M.ED Course Syllabus PDF

Download as pdf or txt
Download as pdf or txt
You are on page 1of 28

SRM School of Teacher Education and Research, SRM University,

Kattankulathur
Kancheepuram District – 603203.

Faculty of Science and Humanities

M.Ed.

(Regular stream – Non – Semester Pattern)


Regulations and Syllabus
From - 2013
SRM UNIVERSITY
SRM School of Teacher Education and Research
Master of Education (M.Ed.,) Programme
REGULATIONS
( wef the Academic year 2013 )
1. Objectives
• Master of Education (M.Ed) programme is meant for candidates desirous of
pursuing Post-Graduate programme in Education on full-time basis and for
Preparing a professional cadre of Teacher Educators, Educational Researchers,
Curriculum Developers, Text book writers, Evaluation Experts, Guidance
and Counseling specialists etc.,
• M.Ed programme would comprise theoretical courses and specialized Courses
in the discipline of Education. In addition, research work in the form of
dissertation would form an essential part of the programme.
• Depending on the actual design and declared objectives the programme
provides opportunities for students to extend as well as deepen their Knowledge
and understanding of Education, specialize in selected areas Including Teacher
Education and also acquire related research skills.

2. Duration
The M.Ed programme shall be of duration of one academic year, it shall not be less
than 180 working days for instruction, field work and dissertation, excluding period of
examination and admission etc.,

3. Eligibility
• Graduate in Education (B.Ed) with 55% of marks, Post Graduate in any
Discipline is desirable.

4. Medium
• Medium of Instruction shall be English / Tamil / Hindi

5. Subjects of Study
• The course consists of (a) Core Subjects (b) Elective Subjects (c) Dissertation
a) Core Subjects:
1. Core Paper – I Research Methodology and Statistics
2. Core Paper – II Advanced Educational Psychology
3. Core Paper – III Technologizing Education
b) Elective Subjects:
Candidates can choose any TWO Electives from the following Subjects.
1. Elective – I Education in the 21st Century
2. Elective – II Philosophical and Sociological basis of Education
1
3. Elective - III Guidance and Counseling
4. Elective - IV Educational Measurement and Evaluation
5. Elective - V Teacher Education

c) Dissertation:
• The Candidate shall be required to submit a dissertation not exceeding 120
pages which should be a record of his/her original investigation prepared under
the supervision of a guide.
• Candidate pursuing the course shall submit his/her dissertation within One
month after the last date of their theory exam.
• The dissertation shall be written either in English (or) Tamil
• The maximum time limit for submission of thesis will be three years from the date
of joining the course.
6. Examination
Eligibility to appear for Examination:
No candidate shall be admitted to the exam unless he/she has completed the
prescribed course of study with a minimum of 75% attendance.
Scheme of Examination:
The subjects and the scheme of examination will be as follows:

Core/Elective Code External Internal


Subjects Duration Total
Subjects No. Marks Marks
Core Papers - 300 Marks
Research
Core Paper - I Methodology and TM1301 3 hrs 70 30 100
Statistics
Advanced
Core Paper - II Educational TM1302 3 hrs 70 30 100
Psychology
Technologizing
Core Paper -III TM1303 3 hrs 70 30 100
Education
Elective Papers (Any Two) – 200 Marks
Education in the
Elective - I TM1304 3 hrs 70 30 100
21st Century
Philosophical and
Elective – II Sociological basis TM1305 3 hrs 70 30 100
of Education
Guidance and
Elective - III TM1306 3 hrs 70 30 100
Counseling
2
Core/Elective Code External Internal
Subjects Duration Total
Subjects No. Marks Marks
Educational
Elective – IV Measurement TM1307 3 hrs 70 30 100
and Evaluation
Teacher
Elective - V TM1308 3 hrs 70 30 100
Education
Dissertation – 200 Marks
Dissertation TM1309 100 50 150
Practical Viva Voce 50 - 50
Total 700
• Candidates must secure 50% in external (35/70) and 50% in internal (15/30) in
each paper to pass M.Ed Degree Examination.
• Candidates must secure 50 % in Dissertation (50/100) and 50% in VIVA VOCE
(25/50).
Marks Class
50% - 59.99% II Class
60% - 84.99% I Class
85% above Distinction

• Question Papers Setting will be purely External Examiners.


The Question Paper designed for three hours will be in Part A, Part B, and Part C with
the number of questions and allotment of marks as detailed below:

Section Type Answers in No. of Choice Marks per Total


Questions to Pattern Question Marks
be attempted

A Very Short 75 Words 5 No 03 15


Answer Choice

B Short Answer 200 Words 5 Out of 7 05 25

C Essay Type 500 Words 3 Internal 10 30


Choice

Total 70

3
7. EVALUATION
• Double valuation one by External Examiner and one by Internal Examiner. The
average of the two examiners will be taken as final marks .
• In the case of , where there is a difference of 10 or more in the marks allotted by
the two evaluators, the paper will be valued by a third evaluator, the marks
coinciding with either Internal or External Examiner will be taken for average
mark.5

Theory Examination:
• Those who failed in theory examination, can appear for arrear Examinations.
(once in 6 Months) from the date of joining the course the total period of the
programmed shall be reckoned from the commencement of the first year to
which to candidate was admitted and shall not exceed maximum period of three
years.
• Examination fees will have to be paid for each appearance according to the
university rules .
Reappearance
Viva-Voce: Candidates must complete the Dissertation work within the academic
year. Those who failed to appear for Viva-Voce shall be permitted to reappear for the
Viva-Voce examination within the next three months. Candidates re-appearing for
Theory Examination will not be awarded any class / distinction and will be categorized
as Pass in the M.Ed Degree Examination, even though they secure 60% and above
marks in the re-appearance.

