education, New Delhi: Vikas PublishingHouse
Pvt.Lt

Reference Books
Hassard,J. (2000) science as Inquiry , New Jersey: Good Year Books.
Krathwohl, David R.,Ed (1964) Taxonomy of Educational Objectives , Hand BookII –
Affective Domain, New York: David Mckay.
Mohan,R.(2004)Innovative Science Teaching for Physical Science teachers. NewDelhi:
Practice-Hall India Ltd.
New UNESCO Source Book for science teaching (1978).New Delhi: Oxford &IBH
Publishing House.
 16

Course-V
PEDAGOGY OF PHYSICAL SCIENCES
Objectives

After completion of the course, the student-teacher will be able to

1. know the nature of science, structure, value and correlation with other schoolsubjects.
2. draw the attention on development of science and the contributions of western andIndian
scientists.
3. understand the aims and objectives of teaching physical sciences.
4. develop the skill of organizing science curriculum and critique on the present
secondary school physical sciences curriculum.
5. organize the content into plan of action and practice the micro and macro teachingskill.
6. cope up with adoption of methods of teaching physical sciences and use the
learning experiences.

Course Outcomes:
After completion of the course, the student-teacher
1.Knows the nature of science, structure, value and correlation with other school
subjects.
2. Draws the attention on development of science and the contributions of western and
Indian scientists.
3. Understands the aims and Outcomes of teaching physical sciences.
4. Develops the skill of organizing science curriculum and critique on the present
secondary school physical sciences curriculum.
5. Organizes the content into plan of action and practice the micro and macro teaching
skill.

Course Content

Unit-1: Introduction to Science and Physical Sciences

Science and Physical Sciences – Meaning, Nature, Scope and Importance
Structure of Science – Syntactic Structure (Process of Science – Domain of Inquiry),
Substantive Structure - Product of Science-Facts, Concepts, Theories, Laws and
Principles – characteristics in the context of Physical sciences (citing examples)
Values of Learning Physical Sciences
Correlation of Physical Sciences with Mathematics, Biological Sciences, Social Studies,
Languages, Fine Arts, Environment, Health, Development, Peace and Equity
Analysis of selected concepts of Physics and Chemistry from 6-10 classes

Unit-2: Development of Science - Physical Sciences

Milestones in the Development of Sciences – Physics and Chemistry
Contributions of Western and Indian Scientists
Landmarks, Status and Development Indian Science and Technology
Physical Science and Human Life
Rationale in Inspiring Students to study Physical Science

Unit-3: Aims. Objectives and competencies of Teaching Physical Sciences

Aims and Objectives of Teaching Physical Sciences
Taxonomy of Educational Objectives – Bloom, Krathwohl, Simpson, et al –
Revised Bloom‟s Taxonomy and Higher Order Thinking Skills
Instructional Objectives of Teaching Physical Sciences
Behavioural or Specific Objectives of Teaching Physical Sciences
Competencies for Teaching of Physical Sciences

Unit-4: Approaches, Methods and Techniques of Teaching Physical Sciences

 17

Concept of Teaching with special reference to Physical Science – Approachesand

Methods – Student Participation in Learning
Teacher-centred Methods - Lecture, Lecture-cum-Demonstration, Historical
Student-centred Methods - Heuristic, Project, Scientific and Laboratory (Illustration of
each method by taking examples from specific contents of Physics
and Chemistry)
Modern Teaching Techniques - Brainstorming, Team Teaching and Models of
Teaching – Concept Attainment Model and Enquiry Training Model
Microteaching - Concept and Meaning, Skills of Microteaching, Practice of
Microteaching Skills

Unit-5: Planning for Teaching Physical Sciences

Importance of Planning for Teaching
Year Plan
Unit Plan
Period Plan (Lesson Plan) – Herbertian Steps vs. Constructivist Approach
Teaching Strategies and Academic Standards, CCE model period plan forclassroom
teaching

Activities
1. Identify the most abstract concepts (difficult topics) from any class physical science
textbook suggest ways and means to make it easy to understand and concrete.
2. Identify Concrete and Abstract Concepts in Physics and Chemistry of any class and
suggest the appropriate Teaching methods and approaches to teach them andreport
3. Prepare an assignment on any physical sciences and its application and implications
with other branches of knowledge
4. Prepare biographical sketch of and scientist and his/her contributions to Physics/
Chemistry
5. List out different content aspects of a unit in Physics/ Chemistry and write down the
objectives and specifications under Cognitive Domain associated with them

Text Books
Bhouthika Rasayana Shasthra Bodhana Paddhatulu (Methods of Teaching
Physical Science) – Telugu Academy
Vaidya, Narendra (1989) The Impact of Science Teaching. New Delhi: Oxford andIBH
Publishing Co. Pvt. Ltd.
Sharma, R.C. (1987). Modern Science Teaching. New Delhi: Dhanpat Rai andSons.
Vanaja, M. (2004). Methods of Teaching Physical Sciences. Hyderabad:Neelkamal
Publications Pvt. Ltd.
Das, R.C. (1990). Science Teaching in Schools. New Delhi: Sterling PublicationsPvt.
Ltd.

Reference Books
Siddiqui and Siddiqui (1998). Teaching of Science Today and Tomorrow. NewDelhi:
Doaba House.
Kumar, Amit (1999). Teaching of Physical Sciences. New Delhi: Anmol
Publications Pvt. Ltd.
Soni, Anju (2000). Teaching of Science. Ludhiana: Tandon Publications. Nagaraju,
M.T.V. (2008). Hand Book for Teaching Physical Sciences - Methodsand Techniques.
New Delhi: Kanishka Publishers and Distributors.
Mohan, Radha (2004) – Innovative Science Teaching for Physical Science
Teachers, New Delhi, PHI
UNESCO - Teaching of School Physics – Penguin Books
UNESCO – Teaching of School Chemistry – Penguin Books
 18

Course-V PEDAGOGY OF
Objectives ENGLISH
After completion of the course, the student-teacher will be able to
1. understand the place of English Language Teaching in India
2. understand the different roles of language
3. understanding the importance of home language, school language and the role ofmother
tongue in education.
4. understand different skills of English language
5. identify different Methods, Approaches and Techniques needed for teachingdifferent
skills of ELT in the Indian context
6. improve their ability in planning a lesson in Prose, Poetry and SupplementaryReader
7. develop integrated skills in ELT
8. prepare different activities and tasks for learners

Course Outcomes:
After completion of the course, the student-teacher
1.Understands the place of English Language Teaching in India
2. Understands the different roles of language
3. Understands the importance of home language, school language and the role of mother tongue in
education.
4. Understands different skills of English language
5. Identifies different Methods, Approaches and Techniques needed for teaching different skills of
ELT in the Indian context
6. improves their ability in planning a lesson in Prose, Poetry and Supplementary Reader

Course Content

Unit-1: Introduction to ELT

Meaning, nature and scope of ELT
Status of English Language in the global and Indian contexts
Aims and Objectives of Teaching English in India
Language and Education Policy in India
Teaching English in Bilingual/Multi-lingual contexts

Unit-2: Methods and Approaches in ELT

Method, Approach and Technique
Grammar Translation Method, Direct Method, Bilingual Method and Dr.West‟s
Method
Oral, Situational and Structural Approaches
Communicative Language Teaching
Micro skills in ELT

Unit-3: Listening and Speaking Skills

Types and Sub-skills of Listening
Techniques of and materials for teaching Listening
Sub-skills of Speaking
Techniques of and materials for teaching Speaking
Activities to develop Listening and Speaking skills.
Unit-4: Reading and Writing Skills
Types and Sub-skills of Reading; Methods of Teaching Reading
Reading and Reflecting on text
Mechanics of Writing
Sub-skills and techniques of Writing
Activities to develop Reading and Writing skills.
 19

Unit-5: Developing integrated skills and use of ICT in English Language Teaching
Teaching of Prose
Teaching of Poetry
Use of Multi-media in ELT
Online resources for ELT
ELT and Social Networking

Activities
1. Prepare a report on Language policies given in the reports of KothariCommission,
NPE 1986 and POA 1992.
2. Prepare a detailed report on how, when and why you are going to use various
methods, approaches and techniques in teaching the English language skills.
3. Enumerate ten activities (5 for listening and 5 for speaking) from the text booksof
classes VI to X. Suggest your own activities using supplementary materials.
4. Critically analyse the writing activities given in the text books of classes VI to Xand
report.
5. Analyze the tasks given at the end of any one unit in the textbook and checktheir
relevance to cognitive, affective

Text Books
Graham Butt (2008): Lesson Planning. New York: Continuum International
Publishing Group.
Grillet, F. (1983): Developing Reading Comprehension. Cambridge, CUP.
Krishnaswamy, N. and Sriraman, T. (1994): Teaching English in India.Chennai:
T.R. Publishers
M. L. Tickoo (2003): Teaching and Learning English. Hyderabad: Orient
Longman.
Makey, Sandra L. (1985): Teaching Grammar. Oxford: Pergamon Press

Reference Books
Doff, A. (1981): Teach English. London: Cambridge University Press (CUP) Parrott, M.
(1993): Developing Reading Comprehension, Oxford: PergamonPress.
Richards, J.C. and T. Rogers (1998): Approaches and Methods to Language
Teaching. London: CUP
Allen, Virginia French (1983): Techniques in Teaching Vocabulary. New York:Oxford
University Press (OUP)
Cruttenden Allan (VII Ed.) (2008): Pronunciation of English. Hodder Education, UK
Frank, C. and Rinovolucri Mario (1983): Grammar in Action. Oxford: PergamonPress
Mario (1984): Grammar Games. Cambridge: Cambridge University Press (CUP) Roach
Peter (III Ed.) (2007): English Phonetics and Phonology. Cambridge: CUP
 20

Course-V
PEDAGOGY OF TELUGU
Course Outcomes:
After completion of the course, the student-teacher

1. Understands the place of TeluguLanguage Teaching in India

2. Understands the different roles of language
3. Understands the importance of mother tongue,
4. understands different skills of Telugu language
5. Identifies different Methods, Approaches and Techniques needed
for teaching different skills of Telugu
6. improves their ability in planning a lesson in Prose, Poetry and
Supplementary Reader
21
22
23
24
25
26
27
 28

Course-V
PEDAGOGY OF URDU
29
30
31
 32

Course-VI
SOCIOLOGICAL FOUNDATIONS OF EDUCATION
Objectives
After completion of the course, the student-teacher will be able to
1. understand the sociological basis of Education
2. understand the impact of culture and socialization on Education
3. sensitize the student teacher about the impact of Education on the quality of life
4. understand the preamble of the constitution in the light of Education
5. organize various programmes to achieve national integration and international
understanding

Course Outcomes:
After completion of the course, the student-teacher
1. Understands the sociological basis of Education
2. Understands the impact of culture and socialization on Education
3. Sensitizes the student teacher about the impact of Education on the quality of life
4. Understands the preamble of the constitution in the light of Education
5. organizes various programmes to achieve national integration and international understanding

Course Content

Unit-1: Sociology and Education

Meaning, nature and scope of sociology
Relationship between sociology and Education
Agencies of socialization (Family, peer group, school, Media, Religion
Role of Teacher in Socialisation process
Impact of Socialisation on Education

Unit-II: Culture and Education

Meaning and definitions of culture
Characteristics of culture
Dimensions of culture, cultural lag, cultural pluralism
Impact of culture on Education
Role of Education in preservation, transmission and promotion of culture

Unit-III: Social Change and Education

Meaning and factors responsible for Social change
Concept and attributes of Modernization
Social stratification, Social Mobility and Education
Education as a facilitator for social change
Social Networking its implications on social cohesion and education

Unit-IV: Democracy and Education

Concept and Principles of Democracy
Equality and equity in Education
Preamble of the Constitution in relation to Education
Role of Education in strengthening democracy and democratic citizenshipTeacher as
a democrat

Unit-V: Education and National Integration

Concept, Need for National Integration
Education as an instrument for national integration
Programmes to promote National Integration and International understanding,
Peace education in schools
Social Crisis and its Management
 33

Activities
1. Study the cultural practices prevailing in the local community and submit areport
2. Study the diversities existing in the community and describe the root causes forsuch
diversities.
3. Study the social stratification in a village/ward and prepare a report on it.
4. Education and social mobility – Conduct a survey in a village/ward and preparea
report

Text Books
The Teacher and Education in Emerging Indian Society, NCERT, New Delhi -1983
Srinivas M N - Social Change in Modern India, Allied Publishers, New Delhi -1966
Premnath – The Bases of Education – A Philosophical and Sociological
Approach – S Chand & Co. Ltd., New Delhi - 1979
Aggrawal, J C – Sociological Foundations of Education – New Delhi
Ramesh Ghanta (Ed.) – Vidya Adharalu (In Telugu) – Telugu Academy,
Hyderabad

Reference Books:
Sandeep.P. & C.Madhumati (2008) Philosophical and Sociological Foundations of
Education. Secunderabad: Vera Educational Services Public Ltd.
Havighurst, R (1995) – Society and Education – Boston: Allyn and Bacon
Thakur A S & Berwal, S (2007), Education in Emerging Indian Society, NewDelhi:
National Publishing House
Jaffar, S M (1972) – Education in Muslim India – Delhi: Idrah-I-Ababiyat Mukherji,
Shankar (2007) – Contemporary Issues in Modern Indian Education,Author Press
Sharma, Yogendra K (2001) – History and Problems of Education, Volume-I,New
Delhi, University Press
Richard Cheever Wallace & Wendy Drew Wallece (1985) – Sociology – Boston:Allyn
and Bacon
Taneja, Y R (1990) – Educational Thought and Practice – Sterling, New Delhi Coombs,
Phil P H (1970) – The World Education Crisis: A Systems Analysis – AH Wheeler &
Co.
Vaizey John (1967) – Education in the Modern World: World University Library
– London
 34

Course-VII LEARNING
AND TEACHING
Objectives
After completion of the course, the student-teacher will be able to
1. To be aware of the process of learning and information processing
2. To gain an understanding of different theoretical perspectives on learning
3. To reflect on their own implicit understanding of the nature and kinds of learning
4. To explore the possibilities of designing learning environment and experiences atschool
5. To appreciate the critical role of learner differences and social contexts in making
meanings and drawing implications for schools and teachers
Course Outcomes:
After completion of the course, the student-teacher
1. Will be aware of the process of learning and information processing
2.gains an understanding of different theoretical perspectives on learning
3. reflects on their own implicit understanding of the nature and kinds of learning
4. explores the possibilities of designing learning environment and experiences at school
5. appreciates the critical role of learner differences and social contexts in making meanings and drawing
implications for schools and teachers

Course Content

Unit-1: Process of Learning

Concept of learning, types of learning and factors influencing learning
Learning process: Attention, sensation, perception, and concept formation
Memory & forgetting: concept, types of memory, applicability to learning and
strategies for better management of memory.
Transfer of learning: concept, theories and types( Horizontal and Vertical)
Role of motivation in learning; methods of improving motivation

Unit-2: Behaviorist Perspectives of Learning

Trial and error - Thorndike, Laws of learning, concept and principles andclassroom
implications
Classical Conditioning - Pavlov, concept and principles and classroom
implications
Operant Conditioning – Skinner, concept and principles and classroom
implications
Compare these perspectives in terms of their merits and applicability toclassroom
learning

Unit-3: Cognitive and Humanist Perspectives of Learning

Cognitive perspectives of learning (insight learning – Kohler, Discovery learning -
Bruner, Developmental theory of learning - Piaget, Social Learning - Bandura, Social
constructivism – Vygotsky)
Humanist perspectives of learning (Learner centered approach – Rogers)

Unit-4: Teaching Process

Concept of teaching, teaching as a profession and teacher as a professional,
teaching as an art and science
Distinction between Instruction, training and teaching
Phases of teaching: planning, execution and reflection
Role of teacher in teaching learning process: teacher as a model, facilitator,
negotiator, co-learner, reflective practitioner and classroom researcher
Functions of a teacher in classroom, school and community

Unit-5: Learning Environment and Learning Engagement

Meaning of learning environment and learning engagement
 35

Creating positive and productive environment for learning - creation ofemotionally

safe learning environment to increase learning
Development of emotional intelligence
Role of culture in the educative process, creating culturally responsive learning
environment, create cultural congruity between home and school
Assisted performance, supervised discussion and reciprocal teaching asstrategies to
enhance motivation and learning

Activities
1. Prepare a list of study habits prevailing among students of a particular class
through interaction of students
2. A report on learning situations, learners attention, motivational status among the
students of a particular class through observation
3. Conduct a group discussion on strategies of memorization – Repeated reading,
writing, peer group discussion, explaining to others, etc. and prepare a report
4. Understanding the nature of interaction between teachers and students byFlander‟s
Interaction model and prepare a report

Text Books
Dandapani (2002). Advanced Educational Psychology, Second Edition. NewDelhi:
Anmol Publication Pvt. Ltd.
Mangal, S.K.(2002). Advanced Educational Psychology, Printice- Hall. of India ,
Pvt.Ltd., New Delhi.

