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School of Education, Central University of Kashmir
1
SYLLABUS
FOR
INTEGRATED B.Ed.–M.Ed. PROGRAMME
Duration: 03 Years (06 Semesters)
As per the Guidelines of the National Council for Teacher Education
Department of Education (Teacher Education)
School of Education
Central University of Kashmir
School of Education, Central University of Kashmir
2
COURSE STRUCTURE
SEMESTER I
Course
Code
Title Credits Internal
Marks
External
Marks
Total
IBM-C-101 Philosophy and Education 4 50 50 100
IBM-C-102 Education in Indian Socio-Economic
Context
4 50 50 100
IBM-C-103 Psychology of Development and
Learning
4 50 50 100
IBM-C-104 Early childhood care & Education 4 50 50 100
IBM-C-105 Inclusive Education 4 50 50 100
School Subject I (Any one of the following)
IBM-E-106 Teaching of English 4 50 50 100
IBM-E-107 Teaching of Urdu 4 50 50 100
IBM-E-108 Teaching of Hindi 4 50 50 100
TOTAL 24 300 300 600
SEMESTER-II
IBM-C-201 History and Development of Education System in India
4 50 50 100
IBM-C-202 Health Education 4 50 50 100
IBM-C-203 Language Proficiency 4 50 50 100
IBM-C-204 Guidance and Counselling 4 50 50 100
CBSC Course from the Basket 4 50 50 100
School Subject-II (Any one from the following)
IBM-E-206 Teaching of Bio-Science 4 50 50 100
IBM-E-207 Teaching of Physical Science
4 50 50 100
IBM-E-208 Teaching of Mathematics 4 50 50 100
IBM-E-209 Teaching of History and Civics
4 50 50 100
IBM-E-210 Teaching of Geography 4 50 50 100
TOTAL 24 300 300 600
School of Education, Central University of Kashmir
3
SEMESTER-III
Course
Code
Course title Credit
Value
Internal External Tota
l
IBM-C-301 Initiatory School Experiences 8 100 100 200
IBM-C-302 Internship in Teaching ( Micro & Macro
Level Practice of Teaching)
8 100 100 200
IBM-C-303 General School Activities 8 100 100 200
Total 24 300 300 600
School of Education, Central University of Kashmir
4
SEMESTER-I
Course Code: IBM-C-101
Course Title: PHILOSOPHY AND EDUCATION
Course Objectives:
1. To enable the student to understand philosophical origins of educational theories
and practices.
2. To enable the student to develop a philosophical outlook towards educational
problems.
3. To help the student understand the contribution of the important philosophical
school to the theory and practice of education.
4. To help the student understand the contribution of the great thinkers to the theory
and practice of education.
5. To enable the students analyze and evaluate the fundamental postulates of the
Indian Schools of philosophy and their implications for Education.
COURSE OUTLINE
Unit I: Basics of Education
Meaning and Nature of Education
Modes of Education-Formal, Non-formal, and In-formal.
Scope of Education
Aims of Education.
Unit II: Philosophy and Education
Meaning and Scope of philosophy.
Functions of Philosophy.
Branches of Philosophy
Relationship between Education and Philosophy.
Unit III: Western Schools of Philosophy
Naturalism
Idealism
Pragmatism
Existentialism
Their educational implications for aims, content, methods of teaching, role of a teacher
and concept of discipline.
School of Education, Central University of Kashmir
5
Unit IV: Educational Thinkers
M.K Gandhi
Allama Iqbal
Swami Vivekananda
Rabindranath Tagore
Aurobindo Ghosh
A detailed discussion on their contribution to educational thought and practice.
CORE READINGS
• Bramel, D. Patterns of Educational Policy, New York, Hold Rinehart &Winston. 1971.
• Broudy, H.S (1977) Building a Philosophy of Education, New York: Kringer.
• Brown, L. M. Aims of Education, New York, Teachers College Press. 1970.
• Brubacher, John S. (1969) Modern Philosophies of Education, New Delhi: Tata
McGraw Hill.
• Brubacher, R. S. Modern Philosophies of Education, Chicago, University Press. 1955.
• Butler. J. D, Four philosophies. Harper & Row (1968)
• Chandra, S.S; Sharma, R.K (2004) Principles of Education, New Delhi: Atlantic
Publishers and Distributors
• Cohen, B. Means and Ends in Education, London, George Allen & Unwin. 1983.
• Curren Randall (Edited) A Companion to Philosophy of Education, New York Blackwell
Publishing. 2003.
• Curtis, S.J. Introduction to Philosophy of Education, London, London University,
Tutorial Press. 1968
• Dewey, J. Democracy and Education and Introduction into Philosophy of Education,
New York, The Free Press, 1966 Durpis, A.M. (1972) Philosophy of Education in
Historical Perspective, New Delhi: Thomason Press. Education, New York, Harcourt
Brace Jovanovich, 1981
• Fitzgibbon, R. E. Making Educational Decision: An introduction to Philosophy of
• Heyting, Frieda (Edited) Methods in Philosophy of Education, London, Routledge,
2001.
• Hiriyana, M (1995) the Essentials of Indian Philosophy, Delhi: Motilal Banarsidas
Publishers Pvt. Ltd.
• Kneller, G. F. Introduction to Philosophy of Education, New York, John Witty & Son
1971.
• Lawton, D. Class Culture and Curriculum, London, Rutledge & Regan Paul, 1975.
• Luther, M.N. Values and Ethics in School Education, New Delhi, Tata McGraw Hill,
2001. Mandir. 1996. McChellan, J.E. Philosophy of Education New Jersey, Prentice Hall
Inc, 1976
School of Education, Central University of Kashmir
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• Moon, Bob (Edited) International Companion to Education, London, Rutledge, 2000.
• Mukherjee, R. K. Ancient Indian Education, Delhi, Motilal Banarasidas, 1974.
• Narareth, M. P. Education Goals, Aims and Objectives, New Delhi, Vikash. 1984.
Narvene, V.S. (1978) Modern Indian Thoughts, New York, Orient Longmans Ltd.
• Nigel, L., Smeyers. P., Smith, R., & Standish, P., (2003) The Blackwell Guide to the
Philosophy of Education, Blackwell Publishing Ltd.
• Pandey, R. S. An Introduction to Major Philosophies of Education, Agra, Vinod Pustak
• Park J. (Ed) (1963) Selected Readings in Philosophy of Education, New York: The
MacMillan Company.
• Rusk, Robert R. (1962) Philosophical Bases of Education, Warwick Square: University
of London.
• Saxena Swaroop, N.R. (2001) Philosophical and Sociological Foundations of
Education, Meerut: Surya Publication.
• Sodhi, T.S. & Suri, Aruna (1998) Philosophical and Sociological Foundations of
Education,Patiala: Bawa Publication.
School of Education, Central University of Kashmir
7
SEMESTER-I
Course Code: IBM-C-102
Course Title: EDUCATION IN INDIAN SOCIO-ECONOMIC CONTEXT
Course Objectives
1. To develop a thorough understanding of various traditional sociological perspectives.
2. To enable the student understand the educational implications of variations by race,
class, gender, religion and age. To explain patterns and variations using sociological
theory.
3. To enable the students to understand the contemporary social perspectives and their
educational implications to modern social world.
4. To enable the students understand the role of theory in building sociological
knowledge.
5. To illustrate an understanding of the processes and implications of democracy,
globalization and modernization.
6. To understand social system with special reference to its major sub systems and their
interplay. To understand structural inequalities based on caste, class, race, and Rural-
urban and gender and the role of education for their eradication.
7. To understand the educational value of culture.
8. To understand the major concepts, and theories, in sociology and education.
9. To understand the sociological basis of reservation policy to address social
inequalities.
10. To understand the major social processes and the role of education for
strengthening these processes.
Unit I: Nature of Indian Society
Indian Social Structure: Concept and Meaning.
The Cast system; The Class system; The Family; Religion; Pluralism (Inter-relationship
among the structures)
Challenges of maintaining secular status of the country;
upholding democratic principles; linguistic diversities. Gender
Disparity.
Role of Education in promoting social diversities.
Unit II: Aspirations of Indian Society
Major Areas of Aspirations: Social Order, Social Justice and Universalism.
Concept & Meaning of Nationalism, Socialism, Secularism, and Democracy.
Education for the Development of Nationalism, Socialism, Secularism and Democracy.
School of Education, Central University of Kashmir
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Unit III: School and Society
Place of School in a Democratic Social System;
School as a Model Society; Duties of School towards Society; Mutual relationship
between School & Society
Types of School: Government Schools; Government-aided, Unaided
Private/Recognized Schools; Minority Schools.
Social climate of the school/Role of Teacher.
Unit-IV: Education and National Development:
National development: Meaning& Scope and different viewpoints.