Internal Assessment
a. Internal Assessment for 30 marks will be split as
1. Attendance - 10 marks.
2. Test - 10 marks.
3. Seminar & Assignment - 10 marks.

b. Attendance marks will be strictly provided as follows :


Sl.No Percentage of Attendance Marks
1 Above 95 % 10
90 - 94.99% 9
2 85 – 89.99 % 8
3 80 – 84.99 % 7
4 75 – 79.99 % 6
5 Below 75 % Not be permitted for Examinations

4
c. Internal Assessment for Dissertation (50 marks)
Sl.No Assessment Weightage Marks
1 Zeroth Review (Selection of the problem ) -
2 I Review (Research proposal ) 10
3 II Review (Data Analysis ) 15
4 III Review (Report Submission ) 25
5 Total 50

5
Research Methodology and Statistics - TM1301

Objectives :
The Student will be able to –
• Understand the meaning and process of research in Education.
• Understand the features of data gathering tools
• Understand the various designs of sampling technique.
• Understand the different types of research methods.
• Prepare research proposal.
• Understand and apply appropriate statistical technique for data analysis.
• Search for information on internet.
• Draw conclusions from the findings arrived at.

Unit I - Research in Education


Meaning – Characteristics – steps in educational research – Types of research –
Basic and Educational - sources of Educational Researches – National Research
Publications – Criteria of research problem.

Unit II - Data Gathering Tools


Researcher made tools – questionnaire – features – Merit – Limitation – Attitude
scale – Likert – Thurston – Validity – Content – Concurrent – Reliability – Test –
retest method – split half method – schedules

Unit III - Sampling


Purposive sample – merit – limitations – random sample – standard error – stratified
sample – merits - Interview – observation – participant and non – participation –
Administration of tools on the sample – postal and direct.

Unit IV - Types of Research


Survey Research : Need – features – sample & population survey – limitations.
Experimental Research : Need – procedure – single group – parallel group
experimental design – limitations.
Historical Research : Need – sources of information – data collection – criticism –
objective reporting.
Case Study : Need – Procedure – Limitations .

6
Unit V - Hypothesis and data analysis
Hypothesis – Meaning – Need – type – Null and directional – features – Testing of
Hypothesis
Descriptive Statistics: Mean - standard deviation – variance percentile – Chi –
square test – Pearson Correlation – Partial and Multiple Correlation - Regression -
Linear.
Inferential Statistics : Student ‘t’ test – Analysis of variance – one way and two way
classification – Graphical representation of data.

Unit VI - Research Proposal


Rationale for the study – statement of problem – definition of terms – general &
specific objectives – dependent and independent variables – Hypothesis Null and
directional- Population and sample for the study – tools employed – Anticipated
outcome of the Research.

Unit VII - Administrative Organisations of Research


State Level : SCERT – DIET.
National Level : NCERT – UGC – ICSSR – NCTE
Role – Functions – Funding of research – publication of Research Journals –
conducting eligibility test – Maintaining quality in educational research.

Unit VIII - Internet for Research


History of Internet – equipment for internet based research – searching for
information on internet – use of information available in internet – Google and
Wikipedia & beyond - avoiding plagiarism – Net ethics.

REFERENCE:
1. Best, John W & James V. Pearson. ‘”Research in Education” Prentice Hall,
Delhi, 2008.
2. Best, John W & Kahn James V “Research in Education” Prentice Hall of India P
Ltd., New Delhi, 2008.
3. Hitesh, Gupta, Gupta, S.L., “Research Methodology” International Book house P
Ltd., Chennai, 2011.
4. Kothari , C.R., “ Research Methodology”, New Age International Publishers, New
Delhi, 2009.
5. Louis Cohen, Lawrence Manion and Keith Morrison– “Research Michae” Sulliran
III Pearson, ‘ Statistics ’ 2010 upper saddle River, New Jersey2008.
6. Peter, Yule, Dianna Laurent, Carl vogal “Internet Research Methods: A practical
guide for social and Behavioural Science” SAGE Publications, New Delhi, 2003.
7. Saravanavel, P., “ Research Methodoogy” Kitah Mahal Publishers, New Delhi,
2011.

7
8. Singh Y.K. & Bajpai., R.B. ”Research Methodology – Techniques and Trends”
APH Publishing Corporation, New Delhi, 2010.
9. Sumeet, Arora & Arora, S., “ Statistical metho” S. Chand & Company Ltd., New
Delhi – 110055, 2008.
10. Theresa . L. White and Donald H. Me Burney “Research Methodology”
Wadsworth Cengage learning, U S , 2010.
11. William MK Trochim ‘”Research Methods” Biztantra Publications, New Delhi – 2,
2009.

8
Advanced Educational Psychology - TM1302

Objectives:
The Student will be able to –
• Understand and apply methods of psychology
• Understand the role of heredity and environment in human development
• Understand the different aspects of development during various stages
• Understand and apply the measurement of intelligence and creativity for
students
• Understand the methods of learning
• Understand the importance of motivation in learning
• Develop the personality among students
• Analyze the mental health of students
• Develop adjustment among students
• Understands the causes and specialized approaches and techniques for helping
the learning disabled.
UNIT I - Introduction to Educational Psychology
Introduction to Psychology, Definition, Branches of Psychology, Methods of
Psychology, Meaning, Definition Nature and scope of Educational Psychology,
Implications of Educational Psychology in class room. Heredity and Environment-
Meaning, Nature, Nurture Controversy and supportive studies.

UNIT II - Psychology of Growth and Development, Concept formation


Meaning, stages and principles of growth and development- Factors causing growth
and Development, Difference between growth and development, Adolescence
( problems, Factors and Remedial measures) Theories of growth and development,
(Erickson’s Model of Psycho- social development, Kohlberg’s theory of Moral
Development) Piaget’s theory of Cognitive Development, Bruner’s theory of concept
formation.
UNIT III - Intelligence, Emotional intelligence and Creativity
Nature, Definition and types of intelligence- Single factor theory, two factor theory,
Gardner’s theory, and Guilford structure of Intellect. Intelligence tests. Emotional
intelligence-Meaning, Definition, Characteristics of Emotionally matured person,
Development of Emotional intelligence, Measurement of emotional intelligence
Meaning, Nature and stages of creativity. Differences between intelligence and
creativity. Sternberg theory of creativity, Creativity tests, Fostering creativity among
children.