Reference Books
Beggie, H.L. and Hunt M. P: Psychological Foundations of Education Erickson,
Eric, H. (1972). Play and Development. New York: W. W. Norton
Gardner, H. (1980). Frames of mind: The theory of multiple intelligence. London:Paladin
Books
Gauvian, M. and M. Cole (eds). Readings on the development of children. NewYork:
W. H. Freeman
Gauvian, M. and M. Cole (eds). Readings on the development of children. NewYork:
W. H. Freeman
Hilgard, E.R. and Bower, G.H. Theories of Learning. Prentice Hall India, NewDelhi
Hurlock, E.B. (1999). Developmental Psychology. New Delhi: Tata McGraw-Hill
Publishing Company Ltd, New Delhi
Piaget, J. (1926). Psychology of Intelligence. New York: Basic Books
Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology. Agra:HPB.
Sprinthall, Norman A. and Richard C. Sprinthall (1990). Educational Psychology
- A Developmental Approach, Fifth Edition. New York: McGraw-Hill
International Edition, Psychology Services.
Vygotsky, L. S. (1978). Mind in Society: The development of higherpsychological
processes. Cambridge, Massachusetts: Harvard University Press Yakaiah, P. & Bhatia,
K.K. (2005). Introduction to Educational Psychology.Ludhiana: Kalyani Publishers.
 36

Course-VIII
CLASSROOM MANAGEMENT LEADERSHIP AND ACTION RESEARCH

Objectives
After completion of the course, the student-teacher will be able to
1. understand the importance of classroom organization
2. understand the importance of classroom Management
3. develop ability to face the problems in managing the classroom.
4. understand the role of leadership of a teacher
5. undertake different action research projects to improve professional practices

Course Outcomes:
After completion of the course, the student-teacher
1. Understands the importance of classroom organization
2. Understands the importance of classroom Management
3. Develops the ability to face the problems in managing the classroom.
4. Understands the role of leadership of a teacher
5. Undertakes different action research projects to improve professional practices

Course Content

Unit-1: Classroom Organization

Classroom organization – Meaning and purpose
Classroom Seating Arrangement for different purposes
Technology integration – OHP/ LCD, Smart board, Chalk board, White board,
Display boards, multimedia, E-Classroom.
Characteristics of Classroom Environment - Learner friendly and inclusive
Management and maintenance of physical and material resources to optimizeaccess
to learning; Sharing of resources – School Complex

Unit-2: Classroom Management

Classroom management – concept, need and approaches .
Managing with different types of students – Leader, Follower, passive
Classroom behavior management – problems, mistakes, disciplinary practices,
corporal punishments, classroom rules, routines and regulations.
Violation of rights of children – legal consequences.
Strategies to manage behavior problems- preventive, supportive and corrective.
Time management in a classroom – Allocated time, instructional time, engagedtime
and Academic learning time.

Unit-3: Role of Teacher in School Functions

Teacher as a facilitator of learning
Perspective planning and coordination with authorities for support.
Accountability and self assessment of teachers and feedback mechanisms.
Conducive school environment – team work, transparency, self esteem amonghead
teacher, teachers, students.

Unit-4: Teacher as a Leader

Concept, Nature and Characteristics of a Leader
Types of Leadership
Strategies to develop leadership qualities
Role of a teacher as a leader in managing classroom dynamics
 37

Unit-5: Action Research in Education

Action Research – Meaning, Need and Scope
Steps in Action Research
Action Research Cycle
Action Research Problem Areas – Student, Classroom, School, Teacher,
Administration, etc.

Activities
1. Prepare a detailed record describing the role of the teacher in organizing the
classroom at least by observing a teacher for five periods.
2. Identify a problem for action research and prepare a proposal for action research
3. Collection of articles from newspapers relating to classroom managementproblems
4. Collection of cases of indiscipline and corporal punishment from newspapers
5. Observe a minimum of five school teachers and describe their leadership
characteristicsText

Text Books
Parag Diwn (2006), Management Principles and Practices, Excell Books, NewDelhi
Vandana Punia (2005) Managerial Skills in Educational Administration - Deepand
Deep Publications Pvt. Ltd. Delhi
John W Best and James V Kahn (2008) Research in Education, Pearson/PHI, NewDelhi

Reference Books
Ranjith Kumar (2007) Research Methodology, Pearson/PHI, New Delhi
Mishra R C (2007) History of Educational Adminitration, APH Publishing
Corporation, New Delhi
Meenakshi Sundaram, A (2012), Educational Innovations and Management ,
Kavyamala Publishers, Chinnalapathi, Tamilnadu
Padmanabhaiah S and Vijayalakshmi B (Eds.) (2014), Pathasala Nirvahana
Vidyamsalu, Telugu Academy, Hyderabad
Krishnamacharyulu V (2010) School Management and Systems of Education,
Neelkamal Publications Pvt. Ltd. Hyderabad
 38

Course-IX
ART EDUCATION

Objectives
After completion of the course, the student-teacher will be able to
1. integrate Art with Education and become better communicator.
2. develop creative thinking through different Art forms.
3. realize that liberal arts help in making better professionals.
4. understand Art as a medium of expression.
5. understand the role of Art as a medium of Education.
6. deepen students ability for perception and reflection.
7. use Art as an alternative languages to experience and communicate concepts in
teaching-learning.

Course Outcomes:
After completion of the course, the student-teacher
1.Integrates Art with Education and become better communicator.
2. Develops creative thinking through different Art forms.
3. Realizes that liberal arts help in making better professionals.
4. Understands Art as a medium of expression.
5. Understands the role of Art as a medium of Education.
6. Deepens students ability for perception and reflection.
7. Uses Art as an alternative languages to experience and communicate concepts in teaching-
learning.

Course Content

Unit-1: Art and Aesthetics

Aesthetics – as a branch of Philosophy.
Aesthetics – its meaning, dimensions and constituents.
Art as a form of Aesthetics.
Indian Art and Rasa principle.
Importance of Arts in Education

Unit-2: Art and Education

Art as a medium of education.
Art as a unifying principle in education.
Art and Society.
Art and Human development.
Art for self- expression, keen observation, and sense of appreciation.

Unit-3: Place of Visual Art and Performing Arts in Teaching

Different forms of visual and performing Arts.
Teaching as an Art.
Drama as a form of Teaching.
Identification of local Art forms and their integration to teaching – learning.
Evaluation strategies; assessing the different forms of Art.
Unit-4: Contributions made by Contemporary thinkers on Art and Education
Rabindranath Tagore
A.K. Coomara Swamy
Herbert Read
Elliot Eisener
 39

Unit-5: Art and Craft in Education

Art in Craft
Craft in Art
Traditional Craft and their relevance to Education
Local Craft and their place in SUPW
Indian Festivals and its Artistic significance

Activities
1. Select a concept from the school curriculum which includes a social message and
identify an appropriate art form to spread the message in public and prepare a report
2. Identify a local art form and integrate it in teaching an appropriate lesson from school
curriculum – Prepare a lesson plan
3. Select an appropriate lesson from the school curriculum and rewrite it in the form of a
drama

Text Books
John Dewey, Art as Experience, New York, 1934, Minton
Herbert Reed, Education through Art – Faber and Faber, New York, 1968Esner
Elliot W, Educating Artistic Vision – New York, Macmillan, 1972

Reference Books
John, B., Yogin, C., & Chawla, R.(2007). Playing for real: Using drama in theclassroom.
Macmillan
Jefferson B, Teaching Art to Children – Continental View Point – Boston, AllynBacon,
1969
Rabindranath Tagore, Lectures and Addresses – Macmillan, New Delhi, 1962
A.K. Coomara Swamy, Christian and Oriental Philosophy of Art, Munshiram
Manoharlal, Delhi, 1974
 40

Course-X PEDAGOGY
OF MATHEMATICS

Objectives
After completion of the course, the student-teacher will be able to
1. Appreciate Mathematics as a tool to engage the mind of the student
2. Appreciate mathematics to strengthen the students resource
3. See mathematics as something to talk about to communicate through to discussamong
themselves to work together on.
4. Construct appropriate assessment tools for evaluating mathematics learning.
5. Stimulate curiosity, creativity and inventiveness of mathematics
6. Develop Competencies to develop gifted and slow learners.
7. Develop language of mathematics; engage with research on children‟s learning in
specific areas.

Course Outcomes:
After completion of the course, the student-teacher
1. Appreciates Mathematics as a tool to engage the mind of the student
2. Appreciates mathematics to strengthen the students resource
3. Sees mathematics as something to talk about to communicate through to discuss among
themselves to work together on.
4. Constructs appropriate assessment tools for evaluating mathematics learning.
5. Stimulates curiosity, creativity and inventiveness of mathematics
6. Develops Competencies to develop gifted and slow learners.
7. Develops language of mathematics; engage with research on children‟s learning in specific areas

Course Content

Unit-1: Mathematics Curriculum:

Meaning and objectives of curriculum
Principles for designing and Organizing Curriculum
Approaches for Organizing Curriculum
Meaning of syllabus and difference between syllabus and curriculum
Recommendations and critical appraisal of NCFSE- 2005, APSCF – 2011 andother
commissions on Mathematics curriculum.
Discussion of important concepts, principles and processes from the topics ofthe
branches as specified below.
i. Arithmetic : Development of number system, Ratio and Proportion, Percentages
and other topics based on them.
ii. Algebra: Sets and Operations on them, Systems of Linear Equations and their
graphical solutions, Quadratic Equations, theory of Indices and Logarithms,
Reminder and factor theorems.
iii. Probability and Statistics: Basic concepts of Probability, Representation of data,
Measures of Central Tendencies.
vi. Geometry: Theoretical, Practical and Co-ordinate Geometry, Distance formula,
section formula.
Menstruation ; Areas and Volumes
v. Trigonometry: Trigonometrical Ratios, Identities. Composite Angles, Multiple and
Sub multiple angles, Heights and Distances.

Unit-2: Language and Aesthetic sense of Mathematics

Aesthetic Sense in Mathematics; three aesthetic experience variables identifiedby
Brikhoof and their relation.
Co-existence of Precision and beauty in Mathematics- order pattern, structureand
symmetry
Recreational Mathematics – Mathematical games, puzzles, and riddles.
Language of Mathematics
 41

Unit-III: Assessment and Evaluation

Testing of Mathematical abilities of children
Meaning of Assessment, measurement and evaluation in mathematics
Achievement test in mathematic- Arithmetic, Algebra, and Geometry.
Speed test in Mathematics - Arithmetic, Algebra, and Geometry.
Preparation of test items – Precautions to be taken while preparing test items in
different branches of mathematics
Concept of CCE and measurement of different behavioral changes like interestattitude,
and aptitude in learning mathematics.

Unit-IV: Mathematics for all

Speed and accuracy in Mathematics
Understanding Learners – Gifted slow, backwardness and dyscalculia
Activities enriching Mathematics learning- Mathematical Clubs, fairs and its
activities, Olympiad, Recreational activities
Mathematic Laboratory and its effective use
Teaching learners with special needs - Co-operative learning, Peer learning,
Reciprocal learning – Breur, using technology to meet diverse needs of learners.

Unit-V: Professional Development in Mathematics Teacher

In-service programmes for Mathematics Teacher
Mathematics Teachers Associations – Role, and Uses
Journals and other resource material in Mathematics Education
Professional Growth – Participation in conferences/Seminars/ Workshops andE-
Learning

Activities
1. During Internship, conduct of Essay writing/ quiz competitions in mathematicsand
report
2. One case study of gifted child and slow learner with interventions suggested.
3. Preparation of Mathematical Puzzles, Games, riddles and other recreationalactivities.
4. Preparing two types of assessment tests – Formative, Summative type of tests.
5. Preparing Diagnostic test in Algebra, Arithmetic and Geometry from VIII to Xclass
mathematic syllabus.

Text Books and Reference Books

As given in Course IV- Pedagogy of Mathematics
 42

Course-X
PEDAGOGY OF SOCIAL SCIENCES
Objectives
This course will enable the student teachers to
1. understand the teaching and learning of geography, economics, history, politicalscience
and identify the difference among them
2. understand the importance of social science curriculum and its organization
3. understand various teaching aids for social sciences
4. understand the assessment process through CCE
5. sensitize and equip teachers to handle social issues and concerns in a responsiblemanner
6. inculcate qualities and competencies required for a good social sciences teacher

Course Outcomes:
After completion of the course, the student-teacher
1.understands the teaching and learning of geography, economics, history, political
science and identify the difference among them
2. understands the importance of social science curriculum and its organization
3. Understands various teaching aids for social sciences
4.understands the assessment process through CCE
5. sensitizes and equips teachers to handle social issues and concerns in a responsible
manner
6. inculcates qualities and competencies required for a good social sciences teacher

Course Content

Unit-1: Teaching and Learning of Geography and Economics

Fundamental concepts of Geomorphology - Latitudes, longitudes, earth movements,
climatology, temperature, pressure, wind, humidity; Hydrology and Oceanography –
Hydrological Cycle, Ocean and Ocean deposits
Indian Geography-Political divisions, Rivers and Landforms
Meaning, Nature and Scope of Economics; Key concepts in Economics
Classification of Economic Systems
Teaching strategies of geography and economics

Unit-2: Unit-VII: Teaching Learning of History and Political Science

Periodisation of World History, Indian History – Ancient, Medieval, Modern and
Contemporary society with special reference to Secondary School Social Studies
Textbooks
Capitalism, Democracy and Citizenship – American and French Revolutions
Nature and Scope of Political Science; Key concepts and current trends
Indian Constitution – Fundamental Rights and Duties; Organs of Government-
Legislature, Executive and Judiciary
Teaching Strategies of Teaching History and Political Science

Unit-3: Social Science Curriculum

Curriculum – Meaning, Nature and Scope
Principles of Social Sciences Curriculum Construction
Approaches of organizing social studies curriculum – concentric, spiral,
chronological, topical and correlation
Qualities and Characteristics of Good Social Science Textbook
Analysis of Social Science Textbook of State Board and CBSE

Unit-4: Teaching Learning Material in Social Sciences

Need and significance of Teaching Learning Material in Teaching SocialSciences
Globe and Maps – Types of Maps – Map Language, Map Reading and Map
Making
Charts and Graphs – Types of Charts – Chronology, Tabular, Diagramatic and
Pictorial; Types of Graphs – Bar, Pie, Line and Pictorial
Models – Working, Still and Diorama
 43

Objects, Specimens and Scrap book

Unit-5: Evaluation in Learning Social Sciences

Meaning, Nature and Characteristics of Evaluation
Forms of Evaluation
Quantitative and Qualitative Tools of Evaluation in Social Sciences
CCE Model of assessment in social sciences
Analysis and Interpretation of test scores

Activities

1. Observe a day‟s proceedings in house of assembly or parliament and report

2. Collect News paper clippings on any social issue and write a report on the issue with
your comments
3. Organise any one of the social awareness programme on Swatch Bharath/ Water and
Plant/ Aids Awareness/ Vanamahotsavam, etc in a village/ward and report.
4. Observe the functioning of any local body office and report
5. Critically analyse the characteristics of Social Science text book of any class andprepare
a detailed report

Text Books and References

As given in Course IV- Pedagogy of Social Sciences
 44

Course-X
PEDAGOGY OF BIOLOGICAL SCIENCES
Objectives
After completion of the course, the student-teacher will be able to
1. Understand the curriculum development issues in biological science
2. Identify the role and use of laboratory, ICT, and TLM in the teaching of biologicalscience
teaching effectively
3. Develop the skill of writing lesson plan period plan
4. Develop micro teaching skills
5. Develop the skill of constructing test papers

Course Outcomes:
After completion of the course, the student-teacher
1.Understands the curriculum development issues in biological science
2.Identifies the role and use of laboratory, ICT, and TLM in the teaching of biological
science teaching effectively
3. Develops the skill of writing lesson plan period plan
4.Develops micro teaching skills
5. Develops the skill of constructing test papers

Course Content
Unit-1: Biological Science Curriculum and Textbooks
Meaning and Definitions of curriculum
Principles of Curriculum Construction
Organizational Approaches of Curriculum: Logical, Psychological,
Topical concentric and spiral
Steps involved in the development of science curriculum
Basic Criteria of Validity of a Science Curriculum context, - Cognitive, Process,
Historical, Environmental Science and Ethical Validity
Curriculum at upper Primary, Secondary and Higher secondary stages.
National Curriculum Framework, 2005 – Position paper on Science
Andhra Pradesh State Curriculum Framework 2011- Science
Qualities of good biological science text books
Analysis of Secondary School Biological Science text book

Unit-2: Biological Science Laboratory

Importance of practical work in Biological Science
Planning of science laboratories, Lecture cum laboratory, all-purpose laboratory, mobile
science laboratory
Procurement, care and maintenance of laboratory equipment
First Aid

Unit-3: Teaching Learning Materials

Edgar Dale‟s Cone of experience
Audio, visual Instructional aids
Activity aids (Aquarium, Vivarium, Terrarium, Herbarium), Electronic
Teaching Aids
Improvisation of Teaching aids

Unit-4: Resources for Teaching Biological Science

Science Kit
Science library
Science club
Science exhibition and science fair
Science Museum
Community Resource
 45

Unit-5: Evaluation in Biological Science

Concept of test, measurement and evaluation
Evaluation- meaning, types, Process, and tools
Qualities of a Good test and types of tests
Preparation of Continuous Comprehensive Evaluation (CCE) Record
Analysis and interpretation of test scores.
Assessment of performance of the student, electronic assessment
Preparation of portfolio

Activities
1. Make a survey on the problems of environmental pollution in your locality andrecord
the observations and submit a report
2. Select any topic of your choice and prepare a lesson plan on the lines suggestedin
constructivistic approach.
3. Prepare laboratory instructional cards for any two experiments of your choice.
4. Prepare a herbarium based on a certain theme.
5. Analyze recent public examination X class Biological Science question paperand
compare with the pre-final question paper and record your observations.