Indicators of national development: -Education Commission 1964-66, Planning
Commission/NITI Aayog, World Bank
NPE-1986 & NEP 2020
Role of Education in ensuring sustainable development: Brundtland Commission 1987
and Sustainable Millennium Development Goals
A review of the initiatives for Educational development in India over decades.
The perspective of education for national development in the NCF-2005.
CORE READINGS
Bungay, Suffolk, England. Schultz, T. W. (1972). Investment in Education. London: The
University of Chicago Press Ltd
Dhankar. N. (2010). Education in Emerging Indian Society. New Delhi: APH Publishing
Corporation.
Dube, S.C. (1990) Indian Society. New Delhi: National Book Trust
Dube, S.C. (2005) Indian Society. New Delhi: National Book Trust
Freire, P. (1972). Pedagogy of the oppressed. London, UK: Sheed & Ward.
GOI. (1986). National policy of education. GOI.
Govinda, R. (ed). (2002) India education report: a profile of basic education. New Delhi:
Oxford University Press.
Hunter, F. (1953). Community power structure. Chapel Hill: University of North
Carolina Press.
Kakkat, S. B. (1995). Changing Perspectives in Education. New Delhi: Vikas, Publishing
House Pvt. Ltd.
M. Pawar & D. Cox (Eds.), (2010). Social Development: Critical themes and
perspectives. New York, NY: Routledge.
Mehra D. D. (2009). Education in Emerging Indian Education, Indian Education.
Ludhiyana: Tondan Publications, Books Market.
School of Education, Central University of Kashmir
9
Naik, J.P. (1979) Education Commission and After. A P H Publishing Corporation: New
Delhi.
NCTE (2009) National Curriculum Framework for Teacher Education.
Parekh, B. C. (2000). Rethinking multiculturalism: Cultural diversity and political theory.
Palgrave.
Pathak, A. (2013). Social implications of schooling: Knowledge, pedagogy and
consciousness. Aakar Books
Pathak, K. R. (2007). Education in the Emerging India. New Delhi: Atlantic Publishers.
PROBE (1999) Public report on Basic Education in India. New Delhi: Oxford University
Press.
Rassekh, S., and Vaideanu, G. (1987). The contents of education. UNESCO, Paris:
Richard Clay Ltd.,
Saini, S. K. (2003) Development of Education in India: Socio-economic and
Political Perspective Cosmo Publications
Thakur, A. S., and Berwal, S. (2007). Education in Emerging Indian Society. New Delhi:
National Publishing House.
The World Bank. (2018). Piecing together the poverty puzzle. Washington, DC: The
World Bank.
Todaro, M. P., & Smith, S. C. (2003). Economic development (8th ed.). Harlow, UK:
Pearson.
Watts, T. D., Elliot, D. & Mayadas, N. S. (Eds.), (1995)International handbook on social
work education. Westport, CT: Greenwood Press.
School of Education, Central University of Kashmir
10
SEMESTER-I
Course Code: IBM-C-103
Course Title: PSYCHOLOGY OF DEVELOPMENT AND LEARNING
Course Objectives
1. To develop appreciation and understanding about the Concepts of Psychology and
Educational Psychology and implications of human diversity for organizing educational
programmes.
2. To develop understanding about different aspects of human development from infancy to
adolescence.
3. To develop understanding about Behaviouristic and Neo-behaviouristic Approaches to
learning.
4. To develop understanding about personality and the theories of personality.
5. To develop understanding about intelligence and the theories of intelligence
Unit I: - Psychology and Development
Concept and Meaning of Psychology
Nature, Scope and Functions of Educational Psychology
Physical, Cognitive, Social and Emotional development patterns (childhood and
adolescents)
Problems of Children and Adolescents.
Needs, Aspiration, Attitudes & Self-Concept of Children and Adolescents.
Guidance & Counseling for Adolescents.
UNIT II: - Theories of Development and their Implications for Education
Cognitive Constructivism (J. Piaget)
Moral Development (Kohlberg)
Psycho-Social Development (Erick Erickson)
Social Constructivism (Vygotsky)
Unit III: - Theories of Learning
Concept of Learning & its Nature, Factors influencing learning.
S-R Theory of Learning (Thorndike).
Classical Conditioning (Pavlov).
Operant Conditioning (Skinner).
Gestalt Theory of Learning (Kohler).
Social Learning Theory (Bandura). Their Educational implications.
School of Education, Central University of Kashmir
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Unit IV: - Personality and Intelligence
Concept and meaning of Personality.
Determinants of Personality- Biological, Social and Psychological.
Theories of Personality- Trait Theory (Allport, Cattell), Self Theory (Carl Rogers).
Concept, Meaning and Measurement of Intelligence.
Theories of Intelligence - Multiple Factor Theory (Thurstone), Structure of Intellect
(Guilford), and theory of Multiple Intelligence (Gardener).
CORE READINGS
Aggarwal J C (2014). Essentials of Educational Psychology (3 eds.), Publishing House
Pvt. Ltd.
Allport, G. W. (2968a). Imagination in psychology: Some needed steps. In G. W. Allport
(Ed.), The person in psychology. Boston: Beacon Press.
Anitha Woolfolk (2014). Educational Psychology, Dorling Kindersley India Pvt. Ltd.
Benjamin B. Wolman (1979). Contemporary Theories and Systems in Psychology.
Freeman Book Company.
Bhatia, K K (2001). Foundation of teaching learning process. Ludhiyana: Tandon
Publishers.
Bhatnagar, Suresh & Saxena, A. (2001). Advanced Educational Psychology, Meerut:
Surya Publications.
Calvin S. Hall, Gardner Lindzey and John B. Campbel (2016). Theories of Personality (4
Ed.), New Delhi: Wiley India Pvt. Ltd.
Charles E Skinner (1959). Educational Psychology (4 ed.). New Delhi: PHI Learning Pvt.
Ltd.
Chauhan SS (2009). Advanced Educational Psychology (7eds.,), New Delhi: Vikas
Publishing House Pvt. Ltd.
Dandapani S (2010). A Text Book of Advanced Educational Psychology. (4 eds.,). New
Delhi: Anmol Publications Pvt. Ltd.
Dutt, N.K. (1974). Psychological Foundations of Education. Delhi: Doaba House.
Garrison, K.C., Psychology of Adolescence, USA: Prentice Hall.
Gates, et al. (1942). Educational Psychology. New York: The MacMillan Company.
Germaine L. Y Taggart & Alfred P Wilson (2005). Promoting Reflective Thinking in
Teachers, Sag4e Publications India Pvt. Ltd.
Hurlock, Elizabeth B.(1974). Personality Development. New Delhi: Tata McGraw-Hill
Publishing Company Ltd.
School of Education, Central University of Kashmir
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Ismail Thamarasseri (2016). Learner & Learning. New Delhi: Dominant Publishers &
Distributors Pvt. Ltd.
Jeanne Ellis Ormrod (2015). Educational Psychology Developing Learners, Pearson India
Education Service Pvt. Ltd.
Kakkar, S.B. (1993). Educational Psychology, Prentice-Hall of India.
Kulshreshtha, S.P. (1997). Educational Psychology, Meerut: R. Lal Book Depot.
Mangal S K (2016) Advanced Educational Psychology, Delhi: PHI Learning Private
limited.
Mathew H. Olson & Hergenhahn B. R. (2013). an Introduction toTheories of Learning (9
eds.,). London & New York: Routledge Publications.
Mayer, R.E, Educational Psychology; A cognitive Approach, Little Brownan and Co.,
Boston.
Muralidhar Dash (2009). Educational Psychology. New Delhi: Deep & Deep Publications
Pvt. Ltd.
Patrica A. Alexander & Philip H. Winne (2009). Handbook of Educational Psychology (2
eds.,). New York & London: Routledge.
Ram Nath Sharma (2006). Advanced Educational Psychology. New Delhi: Atlantic
Publishers & Distributors.
Robert A. Baron. (1992). Psychology, London: Allyn and Bacon.
Skinner, B. F. & Epstein, R (1982). Skinner for the classroom. Champaign, II: Research
Press.
Vygotsky, L. S. (1934). Thought and Language (E. Hanfmann and G Vakar, Trans.
1986). Cambridge: MIT Press.
Walia J S (2015). Foundations of Educational Psychology.
Watson, J. B. (1913). Psychology as the behaviorist views It. In E. H. Madden (Ed.), A
source book in the history of psychology. New York: Russell and Russell.
School of Education, Central University of Kashmir
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IBM-C 104: EARLY CHILDHOOD CARE AND EDUCATION
COURSE OBJECTIVES
Through this course students shall be able to:
1. Develop understanding about ECCE in terms of its concept, importance and the
research methods of studying young children.
2. Develop understanding about different aspects of early childhood Growth and
Development with educational implications.