9
UNIT IV - Nature and theories of Learning and Memory
Nature and Definitions of Learning, Factors affecting Learning, Outcomes of learning,
Theories of Learning (Thorndike’ Trial and Error, Pavlov’s Classical Conditioning,
Skinner’s Operant Conditioning, Kohler’s insightful, Gagne’s hierarchical,
Carl Roger’s Experimental, Bandura’s Social learning and Vigotsky’s theory of
learning) Types of Memory, Training in memory, Ebbinghaus’s curve of forgetting,
Theories of forgetting.

UNIT V - Psychology of Motivation


Definition, Characteristics, classification of motives, Maslow’s theory- Educational
implications. Characteristics of self actualisers. Concept of Level of Aspiration, Hull’s
Drive-reduction theory, Mc Clelland’s theory of achievement motivation-
Characteristics of people with high achievement motivation-Role of Rewards and
Punishments, success and failures, co-operation and competition in motivation –
Measurement of Motives- Motivational strategies in the class room.

UNIT VI - Personality
Nature, Definition, Type theory (Shelden’s & Jung’s), Trait theory (Alport) Type-Trait
(Eysenck), Freud’s theory of Psycho sexual development, Neo-Freudian Theories,
Integrated personality, Personality Assessment methods- Projective techniques and
non projective techniques.

UNIT VII - Mental Health and Psychology of Adjustment


Mental Health- factors- Characteristics of a mentally healthy person, School and
Class room practices for enhancing Mental Health and adjustment among the
students. Teachers Mental Health. The Power of positive teachers for better Mental
Health and adjustment, Psychology of Adjustment- Definition, Areas, Measurement of
adjustment, Characteristics of well adjusted person, Theories or Models of
adjustment-Moral Model, Medico-Biological Model, Psychoanalytic Model (Freud’s
view, Adler’s view, Jung’s view, Karen Horney’s view, Fromms view, Erickson’s view),
Sociogenic Model, Behaviouristic Model. Methods of adjustment.
UNIT VIII - Learning Disabilities and ADHD
Meaning, Definitions and Causes of Learning disabilities- Identification and
educational provisions of Learning disabled children-Specialized approaches and
techniques for helping the learning disabled. ADHD

REFERENCES
1. Anne Anastasi: “Psychological Testing” Prentice Hall of India Pvt .Ltd. New
Delhi, 2003.
2. Cattell R.B ,”Theories of Personality”, Wiley publishers, New York. 1970,”

10
3. Charles E.Skinner Educational Psycholgy Prentice – Hall of India Pvt.Ltd., New
Delhi -12003
4. Chauhan S.S , “Advanced Educational Psychology”, Vikas Publishing House,
Pvt, Ltd, Jangpura, New Delhi 110014, 2003.
5. Dandapani S.: A text book of “Advanced Educational Psychology” Anmol
Publications, PVt..Ltd., New Delhi, 2001.
6. Elzabeth B. Hurlock “Developmental Psychology” A Life span Approach – Tata
Mc Graw – Hill Publishing Company Ltd.,– New Delhi – 53, 2003
7. Henry E .Garrett “Statistics In Psychology and Education” Paragon International
Publishers , New Delhi -32, 2005.
8. Mangal S.K ,”Advanced Educational Psychology”, published by Ashok K.G,
Prentice Hall of India Pvt, Ltd, New Delhi-1, 2002.
9. Mangal S.K, ”Advanced Educational Psychology”, Second Edition published by
PHI Learning Pvt, Ltd, New Delhi-1 ,2010.
10. Pahuja N.P.: “Psychology of Learning and Development” Anmol Publications,
PVt..Ltd., New Delhi., 2004.
11. Sharma R.N. : “Educational Psychology” Atlantic Publishers & Distributors, New
Delhi. 2002.
12. Sinha B.L : “Educational Psychology” An Introduction, Anmol Publications, Pvt.
Ltd., New Delhi. 2002.
13. Talawar.M.S. & Benakanal .V.A. “Advanced Educational Psychology”, Centrum
Press ,New Delhi -2, 2009.

11
Technologizing Education - TM1303

Objectives:
• to know the basics of ET, ICT, Technology in Education and other Teaching-
Learning approaches.
• to understand the concept of e-learning, elements of e-learning and e-learning
standards.
• to understand the patterns of e-content design and its validation
• to gain knowledge in the various technology based teaching approaches
• to learn the applications of audio-visual media in education
• to applicate the technical aspects of e-content
• to understand the content management system, systems approach,
communication technology in intranet and internet environments
• to understand the evaluation of on-line learning materials and process of on-line
testing

Unit I - Nature and Scope – Technologizing Education


Educational technology and Technology in Education -concept, product Vs process;
Forms of educational technology: teaching technology, instructional technology and
behaviour technology; Approaches of educational technology: Hardware and
Software; Transactional usage of educational technology: integrated, complementary,
supplementary, standalone (independent); Historical development – programmed
learning stage; media application stage and computer application stage; Major
institutions of educational technology in India – CIET, EMMRC (AVRC, EMRC and
MCRC), IGNOU, SIET, Consortium for Educational Communication (CEC), UGC,
their role in education.

Unit II - Introduction to e-Learning & Content Design


Elements of e-Learning, e-Content and e-Books - Virtual Classroom and Virtual
University – merits and limitations - Characteristics , of the e-Learner -
Knowledge,skill and attitude requirements of the e educator,E-tutor e-Moderator -
Content – design - patterns- script writing- graphics-animation, audio-video; Inserting
and interactivity; possibilities and design procedure. Multimedia and multimedia
development teaching programs - Multimedia authoring and authoring toolsDesign
content for Role based learning, situated based learning, scenario based learning.

