PHILOSOPHICAL PERSPECTIVES OF EDUCATION

To enable the student-teacher to understand-

1. The relationship between philosophy and education and implications of philosophy on education
2. The importance and role of education in the progress of Indian society
3. The contribution of great educators to the field of education
4. The need to study education in a sociological perspective. The process of social change and socialization in order to promote the development of a sense of commitment to the teaching profession and social welfare
5. Their role in creation of a new social order in the country and learn about various social welfare opportunities in which they can participate fully
6. The means and measures towards the promotion of national integration and protection of human rights.

 

LEARNER AND LEARNING PROCESS

To enable teacher trainees to

1.  Acquire knowledge and understanding of stages of human development and developmental tasks with special reference to adolescent learner
2.  Develop understanding of process of child learning in the context of various theories of learning
3. Understand intelligence, motivation and various types of exceptional children
4. Develop skills for effective teaching-learning process and use of psychometric assessment

  PEDAGOGY OF MATHEMATICS (PART I)

  After completion of course the students will be able to

1. Develop insight into the meaning, nature, scope and objectives of mathematics education
2. Appreciate mathematics as a tool to engage the mind of every student
3. Appreciate mathematics to strengthen the student’s resource; (iv) appreciate the process  

of developing a concept

5. Appreciate the role of mathematics in day-to-day life
6. Learn important mathematics: mathematics is more than formulas and mechanical       procedures
7.  Channelize, evaluate, explain and reconstruct their thinking
8. See mathematics as something to talk about, to communicate through, to discuss among themselves, to work together on 

(ix)           Pose and solve meaningful problems

9. Appreciate the importance of mathematics laboratory in learning maths

PEDAGOGY OF BIOLOGICAL SCIENCE (PART I) 

1. Develop insight on the meaning and nature of biological science for determining aims and  strategies of teaching-learning
2. Appreciate that science is a dynamic and expanding body of knowledge
3. Appreciate the fact that every child possesses curiosity about his/her natural surrounding
4. Identify and relate everyday experiences with learning biological science
5. Appreciate various approaches of teaching-learning of biological science
6. Explore the process skills in science and role of laboratory in teaching-learning
7. Use effectively different activities/experiments/demonstrations/laboratory experiences for teaching-learning of biological science
8. Integrate the biological science knowledge with other school subjects
9. Analyse the contents of biological science with respect to its branches, process skills, knowledge organisation and other critical issues

PEDAGOGY OF PHYSICAL SCIENCE (PART I)

1.  Gain insight on the meaning and nature of physical science for determining aims and strategies of teaching-learning
2. Appreciate that science is a dynamic and expanding body of knowledge
3. Appreciate the fact that every child possesses curiosity about his/her natural surrounding
4. Identify and relate everyday experiences with learning physical science
5. Appreciate various approaches of teaching-learning of physical science
6. Understand the process of science and role of laboratory in teaching-learning situations
7. Use effectively different activities/demonstrations/laboratory experiences for teaching learning of physical science
8. Integrate physical science knowledge with other school subjects
9. Analyse the contents of physical science with respect to its branches, process, skills, knowledge organisation and other critical issues

PEDAGOGICAL STUDIES (PART I)

1.   Develop an understanding of the nature of Social Sciences, both of individual disciplines comprising Social Sciences, and also of Social Sciences as an integrated/ interdisciplinary area of study
2. Acquire a conceptual understanding of the processes of teaching and learning Social Sciences
3. Enable student teachers examine the prevailing pedagogical practices in classrooms critically and to reflect on the desired change
4. Acquire basic knowledge and skills to analyse and transact the Social Sciences curriculum effectively following wide-ranging teaching-learning strategies in order to make it enjoyable and relevant for life.
5. Sensitize and equip student teachers to handle social issues and concerns in a responsible manner, e.g., preservation of the environment, disaster management, promoting inclusive education, preventing social exclusion of children coming from socially and economically deprived backgrounds, and saving fast depleting natural resources (water, minerals, fossil fuels etc)

PEDAGOGY OF LANGUAGE (ENGLISH) (PART I)

1. Understand the different roles of language
2. Understand the relation between literature and language
3. Understand and appreciate different registers of language
4. Develop creativity among learners
5. Understand the role and importance of translation
6. Examine authentic literary and non-literary texts and develop insight and appreciation
7. Understand the use of language in context, such as grammar and vocabulary
8. Develop activities and tasks for learners
9. Understand the importance of home language and school language and the role of mother tongue in education
10. Use multilingualism as a strategy in the classroom situation
11. Develop an understanding of the nature of language system
12. Understand about the teaching of poetry, prose and drama

SOCIOLOGICAL PERSPECTIVES OF EDUCATION

1. The social diversity in the state and the class room and its implication for teaching
2. And be able to use some key concepts relating to social stratification
3. The nature of caste and changes occurring in it; to focus attention on the scheduled castes and their education
4. The problems faced by the tribal communities and the issues in education of tribal children
5. How poverty affects schooling prospects of children with special reference to migrant children.

CURRICULUM AND KNOWLEDGE

1. Understand the nature of curriculum and its relation to syllabi, text books and class room 
2. Understand the nature of knowledge, moral values and skills
3. Examine the place of work in education
4. Understand the implications of constructivism for education
5. Develop and apply a framework for studying curriculum documents.

EDUCATIONAL AND MENTAL MEASUREMENT

1.   To acquaint the student teacher with the basic scientific concepts and practices in educational and mental measurement
2.  To enable the student to tabulate and find out some standard meaning from the raw scores by using statistical procedures
3. To develop skills and competencies in the student teacher for the use of the techniques in the field
4. To enable the student teacher to interpret the result of educational measurement
5. To enable the student understand about various educational and mental measurement tools.

EDUCATIONAL TECHNOLOGY AND MANAGEMENT

1. To obtain a total perspective of the role of technologies in modern educational practices
2. To equip the student-teacher with his various technological applications available to him/her for improving instructional practices
3. To help the teacher to obtain a total gender of his role of scientific management in education
4. To provide the teacher the skills required for effective instructional and institutional management
5. To develop the professional skills required for guiding pupils in the three initial areas educational, penal and victual.

EDUCATIONAL ADMINISTRATION & MANAGEMENT

1. To acquaint the student teachers with the concept and concerns of educational administration
2. To acquaint the student teachers with the concept and concerns of educational  

Administration

2. To enable the students to understand to concept of importance of communication and its possible barriers in educational administration
3. To enable the student teacher to critically analyse the administrative scenario in relation to the functioning of the other secondary schools of the area.
4. To acquaint the student teacher with the scientific practices of educational management and keep him to apply it in work situation

ARTS EDUCATION

COURSE OBJECTIVES: 

1. To work together on small and large projects
2. To encourage students to free expression and creativity
3. To acquaint students with basic elements of design

{iv}          To develop an insight towards sensibility and aesthetic appreciation

 {v}          Joyful experience

4. To develop a perspective of artistic and creative expression

ASSESSMENT IN LEARNING

After completion of course the students will be able to-

1. gain a critical understanding of issues in assessment and evaluation (from a constructivist paradigm) become cognizant of key concepts, such as formative and summative assessment, evaluation and measurement, test, examination
2. be exposed to different kinds and forms of assessment that aid student learning
3. become the use of a wide range of assessment tools, and learn to select and construct these appropriately
4. evolve realistic, comprehensive and dynamic assessment procedures that are able to keep the whole student in view

GENDER, SCHOOL AND SOCIETY

1. Understanding the role of culture (apart from biology) as determinants of gender distinction in social living
2. Awareness of factors that shape gendered roles in Indian society
3. Understand the problems of girl child education in our society

 (iv) Developing a critical perspective on gender-based discrimination and its effects;

4. To provide an introduction to and the development of an understanding of feminist approaches to the social and cultural construction of gender
5. To develop a critical understanding of intersectionality, including an awareness of gender and its complex intersections with other social and cultural categories, including but not limited to caste, tribe, class, sexuality and ability
6. To equip the teacher with the ability to create more meaningful and gender just experiences for her students.

COMPUTER EDUCATION

1. To appreciate the role of computer education in the context of modern technological society
2. To develop understanding of computers and their application in education
3. To acquire sufficient knowledge of handling computers with a view to impart computers independently at school level
4. To use computer based learning packages and organize effective classroom instructions
5.  To acquire necessary skills in using of modern word processing software
6. To develop skills of creating and managing simple databases and handling of computers.

INCLUSIVE EDUCATION

1. demonstrate knowledge of different perspectives in the area of education of children with disabilities
2. reformulate attitudes towards children with special needs
3. identify needs of children with diversities
4. plan need-based programmes for all children with varied abilities in the classroom; (v) use human and material resources in the classroom
5. use specific strategies involving skills in teaching special needs children in inclusive classrooms
6. modify appropriate learner-friendly evaluation procedures
7. incorporate innovative practices to respond to education of children with special needs

       (ix)         contribute to the formulation of policy

10. implement laws pertaining to education of children with special needs.

TEACHING OF VALUES

1. To understand the nature and sources of nature, and disvalues. 
2. To understand the classification of values under different types. 
3. To appreciate educational values like democratic, secular, and socialist.

 

NAI TALIM  

1. Understand the concept of local community engagement in teacher education
2. Understand the context of the child from various background & occupation
3. Know the school education program and policies which have local community engagement aspects
4. Learn the process of connecting the text with child with in the local context 
5. Distinguish traditional from constructivism approaches of local community engagement
6. Experimental learning of best practices in community engagement
7. Participate effectively in local community services
8. Develop insight and field realities on indignity and indigenous models.