3. Know about the works and contributions of important Educational Thinkers and
Reformers in ECCE.
4. Achieve comprehensive coverage and understanding of Recommendations and
Programs of various Agencies working in the field of early childhood care and
education.
5. Compare ECCE programs run in India, Finland, and Malaysia.
GRADUATE ATRIBUTES
1. After completion of this course the graduates shall be good evaluators of the
Effectiveness of ECCE system prevalent in India.
2. The services of the graduates of this course will be hired and utilized for ECCE.
3. They will also be able to critically analyze the ECCE structure of the country in
comparison to the ECCE system of other counties.
4. This course shall also provide them the base if they aspire to open any ECCE centre for
their locality.
COURSE OUTLINE
UNIT I: Concept and Methods
Concept of Early Childhood Care and Education (ECCE)
Aims and Objectives of ECCE.
Need and Scope of ECCE.
Historical development of ECCE in India.
Methods employed for child study.
UNIT II: Growth & Development in Early Childhood
Concept of Growth and Development; Relationship between Growth and Development.
Principles of Growth and Development.
Various domains of Early Childhood Development: Physical, Motor, Cognitive,
Language, Moral, Socio-Emotional and Self-Development.
Educational Implications of various domains of Early Childhood Development
School of Education, Central University of Kashmir
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UNIT III: Contributions of Educational Thinkers & Reformers Towards Early Childhood
Care and Education
Froebel
Montessori
Tarabai Modak
Anutia Wagh
Malaguzzi
UNIT IV: Recommendations, Programs and Agencies
Recommendations of NPE 1986, NCPCR 2007, NEP 2020.
ECCE Program in India with special reference to ICDS, Anganwadi centers and Balvatikas.
Comparative study of ECCE Programs in, India, Finland, and Malaysia.
Role of Agencies of Pre-school Management: Ministry of Women and Child Development,
Indian Council for Child Welfare, NGOs
Role of UNICEF in ECCE.
READINGS
1. J. Mohanty, B., Mohanty (2007), Early Childhood Care and Education (ECCE),
Publisher: Prentice Hall India Learning Private Limited.
2. Sengupta M (2009) Early Childhood Care and Education, Prentice Hall India Learning
Private Limited.
3. S. Gupta J.C. Aggarwal, (2019), Early Childhood Care And Education, Shipra Publications
4. Roopnarine & Johnson (2015) Approaches to Early Childhood Education, Pearson Education
India.
5. Elizabeth B. Hurlock (2017), Child Development, McGraw Hill Education.
6. George S. Morrison (2018) Early Childhood Education Today (13th Edition).
7. Dahlberg, G., Moss P., and Pence, A.R. (1999). Beyond Quality in Early Childhood
Education and Care. London: Falmer Press
8. Kapoor, S. (2006). Early childhood care and education: An Indian perspective. In Edward
Melhuish and Konstantinos Petrogiannis (Eds.), Early Childhood Care and Education:
International Perspectives Oxon: Routledge
9. Kaul, V., Bhattacharjea, S., Chaudhary, A.B., Ramanujam, P., Banerji, and Nanda, M. (2017).
The India Early Education Impact Study. New Delhi: UNICEF
10. Legrand, J., Grover, D., and Schwethelm, B. (2015). Institutionalization and the Early
Childhood Years: Perspectives from Central and Eastern Europe and the Commonwealth of
Independent States. Paris: UNESCO.
11. Myers, R.G. (2007). Quality in Program of Early Childhood Care and Education. Education
for All: Global Monitoring Report. Paris: UNESCO.
12. Rao,N., and Sun, J. (2015). Quality Early Childhood Care and Education in Lowresource
Level Countries in Asia. Paris: UNESCO.
13. TI- Kajian Pelaksanaan Kurikulum Prasekolah Kebangsaan [A Study on the Implementation
of National Preschool Curriculum].
School of Education, Central University of Kashmir
14
14. Kementerian Pelajaran Malaysia [Ministry of Education Malaysia].
15. Britto, P. R. & van Ravens, J. (2009, December). Sustainable National Policies for ECD,
Paper presented during the Regional ECD Policy Review Seminar, Singapore.
16. Early Childhood Care and Education Policy Implementation Review, Ministry of Education
Malaysia.
17. Mid Decade Assessment of Education for All- it Goal 1: Expand early childhood care and
education, Ministry of Education Malaysia.
18. Ng Soo Boon. (2008). Preschool Education in Malaysia The Way Forward. First Malaysia-
Thailand Joint Educational Research Conference 2008, Research driven Education Reforms:
Vision for the Future (p.31–47). Ministry of Education Malaysia and Ministry of Thailand (a
joint publication by Kuala Lumpur and Bangkok).
19. Education for all Mid-decade Assessment Report 2000–2007 Reaching the Unreached, PB -
Ministry of Education Malaysia.
20. Research Articles on ECCE on the website of ECCE Council of Malaysia.
21. National Education Policy-2020, MHRD.
22. Early Childhood Education and Care Policy in Finland Background report prepared for the
OECD Thematic Review of Early Childhood Education and Care Policy May 2000.
23. Pasi Sahlberg (2012) Finnish Lessons: What Can the World Learn from Educational Change
in Finland? Teachers' College Press.
24. Timothy D. Walker & Pasi Sahlberg (2017) Teach Like Finland – 33 Simple Strategies for
Joyful Classrooms, W. W. Norton & Company.
School of Education, Central University of Kashmir
15
Course Code: IBM-C-105
Course Title: INCLUSIVE EDUCATION
Course Objectives
To enable the students, understand the global commitments towards the education of children
with diverse needs.
To appreciate the need for promoting inclusive practice and the roles and responsibilities of all
concerned personnel.
To develop critical understanding of the recommendations of various commissions and
committees towards teacher preparation for inclusive education.
To understand the nature of difficulties encountered by children and prepare conducive
environment for them.
To learn about teaching learning environment in inclusive schools, analyze special education,
mainstream and inclusive education practices, identify and utilize existing resources for
promoting inclusive practice.
Unit-I: Introduction
Concept, importance and principles of inclusive education.
Historical perspectives on education of children with diverse needs.
Difference between special education, integrated education and inclusive education.
Advantages of inclusive education for all children.
Unit-II: Diverse Learners
Concept of Impairment, Disability and Handicapped.
Classification of Disabilities based on ICF (International Classification of
Functioning) Model.
Characteristics and Educational needs of diverse learners.
Types of Impairment: Visually impaired, Hearing Impaired, Orthopaedic impairment,
mental retardation, Cerebral Palsy, Learning Disability, and Autism.
Identification of the diverse learners- Visually Impaired, Hearing Impaired, Mentally
Retarded, Slow Learners and Gifted.
Unit-III: Inclusive Classroom
Infrastructure
Human Resource
Instructional Practices
Educational Evaluation, Methods and Tools
School of Education, Central University of Kashmir
16
Unit IV: Policies and Legislations
Policies and Legislations Governing Inclusive Education in relation to:
NPE1986/ POA1992
Persons with Disability Act 1995
National Policy of Disabilities 2006
NCF 2005
Inclusive Education under SSA, NEP 2020
CORE READINGS
American Association on Mental Retardation (1992). Mental Retardation: Definition,
Classification, and System of Support Workbook. Washington, DC: AAMR.
Bala, M.J. (2004). Methods of Teaching Exceptional Children, Discovery, New Delhi
Bala. P. (2016) Use of Aids and Appliances for Children with Special Needs to
Overcome Barriers of Inclusive Education. In Emerging Inclusive Education S.P. Gupta
and Dinesh Singh (Eds.), Pentagon Press, New Delhi
Barton, Len. (2003). Inclusive education and teacher education. Retrieved from
http://disability-studies.leeds.ac.uk/files/library/Barton-inclusiveeducation.pdf
Blamires, M. (1999). Enabling Technology for Inclusion. Paul Chapman Publishing Ltd,
London
Booth, T. and Ainscow, M. (2011). Index for inclusion: Developing learning and
participation in schools. Bristol: CSIE
DoSEL (2012). National Policy on Information and Communication Technology (ICT) In
School Education, Department of School Education and Literacy, Ministry of Human
Resource Development, Government of India, New Delhi.
Ground, A., Lim, N., & Larsson, H. (2010). Effective use of Assistive Technologies for
inclusive education in Developing countries: Issues and challenges from two case studies.
International Journal of Education and Development using Information and
Communication Technology, 6(4), 5-26.
Heward, William L., (2011). Communication Disorders: Speech and Language
Impairments. Exceptional Children: An Introduction to Special Education, pp. 295-310
Karanth, P., & Rozario, J. (2003). Learning disabilities in India: willing the mind to learn.