Unit III - Technological teaching approaches


Educational technology in teaching – ICT approach, Learner Controlled Instruction
(LCI), Learner Centered Education (LCE), Computer Assisted Instruction (CAI),
Computer Managed Instruction (CMI) – Program for Learning in Accordance with
Need (PLAN) – Advanced audio-visual transactional aids – Applications of SITE and
12
EDUSAT - Apps – Social Networking sites – Limitations – Ethical use of Internet and
web-based applications – Applications related to mobile phone technology in learning.
Unit IV - Audio Visual Media in Education
Audio-visual media – meaning, importance and various forms. Audio/Radio:
Broadcast and audio recordings - strengths and Limitations, criteria for selection of
instructional units, script writing, pre-production, post-production process and
practices, use of RCCP in teaching, Role of AIR/Gyanvani, Audio Conferencing and
Interactive Radio Conference. Video/Educational Television: Telecast and Video
recordings - Strengths and limitations, Use of Television and CCTV in instruction and
Training, Teleconferencing, Video Conferencing, SITE experiment, countrywide
classroom project and Satellite based instructions, Gyandarshan and SIET
programmes. Use of animation films for the development of children’s imagination.
Use of Audio-Visual Media in Education by CIET, IGNOU, SIET, UGC-CEC, EDUSAT
and other institutions – UGC CWC (UGC – Country wide class rooms).
Unit V - Course Management in e-Learning & Online Evaluation
Introduction to Learning Management Systems - Introduction to Learning
Management systems (LMS) and Learning course management systems (LCMS) ;
Course management using LMS and LCMS - Standards for e-learning and future
possibilities. Use of Wikipedia, Wikieducator and other web-based technologies for
online learning and training - E-learners and e-educator interaction using Web tools,e-
mail,chat,conferencing,discussion forum - Online testing – different methods;
Designing - online evaluation in different subjects, courseware evaluation, designing
of evaluation criteria for assessment of e-content and other courseware - E-portfolio
,evaluation rubics,assignments,projects - Technical standards to train the trainers.
Unit VI - New Horizons of Technologizing Education
Recent innovations in the area of ET interactive video – Hypertext, video-texts,
optical fiber technology – laser disc, computer conferencing, etc. - Procedure and
organization of Teleconferencing/ Interactive video-experiences of institutions, open
schools and open universities - Recent experiments in the third world countries and
pointers for India with reference to education - Recent trends of Research in
Educational Technology and its future with reference to education.

Unit VII - Teaching-Learning Theories, Communication Technology and


Administration in Technologizing Education context
Educational technology in Educational administration – globalized technology –
interactive media – Knowledge networks. Herbert approaches – levels of teaching –
memory level – reflective levels of teaching – managing teaching learning approaches
(IK Davis approach) – Dale’s cone of experience and its applications.

13
Communication Technology
Definition – meaning – scope – communication process – models of communication –
Shanon’s Model – Westly and Machean Model – Leagan’s Model and Berlo’s Model.

Unit VIII - Systems Approach to Education and Communication


Systems Approach to Education and its Components: Goal Setting, Task Analysis,
Content Analysis, Context Analysis and Evaluation Strategies; Instructional Strategies
and Media for Instruction. Effectiveness of Communication in instructional system;
Communication- Modes, Barriers and Process of Communication. Education and
Training: Face-to-face, Distance and other alternative modes . Modular Scheduling
and Multimedia approach.

REFERENCES
1. Aggarwal, J. C. Essentials of educational technology: Teaching and learning.
New Delhi: Vikas Publishing House Pvt. Ltd. 2006.
2. Chauhan.S.S. “Innovations in Teaching Learning Process”. New Delhi: Vikas
Publishing House, 1981.
3. Gaurav Chadha, S.M. Nafay Kumail E-Learning: An Expression of the
Knowledge Economy, Tata McGraw-Hill Publication, 2002.
4. Hemalatha, T., & Ruhela, S. P.. Educational management-innovative global
patterns. New Delhi: Regency Publication, 1997,
5. Jagannath,M, “Educational administration, supervision and school
management”. New Delhi: Deep and Deep Publications, 1990.
6. Kumar, K.L. Educational technology. New Delhi: New Age International
Publishers, 1996.
7. Lakshmi. S. “Innovations in Education”. New Delhi: Sterling Publishers Private
Limited, 1993,
8. P.P. Singh, Sandhir Sharma , E-Learning: New Trends and Innovations, New
Delhi: Deep & Deep Publications, 2005.
9. Panneerselvam, A. Introduction to educational technology. New Delhi:Sterling
Publishers Private Limited, 2006,
10. Rejesekaran S.: “Computer Education and Educational Computing”, New Delhi:
Neel Kamal Publishing Pvt. Ltd. 2007.
11. Robert, G. W., & Robert, D. Management: Comprehension, analysis, and
application. New York: Richard D .Irwin Inc. Publication, 1995.
12. Vanaja, M. Educational technology. Hyderabad: Neelkamal Publications Pvt.
Ltd. 2006.

14
Education in the 21st Century - TM1304

Objectives:
• To create an elaborate understanding on global views and perspectives of
Education
• To instill awareness of various social, economic, policy related and other
problems that affect Education
• To stimulate comprehension and critical thinking towards various problems and
challenges that behold Education
• To understand the Role of UNO, UNESCO AND UNICEF in the field of
Education and World Peace
• To create a sense of understanding on the concepts of Non-violence, National
Integration and International understanding
• To develop an appreciation for the role of sociology the teaching learning
process of education.
• To develop abilities to make comparisons between different cultures
• To enable students to analyze education from different sociological perspectives
and theoretical frameworks.
• To enable students to analyze the relationship of education with culture, social
stratification and social mobility.
• To enable students to understand educational institution as an agency of
socialization.
• To enable students to understand the relationship between education and 21st
century society.
• To enable the students to understand the relation between education and social
change and the necessity of Peace Education.
• To understand the process of social change, social progress and the difference
between social change and cultural change.
• To applies the knowledge towards the promotion of National Integration and
International understanding.
• To make them understand the impact of population growth on the various
aspects of human life.
• To understand the inter-relationship of community and education

Unit I - Understanding the existing Scenario of Education


Right to Education - Education for all, compulsory education from 6 to 14 - Education
for socially and economically backward strata of the society - Women Education –
Education for the exceptional and Handicapped children – Inclusive Education -
10+2+3 or 10+2+4 Pattern of education :- Examination systems in education –
Historical, Philosophical, Sociological, Science and technological education - Indian

15
Education with reference to three language formula and medium of instruction -
Specific problems regarding finance, organization, administration, students
enrolment, quality of instruction in case of the following : Pre-Primary, Primary
education and basic education - Secondary education - Higher Education - Teacher
Education - Role of Education in Empowerment of Women and Weaker Sections
including SC, ST, OBC and Minorities.