Text Books and References

As given in Course IV- Pedagogy of Biological Sciences
 46

Course-XI
PEDAGOGY OF PHYSICAL SCIENCES

Objectives
After completion of the course, the student-teacher will be able to
1. understand the importance of physical science curriculum and its organisation
2. develop the skill, procurement and maintenance of the science laboratory.
3. equip the resources for effective teaching of physical sciences.
4. utilize the applications of science and technology on society.
5. construct the achievement test on CCE model and analyse the results

Course Outcomes:
After completion of the course, the student-teacher
1.Understands the importance of physical science curriculum and its organisation
2. Develops the skill, procurement and maintenance of the science laboratory.
3. Equips the resources for effective teaching of physical sciences.
4. Utilizes the applications of science and technology on society.
5. Constructs the achievement test on CCE model and analyse the results

Course Content

Unit-1: Science Curriculum and Textbooks

Curriculum - Concept and Meaning, Principles of Curriculum Construction
Different Approaches of Curriculum Organisation: Concentric, Topical,
Psychological & Logical – Learner Centred curriculum
Curriculum organisation in terms of NCF-2005, RTE-2009, NCFTE-2009,APSCF-
2011
Characteristics of a Good Physical Sciences Text Book
Learning Resources for Physical Science – Exploring alternative resources

Unit-2: Instructional Material for Physical Sciences Teaching

Importance of Practical Work in Physics and Chemistry
Planning and Organisation of Science Laboratories, Procurement and Care of
Laboratory Equipment, Registers, Safety and First-Aid – Conduct of Laboratory
experiments
Development of Improvised Apparatus for concrete and abstract concepts
ICT and multimedia resources for teaching Physical Sciences - Simulated computer
based laboratory activities
Self Learning Material (SLM) – Characteristics and Functions - Preparation of Self
Learning Material on one lesson – Analysis of its Effectiveness by Classroom
Discussion and Preparation of SLM by each student for their classroom use

Unit-3: Lifelong Physical Sciences Learning

Science Clubs, Science Exhibition, Science Museums, Science Fairs andOlympiads
Role of Government and Non-Governmental Organizations in the Propagationof
Science
Utilizing Knowledge Resources – Identification of online and offline resources
– context and challenges in Utilization
Science Communication in India – DST-NCSTC Network – National Children Science
Congress, National Teachers Science Congress, Initiative for Research and Innovation
in Science
Development of Scientific Temper and encouraging and inspiring students to choose
science as career and to become scientists
 47

Unit-4: Professional Development of Physical Sciences Teachers

Professional development of Physical Sciences Teachers
Participation in Seminars, Conferences, Workshops and In-service Training
Programmes
Membership in Professional Organisations; Teachers as a community of learners
Role of reflective practices in professional development of physical science
teachers
Teacher as a researcher: Action Research in Physical science - Learning to
understand how children learn science

Unit-5: Evaluation in Physical Science

Evaluation of Learning Outcomes in Physical Sciences
Qualities of a good test - Written and Practical
Planning, Preparation and Conduct of Achievement Test in CCE model
Evaluation of Responses, Scoring and Tabulation
Analysis and Interpretation of Test Scores

Activities
1. Prepare different steps involved for demonstration of an experiment one each in
Physics and Chemistry
2. Prepare two improvised apparatus / teaching gadgets with locally availablematerial
resources for Physics and Chemistry and submit
3. Visit a Science Centre or Science-Museum (District/ State/ National) andprepare a
report
4. Participate in a District / State Level Science Fair and prepare a report on the
exhibits and activities presented
5. Celebrate National Science Day/ Earth Day/ Water Day / any important dayrelated
to science in the school during the internship and submit a report

Text Books and References

As given in Course V- Pedagogy of Physical Sciences
 48

Course-XI
PEDAGOGY OF ENGLISH

Objectives
After completion of the course, the student-teacher will be able to
1. get acquaintance with skills of communication for classroom teaching
2. develop creativity among learners
3. use multilingualism as a strategy in the classroom situation
4. understand the basics of English grammar
5. develop the skills of presentation of vocabulary
6. get acquaintance with different sounds in English and use correct pronunciationin the
classroom teaching
7. understand constructivist approach to language teaching and learning
8. assess and Evaluate the student skills of language learning

Course Outcomes:
fter completion of the course, the student-teacher
1.gets acquaintance with skills of communication for classroom teaching
2. develops creativity among learners
3. uses multilingualism as a strategy in the classroom situation
4. Understands the basics of English grammar
5. Develops the skills of presentation of vocabulary
6. gets acquaintance with different sounds in English and use correct pronunciation
in the classroom teaching
7. understands constructivist approach to language teaching and learning
8. assesses and Evaluates the student skills of language learning

Course Content

Unit-1: Language across Curriculum

Need for Communication
Communication for classroom teaching
Classroom interaction patterns
Interpersonal skills
Individual/Pair/Group activities

Unit-2: Teaching of Grammar

Need and importance of teaching Grammar
Types of Grammar and Techniques of Teaching Grammar
Using Authentic materials to teach Grammar
Grammar Games and the related activities
Remedial teaching in Grammar

Unit-3: Teaching Vocabulary, Study and Reference skills

Selecting and Grading vocabulary items
Techniques of teaching vocabulary
Vocabulary games
Techniques of teaching Study Skills: Note-making/Note-taking/Mind
mapping/Brain-storming
Techniques of teaching Reference Skills: Dictionary, Thesaurus, Encyclopediaand
Bibliographies
Unit-4: Introduction to Phonetics
Vowels and Diphthongs
Consonants
Stress
Intonation
Techniques of using Language Laboratory
 49

Unit-5: Language Assessment and Evaluation

Concept of Evaluation and Characteristics of a good test in English
Progress and assessment of development of language skills; CCE; techniques of
evaluation – oral and written; self evaluation; peer evaluation; group evaluation.
Typology of questions: activities and tasks reflecting - problem solving, creativeand
critical thinking and enhancing imagination.
Preparing tests for different skills of language – Listening, speaking, reading,
writing, study skills and reference skills
Preparation of Scholastic Achievement Test (SAT) giving weightages toobjectives
and learning experiences.

Activities
1. Take a few passages from different lessons of any class of your choice and
critically examine the following and comment:
a. To what extent the language clearly convey the meaning of the topic being
discussed?
b. Is the language learner-friendly?
c. Is the language too technical in nature?
2. Select 10 examples of grammar activities listed in English Readers of classes VIto X
and analyse.
3. Take a topic of your choice and select 10 vocabulary items to teach in the
relevant context. Give reasons for your selection.
4. Prepare 3 activities for practicing pronunciation and spelling of 15 words from alesson
in any text book of classes VI to X.
5. Develop a question paper for classes VI to X to asses all the aspects of language
learning.

Text Books and References

As given in Course V- Pedagogy of English
 50

Course-XI
PEDAGOGY OF TELUGU
51
52
 53

Course-XI
PEDAGOGY OF URDU
54
55
 56

Course-XII
LEARNING ASSESSMENT
Objectives

After completion of the course, the student-teacher will be able to

1. Understand the nature of assessment and evaluation and their role in teaching-
learning process.
2. Understand the perspectives of different schools of learning on learningassessment
3. Realize the need for school based and authentic assessment
4. Examine the contextual roles of different forms of assessment in schools
5. Understand the different dimensions of learning and the related assessmentprocedures,
tools and techniques
6. Develop assessment tasks and tools to assess learners‟ performance
7. Analyse, manage, and interpret assessment data
8. Analyse the reporting procedures of learners‟ performance in schools
9. Develop indicators to assess learners‟ performance on different types of tasks
10. Examine the issues and concerns of assessment and evaluation practices inschools
11. Understand the policy perspectives on examinations and evaluation and their
implementation practices
12. Traces the technology bases assessment practices and other trends at theinternational
level

Course Outcomes:
After completion of the course, the student-teacher
1.Understands the nature of assessment and evaluation and their role in teaching-
learning process.
2. Understands the perspectives of different schools of learning on learning
assessment
3. Realizes the need for school based and authentic assessment
4.Examines the contextual roles of different forms of assessment in schools
5. Understands the different dimensions of learning and the related assessment
procedures, tools and techniques
6. Develops assessment tasks and tools to assess learners‟ performance
7. Analyses, manage, and interpret assessment data
8. Analyses the reporting procedures of learners‟ performance in schools
9.Develops indicators to assess learners‟ performance on different types of tasks
10.Examines the issues and concerns of assessment and evaluation practices in
schools
11.Understands the policy perspectives on examinations and evaluation and their
implementation practices
12. Traces the technology bases assessment practices and other trends at the
international level

Course Content

Unit-1: Perspectives on Assessment and Evaluation

Meaning of Assessment, Measurement, Tests, Examination, Appraisal, and Evaluation
and their interrelationships
Purpose(s) and principles of Assessment, characteristics of quality assessment
Current thinking about learning based on Behaviorist, Cognitivist and
Constructivist learning theories and their implications for classroom assessment-
changing the culture of classroom assessment
Classification of assessment: based on purpose (prognostic, formative, diagnostic and
summative), scope (teacher made, standardized), attribute measured (achievement,
 57

aptitude, attitude, etc.), nature of information gathered (qualitative, quantitative), mode

of response (oral and written; selection and supply), nature of interpretation (self-
referenced, norm-referenced, criterion-referenced) and context (internal, external)
Policy perspectives on examinations and evaluation: Recommendations in National
Policies of Education and curriculum frameworks- continuous and comprehensive
assessment

Unit-2: Formative and Summative Assessment

Formative Assessment (FA) meaning, purpose, essential elements (formative
assessment in practice), major barriers to wider use of FA, role of students and teachers
in formative assessments,

Observation, questioning, reflection on learning as strategies for using assessment in

the process of learning;
Use of Projects, Assignments, Work sheets, Practical work, Performance-based
activities and Reports as assessment devices; Self, Peer and Teacher assessments- use
of rubrics,
Summative assessment: meaning, purpose, summative assessment in practice, use of
teacher-made and standardized test
Aligning formative and summative assessments

Unit-3: Tools of Assessment

Assessment of cognitive learning: understanding and application; thinking skills
–convergent, divergent, critical, problem solving, and decision making;
Selected-Response Assessment: Multiple Choice, Binary Choice, and Matching and
Constructed Response Assessment: Completion, Short-Answer, and essay Items as
tools-nature, advantages and limitations, guidelines for their construction and scoring
Assessment of affective learning: attitude and values, interest, self-concept; tools and
procedures for their assessment; observation, interview, rating scales, check-lists,
inventories as tools/techniques, their uses and preparation
Assessment of Performance/ project-based assessment- meaning, characteristics, scope;
using rubrics to grade a performance-based assessment
Portfolios: meaning, types, purposes, guidelines for portfolio entries and assessing
portfolios

Unit-4: Planning, Construction, Administration and Reporting of assessment

Planning: Deciding on what, why and how to assess- difference between instructional,
learning and assessment objectives, stating of assessment objectives , deciding on the
nature and form of assessment - oral tests and written tests; open book examination;
weightage to content, objectives, allocation of time; Preparation of a blue print
Construction/selection of items: writing test items/questions, reviewing andrefining the
items, assembling the test items; writing test directions and guidelines for
administration (if any), Scoring procedure – manual and electronic; Development of
Rubrics
Administration, item analysis and determining item and test characteristics; Item
response analysis, ascertaining student needs, identifying student interests and feeding
forward for improving learning
Analysis and Interpretation of Students‟ Performance
Processing test data: graphical representations; calculation of measures of central
tendency and variability, and derived scores- percentiles, percentile rank, percentage
score, grade point averages, z-scores; and Frame of reference for interpretation of
assessment data: norm-referenced, criterion-referenced and self-referenced ie., relative
and absolute interpretation;
 58

Reporting Student Performance – content and formats; Progress reports, Cumulative

records, Profiles, and Open house; Using feedback for reporting to different
stakeholders – students, parents, and administrators
Use of Feedback for teachers‟ self-improvement and curriculum revision

Unit-5: Issues, Concerns and Trends in Assessment and Evaluation

Existing Practices: Class/Unit tests, half- yearly and annual examinations, Board
examinations and Entrance tests, State and National achievement surveys; Management
of assessment and examinations; Use of question bank
Issues and Problems: Marking Vs Grading, Non-detention policy, Objectivity Vs
Subjectivity; Impact of entrance test and public examination on teaching and learning –
the menace of coaching.
Trends in assessment and evaluation: Online examination, Computer-based examination
and other technology based examinations
Standards- based assessment – international practices

Activities
1. Plan and construct an achievement test in one of the methodology subjects
2. Survey the assessment practices followed in different schools – Zilla Parishad/
Government, Private and a Residential and prepare a report
3. Prepare a report by undertaking question paper analysis of two school subjects(Public
Examinations of Previous Years)
4. Administer an intelligence test on students of any class and interpret the results
5. Conduct a survey to find out occupational choices of 9th Class students and
prepare a report

Text Books
Bransford, J., Brown, A.L., & Cocking, R.R. (Eds.) (2000). How people learn:Brain,
mind, experience, and school. Washington, DC: National Academy Press. Burke, K.
(2005). How to assess authentic learning (4th Ed.). Thousand Oaks, CA:Corwin.
Burke, K., Fogarty, R., & Belgrad, S (2002). The portfolio connection: Student work
linked to standards (2nd Ed.) Thousand Oaks, CA: Corwin.
Carr, J.F., & Harris, D.E. (2001). Succeeding with standards: Linking curriculum,
assessment, and action planning. Alexandria, VA: Association for Supervision and
Curriculum Development.
Danielson, C. (2002). Enhancing student achievement: A framework for school
improvement. Alexandria, VA: Association for Supervision and Curriculum
Development.
Gentile, J.R. & Lalley, J.P. (2003). Standards and mastery learning: Aligning teaching
and assessment so all children can learn. Thousand Oaks, CA: Corwin.
 59

Reference Books
Guskey, T.R., & Bailey, J.M. (2001). Developing grading and reporting systemsfor
student learning. Thousand Oaks, CA. Corwin.
McMillan, J. (2013). Classroom Assessment: Principles and Practice for Effective
Standards-Based Instruction, 6th ed. Boston, MA: Pearson
Natrajan V.and Kulshreshta SP(1983). Assessing non-Scholastic Aspects-LearnersBehaviour,
New Dlehi: Association of Indian Universities.
NCERT(1985). Curriculum and Evaluation, New Delhi: NCERT
Newman, F.M. (1996). Authentic achievement: Restructuring schools forintellectual
quality. San Francisco, CA: Jossey-Bass.
Nitko, A.J. (2001). Educational assessment of students (3rd ed.). Upper Saddle River, NJ:
Prentice Hall.
Norris N. (1990) Understanding Educational Evaluation, Kogan Page Ltd.
Parker Boudett, K., et. al. (2013). Data Wise: A Step-by-Step Guide to Using Assessment
Results to Improve Teaching and Learning, Revised and Expanded Edition. Cambridge,
MA: Harvard Education Press.
 60

Course-XIII
Objectives UNDERSTANDING THE SELF
After completion of the course, the student-teacher will be able to
1. understand that any Self is a human resource to exercise all the resources: cognitive,
affective and psychomotor resources.
2. make them realize that the Self does not have independent existence but related to Nature,
other selves and the „Unknown‟ causing it and this great design of the Universe.
3. make the student-teacher perform one‟s function to the possible extent as any part of the
Nature is silently doing so; thereby developing self-actualization and self- esteem.
4. realize that one is responsible as a person and as a teacher for the integrated development
of oneself and one‟s pupils: Physical, cognitive, social, emotional, aesthetic, moral, and
spiritual developments.
5. realize the commonness and uniqueness prevalent in Nature and human nature and feel
equality as the reality and contribute to the furtherance of evolution at mental level.