Sage Publication, New Delhi
Koegel LK, Koegel RL, Brookman LI (2005). Child-Initiated interactions that are pivotal
in intervention for children with autism. In: Hibbs ED, Jensen PS, editors. Psychosocial
treatments for child and adolescent disorders: Empirically based strategies for clinical
practice. 2nd ed.
Lerner, J. (2000). Learning Disabilities: Theories, diagnosis, and teaching strategies.
Boston: Houghton Mifflin
School of Education, Central University of Kashmir
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Maanum, J. L. (2009). Federal Special Education Disability Category. The General
Educator's Guide to Special Education (3rd Ed). Corwin-A Sage Company, California
Madhumita Puri & George Abraham (2004). Handbook of inclusive education for
educators, administrators, and planners: within walls, without boundaries.
Mangal, S.K. (2012). Educating exceptional children: An Introduction to special
education. Delhi: PHI Learning.
Mani M.N.G. (2000). Status of disability in India, RCI, New Delhi.
NCERT (2005), National Curriculum Framework. New Delhi: National Council of
Educational Research and Training.
NCTE (2009) National Curriculum Framework for Teacher Education Towards
Preparing Professional and Humane Teacher, New Delhi: NCTE.
Oliver, M. (1990). The politics of disablement. Basingstoke: Macmillan.
Oliver, M., (2004). The social model in action: If I had a hammer, Barnes, C. and Mercer,
G. (eds.). Implementing the social model of disability: Theory and research, Leeds, 18-
31.
RCI (2003). Manual for Training of PHC Medical Officers. Rehabilitation Council of
India, New Delhi
Reddy G.L., & Rama, R. (2000). Education of Children with Special Needs, New Delhi -
Discovery Pub.
Simpson, R. L, Smith Myles, B. (Eds.) (2008). Educating children and youth with autism:
strategies for effective practice. (2nd edition) Pro Ed. Texas.
SSA (2003). Sarva Shiksha Abhiyan: Responding to Children with Special Needs-A
Manual for Planning and Implementation of Inclusive Education in Sarva Shiksha
Abhiyan. Ministry of Human Resource Development, Government of India. New Delhi:
MHRD.
The Right of Children to Free and Compulsory Education Act (2009). Ministry of Human
Resource Development, Government of India. New Delhi: MHRD.
The Rights of Persons with Disability Act, 2016, Govt. of India, Deptt. of Disability
Affairs, MSS&E, 2016.
Tomlinson, C. (2001). How to differentiate instruction in mixed ability classroom (2nd
ed), Alexandria, VA: Association for Supervision and Curriculum Development
UNESCO (2001). Open File on Inclusive Education
UNICEF (2014). Conceptualizing Inclusive Education and contextualizing it within the
Mission, Webinar 1 – Companion Technical Booklet
Werner, D. (1987). Disabled Village Children. Palo Alto, CA, USA: The Hesperian
Foundation.
Wong, B., & Butler, D. L. (2012). Learning about learning disabilities. (4th ed.)
Amsterdam. Elsevier Academic Press.
School of Education, Central University of Kashmir
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Course Code: IBM-E-106
Course Title: Teaching of English
Course Objectives
After completing this course, the pupil teacher would be:
1. Familiar with the basic concepts of language learning and pedagogy
2. Understand the context of English Language Teaching in India
3. Develop necessary skills for Teaching and Learning English as a Second Language
4. Trained in various methods of teaching and assessing English as a Second Language
COURSE CONTENT
Unit I: Position of English Teaching
Basic concepts of language: Components, Functions, Dialect, Standard and Non-standard
language, Classical Language, Mother tongue, second language, foreign language,
bilinguals and multilinguals.
The Charter of 1813, Macaulay’s Minutes, 3-language formula, NEP 2020
The Position & role of English in India
The Objectives of teaching English as a 2nd language at Secondary level
Problems in effective teaching of English as a 2nd language
Principles of teaching English - Psychological, linguistic & Pedagogical
Unit II: Language Skills-LSRW
Meaning and Importance of LSRW
Listening: Sub-skills of listening, Activities to develop listening skills, Assessing
Listening
Speaking: Introduction to Phonetics, Activities to develop speaking skills, Assessing
Speaking
Reading: Loud/Silent; Intensive/Extensive; Skimming/Scanning, Assessing Reading
Writing: Practice activities, Punctuations, Basic study skills, Qualities of good
handwriting, Assessing Writing
Unit III: Methods
Grammar - translation method.
Structural - Situational method.
Communicative method.
Direct method.
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Bilingual approach
Eclectic approach
Unit IV: Pedagogy of English
Teaching Prose & Lesson Planning
Teaching Poetry & Lesson Planning
Teaching Grammar & Lesson Planning
Concept & Meaning of Evaluation
Type of language tests
Criteria of a good language test
Error analysis & remedial teaching
CORE READINGS
Raymond Murphy: Intermediate English Grammar (C.U.P.)
Ghosh, S. C. (1995). Bentinck, Macaulay and the introduction of English education in India. History
of Education, 24(1), 17-24.
Aggarwal, K. S. (1988). English and India's three‐language formula: an empirical perspective. World
Englishes, 7(3), 289-298.
Mohanty, A. K. (2010). Languages, inequality and marginalization: Implications of the double divide
in Indian multilingualism. International Journal of the Sociology of Language, 2010(205), 131-154.
Pahuja, N.P. (2001). Teaching of English. Anmol Publications: New Delhi
Thompson, M.S.H. and Wyatt, H.G. (2010). Teaching of English. Sonali Publications: New Delhi
Patteti, A.P. (2014). Teaching of English. A.P.H.: New Delhi
Hayes, B.L. (ed) (1991). Effective Strategies for Teaching Reading. Allyn & Bacon
Anderson & Lynch (1988). Listening. Oxford: OUP
Agnihotri & Khanna (eds.) (1991). Second Language Acquisition. New Delhi: Sage
Hedge,T. (1998). Writing: Resource Book for Teachers. Oxford: OUP
Bygate, M. (1987). Speaking: Oxford: OUP
Prabhu, N. S. (1987). Second Language Pedagogy. Oxford: OUP
Suggested Readings
Dash, B.N. (2017). Teaching of English. Dominant Publications: New Delhi
Karunaratne, I. M. (2017). Teaching of English. A.P.H.: New Delhi
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Course Code: IBM-E-107
Title: Teaching of Urdu
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Course Code: IBM-E-108
Course Title: Teaching of Hindi
Course Objectives:
1. To understand the importance of the Hindi language and its contribution to Indian
culture and emotional integration.
2. To understand the aims and objectives of teaching of Hindi and state them in the form of
specific behavioral change.
3. To help pupils to acquire basic skills in language teaching.
4. To understand the different methods of teaching Hindi and use them in his practice
teaching lesson.
5. To prepare the lesson plan for the teaching of Hindi and teach accordingly.
Unit I: Position of Hindi Teaching
Origin and development of Hindi language.
Objectives of teaching Hindi at elementary & secondary levels.
Role of Hindi as a link language in India.
Problems of Hindi Teaching.
Unit II: Methods
Translation method
Play way method
Direct method
Structural approach
Unit III: Reading & Writing
Concept, Meaning and Importance of Reading
Types of reading silent/loud, extensive & intensive,
Reading defects and their cure.
Quality of good handwriting.
Defects in writing skills and their improvement.
Summarizing and elaborating
Essay writing/Letter writing
Unit IV: Teaching of Prose and Poetry
Teaching of Prose and Lesson planning Prose
Teaching of Poetry and lesson planning Poetry
Concept and meaning of evaluation
Criteria of a good language test
Error analysis and remedial teaching
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Course Readings:
Bachhotia Hiralal (2011). Hindi Shikshan Sankalpana aur Prayog. Delhi: Kitabghar
Prakashan.
Bhoi Yogendrajeet (1961). Hindi Bhasha Shikshan. Agra: Vinod Pusthak Mandir.
Gupta Manorama (1884). Bhasha Adhigam. Agra: Kendriya Hindi Sansanthan.
Kaushik Jainarayan (1987). Hindi Shikshan. Chandigarh: Hariyana Sahitya Academy.
Lahari Rajnikant (1975). Hindi Shikshan. Agra: Ram Prasad and Sons.
Pandey Ramshakal (1993). Hindi Shikshan. Agra: Vinod Pusthak Mandir.
Suresh Kumar (2001). Shaili Vidhyan. New Delhi: Wani Prakshan.
Tiwari Purushottam (1992). Hindi Shikshan. Rajasthan Hindi Granth Academy.
Varma Brajeshwar (1969). Bhasha Shikshan and Bhasha Vidhyan. Agra: Kendriya Hindi
Sansanthan.
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SEMESTER-II
Course Code: IBM-C-201
Course Title: History and Development of Education System in India
Course Objectives
After this course, the student-teachers will be able to:
Understand the historical development of education system in India during the pre and post independence period.
Appreciate the role of education in human resource development.