Unit II - Education for National Integration and International understanding


Introduction – Ethical approach for international understanding – Need for
international understanding – curriculum for international understanding - factors
which hamper international understanding – ways and means of creating international
understanding - Education for National Integration and International Understanding -
Education for good life to every individual - Education for National Integration and
International Understanding – Understanding social chaos, group unrest, political,
social and economic unrest, understanding terrorism and other forms of violence –
Creating a tolerant and harmonic self and understanding in the students – Role of
Educational institutions in instilling values of self-integrity, emotional intelligence,
value systems, tolerance and acceptance of other cultures and religions and living in
harmony and Place of Education in creating Harmonious society, National Integration
and International understanding.

Unit III - Education for change & Quality Assurance


Pace of change : factors propelling the pace of change: population growth and the
changing structure: Liberalization, Privatization, Globalization – Sociological,
Environmental and ecological, Economical, Cultural disturbances, the impact of triple
O’s Bio, Nano and info – their influence, modernism to post modernism – competitive
world - Principles and practices in quality assurance – Quality assurance mechanisms
in educational perspective – Organizations that ensure quality education in India –
MHRD, UGC, NAAC, NCTE, NUEPA,RCE, CASE and their role - Performance
Based Assessment System (PBAS) with reference to Academic Performance -
Indicators Academic Performance Indicator (API) by UGC - Academic Audit and
Accountability.

Unit IV - Education and Modernization & Education for national development


Modernism and Post Modernism , Characteristics of Post Modernism - Education in
the post-modern age - Concepts of Globalization – GATT – Changing facets of
Education – Consumerist perspective - Dilemma regarding modernism – Scientific
materialism – Education for peace and social justice; diversity for integral
development – quality of life education – Sensitizing teachers towards global issues
and environmental issues - Abdul Kalam’s India 2020 – vision for the new millennium

16
- National policy on education ( NPE ) – elementary education – Sarva Shiksha
Abhiyan ( SSA ) – RMSA Adult Education – Reasons for dropouts and stagnation –
how do we go about improving the quality of education throughout the nation – Total
quality management ( TQM).
Unit V - Education and population Issues, environment, ecology and
sustainable development, world hunger
Population as a world problem – Population increase and quality of life – Need for
population education – Population as a resource - Population education in India –
Objectives of population education – Measures of population control - Introduction –
Problems of the environment – Role of Universities in environmental development –
Social forestry – Methods – Conclusion – sustainable development – conservation
and preservation of nature – Role of Educational institutions in sustainable
development - Awareness and literacy programmes - population Issues,
environment, ecology and sustainable development – Mediums of promoting
awareness and literacy programmes on population Issues, environment, ecology and
sustainable development – Awareness through Seminar – Group Discussions –
participant programmes - Historical Geographical, Sociological and Philosophical
aspects of World Hunger- Role of F.A.O. in removing World Hunger-Culture- Meaning
of poverty in different nations-Education and Poverty - Tribal and village people.

Unit VI - a) Education, Law and Society


Symbolic Interactionism - Structural Functionalism - Conflict Theory – Ritzer’s
Integrative (micro‐macro) Theory of Social Analysis - Social Stratification and Social
Mobility - Concept and Types of Social Stratification and Social Mobility - Theories of
Social Stratification-Functionalist and Conflict Theory - Stratification and Equality of
Educational Opportunity – Government Policies on Equalized Education and
opportunities – Constitutional Provisions on Education and its implications for
education; Code of Conduct / /Professional Ethics for Teachers and Students;
Approaches to professionalization of higher education - Globalization and its impact
on Education - Mass Media and Education - Fundamentals of Human Resource
Management and Performance management in Education.
b) Education & Culture Institutionalization & Education
Concepts of Culture, Sub-Culture and Multiculturalism – Transmission and
Transformation of Culture – Cultural Fusion - Goals and Characteristics. Dimensions
of Multicultural Education (Content Integration, Knowledge Construction, Equity
Pedagogy, Prejudice Reduction, School Culture) - Approaches to Multi Cultural
Education (Culturally Different, Human Relation, Single Group Study, Multicultural
Education, Social Reconstructionist) - ) Relationship between culture and education –
Implications of culture in Education.

17
Unit VII - Peace Education
Concept and Philosophy of Peace Education - Aims of Peace Education –
Approaches to Peace Education - Need and Components of Peace Education :Peace
for self, others and environment – Gandhian Ideas and approaches to Peace
Education - Characteristics of a Culture of Peace - Types of Peace Education
(International Peace Education, Developmental Peace-Education – Human Rights
Peace Education (Concepts of Peace in Human Rights Education) – Conflict
Resolutions – Improved versus consensual Peace) - Education for peace:
Knowledge, skills, values and attitudes.

Unit VIII - e- Learning –Concept, Media, Materials and Trends


The Changing base of educational institutions – the change in the role of the teacher
– learning society – Resource based learning and computer aided learning –
computer based assessment – Changes in teaching learning strategies - Approaches
to e learning - Online- Synchronous, Asynchronous - Blended learning – Reflective
Practices in Teaching and Learning - Mobile learning (M learning) - Learning
Management Systems: Media and Materials - Open Educational Resources - Social
Networking Sites - Spoken Tutorial and Camstudio - Learning objects - Current
Trends in e-Learning - Podcasting - Virtual Reality with Intelligent Tutoring System –
learning through social medias – online forums.