Course Outcomes:
After completion of the course, the student-teacher
1. understands that any Self is a human resource to exercise all the resources:
cognitive, affective and psychomotor resources.
2. makes them realize that the Self does not have independent existence but related to
Nature, other selves and the „Unknown‟ causing it and this great design of the
Universe.
3. makes the student-teacher perform one‟s function to the possible extent as any part
of the Nature is silently doing so; thereby developing self-actualization and self-
esteem.
4. realizes that one is responsible as a person and as a teacher for the integrated
development of oneself and one‟s pupils: Physical, cognitive, social, emotional,
aesthetic, moral, and spiritual developments.
5. realizes the commonness and uniqueness prevalent in Nature and human nature and
feel equality as the reality and contribute to the furtherance of evolution at mental
level

Purpose of the Course

It aims at student-teachers‟ understanding of themselves as person and teacher through
conscious ongoing reflection. This course is intended to transact through a workshop
mode by more than one teacher educator / resource person. The resource persons can be
identified from those who have philosophical outlook, psychological orientation and
social consciousness. It enables to developsensibilities, dispositions, values and skills that
facilitate personal growth in relation to different identities and professional identity as a
teacher. The core life skills are to be developed with relevant exercises. It may use yoga,
meditation, case studies, biographies, and stories of children like Prahlada, Dhruva,
Markandeya, etc. and the holistically developed people. Its expected outcome is to
promote self-actualization and also healthy, happy and peaceful coexistence wherever
they are as a being, a citizen and as a global citizen.

Course Content

Unit-1: Self as a human resource:

Cognitive resources of the self: Self-critical awareness about one‟s abilities and
opportunities to develop independent thinking-critical thinking and creative thinking,
decision making and problem solving and develop them as skills.
Affective resources: Feelings of love, joy, appreciation; emotions like fear, anger,
jealousy, affection, happiness to be understood both as assets and threats or limiting
factors.
 61

Sensitize the ability to identify the structural and functional commonality of the human
body except the organs of reproduction and allied features of the human kind.
Empathic understanding of geographical, climatic and genetic conditions causing
physical differences.
Unit-2: Self in relation to social identities:
Self-critical awareness of the causes for one‟s positive and negative relationswith
the people based on caste, class, language, religion, nation, region etc.,
Self-critical understanding of the basic realities of the man- made divisions overthe
time-scale.
Critical understanding of the Nature‟s necessity of gender difference for theonset
and continuity of human race.
Critical understanding of the basic realities of cultural differences across thetime-
scale and across the globe.

Unit-3: Self (person) as a part of the Nature:

Nature, harmony in existence and co-existence
Dependence of Self on the Nature for the very life; dependence of self on otherselves
for comfortable living.
Responsibility of self towards conservation, protection and enrichment of plantand
animal life.
Responsibility of self towards other human beings in the family, society, andpeople
across the globe.

Unit-4: Self in relation to profession:

Self-critical awareness of teaching competency: adequacy of subject matter knowledge,
professional skills, and effective communication to the students.
Self-critical awareness of one‟s attitudes towards students, teaching, teaching material ,
interest in students and subject and one‟s aptitude in the inculcation of interest in
students and in tapping their abilities to realize the values identified inthe lesson.
Self-critical awareness of suitability of one‟s role being performed contextually to
enrich learners‟ capabilities and guiding them for self-actualization while interacting.
Self-critical awareness of involvement in team work with colleagues, head of the
institution parents of learners and management for the development of the learners.
Unit-5: Self- development through self-learning (Self-knowledge):
Development of self and social identities in the learners to enrich human resources and
self-esteem; Realistic understanding of any self as depending on the source of the whole
existence for spiritual awakening free of any religious identity.
Objective view of beliefs, prejudices and stereotypes to liberate from irrational
tendencies.
 62

Understanding human roots in animal and possibility of heights in the divinity through
the philosophers like Swamy Vivekananda, Sri Aurobindo and J. Krishnamurti to
awaken oneself to Truth, beauty and goodness both inside and outside.
Yogic practices for physical, mental and spiritual health and to lay the seeds or
foundations for Self-realization.

Activities
During the transaction of this course, through workshop mode, student teachers will be
asked to come out with the following documents. Student teachers are required to submit
only five documents, one from each unit. These documents will be assessed by a
minimum of two faculty members to award 25 marks for activities.

1. Self-critical awareness about one‟s abilities and assets in different contexts of life and
limitations in terms of knowledge, attitudes, skills and values which may be revised
or developed.
2. Activities that develop cognitive skills-independent thinking to promote critical
thinking and creative thinking; decision making and problem solving with all their
components.
3. Visits to the slums and natural calamities and stories of different children to tap
empathy which is inherent.
4. Group discussion on the current issues to develop psycho-social skills like
interpersonal relationship skills and effective communication skills.
5. Introducing yoga exercises to be done with ease and meditation which starts with
self-knowledge with let come and let go spirit to experience spells of silence for
healthy body and mind and to awaken the hidden faculties.
6. Exercises to have inner observation for self knowing while in stress or in emotions
and to develop skills of self management.
7. Use of brain storming, value clarification and group discussion techniques to arrive at
the realities free of habitual modes of thoughts, attitudes and action tendencies.
8. Encouraging Nature observation, inner observation, nature walks, and reading
biographies of great people who contributed their might out of self-abnegation but not
with self-centeredness and sharing personal experiences.
 63

Reference Books
1. Delors, Jaquis. (1996) Learning the Treasure within –Twenty First Century
Education. UNESCO Education Commission Report.
2. Goel, D.R. Co-ordinator. (2005-06) Quality Concerns in Education. Center for
advanced study in Education- M. S. University of Baroda
3. UNICEF (2006) Life Skills Modules-Adolescence Education Program.UNICEF
House, New Delhi.
4. Venkateshamurthy C. G. and A.V. Govinda Rao (2005) Life Skills Education
Training Package. R.I.E., Mysore
5. Swami Vivekananda (1988) Selections from the complete works of Swami
Vivekananda. Mayavathi, Advaita ashrama.
6. Krishnamurti J (1998) On Self- knowledge. Chennai, Krishnamurti Foundation
India.
7. Krishnamurti J. (2000) Education and Significance of Life. Chennai, Krishnamurti
Foundation India.
8. Dalal A.S. (ed) (2001) A Greater Psychology – An Introduction to the Psychological
thoughts of Sri Aurobindo. Puducherry, Sri Aurobindo Ashram Pub.
 64

Course-XIV
CONTEMPORARY INDIA AND EDUCATION

Objectives

After completion of the course, the student-teacher will be able to

1. Understand and Contextualize ideals of the Constitution of India;
2. Appreciate humanistic agenda of the Constitution on India;
3. Value and recognize the role of education in realizing the ideals of theConstitution;
4. Develop critical awareness about the issues of education that are coming in theway of
realization of the values of the Constitution;
5. Understanding and develop positive attitudes towards various forms of exclusion;
6. Appreciate the need for education for Peace;
7. Reflects on the issues of secondary school stage education

Course Outcomes:
After completion of the course, the student-teacher
1. Understands and Contextualize ideals of the Constitution of India;
2. Appreciates humanistic agenda of the Constitution on India;
3. Values and recognizes the role of education in realizing the ideals of the Constitution;
4. Develop critical awareness about the issues of education that are coming in the way of realization
of the values of the Constitution;
5. Understands and develops positive attitudes towards various forms of exclusion;
6. Appreciates the need for education for Peace;
7. Reflects on the issues of secondary school stage education

Course Content

Unit-1 Normative Vision of Indian Education: Indian Constitution

Constitution of India Basic Features
i. Fundamental Rights
ii. Directive principles of state policy
iii. Federal Structure
Preamble of the Constitution : The ideals
i. Sovereign Nation
ii. Democratic and Secular polity
iii.Liberty equality and fraternity
iv. Justice : Social, Economic and political

Unit- 2 Education as Fundamental Right

Human Rights; Meaning Nature , and Classification;
Right of Children : International convention and Indian Constitution; Educationas
Fundamental Right of Children-2009
Issues in Implementing RTE-2009: A critical understanding
i. Issues that affect and negate the children‟s right to education (Child Labor:Street
children, abandoned and orphans)
ii. Differently abled children: Attitude towards the girl child and her participationin
schooling, punishment, abuse and violence in Schools).

Unit-3 Contemporary Indian Schooling: Concerns and Issues

Equality of Educational Opportunity : Meaning and nature : Forms of inequality
: Religion, Regional, Caste, Gender and other marginalized groups.
Inequality in Schooling: Public – Private schools , Rural – urban schools, Mass- elite
 65

schools , single teacher schools and many other forms of in-equal school systems.
Critical understanding of Paradox of Equal opportunity and in-equal schooling: positive
discrimination ; concept and issues and policy interventions.

Schooling: Quality concerns and issues

i. Universal access
ii. Universal Enrollment
iii. Universal retention
iv. Universal success

Unit-4 Understanding Exclusion in schooling

Exclusion: Meaning and Nature
Forms of Exclusion: a) physical / Psychological Exclusion
Different types of differently abled children: Nature of problems and their impact on
learning
Measure to address the issue of learning of differently abled children and professional
preparedness of Institutions;
Socio-cultural and economic exclusion: Understanding different forms of socio- culture
and economic exclusion in schooling – Caste, Class, Gender, Minority, and other
Marginalized sections of the society.

Unit- 5 Secondary Education: Concerns and Issues

Secondary School stage: its linkages with primary and higher secondary stagesof
education;
Aims of Secondary School Stages of Education
Universalisation of Secondary School stages of Education: Its Status
i. Quantitative expansion , Qualitative consolidation and Equity perspective –A
sociological understanding;
ii. Issues in Secondary school stages of Education :Privatization,
Vocationalization
iii. Reforms in Secondary School Stages Education: Curricular , Pedagogicaland
Examinations;
Rashtriya Madhyamika Shiksha Abhiyan (RMSA): Goals and policy interventionfor
Quality Secondary School Stages of Education

Activities
1. A Critical Study with the help of Survey and Observation of alternative schools
- Night schools, Mobile schools, Child labor Schools and prepare a report
2. Conduct a Survey of schools of different quality in different milieu and make a
presentation
3. A critical review of school textbooks based on socio-cultural and economic exclusion
4. Conduct a survey on street children / orphan children and make a presentation
5. Conduct a survey (a minimum of 10 schools) and critically analyze the RMSA
intervention for enhancing the quality of secondary education and prepare a report
 66

Reference Books

Allen, L.A; Management and organization. Mc Graw Hill, Auckland, 1995 Anand,
C.L.et.al. (1983) Teacher and Education in Emerging Indian Society,
NCERT, New Delhi.
Coombs, Philip H.( 1985). The World Crisis in Education, Oxford UniversityPress,
New York.
Govt. of India(1986), National policy on Education, Min. of HRD, New Delhi. Govt.
of India(1992), Programme of Action(NPE) Min.of HRD. New Delhi.
Koontz, Harold et al. Management, Mc Graw Hill, Auckland(1981)
Mohanty, J., (1986), School Education in Emerging in Indian Society, sterlingPublisher.
Mukherjee, S.N.(1963), Secondary School Administration, Acharya Book Depot,Baroda.
Mukherjee, S.N.(1966),History of Education in India, Acharya Book Depot,Baroda.
Naik,J.P, & Syed, N. (1963) A student of Histroy Education in India, MacMillan,New
Delhi.
NCERT, (1986) School Education in India- Present Status and Future Needs, NewDelhi.
Ozial, A.O. Hand Book of School Administartion and Management, London,
MacMillin.
Salamathullah, (1979), Education in Social context , NCERT, New Delhi. Sykes,
Marjorie,(1988) The story of Nai Talim, Nai Talim Samithi, Wardha
UNESCO(1997). Learning the Treasure Within.
 67

Course-XV
GENDER, SCHOOL AND SOCIETY
Objectives
 68

After completion of the course, the student-teacher will be able to

1. understand the gender related issues
2. develop sociological perspectives about the impact of culture. Tradition,Socialization,
division of labour on gender aspects
3. create an awareness about the impact of gender on Education
4. understand the dynamics of gender perspectives and sensitization
5. create the knowledge regarding equality and its relationship to women education
6. know hindrances in achieving cent % literacy, continuing education, course
preferences etc
7. provide the knowledge about legal provisions related to Women‟s Rights and
Education
8. know the Trends in girls Education and Women empowerment
9. know Benefits of Women / Girls Education
10. estimate the level of change in the Status.

Course Outcomes:
After completion of the course, the student-teacher
1.understands the gender related issues
2. develops sociological perspectives about the impact of culture. Tradition, Socialization, division of
labour on gender aspects
3. creates an awareness about the impact of gender on Education
4. understand the dynamics of gender perspectives and sensitization
5. creates the knowledge regarding equality and its relationship to women education
6. know hindrances in achieving cent % literacy, continuing education, course preferences etc
7. provides the knowledge about legal provisions related to Women‟s Rights and Education
8. knows the Trends in girls Education and Women empowerment
9. knows Benefits of Women / Girls Education
10. estimates the level of change in the Status

Course Content

Unit-1: Basics of Gender

Concept, Meaning, Scope of gender,
The difference between sex and Gender - Gender discrimination
The characteristics of patriarchal system and its impact on Women‟s status
The need and importance of Women‟s Education – its benefits

Unit-2: Factors affecting gender Discrimination

Factors influencing gender differences and practices- inequality in ratio, female
infanticide, feticide, crime, violence.
Religious, Physical, Sociological, Economic, Political, Legal, employment,
Psychological etc .
Sociolisation process and its impact on decision making Women / GirlsEducation
Rural / Urban /Tribal Societies in relation to girls Education
Women and Girls status at present in our Society

Unit-3: Historical Perspectives and changing status of Women

Epic . Vedic age – Kaikeyi, Sathyabhama, Gargi, Maitreyi, Lopamudra etc.
Medieval age – Rami Lakshmi Bai, Chennamma, Rudramadevi.
British Age – Victoria, Elizebeth, Noorjahan
Present Age – Indira Gandhi, Sushma Swaraj, Bandaranayake, Kiranbedi,Kalpana
Chawala, Prathibapatil, Meerakumar.

Unit-4: Legal issues of Gender

Women‟s Rights
Legal Provisions
Equality of Sexes
Education and division of Labour – Home, School, Society, work placeUnit-5: Gender and
 69

Education
Educational provisions specially meant for girls Education
Emerging trends in the field of girls Education – Reservations
Gender as an influencing factor in course choices
Women empowerment through girls education – its need – National
Development

Activities
1. Community survey – Literacy rate among boys and girls – Access, Continuity, dropout,
entry, pass percentage, child marriages, child labour, etc. and prepare a report
2. Visit a Co-Education high school and Girls High School and prepare a report on the
facilities to girl students and women teachers.
3. Basing on 2011 census reports find out the sex ratio and educational status of different
age groups in your mandal and report
4. Study of Self Help and Self Employment groups and Economic empowerment of
women in these groups – A Report (Select a five groups)
5. Text Book Analysis and gender equity – A report.