Develop competencies to understand the various issues and their redressel related to education taken up by different education commissions, committees and policies.
Develop the understanding about the development of education of Jammu and Kashmir
UNIT-I Indian Education System (Pre-Independence)
• Macaulay Minute (1835)
• Wood’s Dispatch (1854)
• Hunter Commission (1882)
• Calcutta University Education Commission (1917-19)
• Basic Scheme of Education (1937)
• Sergeant Report (1944)
UNIT-II Indian Education System (Post Independence)
• Radhakrishnan Commission (1948-1949),
• Mudaliar Commission (1952)
• Kothari Commission (1964)
• National Policy on Education (1986)
• Programme of Action (1992)
UNIT-III Development of Indian Education System in 21st Centaury
• National Curriculum Framework (NCF 2005)
• National Knowledge Commission (NKC 2009)
• National Curriculum for Teacher Education (NCFTE 2009) & (NCFTE 2014)
• National Education Policy (NEP 2020)
UNIT-IV Development of Education system in Jammu and Kashmir
• Sharp Committee (1916)
• Glancy Commission (1932)
• K. G. Saiyidain Committee (1939)
• Kazemi Committee (1950)
• Bhagwan Sahaya Committee (1972)
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• J &K School Education Act. (2002)
Suggested Readings
• Y.k.singh (200) History of Indian Education System. APH Publishing New Delhi India. • Adams, Paul (2014).Policy and Education.Foundations of Education Studies
series.Routledge-Taylor&Francis group, London. • Basu, Aparna (1974).The growth of Education and Political Development in India,1898-
1920.OUP,Delhi. • Ghosh, S.C(2009).The History of Education in Modern India,1757-2007.Orient
Blackswan,Delhi. • Kumar, Krishna (1991).Political agenda of Education- a study of colonist and nationalist
idea.sage, New Delhi.
• Naik,J.P and NarulaS.(1974).Student History of Education in India,Mc Milan ,Delhi.
• Syed Nurullah,& J. P. Naik(1950) A History of Education in India During the British Period,
• Thapar, Romila (1975).The Past and Prejudice,National Book Trust,New Delhi.
• Dash, M (2004).Education in India: Problems and Perspectives.NewDelhi.Atlantic Publishers.
• Vishwanathan, Gauri (1989)-Masks of Conquest: Literary Study and British rule in India.Columbia University Press,New York.
• Bhat.S.A, (2010) Development of Education System in India, Dilpreet Publishing house, New Delhi .
• Mathur, V.S (1970). Crucial Problems in Indian Education.NewDelhi.Arya Book Depot.
• 11.Ministry of Education (1978).Report of the Education Commission 1964-66.New Delhi:Govt.of India. 12. Basham,A.L(2004).The wonder that was India.Picador,London.
• Rizvi, S.A.A (2005).The wonder that was India.Pan Macmillan India.
• Sharma,R.A. (2004) Development Of Education System In India R.Lal Book Depot.
• Altekar, A.S (1965).Education in Ancient India,Nand Kishore and Bros,varanasi.
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Course Code: IBM-C-202
Course Title: Health Education
Course Objectives
The Course on Health Education is offered to achieve the following general objectives:
1. To develop understanding and appreciation about the Concept of Health
2. To develop comprehension about the Concept, Objectives and Need and Importance of Health
Education
3. To acquire understanding and knowledge about School Health Programme in terms of its
objectives, organization and Importance
4. To acquire required knowledge related to Physical Education with special reference to school
games and exercises
5. To acquire required knowledge and skills related to First-Aid
6. To acquire relevant knowledge about personal hygiene and common infectious diseases
7. To develop understanding and appreciation about food and nutrition with special reference to
balanced diet and malnutrition &
8. To learn, through first-hand account, about nature of work at Anganwadi and Medical Centres.
Unit I: Introduction
▪ Meaning and Definition of Health
▪ Different Aspects of Health
▪ Meaning and Definition of Health Education
▪ Objectives of Health Education
▪ Importance and Significance of Health Education
Unit II: School Health Programme (SHP)
▪ Objectives, Importance & Organization of SHP
▪ Role of School Teacher in SHP
▪ Need & Importance of Physical Education for Healthy School Life
▪ Importance of First Aid Awareness for School Staff & Students
Unit III: Personal Hygiene and Common Diseases
▪ Cleanliness
▪ Rest and Relaxation
▪ Sleep and Fatigue ▪ Common Infectious Diseases-Influenza, Common Cold, Measles, Chicken Pox, Typhoid,
Mumps, Malaria, Tuberculosis, Rabies, Scabies, Ringworm, Dysentery, Cholera, Viral Hepatitis, SARS & COVID-19
Unit IV: Food and Nutrition
▪ Need and Importance of Balanced Diet
▪ Classification & Description of Food according to their Functions
▪ Calorific Value of Food
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▪ Malnutrition and its Causes
▪ Preventive and Remedial Measures against Malnutrition
Practicum
Day-long workshop on Skill acquisition related to First-Aid
▪ Visit to Anganwadi centre/Meeting with CDPO concerned
▪ Visit to Medical centre/Meeting with BMO concerned
Suggested Readings
• Kilander, H.F. : School Health Education.
• Vyas, S.S. & Vyas, R.S.: : Sharirik Shiksha Siddant Avam Vyavahar.
• Bucher : Foundations of Physical Education.
• Robert : Nutrition and Physical Fitness.
• William Aberthathy : Health Education in Schools.
• Li.P. Sherry : Health and Physical Education.
• R.C. Rai : Health Education & Hygeine
• Pears Evelyn :Anatomy and Physiology for Nurses.
• Anderson, C.R. : Your Guide to Health.
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Course Code: IBM-C-203
Course Title: Language Proficiency (English)
Course Objectives
Upon completion of this course, the pupil teacher would have:
1. Improved proficiency in ‘Listening’, ‘Speaking’, 'Reading' and 'Writing' in the language of
instruction.
2. Developed the ability to comprehend and respond to journalistic articles.
3. Been familiarized with the skill of using reference books.
4. Attained various sub-skills of effective note taking and note making.
5. Practiced the skill of public speaking and engaging withquestions.
Unit I: Narrative and Descriptive Accounts
Comprehending the account (individual + group reading/ discussion/ explanation). Itwould include
stories or chapters from fiction, dramatic incidents, vivid descriptive accounts, comic strips, audio or
video recordings.
• Re-telling the account
• Narration and Description
• Discussion of characters and situations; Character Description
• Writing based on the text: Summary, Extrapolation, converting asituation into a dialogue etc. (individual task)
Unit II: Journalistic Writing
The selected texts would include newspaper or magazine articles on topics of contemporary interest.
• Reading strategies such as scanning, skimming and reading for extracting information
• Analysis of structure of the article, identifying sub-headings, keywords, sequence of ideas, use of concrete details, illustrations and/or statistical representations etc.
• Critical reading for attending to ‘framing’ of the article point(s)of view presented, possible biases or slants.
• Researching and writing articles on topics of local interest
Unit III: Engaging with Reference Books
Learning of effective processes of reference research and its presentation, as the actual reading of the
reference books themselves.
• Selecting the topic for research and articulating some guiding questions
• Searching and locating relevant reference books
• Scanning, skimming and extracting relevant information
• Collating notes and organizing information
• Planning a presentation - with display and oral components
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• Making presentations to whole subject group, fielding questions
Unit IV: Popular Education-Based Expository Writing
The selected texts could include articles, biographical writing, or extracts from popular non-fiction
writing, with themes that are drawn from the field of Education.
• Reading to extract overall meaning, information, subject knowledge
• Identifying major concepts and ideas involved and making notes on these in some schematicform - flow diagram, tree diagram, mind map etc.
• Explaining the gist of the text/topic to others
• Attending to writing style, subject-specific vocabulary and 'perspective' or 'reference frame'
• Writing Reviews, Summary, Comments and Opinions
• Writing a response paper
• Presentations of selected papers, questions and answers
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Course Code: IBM-C-203
Course Title: Language Proficiency (URDU)
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Code: IBM-C-204
Course Title: Guidance and Counselling
Course Objectives
• To develop an understanding about the fundamentals of Guidance and Counselling
• To understand life and the world around
• To understand the importance of making right choice in life, education and vocation • To be able to describe the importance of working with a group, for a group and in
a group
• To be able to understand the needs of the individual correctly
• To be able to understand various guidance services
• To understand the process of counseling and the theories governing counselling
• To understand the process of career development and decision making
Course Outline
Unit-I: Introduction
• Concept, Nature and Principles
• Types of Guidance
• Concept and Principles of Counseling
• Concept of Mental Health
• Relationship between Guidance, Counseling and Mental Health
Unit-II Organization of Guidance services in Schools, Colleges/Universities
• Appraisal services
• Informative services
• Placement services
• Follow-up Service
• Organizing guidance services at various levels in schools, colleges and universities
Unit-III: Theories of Counselling
• Counseling approaches: Directive, Non-directive and Eclectic.
• Theories of counseling:
a) Psychoanalytic (Sigmund Freud)
b) Behavioral (B. F. Skinner)
c) Cognitive (Jean Piaget)
d) Humanistic (Carl Rogers)
Unit-IV: Theories of Career Development
• Meaning and Importance of Career Development
• Strategies of Planning and Decision making
• Theories of Career Development: Holland, Krumboltz and Super
CORE READINGS
• Crow and Crow an Introduction to guidance. Eurasia Publishing House (P) Ltd., New
Delhi, 1962. • Gibson, R.L. & Mitchell, M.H. (1986). Introduction to Guidance. New York:
McMillan
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• Glickman, C & Wolfgang, C. (1981). Solving Discipline Problems: Strategies for • Classroom Teachers. Boston: Allyan and Bacon. Gibson, R.L. & Mitchell, M.H.
(1986).
• Introduction to Guidance. New York: McMillan
• Harold, W. Bernard and Daniel, W. Fullmer - Principles of guidance, Thomas Y.
• Crowell Company, New York, 1969.
• Hasnain Quraishi. Educational Counseling. Anmol Publications • Hoppock, Robert; Group Guidance: Principles, Techniques, and Education TataMcGraw
Hill, New York. • Hoppock, Robert; Occupational Information: Where to get it and how to use it
incounseling in and in teaching. Tata McGraw Hill New York.
• Jones, J.A. Principles of Guidance, Bombay, T ata McGraw. • Kochhar, S.K. Guidance and Counseling in Colleges and Universities, Sterling
Publishers Private Ltd. New Delhi, 1984.
• Mehdi B. &Stone. Guidance In School, New Delhi NCERT, 1978.
• Miller, F.W. Guidance & Principles of Guidance, New York, McGraw Hill. • Atwater, E; 1994; Psychology for living adjustment, Growth and Behaviour Today;
5th Ed; New Jersey: Prentice Hall • Bhatnagar, Asha and Gupta, Nirmala (Eds) (1999). Guidance and Counseling, Vol. II:
A Practical Approach. New Delhi: Vikas. • Caroll HA; 1952; Mental Hygiene: The Dynamics of Adjustment; New York:
Prentice Hall
• Chauhan, S.S. Principles and Techniques of guidance. Vikas Publishing House Pvt. Ltd., New Delhi, 1982.
• Schaefer Charles E and Millman Howard L; 1981; How to Help Children with common Problems; New York: Van Noster and Reinhold
• Traxler, A.E. Techniques of Guidance, New York, McGraw Hill.
• Sharma. RN., Fundamentals of Guidance
• Shertzer, B. & Stone, S. C. (1976): Fundamentals of Guidance and Counselling. Boston:
Houghton Miffin co.
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Teaching of Bio-Science IBM-E-206
Course Objectives
The course on ‘Teaching of Bio-Science’ is offered to achieve the following General Objectives:
1. To develop positive scientific attitude towards the learning of Science in general
2. To develop appreciation about the place and importance of Bio-Science in school curriculum
3. To develop knowledge and skills related to Teaching of Bio-Science to School-age students
4. To acquire the knowledge and skills related to preparation and use of low-cost science apparatuses
&
5. To acquire the required content knowledge about plant and animal sciences.
Unit-I: Introduction
▪ History & Nature of Bio-Science
▪ Role & Importance of Bio-Science in daily life
▪ Importance & Place of Bio-Science in School Curriculum
▪ Objectives of Teaching Bio-Science with special reference to the Tara Davi Seminar
Unit-II: Pedagogy of Bio-Science
▪ Concepts of Year Plans, Unit Plans, Lesson Plans
▪ Preparation of Lesson Plans on the basis of standard Principles ▪ Preparation & Development of Improvised apparatus ▪ Preparation, Selection & Use of Teaching Aids ▪ Importance of Field Trips, Science Clubs, Science Fairs, Science Museums as Non-formal
approaches of Science Teaching ▪ Maintenance of Aquarium ▪ Teaching Methods: Lecture; Demonstration; Demonstration cum Discussion; Heuristic;
Inductive & Deductive; Project Method
Unit-III: Content (Botany)
▪ Life Processes in Plants
▪ Nutrition: Types of Nutrition: Autotrophic: Heterotrophic ▪ Photosynthesis: Process and Mechanism, Transport of material Diffusion, Osmosis and
Plasmolysis, Absorption of Water, Process of Transpiration. Mechanism of Stomatal Opening and Closing
▪ Reproduction: Asexual & Sexual Reproduction, Growth and Development in Plants ▪ Growth Regulators: Auxins, Gibberellins, Abscisic Acid ▪ Biosphere: Meaning, Definition & Components of Biosphere ▪ Ecosystem: Bio/geo chemical Cycles
▪ Natural Resources, Renewable and Non renewable Resources
Unit-IV: Content (Zoology)
▪ Life Process in Animals ▪ Nutrition: Feeding Mechanism, Digestion and Absorption of Food ▪ Respiration in Animals
▪ Blood circulation: Blood structure and function; Heart structure and function, Course of o Circulation
▪ Excretion: Structure and function of Kidney, Urine Formation ▪ Nervous system: Structure of Brain; structure and function of Endocrine System ▪ Cell structure, Cell Organelles, Cell Division (Mitosis & Meiosis)
▪ Ecosystem and Biosphere
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▪ Day-long workshop on Principles, Preparation, Selection and Use of Low-cost Science Lab. Apparatuses
Suggested Readings
• Bremmer, Jean, (1967) : Teaching Biology, Macmillan, London.
• H & Eller. R (1967) : New Trends in Biology Teaching, UNESCO, Paris.
• NCERT (1969) : Improving Instructions in Biology, New Delhi.
• Novak J.D. (1970) : The Improvement of Biology Teaching.
• Sharma, R.C. (1975) : Modern Science Teaching Dhanpat Rai & Sons, New Delhi.
• Waston, N.S. (1967) : Teaching Science Creativity in Secondary School U.B. Saunders Company, London.
• Green, T.C. (1967) : The Teaching and learning Biology, Allman & Sons, London.
• Miller, David, F. (1963) : Methods and Materials for Teaching the Biological Science, Mc Graw Hill, New York.
• Nunn, Gordon (1951) : Handbook for Science Teachers in Secondary Modern Schools, John Murry, London.
• Thurber, Walter (1964) : Teaching of Science in Todays Secondary Schools, Prentice Hall, New Delhi.
• Vaidya, N. (1971) : The Impact of Science Teaching Oxford and IB+I Publication Co., New Delhi-I
• Voss. Burton F.A. & Bren, S.B. Biology as Inquiry : A Book of Teaching Methods.
• Gupta, VKJ (1995) : Readings in Science and Mathematics Education, Associated Publishers, Ambala Cantt.
• Gupta, V.K. (1994) : Life Science Education Today. Arun Publishing House Pvt. Ltd. SCO 49-51, Sector, 17-C Chandigarh.
• Gupta, V.K. (1996) Science and Technology Education : New Thrusts and Recent Trends, Arun Publishing House, Chandigarh.
• Gupta V.K. (1995) : Teaching and Learning of Science and Technology, Vikash Publising House, New Delhi.
Gupta V.K. (1995) : Readings in Science and Mathematics Education, Association
Publishers, Ambala Cantt.
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Course Code: IBM-E-207
Course Title: Teaching of Physical Science
Course Objectives
The course on ‘Teaching of Physical Science’ is offered to achieve the following General
Objectives:
1. To develop positive scientific attitude towards the learning of Science in general
2. To develop appreciation about the place and importance of Physical-Science in school curriculum
3. To develop knowledge and skills related to Teaching of Physical-Science to School-age students
4. To acquire the knowledge and skills related to preparation and use of low-cost science apparatuses
5. To acquire the required content knowledge about Physical-Science
Unit-I: Introduction
▪ History & Nature of Physical Science
▪ Role & Importance of Physical Science in daily life
▪ Importance & Place of Physical-Science in School Curriculum
▪ Objectives of Teaching Physical-Science with special reference to the Tara Davi Seminar
Unit-II: Pedagogy of Physical-Science
▪ Concepts of Year Plans, Unit Plans, Lesson Plans
▪ Preparation of Lesson Plans on the basis of standard Principles
▪ Preparation & Development of Improvised Apparatus
▪ Preparation, Selection & Use of Teaching Aids ▪ Importance of Field Trips, Science Clubs, Science Fairs, Science Museums as Non-formal
approaches of Science Teaching ▪ Teaching Methods: Lecture; Demonstration; Demonstration cum Discussion; Heuristic;
Inductive & Deductive; Project Method
Unit-III: Content (Physics) ▪ Motion; Force, Work & Energy, Displacement motion and its types: Speed, Velocity and
Acceleration, Force--magnitude and direction
▪ Heat as Energy; Temperature, Transfer of Heat, Thermal Expansion & Change of State ▪ Newton’s Law, Qualitative Concept of Relativity, Universal Law of Gravitation, Kepler’s
Laws of Planetary Motion ▪ Simple Pendulum, restoring Force, SHM, Displacement, Amplitude, Frequency Time period,
Expression for Time period, Wave Motion, Propagation through a Medium, Longitudinal and Transverse Wave Length, Relation between Speed, Frequency and Wave Length, Transfer
of Energy and Momentum in Wave propagation, Periodic Motion & Sound Waves ▪ Light, Image formation by Spherical Mirrors and Lenses, Telescope, Microscope, Defects of
Vision and Correction Perception, Perception of Colour, Colour Blindness, Composition of White Light, Wavelength and Colour of Light
Unit-IV: Content (Chemistry) ▪ Chemical Reactions; Introduction, Types—Combination, Decomposition & Displacement
Reactions
▪ Electronic Concept of Oxidation-Reduction, Oxidation Number and Redox Reaction
▪ Endothermic and Exothermic Reactions ▪ Rate of Reaction; Concept, Factors affecting the Rate--Effect of (a) Concentration (b)
Temperature (c) Pressure and (d) Catalyst.
▪ Electro-Chemical Cell and Dry Cell
▪ Rusting of Iron & its Prevention
▪ Mole: Concept and Numerical Problems
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Practicum
▪ Day-long workshop on Principles, Preparation, Selection and Use of Low-cost Science Lab. Apparatuses
Suggested Readings
• Anderson, R.D. (1970) : Developing Children's Thinking Through Science, Prentice Hall, New Delhi.
• Carin, A.A. & Sund, R.D. (1976) : Teaching Science Through Discovery,
• Merit, Harvard project Physics, (1968) An Introduction to Physics (Vol -C).
• Hurd Deart, P. (1971) : New Directions in Teaching School Science.
• Rand MeNally Co., Chicago, Kuthiro, (1970) : Physics Teacher Guide, Parker Publishing
Co., New York. Lewis, J.L. (1971) : Teaching of School Physics, Longman Group Let. London.
• Sharma R.C. (1981) : Modern Science Teaching Dhanpat Rai and Sons. Delhi
• Weber, Physics of Teachers, A Modern Review (1965), MacGraw Hill, New New York,
• Cartin, A.A. & Sund, R.D. (1972) : Teaching Science Through Discovery
• Merill, London. Gerrise, L. & Madsfield; D (1970) ; Chemisty by Experiment and Understanding, New York.
• Rand MacMally Co. Chicago. Murry John. 1970 : Teaching of Science in Secondary School.
• Association Science Education NCERT. position of science teaching in india Schools,
• NCERT, Strategies in Science Education (RCE) Ajmer.
• Neffield, (1968) : The Basic Course, Longman, London.
• Sharma R.C. & Sharma, Teaching of Science, New Delhi-I
• Siddiqui, N.N. & Siddiqui, N. Teaching of Science, New Delhi.
• Asimov, I. (1965) : Guide to science, Vol - I, Pelicen Books.
• Bal Vigyanik (1981) : Science Text Books for Middle School, M.P. Text book Corporation,
• Bouling, H.F. Teaching Physics in elementary Schools. Oxford University Press, • Esler Innovations in Science Teacher Education, Penguin Books
• Rogers, E.M. Physics for the inquiring Mind. Princeton University Press.
• Romey, W.D. (1968) : Inquiry Teachnique for Teaching of Science, Prentice Hall, New Jersey,
• Jenkin, E & Whitefield , R. Readings in Science Education. A source Book, McGraw Hill
• London. YaPerelan. Physics for Entertainment. MIR Publishers, Moscow. Walker, J (1977) : The flying circus of Physics, John Wiley and Sons.
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Course Code: Course Code: IBM-E-208
Course Title: Teaching of Mathematics
Course Objectives:
• Develop insight into the meaning, nature, scope and objective of mathematics education;
• Appreciate the contributions of Indian and Western Mathematicians.
• Develop skills of solve meaningful problems;
• Create enthusiasm about different methods of teaching Mathematics.
• Develop competencies to strengthen the student's mathematics teaching.
• develop competencies for teaching-learning of mathematics through various measures;
• Understanding of Mathematical proof in the context of secondary school Mathematics
• Appreciate the role of mathematics in day-to-day life.
• Teaching techniques using online mode.
Unit-I: Mathematics–History, Meaning, and Importance
• Nature and scope of Mathematics;
• Aim, Objectives and importance of Teaching Mathematics;
• Contributions of Mathematicians with reference to Bhaskaracharya, Aryabhatta, Ramanujan, Euclid, Pythagoras, Euler, Archemedes and Guass.
• History of numbers in Mathematics. Contributions of Arabs.
Unit-II:Methodology
• Inductive- Deductivemethods
• Analytic -Synthetic methods
• Heuristicmethod and its importance.
• Project and Laboratorytechniques in teaching.
• Various Techniques for Teaching Mathematics viz, oral, written, drill, assignment; supervised study and programmed learning.
• Modes of online teaching and learning. Various platforms like Google class, Webex, Google meet etc.
Unit-III: Instruction in Mathematics
• Lesson plan. Its importance and proforma.
• Meaning and purpose of Unit Plan and Yearly Plan
• Audio-Visual Aids (Blackboard, models, charts, TV, films and video tapes and C.D ROMs.)
• Programmed teaching learning techniques using online mode.
• Techniques of evaluating students using online mode of teaching with special references to Google class and Google meet.
Unit-IV: Fundamental Topics
• Rational Numbers, Real numbers and their fundamental properties.
• Linear equations in one Variable andtwo Variables and their solutions using various techniques.
• Quadratic Equations and nature of solutions.
• Mensuration: Areas of plane surfaces . Volume and surface Area of Cube, cone, cylinder and sphere.
• Statistics: Data and its classification. Mean, Median,Mode, Mean deviation, variance and
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Standard Deviation. • Basic concepts of Euclidean Geometry. Construction of basic geometric figures like straight
line, angle, triangle and circles.
Suggested Readings
• Anice James,(2005),Teaching of Mathematics, Neelkamal Publications Pvt. Ltd. ,
Hyderabad, India
• Balkrishna Shetty (2013), What Is Mathematics? , National Book Trust, India • Beckmann C.E ,Thompson D.R and Rubenstein,R.N(2010), Teaching and Learning High
School Mathematics , John Wiley and Sons Inc., New Jersey
• Chambers P,(2010),Teaching Mathematics: Developing as a Reflective Secondary Teacher, SAGE, New Delhi
• Davis D.R.,(1951),The Teaching of Mathematics, Addison Wesley Press, London
• J & K State Board of School Education (2011), Mathematics – Text Book for Class VIII
• J & K State Board of School Education, Mathematics – Text Book for Class X
• J & K State Board of School Education, Mathematics – Text Book for Class XII • Kilpatrick J, Hoyles C and Skovsmose,O (EDS.);(2005),Meaning in Mathematics Education,
Springer, New York, NY • Lester, F.K (Ed) (2007). Second Handbook of Research on Mathematics Teachingand
Learning, Charlotte, NC: NCTM & Information Age Publishing.
• Nickson, Marilyn (2000). Teaching and Learning Mathematics: A Guide to Recent Research
and its Applications, NY: Continuum • Nunes, T and Bryant, P (Eds) (1997). Learning and Teaching Mathematics: An International
Perspective, Psychology Press. • Pamela Cowan (2006), Teaching Mathematics, A Handbook for Primary and Secondary
School Teachers, Routledge , London and New York • Roy Hollands (1990), Development of mathematical skills, Blackwell Publishers, Oxford,
London
• Sidhu K.S.(1967) , The Teaching of Mathematics, Sterling Publishers , Delhi • Tanner H. And Jones S. (2000) , Becoming a successful teacher of mathematics, Routledge
Falmer, London
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Course Code: IBM-E-209 Course Title: Teaching of History & Civics
Course Objective
Completion of the course, the student teacher will be able to:
1. Know the aims & objectives of teaching History and Civics
2. Understand the concept, nature and scope of social science (History and Civics)
3. Develop competencies in teaching History and Civics at Secondary stage
4. Acquire knowledge of various theories of curriculum development in History
5. Use different instructional materials for effective teaching of History and
Civics
6 Develop the ability of critical and Logical thinking &
7. Know & understand the cause and effect relationship.
Unit 1- Nature and Scope of Social Sciences
• Social Science and Social Studies: a conceptual framework
• Core subjects of social Sciences-History, Civics, Geography, Economics- Inter relationship between them.