REFERENCES
1. Aggarwal, J. C., “The progress of Education” in Free India, New Delhi, Arya
Book Depot, 1960.
2. Mishra, “Loknath Peace Education Framework for Teachers”. New Delhi: A.P.H
Publishing Corporation, 2009.
3. Mohanty, Jagannath ,”Teaching of Sociology New Trends and Innovations”. New
Delhi: Deep and Deep Publication Pvt. Ltd. 2005.
4. Mujibul Hasan Siddiqui Philosophical and Sociological Perspectives in Educatio
n. New Delhi A.P.H Publishing Corporation, 2009.
5. Mukerji, S. N.: “ Education in India To-Day and tomorrow” Baroda, Acharya Book
Depot, 1968.
6. NJ: Erlbaum. Dearden R. F. . “Theory and practice in Education”. Routledge K
Kegan & Publishers, 1984.
7. Ramanath Kishan, N. Global Trends in Teacher Education, APH Publishing
Corporation, New Delhi. 2007.
8. Rao V.K. and R.S. Reddy Instructional Objectives and Teacher Education,
Commonwealth Publishers, New Delhi, 1992.
9. Srivastava R.C. and Dr. (Miss) K. Bose Theory and Practice of Teacher
Education in India, Chug Publications, Allahabad, India, 1973.

18
Philosophical and Sociological Bases of Education - TM1305

Objectives:
To Enable the Scholars to Develop:
• To understand the meaning and nature of Educational Philosophy.
• To understand the application of Indian school of philosophy with special
reference to their values.
• Critical appraisal of contribution made to education by prominent educational
thinker- Indian and Western.
• Understand the relationship of school and the society.
• Logical analysis, interpretation and synthesis of various concepts, proposition
and philosophical assumption about educational phenomenon.
• Critical appreciation of issue relating to social change, determinants of social
change, equity and equality of educational opportunity.
• Analysis constitutional provisions, national integration and international
understanding with the help of philosophical and sociological insight paradigms
appropriately.

Unit I - Philosophical Foundations of Education


Meaning & Nature of Educational Philosophy, Branches of Philosophy; metaphysics,
epistemology, and axiology and their implications for education. philosophical
redirection of educational research in recent times.

Unit II - Evolution of Educational thought:


The Philosophic Religious Traditions–Characteristics of Indian Philosophy; Education
as conceived in vedic times; Nature of the learner goals of life, theory of knowledge
and the ethical values as advocated in the following Philosophies:-
Buddhism, Jainism, Nyaya, Vedanta, Yoga, Samkhya, Bhagwatghita, Upanishads,
Quranic monism .

Unit III - Western Philosophical Foundations of Education-


Naturalism, Idealism, Realism, Pragmatism, Humanism, and existentialism (their
metaphysics and theories of knowledge; the nature of the learner, aims of education,
teacher pupil relationship, method of education and curriculum, values and
educational implication)

Unit IV - Contemporary philosophical thought and education


Totalitarianism, Marxism, Secularism and Democrasim (with special reference to
knowledge, reality and values and their educational implication)

19
Unit V - Sociological Foundation of Education
Meaning, Concept and nature of educational sociology and sociology of education,
Relationship between sociology and education, Social organization, Social group
Social stratification

Unit VI - Education as a social process


Theories and process of socialization, Role of family, Caste, and state in preservation
transmission and enrichment of culture, The concept of culture. Cultural lag,
acculturation, social deviant cultural conflict, Education is related to social equity and
equality of educational opportunity, Unity and diversity in India, making composite
culture, Sociometry

Unit VII - Education and change


Concepts of change and planned change, Process of Planned change, Functions and
qualities of change agent, Social Mobility and factors affecting social mobility,
Modernization and Education , Impact of science, globalization and technology on
Society & Education.

Unit VIII - Social dimension of Education


Approaches to religious, Socialistic democratic state of Indian society and education.
Existing educational disparities, nature and causes equalization of education
opportunities, Radical thought attentions in education, Deschooling, Concept and
consequences, Futurology of Education (with special reference to schedule cast and
schedule tribes women)

REFERENCES
1. Broudy,H.S. “Type of knowledge and purpoe of education”. In R.C Anderson,
R.J., NCERT (2005) “National Curriculum Framework”. New Delhi. 1977.
2. Bruner,J.S, “The culture of education”. Cambridge, M.A.:Hardward University
press. 1996.
3. Dewey, J. Democracy and Education: “An Introduction to the philosophy of
education”, New York: Macmillan. 1916/17.
4. Krishnakumar, R., “Evolution of Educational thoughts in India”.Priyadharshani
Publications, Chidambaram. 2009.

20
Guidance and Counseling - TM1306

Objectives
To recall the principles underlying guidance
• To recognize the need of guidance and counseling in schools
• To describe the different services in the school guidance programme
• To acquire the skills necessary to administer and interpret standardized tools
• To know the qualities required for a good counselor

Unit I- Nature and Scope of Guidance


Nature, Scope, purpose, Need, Relationship- Education, Vocation, profession,
Occupation, Counselling and Guidance. School and Guidance Programme.
Community and Guidance Programme. Essential Features of Guidance. Nature,
Scope, purpose, Need, different approaches of counselling

Unit II- The Services in Guidance Programme


Exposition, Orientation, Information, Counselling, Appraisal, Follow up, Placement,
Research and Evaluation.

Unit III- Areas of Guidance Programme


Types of Guidance : Educational, Vocational, Personal, Societal, Occupational,
professional, Health, Environmental, Cultural -Types of Information – Physical,
Social, occupational , Educational. Emotional, Vocational Methods – guidance
programme – various guidance services – collecting occupational information –
classification and filing updating occupational information – evaluation of occupational
information material .

Unit IV - Methods and Techniques of Collecting Data


Method and Techniques of collecting Data – Inventories, Scales, Records,
Observations, Interviews, Questionnaires, Sociometry – with reference to Intelligence,
Aptitudes , Interests, Attitudes, Personality, skill Concept, Problem-solving. Collecting
Data about Learners-Preliminary Data, Interpreting and classifying Data,
Disseminating Data.

Unit V - Group Guidance and Group Counseling


Group guidance – Meaning, Definition, Objectives, Problems, Significance –
Techniques, Uses. Group counseling – Meaning, Requirements - Uses.

21
Unit VI - Management and Organisation of Guidance at Various Levels
Requisites policy marking, Administration, Guidance Centre – set up and co
ordination, Supervision, Evaluation, Guidance Personnel. Stage – Primary,
Secondary, Higher Secondary. Roles – Counsellors Qualities and attitudes , Role of
the Principal, Headmaster, In-charge, Counsellor, Class Teacher, Teachers In-
charge, the consultant, the Counselled. Perspective- Guidance Movement in the
world, Guidance Movement in India.