Reference Books
Purba Das,, Sociological Foundations of Education Authors Press. LakshmiNagar,
Delhi, Rs.600
Adelson Rachel K Daring – DO for Digital Daughters, Association for Women incomputing – Live
wire Communications (1996)
Currid Cheryl” Bridging the gender gap” information work, (1996) Klein, Reva
“ Girls friendly”, Times Educational supplement (1991)
Koch, Melissa” Opening up Technology to both genders” Education DigestVil.601
n3, (1994)
Lehmann – Haupt, Rachel “ Girls Schools seeks to overcome Tech gender gap”wired
News (1997)
United Nations children‟s fund” Focus on Girls Education Needed to Break
Apartheid of Gender, Unicef Press release (1995)
 70

Course-XVI
INCLUSIVE EDUCATION
Objectives
After completion of the course, the student-teacher will be able to
1. Acquire knowledge about the concept of inclusive education for different types ofspecial
needs children.
2. Able to identify the different types of special needs children and their
characteristics.
3. Develop understanding in identification and assessment of children with specialneeds.
4. Critically evaluate the policy perspectives emerged at national and internationallevels
for empowering children with special needs.
5. To develop the required skills for teaching children with special needs in regular
schools.
6. To develop adequate competencies in building barrier free environments withinand
outside the schools to facilitate learning in children with special needs.
Course Outcomes:
After completion of the course, the student-teacher
1. Acquires knowledge about the concept of inclusive education for different types of special
needs children.
2. Identifies the different types of special needs children and their characteristics.
3. Develops understanding in identification and assessment of children with special needs.
4. Critically evaluates the policy perspectives emerged at national and international levels for
empowering children with special needs.
5.develops the required skills for teaching children with special needs in regular schools.
6. develops adequate competencies in building barrier free environments within and outside the
schools to facilitate learning in children with special needs

Course Content

Unit-1: Concept of Inclusive Education

Inclusive Education – concept, meaning, definition and importance.
Concept of Impairment, Disability and Handicap
Concept of Special Education, Integrated Education, Mainstreaming andInclusive
Education
Need for Inclusive Education in India for children with special needs.

Unit-2: Types and Characteristics of Children with Special Needs

Concept, types and characteristics of different types of children with special
learning needs:
Children with Physical challenges– Visual, Hearing, Loco-motor and
Neurological.
Children with Intellectual challenges – Gifted, Mentally Challenged, Autism(ASD)
and Learning Difficulties (LD).
Children with Emotional and Behavioral deviations with special reference to
ADHD and Juvenile Delinquency.
Children with Socio- cultural deviations (SC, ST, Minorities) and Linguistic
Minorities.
Unit-3: Identification, Assessment and Educational Provisions
Identification, assessment and education of Children with physical challenges –Visual,
Hearing, Loco-motor and Neurological.
Identification, assessment and education of Children with Intellectual challenges
– Gifted, Mentally Challenged, Autism, Learning Difficulties (LD).
 71

Identification, assessment and education of Children with Emotional and Behavioral

deviations with special reference to ADHD and Juvenile Delinquency.
Identification, assessment and education of Children with Socio- cultural deviations and
Linguistic minorities.
Challenges and prospects in Identification and assessment of children in inclusive
education.
Unit-4: Policy Perspectives for Children with Special Needs
International Legislations –Salmanca Declaration, UNESCAP, UNCRPD
National Legislations – NPE-1986, PoA-1992, RCI Act-1992, PWD Act-1995 with
latest amendments , National Trust Act-1999, RTE Act-2009
Government schemes and provisions – SSA, RMSA with special reference to the
provisions and activities aimed at meeting the needs of children with special learning
needs.
Unit-5: Educating Children in Inclusive Classrooms
Need for creation of physical, psychological, sociological barriers freeenvironment
within and outside the classroom
Assistive devices and technologies required for education of children withspecial
needs in inclusive classroom
Need for parent and community involvement to promote positive behavioursand
social competence in children with special learning needs
Need for multi-disciplinary approach to address the educational needs ofchildren
with special learning needs
Challenges and prospects in providing education in inclusive classrooms.

Activities
1. Prepare case studies of two differently abled children (with different diabilities)
2. Observation of five class room teaching periods in each of special schools and inclusive
schools and prepare a report highlighting the teaching strategies implemented by the
teachers
3. Form a small group of 5-6 student teachers and conduct an awareness camp in any
village/ward on causes, prevention and referral services available for differently abled
children and prepare a report
4. Visit any one NGO offering vocational training for special children and prepare a
report
5. Critically analyse the needs, strengths and issues of differently abled children –
mentally, visually and hearing challenged
 72

Reference Books
Ainscow, M.(2005). From special education to effective schools for all, keynote
presentation at the Inclusive and Supportive Education congress, University of
Strathclyde, Glasgow.
Das, A.K. and Pillay, A.N. (1999). Inclusive education for disability students: Challenges
for education. Paper presented at the 5th UNESCO conference, Bangkok, Thailand.
Dash, M. (2000). Education of Exception Children. New Delhi: Atlantic Publishers and
Distributor
Govinda Rao , L. (2007). Perspectives on special education. Hyderabad: Neelkamal
Publications Pvt. Ltd.
Janardhan Prasad and Ravi Prakash (1996). Education of handicapped Children. New
Delhi: Kanishka Publications and Distributors.
Kundu,C.L. (2000) Status of disability in India. New Delhi: RCI
Madhumita Puri and George Abrahm (2005). Handbook of Inclusive educationfor
educators, administrators, and planners. New Delhi: SAGE publishers
Male, M. (1994). Technology for Inclusion: Meeting the needs of all children (2nd
Edition). USA Massachusetts:Allyn and Bacon
Mani,M.N.G. (2000). Inclusive Education in Indian Context. Coimbatore:
Ramakrishna Mission Vidyalaya
Nagaraju.,M.T.V. (2014). Curriculum and Instruction of Inclusive education. NewDelhi:
Commonwealth Publishers
Panda,K.C. (2003). Education of Exception Children. New Delhi:Vikas
publications
Ranganathan,R. (2006). International Rehabilitation conference on channeling the
challenges of disability. Macmillan India Ltd.
Reddy,G.L, Ramar,R and & Kusuma,A. (2005). Learning disabilities: A Practicalguide to
the practitioners. New Delhi: Discovery publications.
Reddy,G.L, Ramar,R. Kusuma,A. and Santhakumari (2006). Behaviour disordersin
children: Identification and Assessment. New Delhi: Discovery publications.
Reddy,G.L,. and Sujathmalini (2005). Mental Retardation: identification and
assessment. New Delhi: Discovery publications.
Reddy, G.L,Ramar, R and Kusuma, A (2000) Education of children with specialneeds.
Discovery publishers, New Delhi.
Reddy, G.L..,Ramar, R and Kusuma, A (2005) Hearing impairment and
Educational considerations, Discovery publishers, New Delhi.
Taylar. Ronald,L.(1993). Assessment of Exceptional Children.
MiltonKeynes:Open University press
Umdevi, M.R. (2010). Special Education: A Practical approach to educationchildren
with special needs. Hyderabad: Neelkamal Publications Pvt. Ltd.
 73

Course-XVII
ENVIRONMENTAL EDUCATION

Objectives
After completion of the course, the student-teacher will be able to
1. recognizes the concept and importance and participate in various activities ofswatch
bharath
2. recognizes the need and importance of environmental education.
3. identify the factor responsible for environmental degradation and environmental
pollution
4. develop strategies to curb out environmental degradation in their house andlocality.
5. recognizes the role of government and non government agencies in reducing the
environmental issues faced by mankind.
6. appreciate the strategies taken up for sustainable development.
7. recognize the role of the teacher in a school in promoting the environmental
awareness among the children.
8. develop strategies to sensitize the students regarding the environmental problemsfaced
in the country.

Course Outcomes:
After completion of the course, the student-teacher
1.recognizes the concept and importance and participate in various activities of swatch bharath
2. recognizes the need and importance of environmental education.
3. identify the factor responsible for environmental degradation and environmental pollution
4. develops strategies to curb out environmental degradation in their house and locality.
5. recognizes the role of government and non government agencies in reducing the environmental
issues faced by mankind.
6. appreciate the strategies taken up for sustainable development.
7. recognize the role of the teacher in a school in promoting the environmental awareness among the
children.
8. develop strategies to sensitize the students regarding the environmental problems faced in the
country

Course Content
Unit-1: Swatch Bharath- an Environmental Awakening
Meaning, concept, definition of Swatch Bharath
Evolution of the concept of Swatch Bharath, objectives, its campaign andexecution.
Integration of Swatch Bharath campaign with educational institutions
Strategies to implement the Swatch Bharath campaign in schools and other
educational institutions.
Unit-2: Objectives, Scope and Nature of Environmental Education
Meaning, importance, definition, characteristics and objectives of environmental
education
Importance, objectives, scope and guiding principles of environmental education.
Factors of degradation of environment – adverse socio –economic impactsof
degradation of environment.
Types of pollution: Land, Air, Water, Noise, and Radiation
Green house effect - Ozone layer depletion.
Importance of need and scope of environmental conservation and regeneration.
Impact of industry/mining/transport on environment

Unit-3: Environmental Management and Protection

Need for environmental management – functions and characteristics of
environmental management
Dimensions of environmental management. Factors responsible for flora andfauna
extinction
 74

Measures to conserve flora and fauna.- causes for forest fire- measures of
prevention
Major environmental problems in India – Environmental protection and policesin
India
Need and objectives of conservation – Environmental conservation measures taken in
India, waste management, alternative sources of energy, organic farming, rain water
harvesting, community participation in nature resource management, water and forests.
Constitutional amendments made and Environmental laws,

Unit-4: Environmental Movements and Developments

Environmental movements in India: Silent Valley movement, Chipko movement,
Narmada Bachao, Andolan, National Test Range at Balipal, Orissa.
Conditions for achieving the goals of sustainable development
Strategies for sustainable development in India.
The Stockholm conference 1972 – Brundtland commission 1983 –
Nairobi conference 1982 – The Rio Summit 1992
The Rio Declaration at the earth charter – Major achievements of the RioSummit –
Main features of the Rio Declaration
Kyoto conference and part on Global Warming 1997.

Unit-5: Environmental Education in the School Curriculum and Means to Sensitizethe

Students
Environmental education at Primary, Secondary and Higher Educationlevel
Major constraints for its implementation at these levels.
Teacher‟s role – national resource center for environmental education.
Characteristics of good teaching method.
Seminar, Workshop, Problem–solving, Field trips and Surveys, Projects,Exhibition
and other methods.
Relative efficiency of teaching methods, Role of IT and media in environmentand
human health.

Activities
1. Make a survey of your area and document all the environmental problems found along
with photographs
2. Conduct a survey of five high schools and describe the steps to be taken to enhance the
environment and make the institutions Swatch.
3. Organize a Rally in a school where you attend Internship on Swatch Bharath and
Importance of Environment (The World Environment Day is 5th June) andreport
4. Conduct elocution and essay writing competitions for students on environmental issues
and report
 75

Text Books
Agarwal, S.P. and Aggarwal, J.C. (1996) Environmental Protection, Education and
Development. New Delhi: New Concepts.
Board of Education Fountain. (1999). Peace Education UNICEF. NY: UNICEF.
Bondurant, J. V. (1996). Teaching tolerance: Raising open minded Emphatic
Children. New York: Doubleday.
Eisler, J. (1994). Comprehensive conflict result program (1993-94). New York: N.
Y. City.
Ingelstam, M. (1996). Empowered for peace service: A curriculum for education and
training in violence prevention, non-violence conflict transformation and peace
building. Stockholm: Christian Council of Sweden.
Joy, P., & Neal, P. (1994). The handbook of environmental education:
London, New Fetter Lane
Kelu, P. (2000). Environmental education: A conceptual analysis.
Calicut: Calicut University.

Reference Books
Kumar, A. (2009). A text book of environmental science. New Delhi: APH
Publishing Corporation.
Reddy, P. K., & Reddy, N. D. (2001). Environmental Education. Hyderabad:Neelkamal
publications.
Sharma, B. L., & Maheswari, B. K. (2008). Education for Environmental and
Human value. Meerut: R.Lall Books Depot.
Sharma, R. A. (2008). Environmental Education. Meerut: R.Lall Books Depot. Sharma,
R. G. (1986). Environmental Education. New Delhi: Metropolitan BookCo., Pvt. Ltd.
Sharma, V. S. (2005). Environmental education. New Delhi: Anmol publication. Singh,
Y. K. (2009). Teaching of environmental science. New Delhi: APHPublishing.
 76

II. SCHEME AND STRUCTURE

SEMESTER - 1

Internal Tests
Assignments

Total Marks
Transaction

L+T+P per
Course

Practicum

Hours per
(External)

(Internal)
Title

Contact
Theory/

Credits
Theory

No. of

Week
week
Plan
I Philosophical Foundations of
80 20 2 4+2+0 8 4 100
Education

II Perspectives in Child
80 20 2 4+2+0 8 4 100
Development

III ICT for enriching Teaching and

80 20 2 4+2+0 8 4 100
Learning

Pedagogy of Mathematics/
IV Social Sciences/ Biological 40 10 1 2+1+1 6 2 50
Sciences (Pg1)

V Pedagogy Physical Sciences/

40 10 1 2+1+1 6 2 50
English/ Telugu/ Urdu (Pg2)

Practicum (Activities/ Projects/

S1P 100* - - - 4 100
Records)
Total (I Semester) 320 180 8 16+8+2 36 20 500

L=Lecture (1= One contact hour/ period);

T=Tutorial (1= Two block hours/ periods);
P=Practicum (1= Two block hours/ periods)

*In each of the five courses dealt in this semester, there are 25 activities - Out of which 20
activities will be completed during this semester, which will be assessed for 100 marks by the
concerned teacher educators and the remaining five school / society related activities will be
completed by the end of second semester (During the four weeks of Internship)

See Schedule of Activities for Various Courses in page no. 77-84

 77

SEMESTER - 2

InternalTests
Assignments

Total Marks
Transaction

L+T+P per
Course

Practicum
(External)

(Internal)

Per week
Contact
Theory/
Title

Credits
Theory

Hours
No. of

week
Plan
Sociological Foundations
VI of Education 80 20 2 4+2+0 8 4 100

VII Learning and Teaching 80 20 2 4+2+0 8 4 100

Classroom Management,
VIII Leadership and Action 40 10 1 2+1+1 6 2 50
Research

IX Art Education 40 10 1 2+1+1 6 2 50

Practicum (Activities/
Projects/ Records)
Completion of school &
- 125* - - - 5 125
community activities
specified in courses of I &
II semesters
Micro Teaching –five
lessons in each pedagogy
to develop micro skills of Pg1 - 25
- - 2+2+2+2 8 2 50
teaching among student Pg2 - 25
Teachers in a simulated
S2P
situation (college)
School & Community
Experience of 4 weeks
1. Observation of 5 Pg1 - 25 - - - 2 50
lessons in each - Pg2 - 25
pedagogy taught
regular school teachers
2. Report on School - 25 - - - 1 25
Activities & Report on
Achievement &
Attendance
Total (II Semester)
240 310 16 16+8+2 36 22 550

* The 20 activities relating to four courses in this semester and five school/ society related
activities carried forward to second semester from semester – I are to be assessed for 125
marks, which will be assess by the concerned teacher educators

See Schedule of Activities for Various Courses in page no. 77-84

 78

SEMESTER - 3

InternalTests
Assignments

Total Marks
Transaction

L+T+P per
Practicum
Course

(External)

(Internal)

Per week
Contact
Theory/
Title

Credits
Theory

Hours
No. of

week
Plan
Pedagogy of Mathematics/
Social Sciences/ Biological
X 40 10 1 3+2+1 9 2 50
Sciences (Pg1)

Pedagogy of Physical
XI Sciences/ English/ Telugu/ 40 10 1 3+2+1 9 2 50
Urdu (Pg2)

XII Learning Assessment 40 10 1 3+2+1 9 2 50

XIII Understanding the Self 40 10 1 3+2+1 9 2 50

Practicum (Activities/
- 100** - - - 4 100
Projects/ Records)
School Internship-8
Pg1 –
Weeks. Practice Teaching
100*
of Twenty lessons for 6th - - - - 8 200
S3P Pg2 –
&7th Classes in each
100*
pedagogy subject
Observation of five lessons
Pg1 - 25
by peer group in each - - - - 2 50
Pg2 - 25
pedagogy subject
Total (III Semester) 160 390 - 12+8+4 36 22 550

* These marks will be awarded by the teacher educator (40), the guide teacher in the
school (40) and head of the institution of the school (20)

** 20 activities in four courses will be assessed by the concerned teacher educators for
100 marks

See Schedule of Activities for Various Courses in page no. 77-84

 79

SEMESTER - 4

Contact Hours
Internal Tests
Assignments

Total Marks
Transaction

L+T+P per
Course

Practicum
(External)

(Internal)

Per week
Title

Theory/

Credits
Theory

No. of

week
Plan
Contemporary India and
XIV 40 10 1 3+2+1 9 2 50
Education
Gender, School and
XV 40 10 1 3+2+1 9 2 50
Society
XVI Inclusive Education 40 10 1 3+2+1 9 2 50
XVII Environmental Education 40 10 1 3+2+1 9 2 50
Practicum (Activities/
- 100** - - - 4 100
Projects/ Records)
School Internship-
8Weeks Practice Pg1 –
Teaching of twenty 100*
S4P - - - - 8 200
lessons for 8th, 9th & 10th Pg2 –
classes in each pedagogy 100*
subject Pg1 & Pg2
Practical Examination Pg1 – 50#
- - - - 4 100
(Teaching) in Pg1 & Pg2 Pg2 – 50#
Total (IV Semester) 160 440 24 8+10+4 36 24 600

* These marks will be awarded by the teacher educator (40), the guide teacher in the
school (40) and head of the institution of the school (20)

** 20 activities in four courses will be assessed by the concerned teacher educators for
100 marks

See Schedule of Activities for Various Courses in page no. 77-84

# These 50 marks will be given by the pedagogy teacher educator and the senior subject
teacher in the school independently after observing the lesson given by the student
teacher. However, the student teachers should give this final lesson in the school other
than where they completed their internship.
 80

SCHEDULE OF ACTIVITIES FOR VARIOUS COURSES

Course Semester – I Activities Suggested

College (C) /

&Society (S)

Semester
Title

Marks
School
I Philosophical 1. Critically review a selected book written C 5 S1
Foundations by Contemporary Educationalist in India.
of Education 2. Thoughts and reflections of Western
Philosophical schools and its relevance C 5 S1
to the present day Indian Education – A
Report
3. Identify the different roles played by an C 5 S1
ideal teacher in the classroom, school and
community and report S2
4. Visit nearby schools under different S 5
managements and describe the
functioning of the schools S1
5. List out the values which make an C 5
individual a righteous human being
II Perspectives 1. Visit a balwadi centre/ NGO centers for S 10 S1
in Child orphans/ street children homes and
Development prepare a detailed report on the care
taken by these centers
2. Description of cases – 1. A Child with S 5 S1
any type of disability and 2. A child from
disadvantaged section of the society
3. Describe the salient features of Child
Rights Act 2005 C 5 S1
4. Interact with five adolescents and collect
information about their attitudes,
interests, aspirations in respect of their S 5 S1
educational and occupational choices
III ICT for 1. Use various visual aids in the classroom S 5 S2
Enriching and report their effectiveness on learning
Teaching and of the students
Learning 2. Prepare Self Instructional Material on any
one topic and analyse its effectiveness for C/S 10 S1/S2
individualized learning
3. Observe and analyse classroom
Interaction and report the dynamics of S 5 S2
classroom
4. Prepare a computer assisted lesson of your
choice from school curriculum C 5 S1
 81

IV Pedagogy of Mathematics C 5 S1
School 1. Create different activities to realize
Subject – I concept attainment by children in any
(Part A) unit from Mathematics Text books of
Mathematics/ 6-10 classes C 5 S1
Biological 2. Each student has to collect and
Sciences/ present history and contributions of
Social one Indian or Western mathematician
Sciences 3. Preparation of T.L.M. for any one
topic from classes 6-10 mathematics C 5 S1
4. Preparation of power point
presentation (PPP) for any one topic
from a different branch of C 5 S1
mathematics
5. Identifying suitable methods/
approaches of teaching different
topics from mathematics text of any C 5 S1
one class (Inductive/ Deductive/
Analytic/ Synthetic/ Laboratory/
Heuristic/ Project methods and
Activity based learning)
Social Sciences:
1. Identify values in depicted in the C 5 S1
lessons of social sciences of any one
class and prepare a report
2. Select and plan appropriate strategies C 5 S1
for teaching a lesson of social science
of your choice and submit
3. Identify any village/ward/ colony and
make social survey and find out the
literacy rate, adult education
programmes, electricity, toilets, S 10 S1
sanitary and water facilities,
maintenance of roads, etc and submit
village/ward description report
4. Organise a programme in the school
in connection with celebration of
national festivals, birthdays of social S 5 S2
scientists/ National leaders, etc.
Biological Sciences:
1. Visit any zoological park/Botanical
Garden/Agro based industry/ food S 5 S1
park/ institution of scientific interest
or Science and Technological
Museum in your vicinity and report.
2. Identify and write the objectives and C 5 S1
specifications under the three domains
on any topic of your choice
3. Sketch the life history and write
his/her contributions of any one C 5 S1
Biologist
4. Name any common branch of both
Botany and Zoology and explain how C 5 S1
you integrate the pedagogy in dealing
with the content.
 82

5. Organize an event on Earth Day/

Environment Day/ Population Day,
etc. in the school during the internship S 5 S1
and report.
V Pedagogy of Physical Sciences:
School 1. Identify the most abstract concepts C 5 S1
Subject – II (difficult topics) from any class
(Part A) physical science textbook suggest
English/ ways and means to make it easy to
Telugu/ understand and concrete.
Physical 2. Identify Concrete and Abstract C 5 S1
Sciences Concepts in Physics and Chemistry of
any class and suggest the appropriate
Teaching methods and approaches to
teach them and report
3. Prepare an assignment on any
physical sciences and its application C 5 S1
and implications with other branches
of knowledge
4. Prepare biographical sketch of and
scientist and his/her contributions to C 5 S1
Physics/ Chemistry
5. List out different content aspects of a
unit in Physics/ Chemistry and write C 5 S1
down the objectives and specifications
under Cognitive Domain associated
with them
English
6. Prepare a report on Language policies
given in the reports of Kothari C 5 S1
Commission, NPE 1986 and POA
1992.
1. Prepare a detailed report on how,
when and why you are going to use C 5 S1
various methods, approaches and
techniques in teaching the English
language skills.
2. Enumerate ten activities (5 for
listening and 5 for speaking) from the C 5 S1
text books of classes VI to X. Suggest
your own activities using
supplementary materials.
3. Critically analyse the writing activities
given in the text books of classes VI C 5 S1
to X and report.
4. Analyze the tasks given at the end of
any one unit in the textbook and check
their relevance to cognitive, affective C 5 S1
and psychomotor domains and report.
Telugu
As mentioned at the end of the syllabus
Urdu
As mentioned at the end of the syllabus
 83

VI Sociological 1. Study the cultural practices prevailing S 5 S2

Foundations in the local community and submit a
of Education report
2. Study the diversities existing in the S 5 S2
community and describe the root
causes for such diversities.
3. Study the social stratification in a S 5 S2
village/ward and prepare a report on
it.
4. Education and social mobility – S 10 S2
Conduct a survey in a village/ward
and prepare a report
VII Learning and 1. Prepare a list of study habits S 5 S2
Teaching prevailing among students of a
particular class through interaction of
students
2. A report on learning situations,
learners attention, motivational status S 5 S2
among the students of a particular
class through observation
3. Conduct a group discussion on
strategies of memorization – Repeated
reading, writing, peer group S 5 S2
discussion, explaining to others, etc.
and prepare a report
4. Understanding the nature of
interaction between teachers and
students by Flander‟s Interaction S 5 S2
model and prepare a report
5. Prepare a detailed report on different
roles of an ideal teacher in the C 5 S2
existing circumstances.
VIII Classroom 1. Prepare a detailed record describing S 5 S2
Organisation the role of the teacher in organizing
and the classroom at least by observing a
Management teacher for five periods.
2. Identify a problem for action research
and prepare a proposal for action C 5 S2
research
3. Collection of articles from C 5 S2
newspapers relating to classroom
management problems
4. Collection of cases of indiscipline and C 5 S2
corporal punishment from newspapers
5. Observe a minimum of five school
teachers and describe their leadership
characteristics S 5 S2
 84

IX Art Education 1. Select a concept from the school

curriculum which includes a social C 5 S2
message and identify an appropriate
art form to spread the message in
public and prepare a report
2. Identify a local art form and integrate C 10 S2
it in teaching an appropriate lesson
from school curriculum – Prepare a
lesson plan
3. Select an appropriate lesson from the
school curriculum and rewrite it in the C 10 S2
form of a drama
X Pedagogy of Mathematics
School 1. During Internship, conduct of Essay S 5 S3
Subject – I writing/ quiz competitions in
(Part B) mathematics and report
Mathematics/ 2. One case study of gifted child and S 5 S3
Biological slow learner with interventions
Sciences/ suggested.
Social 3. Preparation of Mathematical Puzzles, C 5 S3
Sciences Games, riddles and other recreational
activities.
4. Preparing two types of assessment C 5 S3
tests – Formative, Summative type of
tests.
5. Preparing Diagnostic test in Algebra, C 5 S3
Arithmetic and Geometry from VIII
to X class mathematic syllabus.

Social Sciences C 5 S3
1. Observe a day‟s proceedings in house
of assembly or parliament and report
2. Collect News paper clippings on any C 5 S3
social issue and write a report on the
issue with your comments
3. Organise any one of the social S 5 S3
awareness programme on Swatch
Bharath/ Water and Plant/ Aids
Awareness/ Vanamahotsavam, etc in S 5 S3
a village/ward and report.
4. Observe the functioning of any local C 5 S3
body office and report
5. Critically analyse the characteristics
of Social Science text book of any
class and prepare a detailed report
S 5 S3
Biological Sciences
1. Make a survey on the problems of
environmental pollution in your C 5 S3
locality and record the observations
and submit a report
2. Select any topic of your choice and
prepare a lesson plan on the lines C 5 S3
suggested in constructivistic
approach.
 85

3. Prepare laboratory instructional cards C/S 5 S3

for any two experiments of your
choice.
4. Prepare a herbarium based on a C 5 S3
certain theme.
5. Analyze recent public examination X
class Biological Science question
paper and compare with the pre-final
question paper and record your
observations.
XI Pedagogy of Physical Sciences
School 1. Prepare different steps involved for C 5 S3
Subject – II demonstration of an experiment one
(Part B) each in Physics and Chemistry
English/ 2. Prepare two improvised apparatus / C 5 S3
Telugu/ teaching gadgets with locally
Physical available material resources for
Sciences Physics and Chemistry and submit
3. Visit a Science Centre or Science-
Museum (District/ State/ National) S 5 S3
and prepare a report
4. Participate in a District / State Level
Science Fair and prepare a report on S 5 S3
the exhibits and activities presented
5. Celebrate National Science Day/
Earth Day/ Water Day / any important S 5 S3
day related to science in the school
during the internship and submit a
report

English
1. Take a few passages from different
lessons of any class of your choice C 5 S3
and critically examine the following
and comment:
To what extent the language clearly
convey the meaning of the topic being
discussed?
Is the language learner-friendly?
Is the language too technical in
nature? C 5 S3
2. Select 10 examples of grammar
activities listed in English Readers of
classes VI to X and analyse. C 5 S3
3. Take a topic of your choice and select
10 vocabulary items to teach in the
relevant context. Give reasons for
your selection. C 5 S3
4. Prepare 3 activities for practicing
pronunciation and spelling of 15
words from a lesson in any text book
of classes VI to X. C 5 S3
5. Develop a question paper for classes
VI to X to asses all the aspects of
language learning.
 86

Telugu
As mentioned at the end of the syllabus
Urdu
As mentioned at the end of the syllabus
XII Learning 1. Plan and construct an achievement C 5 S3
Assessment test in one of the methodology
subjects
2. Survey the assessment practices
followed in different schools – Zilla S 5 S3
Parishad/ Government, Private and a
Residential and prepare a report
3. Prepare a report by undertaking
question paper analysis of two school C 5 S3
subjects (Public Examinations of
Previous Years)
4. Administer an intelligence test on S 5 S3
students of any class and interpret the
results
5. Conduct a survey to find out S 5 S3
occupational choices of 9th Class
students and prepare a report
XIII Understan- As mentioned in the syllabus
ding the Self
XIV Contemporary 1. A Critical Study with the help of S 5 S3
India and Survey and Observation of alternative
Education schools - Night schools, Mobile
schools, Child labor Schools and
prepare a report
2. Conduct a Survey of schools of
different quality in different milieu and S 5 S3
make a presentation
3. A critical review of school textbooks
based on socio-cultural and economic C 5 S3
exclusion
4. Conduct a survey on street children /
orphan children and make a S 5 S3
presentation
5. Conduct a survey (a minimum of 10
schools) and critically analyze the S 5 S3
RMSA intervention for enhancing the
quality of secondary education and
prepare a report
XV Gender, 1. Community survey – Literacy rate
School and among boys and girls – Access, S 5 S3
Society Continuity, dropout, entry, pass
percentage, child marriages, child
labour, etc. and prepare a report
2. Visit a Co-Education high school and
Girls High School and prepare a S 5 S3
report on the facilities to girl students
and women teachers.
3. Basing on 2011 census reports find
out the sex ratio and educational C 5 S3
status of different age groups in your
 87

mandal and report

4. Study of Self Help and Self
Employment groups and Economic
empowerment of women in these S 5 S3
groups – A Report (Select a five
groups)
5. Text Book Analysis and gender equity C 5 S3
– A report.
XVI Inclusive 1. Prepare case studies of two differently S 5 S4
Education abled children (with different
diabilities)
2. Observation of five class room
teaching periods in each of special S 5 S4
schools and inclusive schools and
prepare a report highlighting the
teaching strategies implemented by
the teachers
3. Form a small group of 5-6 student
teachers and conduct an awareness S 5 S4
camp in any village/ward on causes,
prevention and referral services
available for differently abled children
and prepare a report
4. Visit any one NGO offering
vocational training for special S 5 S4
children and prepare a report
5. Critically analyse the needs, strengths
and issues of differently abled S 5 S4
children – mentally, visually and
hearing challenged
XVII Environment 1. Make a survey of your area and
Education document all the environmental S 5 S4
problems found along with
photographs
2. Conduct a survey of five high schools S 10 S4
and describe the steps to be taken to
enhance the environment and make
the institutions Swatch.
3. Organize a Rally in a school where
you attend Internship on Swatch S 5 S4
Bharath and Importance of
Environment (The World
Environment Day is 5th June) and
report
4. Conduct elocution and essay writing
competitions for students on S 5 S4
environmental issues and report

Note: However, the teacher educators may create additional activities to provide practical
experience in other theoretical aspects not covered by the activities mentioned above without
disturbing the evaluation scheme.
 88

III. CURRICULUM TRANSACTION

The group of experts who participated in the development of curriculum for
Two Year B.Ed Programme felt that the following points are to be kept in mind to realize
the objective of preparing quality Teachers to serve in school system with all required
employable skills.

1. The primary aspect of this curriculum is mostly interactive in nature. The Student
-teachers, Teacher Educators, (College Faculty), the Head of the Institution
(Principal of the College) should work in tandem with proper interpersonal
relationship. Mere lecturing does not help to transact the new curriculum. The
teacher Educators have to create various innovative activities where in the
student- teachers develop appropriate skills required for their effective teaching by
performing different activities. Half of the time in the College of Education is to
be used for instruction and the remaining half of the time is to be allocated to
attend individual and group projects and activities, library including E-Library
activities to inculcate the habit of self learning. Yoga and physical Education
activities are to be regularly organized and evaluated under continuous and
comprehensive evaluation (CCE). Apart from the above, internal assessment tests
are to be conducted. Thus throughout the semester the process of Student –
teachers‟ participation in all the activities – cognitive related (Knowledge)
conative / affective related (wisdom) and psychomotor related (performance) are
to be assessed.

2. Out of two years of the programme duration, the student-teachers will be in the
field (Schools and community) for 20 weeks i.e. for about 5 months. In a
professional teacher preparation programme, field experience in school has to be a
vital component as it provides a platform to integrate theory learnt to a real
situation. The field experience intends to expand the competencies and skills
which are essential for a teacher to serve as a facilitator of learning. During school
visit, student teachers interact with the teachers, students, administrators and
community including parents and try to understand the issues problems faced,
which helps in their process of becoming a teacher. They are also exposed to
multicultural context of our society, which has a strong influence on the school
environment and its functioning. The practice teaching in real classroom
 89

situations, student teachers are provided with opportunities to participate and

organize various programmes which help to develop positive attitude, interest in
teaching, abilities and appreciate teaching as a profession. The Teacher Educator
should monitor the activities regularly assigned to the student-teachers. These
activities are also to be evaluated by the Teacher Educators. To fulfil all these and
to realise the objectives of 2 Year B.Ed Programme the first and the foremost pre-
requisite condition is that both the faculty and student- teachers should be regular
and punctual throughout the course duration of the programme.
3. It is also necessary to get the support from the State department of School
Education to allow student –teachers to participate in all functional activities of
the school, from assembly prayer to the long bell in the evening. If the school
conducts remedial teaching classes for backward (academically) children after the
school hours, the student teachers should associate in such activities too. In a
word, the student teacher should feel that this period is apprentice ship for getting
confidence in conducting all kinds of functional activities of the school under the
guidance of the Head of the Institute, Subject-teachers (guide teachers) and
teacher educators. In this regard the State Council of higher Education, will take
appropriate action to see that the State Department of School Education issues
appropriate orders to all the District Educational Officers in the State that no
school should object the student-teachers to participate in school functional
activities during their internship.
4. As the Head of the School (HM‟s) and Guide Teachers (School Teachers) are also
involved in assessing the performance of student-teachers along with teacher
educators (college teachers). Further, there should be complete harmony among
all these people and provide proper guidance to the student–teachers in shaping
them as future teachers with more confidence and commitment. The 20 week
period is very important in the sense that they learn many things practically and
nullify the gap between theory and practice.
If all the concerned systematically transact on this Curriculum for 2 Year
B.Ed Programme with a vision, we are sure to improve the quality of our school
education in the years to come by having a well trained, effective and committed
teachers in our schools.
 90

IV. CONTINUOUS AND COMPREHENSIVE EVALUATION

Part A: Credits, Marks and Internal Assessment

The Two-Year B.Ed. Programme is aimed at bringing total change in student

teachers – their attitude towards teaching profession, children, school, community and
society as a whole, their personality, behavior , communication skills, innovation and
other life skills. Hence, it is proposed to implement Cumulative Grade Point Average
(CGPA) in continuous evaluation system of Two-Year B.Ed. Programme.

There are 17 courses mentioned earlier, out of which 5 courses are with 4 credits
and the remaining 12 courses with 2 credits. The courses with 4 credits carry 100 marks
each, out of which 20 marks for internal assessment and 80 marks are earmarked for
semester-end examinations conducted by the university and the courses with 2 credits
carry 50 marks each, 10 marks for internal assessment and 40 marks for semester-end
examinations. Thus the total credits for theory examinations in all the four semesters put
together is 44 and 1100 marks.

Under the practicum – activities, group and individual projects, reports and
records, etc. carry 17 credits (1 credit in each course). The total marks for about 80-85
activities relating to 17 courses offered in B.Ed. programme carry 425 marks –in
Semester-I 100 marks, in Semester-II 125 marks, in Semester-III 100 marks and in
Semester-IV 100 marks. Thus, the practical component in Semester-I carries 4 credits
and 100 marks.

During Semester-II each student teacher has to practice 5 Micro Lessons (for 25
marks) in each methodology subject in the college, which will be assessed by the
respective methodology teacher educator the weightage is (1+1) 2 credit covers 50 marks
for two pedagogy subjects. In Semester-II, the student teachers will be provided school
experience for four weeks, in which they have to observe 5 lessons given by the regular
school teachers under each pedagogy subject and prepare two observation records which
carry (1+1) 2 credits (50 marks). Further, they have to prepare a school record which
carries 1 credit (25 marks). Thus, the total practical component in Semester-II carries 10
credits and 250 marks.
 91

During Semester-III, the student teachers will be attached to schools for a period
of 8 weeks. During this period they have to do teaching practice by completing 20 lessons
in each methodology for 6th and 7th Classes. These lessons are observed by the (guide)
teachers and one of the faculty members of the college of education. The teaching
practice record is to be submitted by the student to the college with the signatures of the
guide teacher at the end of each lesson. The performance assessment of the student
teacher will be done for 100 marks in which the guide teacher for 40 marks, the teacher
educator for 40 marks and the Head of the School for 20 Marks. The methodology teacher
has to consolidate these marks and submit to the Principal of the College with the
signatures of all the three mentioned above. Apart from teaching practice, the student
teachers have to observe 5 lessons in each methodology given by their peer student
teachers and prepare two observation records, which will carry (1+1) 2 credits and 50
marks. Thus, the total practical component in Semester-III with 14 credits covers 350
marks.

In Semester-IV, the student teachers are attached to schools for another period of
8 weeks. During this period, the student teachers have to undertake teaching practice by
giving 20 lessons in each methodology for 8th, 9th and 10th (if possible) Classes. These
lessons are observed by the guide teachers and one of the faculty members of the college
if eduaction. The teaching practice record is to be submitted by the student to the college
with the signatures of the guide teacher at the end of each lesson. The performance
assessment of the student teacher will be done for 100 marks in which the guide teacher
for 40 marks, the teacher educator for 40 marks and the Head of the School for 20 Marks.
The methodology teacher has to consolidate these marks and submit to the Principal of
the College with the signatures of all the three mentioned above. Further, the student
teachers have to give two final lessons for the purpose of Practical Examination, one in
each methodology in the school other than where they had school internship. These
lessons will be assessed by the concerned methodology teacher educator and the senior
subject teacher in the school independently for 25 marks each. These two lists will be
submitted to the Principal of the College, who will consolidate practical examination
marks for all the students in the college. Thus, the total practical component in Semester-
IV with 16 credits carries 400 marks.
 92

On the whole, the practical component in the Two-Year B.Ed. Programme carries
44 credits and 1100 marks. The marks awarded under internal assessment and practical
component in every semester are subject to moderation. The University shall take
necessary steps to constitute the Moderation Board/s formulating appropriate guidelines
to carry on moderation.

Part B: Grades, Credits, SGPA and CGPA

After receiving the marks of the student teachers from the Principals of Colleges
of Education through the Chairperson, Board of Studies in Education for B.Ed., the
Examination Branch of the University shall prepare Semester Grade Point Average
(SGPA) and Cumulative Grade Point Average (CGPA) Memos by incorporating the
marks obtained by the students in the semester end university examinations as described
below. As 40% is the minimum required for pass in the examinations, the student teachers
should obtain at least 32 marks (out of 80) in courses which carry 100 marks and 16
marks (out of 40) in courses which carry 50 marks in the University examinations.
However, there is no minimum for internal assessment.

In preparation of Question Papers for the University Examinations, the Question

Paper setter should be instructed to set Four Short Answer Questions from Each Unit in
case of courses which carry 80 marks and Two Short Answer Questions from Each Unit
in case of courses which carry 40 marks as the syllabus of all the courses is consisting of
five units. The Essay Type of Questions can be distributed over these five units. The
Model Questions Papers are given below.
 93

MODEL QUESTION PAPER

Course- :
Time: 3 Hours Marks:
80
PART – A (10 X 5 = 50 Marks)
Note: Answer TEN Questions following internal choice. Each question carries Five
marks. The candidate
is expected to answer each question in about one and half page or 30 lines.
1. (a)
or
(b)
2. (a)
or
(b)
3. (a)
or
(b)
4. (a)
or
(b)
5. (a)
or
(b)
6. (a)
or
(b)
7. (a)
or
(b)
8. (a)
or
(b)
9. (a)
or
(b)
10. (a)
or
(b)
PART – B (2 X 15 = 30 Marks)
Note: Answer TWO Questions following Internal Choice. Each Question carries 15
Marks. The Candidate is expected to answer each question in about four pages or 80
lines.
11. (a)
or
(b)
12. (a)
or
(b)
 94

MODEL QUESTION PAPER

Course- :
Time: 1 1/2 Hours Marks: 40
PART – A (5 X 5 = 25 Marks)

Note: Answer FIVE Questions following internal choice. Each question carries Five
marks. The candidate
is expected to answer each question in about one and half page or 30 lines

1. (a)
or
(b)
2. (a)
or
(b)
3. (a)
or
(b)
4. (a)
or
(b)
5. (a)
or
(b)
(b)

PART – B (1 X 15 = 15 Marks)

Note: Answer the following Question which carries 15 Marks. The Candidate is
expected to answer the question in about four pages or 80 lines

6. (a)
or
(b)
 95

After obtaining the marks from University Examinations, tabulation of marks

should be commenced to get the total marks obtained in each course including internal
assessment marks. The total marks thus obtained for each course will be converted into
grade points as shown below.

Range of Total Grade Category

Marks Obtained Points
 90 10 O
80-89 9 A
70-79 8 B
60-69 7 C
50-59 6 D
40-49 5 E
 40 FAIL 0

In case of courses, which carry 50 marks, may be multiplied with 2 to fit into the
grade point table shown above. Under the practical component also similar principal may
be followed either by enhancing / reducing the marks to hundred for conversion of marks
into grade points. For example, in some cases the total marks may be 25, which is to be
raised to 100 by multiplying with 4 and convert the marks into grade. Similarly if the
total marks for a practical component is 50, which is to be raised to 100 by multiplying
with 2 and convert the marks into grade. In case of 125 marks, it is reduced to 100 by
multiplying with 4/5 and convert the marks into grade.

As the credits are already fixed by the expert committee for all the theory courses
and all aspects under practicum as mentioned under Scheme and Structure of the Two
Year B.Ed. Programme, it will be very easy now to prepare the SGPA memos for the
student teachers as illustrated below.
 101

V. RULES AND REGULATIONS

All the rules and regulations, hereinafter, specified should be read as a whole for
the purpose of interpretation.
1. The Bachelor of Education (B.Ed) is a professional course that prepares teachers
for Secondary Schools.

2. Duration: The B.Ed programme shall be of a duration of two academic years

(four semesters) which can be completed in a maximum of three years from the
date of admission to the programme.
Working Days:
a. There shall be at least 100 working days in each semester exclusive of the
period of examinations and admissions.
b. The institution shall work for a minimum of 36 hours in a week (six workings
days), during which physical presence in the institution of all the faculty is
necessary for instruction, advice, guidance, dialogue and consultation as and
when required.
c. The minimum attendance of student-teachers shall have to be 80% for theory
and 90% for practicum and school internship.
3. Admission Procedure:
A candidate for admission into two year B.Ed. programme has to qualify at the
B.Ed. Common Entrance Test (Ed.CET) conducted by APSCHE, Government
of Andhra Pradesh for the respective academic year. The candidates will be
admitted strictly in accordance with the rank secured at the entrance
examination, keeping in view the rules and regulations in force in respect of
the statutory reservation of seats to different categories.
4. Working Hours / Instructional Hours
a. The working hours of the institution / college shall be
i. Forenoon Session: 10.00 a.m. to 1.00 pm or 9.00 am. to 1.00 pm.
ii. Afternoon Session: 2.00 p.m. to 5.00. pm or 2.00 pm. to 4.00 pm.
b. The College of Education should not run B.Ed. Programme on shift system
basis and the working hours of the college should be minimum of 6 hours
in a day. Any deviation from this rule may lead to dis-affiliation by the
respective University and withdrawal of recognition by the State
Government and NCTE
 102

5. Selection of Methods of Teaching

a. Every candidate is expected to select two methods of teaching under B.Ed.
programme.
b. Method –I shall be based on the group subjects, the candidate has studied in
Degree course (eligibility qualification) and also in the subject in which the
candidate appeared at the entrance test. If Method-I is English, the second
methodology subject should be offered in any subject relating to their group
subjects/ subjects studied at Intermediate/+2
c. Method –II also shall be based on the group subjects in the qualifying examination
and will be allotted by the institute/ college where the candidate is admitted. In
case of BCA, BBM, B.Tech candidates, the selection of methodology subject shall
be based on their Intermediate study as per EdCET norms. However, candidates
who have studied restructured courses may be allowed to opt the second
methodology close to the subjects studied in the qualifying examination or a
language
Note:
i. No candidate is allowed to select two language methods
ii. Candidate may select one Language and one Non-language methodology or
two Non-language methodologies.

6. General Rules for Examination

a. All Examinations of the University shall be held at Headquarters of the
University or at such places and on such dates as notified by the concerned
university.
b. A candidate who fails to present himself for the examination due to any reason
whatsoever including shortage of attendance or one who fails in the
examination shall not be entitled to claim refund of the whole or part of the
examination fee or ask for the transfer of the same for a subsequent
examination or examinations.
c. A candidate who has been allowed to appear at the examination of the
University once, but has not been able to appear or has failed to pass the
examination may be permitted to appear at the same examination again
without putting in any further attendance.
 103

d. A candidate after he / she has been declared successful in an examination shall

be awarded a degree stating the year of the examination, the subjects in which
he / she was examined and the division / grade in which he / she was placed.
e. No candidate shall be allowed to put in attendance for or appear at two
examinations at the same time. This rule does not apply to the examination for
part-time Diploma or Certificate Courses offered by the University.
f. However, the candidate has to complete the course with in four years.
Otherwise he/she has to seek fresh admission notwithstanding the fact that
new subjects might have been introduced.
g. Whenever a course or a scheme of examination in a University changes, one
more examination in the following year shall be conducted according to the
old syllabus/ regulations. Candidates not availing themselves of this chance or
failing at this examination shall take the examination thereafter according to
the changed syllabus/ regulations.
h. Instruction in various subjects shall be provided by the College of Education
as per the scheme of instruction and syllabi prescribed.
i. The programme of instruction, examination and vacation shall be notified by
the respective affiliating University.
j. The medium of instruction shall be English.
k. University examinations shall be held as prescribed in the scheme of the
examination.
l. The course of study shall consist of class Lectures, Tutorials, Seminars,
Teaching Practice, Project work, Record work, School Internship, etc.
m. The University examination in the theory courses will be a written
examination. Besides the written examination there will be practical
examinations in the two methods of teaching studied by the candidate.
n. Principal of the College of education should depute their teachers for
examination work as and when required by the University. Examination work
assigned by the University is part of duty of every teacher educator. Any kind
of avoidance / negligence of examination duty shall be treated as violation of
the Code of Conduct.
 104

7. Rules of Attendance
a. The degree of Bachelor of Education shall be conferred on a candidate who,
after getting admission into the B.Ed. course as specified above, has pursued a
“Regular course of study” as herein prescribed and fulfilled the conditions
laid-down for the attendance of students and passed the prescribed
examination both in theory and practical.
b. The Minimum attendance of student-teachers shall have to be 80% for all
course work and 90% for practicum and School Internship. In special cases the
Vice- Chancellor may condone deficiency of attendance not exceeding 10%
on the recommendation of the Principal, based on medical certificate by an
authorized medical officer. A monthly consolidated attendance statement will
be displayed on the college notice board on 5th of every month and the same
may be sent every month to the Head, Department of Education/ Dean,
Faculty of Education.
c. Students who are continuously absent for ten days or more, a notice will be
served stating that he/she has to forfeit his/her seat, if he/she fail to report to
the college immediately.
d. If any candidate likes to seek readmission in the subsequent academic year
he/she should put in minimum of 40% attendance. Otherwise such candidate
should appear at the subsequent entrance exam and seek admission. Any
request for readmission will be considered in the subsequent academic year
only.
e. The students who do not have adequate attendance will not be considered for
the award of any scholarship or any kind of financial aid by the college or any
other government or quasi government agency.
f. Attendance shall be reckoned from the date of admission to the last instruction
day as per the almanac.
8. Improvement of Division / Grade
A candidate is permitted to appear for improvement only once i.e. in the
immediate following examination. The candidate who is desirous to improve
the class/ grade should appear at all the theory courses. No provision for
improvement in practicals.
 105

9. Appearance and Reappearance for the Examination

a. Candidates who have put in the required attendance both in Theory and
Practicals and those who have completed practical work and submitted records
specified in the curriculum alone are eligible to appear for theory and practical
examinations of B.Ed course. No candidate without the completion of teaching
practice and school internship, projects and practical record work will be
allowed for final university level theory/ practical examinations.
b. The Principal of the college of Education should not allow any candidate to
appear for the final theory examination if their practical work as prescribed is
not satisfactory or incomplete at the time of forwarding the application for
examination to the university. Such candidates should seek fresh admission or
readmission in the subsequent year to complete their practical work.
c. A candidate who fails in the theory part of the examination may be allowed to
reappear either in the concerned theory course(s) in which he / she failed or in
all the theory courses, at any subsequent examination without putting in
further attendance, provided he / she does not change the subjects originally
studied by him / her.
d. In case of teaching practice-cum-internship and other practical projects /
records are not satisfactorily completed, the candidate will be permitted to
appear for the final examination only after completing such practical work
after seeking admission to B.Ed. as a casual student and producing thereafter,
certificates of satisfactory work in the required areas.
e. Attendance at N.C.C. / N.S.S. Camps or inter-collegiate or Inter University or
Inter-state or National or International matches or Debates, youth festivals or
educational excursions if they form the part of the curriculum, or attendance at
such other inter-university, inter-college activities, as approved by the
university, will not be treated as absence. However, the aggregate of such
absence should not exceed four weeks in the entire course of two years or four
semesters.
 106

10. Teaching Faculty as Mentors

It is envisaged to continue the practice of „the concept of mentorship‟ in the
Colleges of Education. Each lecturer in the College of Education will act as a
mentor. They will be entrusted the responsibility of Mentorship, who will be
responsible for monitoring the overall progress of the student teacher i.e.,
attendance, preparation of projects, teaching practice-cum-Internship and his
overall participation in the programme. Each mentor will be allotted minimum
of 7-8 student teachers from each batch and he / she will take care of his / her
progress and participation in the B.Ed. Programme. Each mentor, besides
providing overall guidance, is also responsible for resolving of any problems
faced by the students. Mentor will authenticate the reports prepared by student
– teachers and conduct of various projects of the B.Ed. Programme.

The Principal of the college of education is expected to submit the list of

mentors and the students allotted to each mentor to the Head, Department of
Education of the concerned University.

11. Guidelines for school Head Masters / Head Mistresses

The Head Masters / Head Mistresses of Practicing/Cooperating Schools are
expected to:
a. Maintain the attendance of student teachers both for the forenoon and
afternoon sessions in the school.
b. Give strict instructions to supervisor teachers to follow the instructions given
by the teacher educators and monitor the classroom performance of the student
teachers. Also instruct the supervisor teachers to record their observations in
the lesson plan records of the student teachers.
c. Instruct all the student teachers to stay in the school from morning first bell to
evening last bell, during the school internship
d. Instruct the student teachers to participate in School Assembly and also to
present different value added activities in the assembly sessions.
e. Assign any activity to the student teachers related to clean and green
programme, eco-club, conducting science fairs, exhibitions, festivals, debates,
elocution, quiz, cultural and literary programmes, decoration activities,
remedial classes, parent-teacher meetings, field trips, excursions, etc.
 107

f. Sign on the records / project reports carried out by the student teachers during
their stay in the school.
12. Transitory Provisions
Whenever a course or scheme of instruction is changed in a particular year,
two more examinations immediately following thereafter shall be conducted
with the old syllabus / regulations. Candidates not appearing at the
examinations or failing in them shall take the examination subsequently
according to the changed Syllabus / Regulations.

13. Moderation Board

a. Projects, activities and records are part of the B.Ed. programme which requires
objective evaluation for awarding marks/ grades. All the practical work will be
moderated by the moderation board duly constituted by the University at the
end of each semester.
b. Moderation board will examine a minimum of 20% of the total practical
records / work randomly selected.
c. The Moderation board will scrutinize the internal assessment marks in each
course and practical work (Activities, Projects, Methods Records, etc.) of the
candidates and ensure that evaluation standards are uniformly maintained in
all the colleges. They will also check any significant difference in the
assessment by different colleges and moderate to maintain a uniform standard
of assessment among them.
d. The Moderation board, after due review shall declare the appropriate marks to
be awarded. The Moderation Board has the authority to reduce or enhance the
marks awarded by teacher educators/ subject teachers/ Heads of the Schools.
e. The Principals of Colleges of Education should submit all the practical records
of their college to the Chairman, BOS in Education for moderation.
f. Moderation board shall forward these recommendations to the concerned
Principals to effect the changes and request them to submit three copies of the
same to the Chairman, BOS in Education for B.Ed. The Chairman, Board of
Studies for B.Ed. shall forward the duly revised award lists to the Controller of
Examinations of the concerned University.
g. Recommendations of the Moderation Board are final and are not subject to
review or revision.
 108

VI. STEPS TO BE TAKEN FOR QUALITATIVE IMPROVEMENT IN

TEACHER EDUCATION PROGRAMMES
While developing Curriculum for Two Year B.Ed. Programme to be offered in all
the universities in the State of Andhra Pradesh, the experts involved in the process of
curriculum development suggested the following strategies for its effective
implementation. This in turn will enable us to prepare the competent, committed and
quality teachers for our school system. Any lapse or lenience on part of the apex bodies
and the Government departments on teacher education ultimately result in the preparation
of poor quality teachers who will be a burden not only to the future of the children but
also they may contribute to the collapse of the future society. Therefore, the APSCHE,
the Department of School Education, Govt. of Andhra Pradesh and the affiliating
Universities should work together and see that the following suggestions are
implemented. Otherwise, mere prescription of the revised curriculum may not result in
the preparation of the teachers with required quality with professional commitment.

 The Government of Andhra Pradesh should immediately conduct man power

planning in order to assess the requirement of teachers at different levels of
schooling for the coming two decades and accordingly the establishment of
teacher education institutions are to be regulated.
 The Govt. of AP should promulgate a moratorium on the establishment of new
teacher education institutions rather focus should be on the consolidation and
improvement of existing teacher education institutions
 Stringent measures are to be initiated so as to plug the commercialization in
teacher education
 All the affiliating universities in the state are to be advised to ensure whether the
teacher education institutions in their jurisdictional area are functioning with
required number of qualified teacher educators, besides required infrastructural
facilities as stipulated in the norms and standards of the NCTE.
 The affiliating universities should develop appropriate mechanism (such as
biometric) to ensure regularity of teaching faculty and student teachers in the
colleges of education
 The practice teaching and the student internship are the two vital aspects of
teacher education programmes. The success of these much depends upon the
cooperation extended by the District Educational Officers and the Teachers/ Head
 109

Teachers working in the cooperating schools. Therefore appropriate orders are to

be issued by the state department of School Education to all their subordinate
officers to extend all the cooperation and also direct them to monitor the school
experience programmes of the student teachers taking place in the schools under
their administrative control.
 The APSCHE should organize a meeting with the Director, Telugu Akademy and
other prominent publishers in Education to develop relevant Text Books on
different courses (subjects) included in this Two Year B.Ed. Programme. This
kind of act will discourage the cheap material which may flood into the market in
the name of guides/ examination material, etc.
 For the effective implementation of the new syllabus, series of workshops for the
faculty of colleges of education are to be organized by the affiliating universities.
The APSCHE can also organize state level workshops in this respect.
 In order to sustain the quality in teacher education offered in the state of Andhra
Pradesh, the admissions are to be restricted to the graduates coming from the
erstwhile state of Andhra Pradesh. More particularly, students coming from
Odisha, West Bengal, Bihar, etc. are to be restricted from enrolling them into our
B.Ed. programme.
 The APSCHE should monitor the academic performance of teacher education
institutions and grade the institutions as it is done in the case of Engineering
Colleges. If there are any erring institutions, the matter may be informed to the
SRC-NCTE, Bangalore for withdrawal of recognition by informing the affiliating
university.
 The APSCHE should convince the Govt. of Andhra Pradesh and ensure the
sanction of additional teaching positions required as per the norms of NCTE in the
University Departments of Education, Govt. Colleges of Education and Aided
Colleges of Education so as to implement the revised Two Year B.Ed. curriculum
effectively.
 110

ANNEXURE - List of Experts in Curriculum Preparation

The Coordinator, Prof. Nimma Venkata Rao shares his pleasure with all the
experts for having supported in the huge task of Developing the Detailed Curriculum for
Two Year B.Ed. Programme in the State of Andhra Pradesh from the academic year
2015-16. He is highly thankful to all the members associated in this task.

1 Prof. S. Padmanabaiah, Professor of Education (Rtd.), Sri Venkateswara University,

Tirupati
2 Prof. Ghanta Ramesh, Professor of Education, Maulana Azad National Urdu
University, Hyderabad
3 Prof. O.R Reddy, Former Vice-Chancellor, Dr. B. R. Ambedkar Open University,
Hyderabad
4 Dr. D. Rama Krishnaiah, Professor of Education, Rayalaseema College of Education,
Bairagipatteda, Tirupati
5 Prof. K. Dorasami, Former Principal, RIE, (NCERT), Manasa Gangotri, Mysore
6 Prof. U.Lakshminarayana, Department of Education, Regional Institute of Education,
(RIE), NCERT, Manasa Gangotri, Mysore, Karnataka
7 Prof. B.N. Panda, Professor & Head, Department of Education, Regional Institute of
Education, (NCERT), Bhubaneswar, Odisha
8 Dr. G. Viswanathappa, (RIE),Department of Education, (NCERT), Manasa Gangotri,
Mysore
9 Prof. M.S Talwar, Professor & Dean, Department of Education, Banglore University,
Bangalore
10 Prof. H.M. Kasinadh, PG Department of Education, Karnatak University, Dharwad
11 Prof. K.V.S.N. Murthy, Dean, Faculty of Education,, SCSVMV University, Enathur,
Kanchipuram, Chennai
12 Prof. Najumssaher, Professor, Department of Education, Maulana Azad National
Urdu University, Hyderabad
13 Prof. S. V. Sudhakar, EFLU, Hyderabad
14 Prof. S. Mohan Raj, EFLU, Hyderabad
15 Dr.R.V. Anuradha, Assistant Professor, EFLU, Hyderabad
16 Prof. S. Tulasi Das, ET Dept. SCERT, AP, Hyderabad
17 Prof. Gara Latchanna, Professor & Chairman, BOS PG in Education, Department of
Education, Andhra University
18 Prof. R. Ranganathan, Professor & Dean, Faculty of Education, Department of
Education, Andhra University
19 Prof.T. Nirmala Jyothi, Chairperson, BOS in Education (UG), School of Distance
Education, Andhra University
20 Prof.V. Krishna Murthy, (Rtd) Professor, Department of Education, Andhra
University
21 Prof. R.S.B. Rathna Raju, Rtd) Professor, Department of Education, Andhra
University
22 Prof.K.P.Subba Rao, (Rtd) Professor, Department of Education, Andhra University
Senior Research Fellow, ICSSR,
23 Prof. Y.F.W. Prasada Rao, (Rtd) Professor, Department of Education, Andhra
University
 111

24 Prof. B. S. Vasudeva Rao, Emeritus Professor, Dept. of Education, AU

25 Dr. R. Siva Prasadh, Associate Professor & Principal, IASE, Andhra University
26 Dr. T. Shoran Raju, Assistant Professor IASE & Associate Dean, Students‟ Affairs,
Andhra University
27 Dr. S. Paul Douglas, Assistant Professor, Department of Engineering Chemistry
Andhra University, Visakhapatnam
28 Dr. MVSS Prakasa Rao, Dept. of Education, Andhra University, Visakhapatnam
29 Dr. M A Z Ali, Dept. of Education, Andhra University, Visakhapatnam
30 Dr. K. Ramu, Dept. of Education, Andhra University, Visakhapatnam
31 Dr. M V Mani Varma, School of Distance Education, Andhra University
32 Dr. M. Sudarshana Rao, School of Distance Education, Andhra University
33 Prof. V. Dayakar Reddy , Head, Department of Education, Sri Venkateswara
University, Tirupati
34 Prof. M. Siva Rathnam Reddy, Professor of Education, Directorate of Distance
Education, Sri Venkateswara University, Tirupati
35 Prof.G. Lokanadha Reddy, Dean, School of Education and HRD
Dravidan University, Kuppam - 517425
36 Dr. S. Vijaya Vardhini, Asst. Professor, Dravidan University, Kuppam
37 Prof. G. Vijayalakshmi, Department of Education Sri Padmavathi Mahila (Women)
University, Tirupati
38 Dr. T.G.Amuthavalli, Head, Department of Education, Sri Padmavathi Mahila
Viswavidyalayam, Tirupati
39 Dr. MTV Nagaraju, Asst. Professor, Dr B. R. Ambedkar Open University, Hyderabad
40 Dr. K. Subba Rao, Principal and Dean, Adi Kavi Nannaya University, Rajahmundry
41 Dr.M. Prabhakara Rao, Professor, Department of Education, Dr. B. R. Ambedkar
University, Srikakulam
42 Dr. H. Subhramanyam, Co-ordinator, Dr.B.R.Ambedkar University, Srikakulam
43 Dr. N. Swamy Naidu, Dr.B.R.Ambedkar University, Srikakulam
44 Dr.S.D.V Ramana, I/c Professor in M.Ed Department, Govt IASE, Rajahmundry
45 Sri. N. Venkateswara Rao, Lecturer in Social Studies, Govt IASE, Rajahmundry
46 Sri.I.H.G.N.Prasad, Principal, IASE, Rajahmundry, East Godavari
47 Prof. P. Ch. Lakshmi Narayana, Prema College of Education, Visakhapatnam
48 Sri A.Ranga Rao, Principal, Gurajada College of Education, Munasabpeta
SRIKAKULAM
49 Sri. Jagadeswara Rao, Sr. Lecturer in Mathematics, Gurajada College of Education,
Munasabpeta, SRIKAKULAM
50 Dr. P. Sita Rama Raju, Principal, Amar College of Education, Tekkali
51 Dr. D. V. V. Krishnam Raju, Principal, Minerva College of Education, Prathipadu,
EG Dist.
52 Dr. Ch. Satya Rao, Principal, Gayatri College of Education, Vizianagaram
53 Dr. M. Jagoanmohan Rao, Principal, D.S.N College of Education, Anakapalli
54 Dr. P. J. Kutumba Rao, Principal, A J College of Education, Machilipatnam
55 Dr. S. Sri Lakshmi, Principal, D.N.R College of Education, Bhimavaram
56 Prof. K. Ganeswara Rao, Professor, D.N.R College of Education, Bhimavaram
57 Sri. P. Gangadhara Rao, (Rtd) Lecturer in Physical Science, C.R. Reddy College of
Education, Eluru
58 Dr. D. Bhaskara Rao, C.R.Reddy College of Education, Eluru
59 Dr. G. Aruna Mohan, Research Director, Acarya Nagarjuna University, Guntur
60 Dr. Digumathi Bhaskara Rao, Principal, RVRR College of Education, Guntur
 112

61 Dr. T. Swaroopa Rani, Principal, , St. Joseph‟s College of Education for Women
(Autonomous), Sambasivapeta, Guntur & Board of Studies Chairperson, UG & PG, A.N.U
62 Dr. D S N Sasthry, (Rtd) Professor, A J College of Education, Machilipatnam
63 Dr. D. Rajeswari, Reader in Education, M.R. College of Education, Vizianagaram
64 Dr. G. Srinivasa Rao, Lecturer, St. Mary‟s Centenary College of Education,
Visakhapatnam
65 Prof. K.S. Sudheer Reddy, Department of Education, IASE, Osmania University
Hyderabad
66 Prof. A. Ramakrishna, IASE, Osmania University, Hyderabad
67 Prof. T. Mrinalini, IASE, Osmania University, Hyderabad
68 Prof. P. Ayodhya, Rtd. Professor, IASE, OU, Hyderabad
69 Prof. B. Prabhakara Reddy, IASE, Osmania University, Hyderabad
70 Dr. N. Saroja, St. Ann‟s College of Education, Secunderabad
71 Dr. P. Yakaiah, NSR College of Education, Hyderabad
72 Dr. M. Deepika, SCERT, Telangana State, Hyderabad
73 Dr. Dahagam Samba Murthy, Rtd. Principal, Govt. College of Teacher Education,
Warangal
74 Dr. Samma Reddy Ponnala, Rtd. Principal, Govt. College of Teacher Education,
Warangal
75 Rafi Mohamad, Assistant Professor, Department of Education, Maulana Azad
National Urdu University, Hyderabad
76 Dr. P. Ch. Appala Naidu, Director, Princeton College of Education, Hyderabad