VBSPU BEd 1st Semester Syllabus

• Growth And Development :- Meaning, principles and needs & its importance for child, stages of development and its characteristics, Role of teacher in fecilliatator of growth and development of child.
• Dimensions of individual Development:-(Physical, social, emotional, moral, congnitive & language development and there implication of Piaget‘s, erikson, Kohelberg & vygotsky.)
• The Effect of Different Agencies on Development of a Child:- Home, School, Neighbourhood & Community, Interface between Home, Community and School.

• Understanding Process of Dynamic Social Maturity- Challenges to peace by increasing stress, conflicts, crimes, terrorism, violence and war resulting in poor quality of life. How do group and social conflicts influence school system and nurture a culture of peace.
• Educational and Social Change- Meanings, Aims and Challenges of Education in promoting the desire for social change.
• Equilizing Education Opportunities- Constitutional provisions, Role of school & Community. How do increase the education opportunity at primary and secondary level.

• Emergence of ‘Person’ and ‘Identity’- Understanding ‘Identity Formation’. Emergence of multiple identities in the formation of a person placed in various social and institutional contexts : the need for inner coherence; managing conflicting identities-
• Determinants of identity formation in individuals and groups: Social categories, such as caste, class, gender, religion, language and age.
• The influence of poor group to media messages, technology and globalization on Identity formation.

• Education and Democracy: Constitutional provision for education, Nationalism and Education for national integration and International understanding.
• Modernization and Urbanization need measures to address them.
• Transactional Strategies: The course will be transacted mainly through interactive classroom lectures followed by discussions, quizzes, and assignments based on specially prescribed field visits and observations.

• Normative orientation of Indian education: A historical enquiry
• Constitutional provisions on education that reflect National ideals: Democracy, equality, liberty, secularism and social justice.
• India as an evolving Nation,state;Vision,Nature and Salient features-Democratic and Secular polity, Federal structure:Implications for educational system.
• Aims and purposes of education drawn from the normative vision.

VBSPU BEd 1st Semester Syllabus

• Rabindranath Tagore: Liberationist pedagogy.
• M.K. Gandhi: Basic education or education for self–sufficiency.
• Aurobindo Ghosh: Integral Education.
• J. Krishnamurti: Education for individual and social transformation.

Universalisation of Schol Education Right to Education and Universal Access:

• Issues of
  • Universal enrollment
  • Universal retention
  • Universal success.
• Issues of quality and equity.

The above to be discussed with specific reference to physical, economic, social and cultural access, particularly to girl child and weaker sections as well as differently-abled children.

• Equality of Educational Opportunity:
  
  • Meaning of equality and constitutional provisions.
  • Prevailing nature and forms of inequality, including dominant and minor groups and related issues.
  • Differential quality in schooling :Variations in school quality.
    
• Inequality in schooling : Public-private schools,rural-urban schools,single teachers‘ schools and many other forms of inequalities in school systems and the processes leading to disparities.
• Idea of common school system.
• Right to Education Bill and its provisions.

• Education for National Development: Education Commission (1964-66).
• Emerging trends in the interface between
  • political process and education;
  • economic developments and education; and
  • socio-cultural changes and education.

• Concept of learning and teaching- Meaning, scope, need, and importance.
• Variables in the teaching process-The learning tasks (Instructional objectives), Learner behavior (Entry behavior, Learning style), and Teacher behavior(Competence, Expectation, Personality, and Teaching style).
• Learning theories -Trial & error, conditioning (classical and operant) and social learning, cognitive (insightful learning and information processing model).
• Role of the learner in learning situations.
• Role of teacher in the teaching-learning situation –Transmitter of knowledge, model, facilitator, negotiator, co-learner.

• DEVELOPMENT AND LEARNING – Meaning and principles of development, relationship between development and learning.
• Dimension of individual development: physical, cognitive,language, affective, social and moral, their interrelationships and implications for teachers relevent ideas of piaget, Erikson and Kohelberg).
• Stages of development: development task with focus on processes growth and development across various stages from infancy to post-adolescence (special emphasis on concerns of adolescence.
• Meaning of ̳cognition‘ and its role in learning. Socio-cultural factors influencing cognition and learning. Facilitating holistic development (for self and society).

• Mental process of learning:
  • Thinking process – Concept and tools.
  • Types of thinking – Divergent, convergent, critical, reflective and lateral thinking.
• Mental process:
  • Memory – Concept, types of strategies to develop memory.
  • Forgetting – Nature, causes,factors and strategies to minimize forgetting.
  • Imagination – Meaning, types and educational implications.

• INDIVIDUAL DIFFERENCE AMONG LEARNERS: Dimensions of differences in psychological attributes – Cognitiveabilities, interest, aptitude, creativity, personality, values.
• Understanding learner‘s from multiple intelligences perspective with a focus on gardener‘s theory of multiple intelligences, Implications for teaching-learning in the light of changing concepts of intelligence, including emotional intelligence.
• Differences in learners based on predominant ̳learning styles‘.
• Differences in learners based on socio-cultural contexts:
  Impact of home languages of learners‘ and language of instruction, impact of differential ̳cultural capital‘ of learners.
• Understanding differences based on a range of cognitive abilities: learning difficulties, slow learners and dyslexics, intellectual deficiency, intellectual giftedness. Implications for catering to individual variations in view of ̳differece‘ rather than ̳deficit‘ persepective.

VBSPU BEd 1st Semester Syllabus

• Concept of Assessment:- Testing and Evaluation.
• Scales of Assessment:- Nominal, Ordinal, Interval, and Ratio Scale.
• Discrete and continuous variables.
• Criterion and Norm reference test.
• Qualities of a test:- Reliability, Validity, and Norm.

• Achievement test: Construction of a Standardized achievement test.
• Assessment of Intelligence:- Concept of Intelligence Bennet test, the concept of I.Q.
• Individual and group test of Intelligence.
• Test administration and scoring.
• Assessment of Personality:- Interview, self-report Inventories, Ratine Scale, projective technique.

VBSPU BEd 1st Semester Syllabus

• New Trends in Evaluation viz; Grading, Semester System, Continuous Internal
  Assessment; Question Bank & Use of computers and Evaluations.
• Examination Reform Efforts:-
• Secondry Education Commission(1952-53).
• Kothari Commission(1964-66).
• National Policy on Education(1986) and Programme of Action(1992).
• National Curriculam Framework(2005) developed for school education.
• National Focus Group Position Paper on Examination Reform.
  (Discussion should cover analysis of recommendations, implementations and the emerging concerns).

• Educational Statistics:- Measurement of Central tendency from grouped and ungrouped data uses statistics.
• Measures of Variability:- Range, Quartile deviation, Standard deviation.
• Interpretation Measurement.
• Characteristics of Normal Probability Curve.
• Percentile and percentiles ranks.
• Rank Correlation and its Significance in Education.
• Standard Scores – Z.Scores, T.Scores, Stanine. Scores.