Unit VII - Basic Concepts in Counselling


Goals of counselling - Counselling for adjustment - The elements in the counseling
process - Counsellor's limitations in providing self-help - Influence of psycho analysis
on counselling - Client centered therapy - Clinical counselling Eclectic approach to
counselling. Adult counselling - Guidance in learning process - Learning and effective
work habit - Functions of the vocational counsellor - Techniques of placement -
Career guidance. Psychological Concept and process in counselling. Factors theory –
Vernon hierarchy – Thrustone Factorial approaches- learning theory, existential and
development, Carl Rogers theory.

Unit VIII - Guidance for Exceptional Children


Meaning and Types. Guidance for gifted, backward, mentally retarded, orthopedically
handicapped, visually impaired, deaf and dumb, The Problem of juvenile delinquency
- Guidance of deviant individuals

REFERENCES

1. Aggarwal, J. C. . “Educational, vocational guidance and counseling”. New Delhi:


Doabai House, 1991.
2. Batnagar. A, & Gupta, N. . “Guidance and Counseling”. New Delhi: Vikas
Publishing House. 1999.
3. Bhatnagar, R. P., & Seema, R. “Guidance and counselling in education and
psychology”. Meerut: R.Lal Book Depot, 2003.
4. Chauhan S.S., . “Advanced Educational Psychology” Vikas Publishing House
Pvt Ltd. Clifford, 1988.
5. Chauhan, S. S. “Principles and techniques of guidance”. UP: Vikas Publishing
House Pvt Ltd 2008.
6. Crow, Lester D. “An Introduction to Guidance Principle and Practice” Urasia
Publishing House, New Delhi, 1962 .
7. Kochar. S.K “Educational and Vocational Guidance in Secondary Schools” 2003.
8. Rajendran. E.K, “Guidance and Counselling” 2008.

22
Educational Measurement and Evaluation - TM1307

Objectives
• To acquaint the students with the basic concepts and practices adopted
ineducational measurement and educational evaluation.
• To help the students understand relationship between measurement and
evaluation in education and the existing models of evaluation.
• To orient the students with tools and techniques of measurement and evaluation.
• To develop skills and competencies in constructing and standardizing a test.
• To make the students understand how various requirements of education
are measured, evaluated, interpreted and their results are recorded to help
learners.

Unit I- Concept of Educational Evaluation


Concept of Measurement, Assessment & Evaluation in Education, Need and scope of
Evaluation, Meaning, Nature & Functions of Measurement, Assessment and
Evaluation, Principles of Evaluation, Steps involved in Evaluation, Internal
Assessment: Meaning, Significance & Areas (Scholastic, Co-scholastic & Personality
Types of Evaluation- Formative Evaluation - Summative Evaluation
Unit II- Models in Educational Evaluation
3D Model, Total Reflection Model & Individual Judgment Model., Interrelationship
between measurement and evaluation in education
Unit III - Educational Objectives
Relationship between Aims and Objectives, Taxonomy of Educational Objectives
Cognitive Domain.(Revised Bloom’s taxonomy by Anderson and
Krathwohl), Affective Domain , Psychomotor Domain, Criteria for writing
statements of Objectives. and Specifications.
Unit IV - Learning Experiences
Concept of learning experience, Types- Direct and Indirect, Value based Learning
Experiences, Relationship between Objectives, Specifications, Learning Experiences
and Evaluation.

Unit V - Tools of Evaluation


Essential Characteristics of Measuring Tools-Validity, Reliability, Objectivity and
Practicability, Types of test, Performance Tests: Oral test and Practical test (merits,
limitations, suggestions for improvement, criteria for evaluation), Written test- Essay
type and Objective type (merits, limitations, suggestions for improvement)
Norm- Referenced tests and Criterion Referenced tests (meaning, characteristics).
Observation Tools- Check list, Rating scale and Anecdotal record.

23
Unit VI - Test Construction
General principles of test construction and its standardization (Norm-reference
and criterion referenced). Writing test items -- Objective type, Essay type and
Interpretive type – steps in the standardization of a test.

Unit VII - Educational Statistics


Measurement of Central tendency from grouped and ungrouped data, usage of
statistics. Measures of Variability : Range, Quartile deviation, Standard deviation

Unit VIII - Interpretation, Measurement and Evaluation


Characteristics of Normal Probability Curve.
Percentile and percentile ranks, Correlation and its significance in Education.
Standard Scores - Z.Scores. T.Scores, Stan Scores
Achievement test: Construction of a standardized achievement test. Measurement of
Achievement, Aptitudes, Intelligence, Attitudes, Interest and Skills. Interpretation of
the above test-scores and methods of feed back to students. Grading, Semester
system, Continuous Internal Assessment, Question Bank, Use of Computers in
Evaluation.

References:
1. Anastasi, “A. Psychology testing: Macmillan” New York, 1988.
2. Asthan, B. “Measurement and Evaluation in Psychology and Education” Vinod
pustak mandir, Agra. 2000.
3. Gronland, N.F & Lion R.L.. Measurement and evaluation in Teaching, Macmillan,
Newyork, 1990.
4. Mohanty and Das, .”Educational Guidance, Measurement and statistics”
Takshyashilla publication, Cuttack. 1996.
5. Patel.R.N. . “Educational Evaluation” (Theory and Practice) Himalaya
Publication. 2004.
6. Rath. R.K “Fundamental of Educational Statistics and Measurement.Taratarini”
Pustakalya, Berhampur. 2004.
7. Satpathy, M.C. and Sarangi. .”Evaluation Measurement and Statistics” Books
and Books, Cuttack. 1987.
8. Sharma.R.A. . “Measurement and evaluation”, Layal Book Depo.Meerut. 1993.
9. Singh Arun Kumar: . “Tests, Measurement and Research Methods in Behavioral
Science” Bharati, Bhawan Publications, Patna. 1997.
10. Stanley, J.C. and K.D. Aopkins . “Educational and Psychological Measurement
and Evaluation” Prentice Hall of India Ltd, New Delhi. 1978.