• History& civics. Nature, scope, Goals, aims& value of teaching History, Civics, viz- NCF2005.
• Role of History, Civics in international understanding and study of Regional History.
Unit II-Curriculum in History and Civics
• Instructional objectives of teaching of History and Civics; Place of History and Civics in school curriculum.
• Approaches to curriculum organization-chronological- concentric, topical, correlation.
• History teacher and role in the society – Competency& Skills in teaching controversial issues
• Lesson Planning: - Need and importance, Structure- Unit Plans
• Teaching- Aid used in teaching of History & Civics- importance and selection
Projective, non - Projective techniques and Time line Unit III- Methodology & Teaching -Aids.
• Source method
• Project method
• Dalton plan
• Narration method (story – telling)
• Role play method & Dramatization
Unit IV- Some Aspects from Global and National History &Civics
• Nationalism - French Revolution, Industrial Revolution
• Rise of Islamin Arabia, Umayyads & Abbasid Revolution
• Satyagrah- Khilafat Movement, Civil Disobedience Movement
• Democracy, Equality, Diversity, Inclusion(NEP-2020), Article-370
Core Readings
1. Johnson, Henry, Teaching of History, New York, Macmillan Company, 1940
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2. Henderson, S.V.P., Introduction to Philosophy of Education, London,1947
3. Ghose, K.D.,Creative Teaching of History,O.U.P.,1951
4. Burston and Green, Handbook for History Teachers,Methuen&Co,1962
5. Pearce, F.G.,An Out-line History of Civilizations,Bombay,1965
6. Singh, G.N., Landmarks in Indian Constitutional and National Development, New Delhi
1963
7. Watson,Francis, A Concise History of India, London 1974
8. Chhabra,G.S.,Advanced Study in the Historyof Modern India( 1813-1919) and (1919-1947),
New Delhi,1981
9. Gunning D: The teaching of History.
10. Aggarwal JC: Teaching of history.
11. KochharS.K: Teaching of History, New Delhi, 1996
12. ChaudaharyK.P: Effective teaching of History in India
13. Johnson: Teaching of history in elementary and secondary School.
14. Teaching of history in secondary School: NCERT, New Delhi
15. 15. The Curriculum for the ten-yearschool: NCERT New Delhi
Course Code: Course Code: IBM-E-210
Course Title: Teaching of Geography
Course Objectives
On Completion of the course, the student teacher will be able to: -
• Know the aims & objectives of teaching Geography
• Understand the concept, nature, scope of social science (Geography)
• Develop competencies in teaching of Geography at Secondary stage.
• Acquire knowledge of various methods and modes of teaching of Geography.
• 5. Use different instructional materials for effective teaching of Geography.
• Develop the ability of critical and Logical thinking.
Unit- I: Nature and Scope of Social Sciences
• Social Science and Social Studies: Core subjects of social sciences- History, Civics, Geography & Economic, Inter relationship between them
• Geography as a basic discipline and its role in international understanding.
• Study of home region and place of local Geography in teaching.
• Instructional of teaching Geography at secondary level.
Unit-II: Methods& Instructional Planning
• Lecture & Discussion,
• Assignment &Problems Solving
• Demonstration,
• Field trip
• Project Method
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• Teaching Aids- Resources & Equipment Models, use of Maps, Graphs, Atlas etc.
• Geography Laboratory: Need and Importance & Instruments.
• Preparation of Unit Plan and Lesson Plan.
Unit-III- Evaluation in Geography
• Developing a Blue Print of an Instrument (QP)- Objective-Content- types for evaluation.
• Essay type, short answer type and objective type questions in social science, their advantages and limitations.
• Continuous evaluation and using feedback for improvement of teaching and learning.
Unit-IV- Content
• Natural environment: the atmosphere- factors determining weather and climate. The lithosphere- the changing face of earth, external and internal processes. The hydrosphere
&the biosphere.
• Major natural regions of the world with special reference to India
• Resources and theirclassification: potential and developed resource. distribution and utilization of resource- land, soil, forest, fisheries, powerresource andtheir conservation.
• Population- Distribution- growth and destiny of population.
• Occupation- Primary occupation- food gathering –animal’s husbandry and mining.
Secondary occupation – industries. Tertiary occupation- trade, transport, communication and
service.
Suggested Readings
• Bining and Bining: Teaching of Social Studies in Secondary School
• M.S,Rao, Teaching of Geography
• UNESCO: Source Book of Teaching Geography
• B.C.Rai: Methods of Teaching of Economics.
• N. Hasen: Teachers Manual in Economics.
• S.K.Kochar : The Teaching of Social Studies
• V C Sinha and R.N.: Dubey: Economic Development and planning,s
• Stephen John Stadler, Encyclopedia of Geography, Terms, Themes and Concepts
• R.I. Singh, India- A Regional Geography, National Geographical Association of India
• Barry,R.G. and Charley: Atmosphere, Weather and Climate
• Qazi, S. A., AGeography of India with Special Reference to Jammu & Kashmir
• Our Economy- An Introduction: NCERT, New Delhi
• GeneralGeography: NCERT, New Delhi.
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IBM-III SEMESTER IBM-C-301: INITIATORY SCHOOL EXPERIENCES
Maximum Marks 100 Unit 1
Psychological Tests
A brief description of the following tests (Two Tests -each one Indian and one foreign)
Personality Tests:
Intelligence Tests
Adjustment Scales & Attitude Scales
Unit 2 Case Study and Content Analysis
Nature, Meaning and Application of:
Case Study Content Analysis
Action Research
Unit 3 Citizenship Training
Understanding the State, Government, Society, and the Citizen Socially
responsive and collaborative citizen
The Democratic Citizen Rights and Duties
of a Citizen
Unit 4 Work Experience / SUPW Concept
and Meaning
Three (3) phases of T-L process for SUPW
6-Area of work situation-Health and Hygiene, Food, Shelter, Clothing, Culture and Recreation,
community work and social services.
Unit 4 Examination with Special Reference to CCE
Assessment, Evaluation and Examination
Types of Evaluation: Formative& summative; External and Internal. Continuous
and Comprehensive Evaluation (CCE)
Evaluation Tools
Online Tools: Assessments, Edpuzle, Google forms, insert learning and Khoot Offline
Tools: Teacher Made & Standardised, Essay& Objective type.
IBM-C-302 (Practicum Minimum. Marks: 50)
The following activities prescribed for the course are as under: Case
study record -10 marks
Reflective record on continuous comprehensive evaluation scheme. -05 marks
Psychological test experimental record based on administration of two paper pencil test.10 marks
Reflection on school textbooks(any two) 05 marks
Citizenship training camp in collaboration with Govt. Physical Education College 10 marks
Visit to SIE, DIET’s, and Directorate of School education. Board of School education and some
selected model institutions 05 marks
Work experience/ SUPW activities 05 marks
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BTE-C-302: Total Marks: 100 +50 =150
IBM-C-302 (Internship in Teaching Micro and macro level practice of Teaching)
Levels Internal External Total
Micro teaching 50 50 100
Macro teaching 50 50 100
TOTAL 100 100 200
Note: In Micro teaching each trainee is required to deliver 15 lessons (5 lessons per skill) and 3 integrated
lessons taking the total to 18 Lessons.
In Macro teaching each trainee is required to deliver 40 lessons per school subject in the selected Lab School. At
the end of practice teaching, each trainee is required to deliver 2 criticism lessons in the department for the
purpose of internal evaluation
IBM-C 303 (General School Activities)
Totalmarks: 100
Unit I: Educational Administration
Meaning, Concept, Scope and Functions of Educational Administration Principles
of Educational Administration
Organizational Culture in a school to foster a Stress-Free Work Environment for the Head,
Teachers, Staff and students
Unit II: School as an Organization
The School- Its functions and relationship with the society
School Personnel- Roles and responsibilities: Headmaster, Teachers, Non-Teaching Staff.
School Finance- Sources of Income and items of Expenditure, School Budget and Management of
various Local Funds: Poor Fund, Games Fund, News Fund, Red Cross Fund
Unit III: Elements of school Management School Climate:
Meaning and types Time table:
Principles and Techniques of Timetable preparation School Discipline:
Concept and Approaches
Unit IV: Dynamics of Supervision
Supervision: Concept, Need, Functions and scope
Role of the Head and Teachers of the institution in Supervision
Democratic decision making: Concept and procedure with respect to functioning of a School
Unit IV: School Activities
Morning Assembly:
Concept and Significance Maintenance of School Records:
Attendance, Admission, Registration, Examination, Stock/ Estates Co-curricular Activities:
Debates, Seminars, Quiz, Cultural Programmes, Games and Sports
Note: There shall be a practicum paper carrying 50 marks. This paper shall cover all the activities of the school
and it shall be assessed internally