24
Teacher Education - TM1308

Objectives:
After Completion of this course the perspective Teacher Educators will be able to:
• Gain insight about the concept, need, objectives and scope of Teacher
Education and Teacher Educators.
• Accustom with the evolution of Teacher Education in India from Vedic Period to
the present scenario.
• Distinguish with the recommendations of various Indian Commissions
• Identify the statutory bodies of Teacher Education Programme and role &
responsibilities of Teacher Education Programme.
• Classify the different levels of the teaching of Teacher Education.
• Bring into the light the different methods of teaching and prepare them for a good
teacher educator to diagnose the problems and to give remedies accordingly.
• Reallocate the analytical approaches of different types of Teaching styles
• Reflect the various issues and innovations of Teacher Education for research.

UNIT I- Preface and Historical Perspective of Teacher Education:


Meaning, Nature, Need and Objectives of Teacher Education, Changing profile and
Scope of Teacher Education in present scenario, Evolution of Teacher Education in
India from Vedic to the modern era , Recommendations of various commissions of
Pre-Independence Era, Recommendations of various commissions of Post-
Independence Era

UNIT II - The Statutory Bodies of Teacher Education Programme:


Statutory Bodies of Teacher Education at National Level: Their role, responsibilities
and challenges, Statutory Bodies of Teacher Education at State Level: Their role,
responsibilities and challenges, Role and functions of MHRD, NCTE,NCERT, NAAC,
NUEPA, UGC,DEC,ICSSR,CSIR

UNIT III- Structure of Teacher Education Programme:


Types of Teacher Education Programme:
Pre-service Teacher Education Programmes , In-service Teacher Education
Programmes, Distance Education
Levels of Teacher Education Programme:
Pre-Primary level Teacher Education Programmes, Primary level Teacher Education
Programmes, Secondary level Teacher level Education Programmes, Higher level
Teacher Education Programmes
Special Teacher Training:
Technical Teacher’s Training, Physical Education, Fine Arts, Teaching the differently
abled Children
25
Other Institutes of Training :
Regional Institutes of Education , State Institutes of Education, University
Departments of Education, Institutes of Advanced Study in Education

UNIT IV - Curriculum and Models:


Implementation of Curriculum of Teacher Education at various levels
Teaching Models:
Concept Attainment Model , Inquiry Training Model , Problem Solving Model
Inductive Teaching Model
Instructional Methods
Lecture Strategy, Discussion , Individualized Study

UNIT V - Major Issues of Teacher Education Programmes:


Measures of Admission, Execution of Curricula, Practicing Schools, Isolation of
Teacher Education Programmes, Professional Ethics and Norms for the Teachers
Preparing teachers for Inclusive schools

UNIT VI - Principle of Practice-teaching and supervision of practice lessons:


Principle of teaching- method of teaching of school subjects
Science Teaching, Mathematics Teaching, Language Teaching, Social Sciences
Teaching
Internship related Problems, Observation and Assessment of Practice-
Lessons. Concept and Types of Feedback to Pupil-Teachers
Concept of Pedagogy and Andragogy, Micro Teaching, Simulated Teaching,
Peer Teaching, Macro Teaching: Its approaches, Case analysis: Analysis of
teaching of student teachers
Technical, Pedagogical and content knowledge:
Assistive Technology, Virtual Schooling, Technology Diffusion / Integration

Unit VII- Research and Innovations in Teacher Education:


Research: Its Need, Area, Problems and Trends in Teacher Education
Recent trends in Research in Teacher Education
Researches in the area of Teachers’ Effectiveness in India and abroad
Areas of Research : Institutional Context, Curriculum context, Practicing School
Context, Researches in the area of admission criterion for pupil teachers, Innovations
in Teacher Education: Meaning of Innovation, Factors and Constraints in its
Acceptance and Implementation , Innovation in Teaching Learning and Evaluation
Process, Some Innovations - Micro teaching, Observational Systems and Interaction
Analysis of Teaching (verbal and non-verbal)

26
Selection of Student Teachers
Need for Admission Tests, Interests, Aptitude, Attitude and Achievement Tests, and
Interviews – Changing role of teachers in the modern world.
Development of Future Faculty
Work Force Education, New Possibilities with Information Technology ,
Computational Thinking, Educating the mobile generation – Applications, ipads in the
classroom, e – learning technologies and remedial measures

UNIT VIII -Teacher and School Organisation


Importance of teacher , Qualities of a good teacher , Teacher as professionals and
researchers, Professional prospects for teachers, Service conditions of teachers,
Timetable and budgeting : Importance of principles and types, Discipline : Bases of
discipline, Causes of indiscipline, its remedial measures

References:
1. Caggart, G.L. : “Promoting Reflective Thinking in Teachers” Crowin Press.,
2005.
2. Gupta, S.P. & Gupta, Alka: History, “Development and Problems of Indian
Education”. Sharda Pustak Bhawan, Allahabad.
3. Irvine, J.J. : Educating teachers for diversity: “Seeing with a cultural eye”. New
York: Teachers College Press, 2003.
4. Joyce, B., and Weal, M. . “Modals of Teaching” (7th Ed.). Boston: Allyn & Bacon
, 2003.
5. National Curriculum Framework for “Teacher Education” 2009.
6. NCTE :” Policy Perspectives in Teacher Education”. New Delhi, 1998.
7. NCTE Competency Based and Commitment Oriented Teacher Education for
Quality School education: “Pre-Service Education”. New Delhi. 1998.
8. Radhamohan: Teacher Education Sharma, Shashi Prabha: Teacher Education:
“Principles, Theories and Practices”
9. Ram, S. : “Current Issues in Teacher Education”. Sarup & Sons Publications,
New Delhi, 1999.
10. Regulation, “Master in Educatio” NCTE 2010.
11. Sharma, R.A.: “Core Programmes” for Prospective Teachers
12. Singh, V. B. & Pahuja, Sudha: “Development of Educational System” in India

27

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy