SRM School of Teacher Education and Research, SRM University ...

SRM School of Teacher Education and Research, SRM University, Kattankulathur Kancheepuram District – 603203.

Faculty of Science and Humanities

B.Ed., (Regular stream – Non – Semester Pattern)

Regulations and Syllabus From - 2013

SRM School of Teacher Education and Research Degree of Bachelor of Education (B.Ed) SRM UNIVERSITY REGULATIONS ( wef the Academic year 2013 ) I. Teacher Education Education encompasses teaching and learning specific skills, and also something less tangible but more profound: the imparting of knowledge, positive judgment and well- developed wisdom. Education has as one of its fundamental aspects the imparting of culture from generation to generation. Education means ‘to draw out’, facilitating realization of self-potential and latent talents of an individual. It is an application of pedagogy, a body of theoretical and applied research relating to teaching and learning. II. Eligibility for admission to the course:(B.Ed) A candidate shall be eligible for admission to the course leading to the Degree of Bachelor of Education (B.Ed) provided: Candidates who have under – gone 10+2+3 or 11+1+3 pattern of study at the school level and graduated from any recognized universities by the National and state level affiliating and approving bodies. Candidates who have studied in Open University without the above pattern of study are Not eligible. Candidates who have studied triple major system in U.G degree are eligible and can choose any one of the major subjects. (4)a) Candidates who have done their UG degree in Applied Mathematics can apply for Mathematics. Candidates who have done their UG degree in Applied Physics, Geo-Physics, Bio-Physics and Electronics can apply for Physical Science. Candidates who have done their UG degree in Biochemistry and Applied Chemistry Can apply for Physical Science. Candidates who have done their UG degree in Biotechnology, Plant Biology and Plant Biotechnology can apply for Biological Science. Candidates who have done their UG degree in Environmental Science and Micro-Biology can apply for Biological Science. Candidates who have done their UG degree in Applied Geography, History, Geography Public Administration, can apply for Social Science. Candidates who have done their UG degree in Computer Science, Information Technology and Computer Applications etc., can apply for Computer Science. (5) Candidates must have PG degree in the following subjects Economics, Commerce, Home Science, Political Science, Sociology, Psychology and Philosophy to be eligible for offering these subjects as an optional. (6)The minimum marks required for eligibility or admission in the course for the candidates belonging to the various communities will be as given below. 1

Community/Category OC BC MBC/DNC SC/ST

Minimum Marks 50% 45% 43% 40%

III Duration The course of study shall be for duration of One academic year. The total number of days of an academic year will be 180 working days inclusive of Practice Teaching, School/Community based activities and exclusive of Admission and Examination work. The course work will be 1080 hours. 1. Theory Components S.No

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14.

Subjects

IV . Programme Content Code No.

No.of Hours

Core Papers Education in the Emerging Indian TE1301 120 Society Psychology of Learning and TE1302 120 Teaching Educational Innovations and TE1303 120 Curriculum Development Elective Papers Environmental Education TE1304 120 Educational Technology TE1305 120 Guidance and Counselling TE1306 120 Peace and Value Education TE1307 120 Optional-I (any one of the following) Special Tamil Education TE1308 120 Special English Education TE1309 120 Special Hindi Education TE1310 120 Special Sanskrit Education TE1311 120 Mathematics Education - I TE1312 120 Physical Science TE1313 120 Education - I Biological Science Education - I TE1314 120 2

Marks (100) Theory External Internal 70

30

70

30

70

30

70 70 70 70

30 30 30 30

70 70 70 70 70

30 30 30 30 30

70

30

70

30

15. Social Science Education - I TE1315 120 70 30 Commerce & Accountancy 16. TE1316 120 70 30 Education - I 17. Computer Science Education - I TE1317 120 70 30 18. Home Science Education - I TE1318 120 70 30 Optional-II (any one of the following for U.G/P.G Language candidates) 1 General Tamil Education TE1319 120 70 30 2 General English Education TE1320 120 70 30 3 General Hindi Education TE1321 120 70 30 4 General Sanskrit Education TE1322 120 70 30 Optional-II (any one of the following for only P.G candidates) 1 Mathematics Education-II TE1323 120 70 30 Physical Science 2 TE1324 120 70 30 Education - II 3 Biological Science Education - II TE1325 120 70 30 4 Social Science Education -II TE1326 120 70 30 Commerce & Accountancy 5 TE1327 120 70 30 Education - II 6 Computer Science Education - II TE1328 120 70 30 7 Home Science Education -II TE1329 120 70 30 Optional Subjects Candidate with B.A English shall opt for Special English Education and General English as optional subjects Candidate with B.A Tamil shall opt for Special Tamil Education and General Tamil Education as optional subjects Candidate with B.A Hindi/Sanskrit shall opt for Special Hindi Education/Special Sanskrit Education and General Hindi Education/ General Sanskrit Education as optional subjects Candidates with other UG Degrees shall opt for Major paper as Optional I and General English /Tamil/ Hindi/Sanskrit paper as optional II. If they have not opt for English /Tamil/ Hindi/Sanskrit paper they can opt for related allied subjects as optional II paper Candidates with PG Degrees shall opt for Optional I and II of their Major Subjects

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2. Practicum Components Teaching Competency Special Tamil Education Special English Education Special Hindi Education Special Sanskrit Education Mathematics Education - I Physical Science Education - I Biological Science Education - I Social Science Education - I Commerce & Accountancy Education - I Computer Science Education - I Home Science Education - I General Tamil Education General English Education General Hindi Education General Sanskrit Education Mathematics Education - II Physical Science Education - II Biological Science Education - II Social Science Education - II Commerce & Accountancy Education - II Computer Science Education - II Home Science Education - II Project and Records

Code No TE1308P TE1309P TE1310P TE1311P TE1312P TE1313P TE1314P TE1315P TE1316P TE1317P TE1318P TE1319P TE1320P TE1321P TE1322P TE1323P TE1324P TE1325P TE1326P TE1327P TE1328P TE1329P TE1330P

Marks 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 100 300

Teaching Practice Internship and Practice Teaching – The Practice Teaching will have to be undergone in a recognized high/higher Secondary/ Matriculation / Matriculation Hr. Secondary/ Sr. Secondary School. The duration of the Internship will for 40 (Forty) working days.

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Marks will be splitted as Sl.No Activities 1 Teaching – Learning material 2 Teaching competency-School Based 3 Teaching competency-Staff Assessment Total

Marks 30 30 40 100

Practicum: (Project and Records for 300 Marks) Submission of records and Marks allotment Records

Marks 20 10 10 30 30 20 20 20 10 10 10 10 20 10 10 20 10 10 10 10 300

Micro Teaching Observation Record - I Observation Record – II Lesson Plan Optional I Lesson Plan Optional I I Test & Measurement I Test & Measurement II Psychology Experiments Case study Record SUPW Record Health Education Record Physical Education Record Citizenship Training Record Computer Record Power point presentation Project Text Book Review Record Literacy Programme Record Communication Skill Yoga Record Total

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

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Attendance marks will be strictly provided as follows: Sl.No Percentage of Attendance 1 Above 95 % 90 - 94.99% 2 85 – 89.99 % 3 80 – 84.99 % 4 75 – 79.99 % 5

Below 75 %

Marks 10 9 8 7 6 Not be permitted for Examinations

V. Medium of Instruction The Medium of Instruction either in English or Tamil VI Attendance: Each candidate whose admission is approved by SRM STE & R should have 75% of attendance, failing which they will not be permitted to appear for the B.Ed Degree Examination. VII. Scheme of Examination The Question Paper, in each paper shall have three sections Section-A, Section-B, and Section-C as given below. Section

Type

Answers in

No. of Questions to be attempted

Choice Pattern

Marks per Question

Total Marks

A

Very Short Answer

50 Words

10

No Choice

02

20

Short Answer 200 Words

6

Out of 8

05

30

2

Internal Choice

10

20

B C

Essay Type

500 Words

Total

6

70

The Question paper shall cover all the Units in syllabus and cover the objectives for Knowledge, understanding, applications and analysis. Candidates must secure 50% in external (35/70) and 50% in internal (15/30) in each paper to pass B.Ed Degree Examination. Marks Class 50% - 59.99% II Class 60% - 84.99% I Class (only for Two Attempts) 85% above Distinction (only for First Appearance) Question Papers Setting will be purely by External Examiners VIII. Reappearance and Re-totaling Practical Examination: Candidates must complete all practical works allotted within the academic year. Failed candidates shall be permitted to reappear for the practical examination within the next three consecutive academic years. Theory Examination: Candidates can be apply for re-valuation. 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 programme 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. IX. Dress code Uniform must be worn for Teaching Practice and on Monday & Friday for regular classes. Female candidates under Teacher Education Course must wear sarees or churidhar with shawl. Male candidates must wear formal pants and shirts only. ( T.shirts, Kurtas and jeans are not allowed). X. Discipline Candidates should not indulge in any activity which leads to decrease the prestige of the university / college both inside and outside the campus. Use of Cell – phones inside the class – room and during the examinations is prohibited. Attendance will not be given for late comers. Students must wear identity cards inside the campus. Students without ID cards will not be allowed to attend classes or Examinations.

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Education in the Emerging Indian Society - TE1301 Objectives: At the end of the course the student - teacher will be able: • to understand the relation between Philosophy and Education and different Indian and western philosophies of Education • to acquaint with the principles of Education advocated by great thinkers • to know the reforms in Education • to acquire knowledge about statutory bodies in Education • to get exposed to Social and Educational problems and their solutions • to know about Indian constitution and Agencies of Education • to get exposed in special fields of Education UNIT I - Education and Philosophy Education – Meaning ,Concept, Nature , Process and Objectives of Education – Importance of Education - Philosophy – Meaning and Definition of philosophy – Relationship between Education and Philosophy UNIT II - Indian and Western philosophies of Education Schools of Indian philosophy and their Educational implications: Vedanta, Buddhism, Jainism - Western Philosophy and their Educational implications: Idealism, Realism, Naturalism, Pragmatism and Existentialism. UNIT III - Contribution of great Educators and alternative Thoughts on Education Indian Educators – Tagore, Gandhi, Vivekananda and Sri Aurobindo. Western Educators – Rousseau, John Dewey, Montessori, Froebel. Alternative Thoughts – A brief notes on Illich, Rishivally School, Folk School. UNIT IV - Education in pre and post Independence Pre Independence – Macaulay’s minute (1835), Wood’s dispatch (1854), Hunter commission (1882), Hartog, and Sargeant Committees. Post Independence - University Education commission (1948-49), Mudaliar Commission (1952-53), Kothari Education commission (1964 - 66), NPE (1986), National curricular frame work - 2005.

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UNIT V - Statutory Bodies in the Field Of Education Important functions and contributions of the following: UGC, NCERT, NCTE, NAAC, NUEPA, TANSCHE - Directorates of Education: Collegiate, secondary, Elementary, SCERT, DIET and SSA. UNIT VI - Problems of Indian Society and Education Problems of Indian Society: Population explosion, Illiteracy, Child labour, Unemployment, Under Employment, Terrorism and Violence against women. Educational problems: Equalization of Educational opportunity, Wastage and Stagnation, Self Financing patterns in Education, Special Education for challenged and gifted. UNIT VII - Education in the Indian Constitution Equality of opportunities in Education: Article 28, 29,337,350,351. Education and Fundamental Rights and Duties: Article 14, 15, 16, 21(A), 30, 45, 46 and 51A. Right to Information (RTI). UNIT VIII - Agencies of Education Types of Education (Formal, Non- Formal, Informal). Agencies of Education - Educational functions of Home, Peer group, Community, Religion, School and Mass Media- Continuing Education and concept of Open University system- Distance education. UNIT IX - Education and Social Frame of Reference Education and Democracy, Socialism and Secularism – Education and Culturecharacteristics of culture, Cultural lag, Acculturation– Education for National Integration and International Understanding. UNIT X - Special Fields of Education Concept, Need and Teaching through various school subjects (i) Health Education (ii) Education for Human Rights (iii) New trends in Education – Personality development and Disaster Management.

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REFERENCES 1.

Chaube .S.P , “Problems of Indian education”, Vinod Pustak Mandir, Agra, 1990 2. Indra Sharma & Sharma .N.R , “History and problems of Indian Education”, Vinod Pusthak Mandir , Agra, 1992 3. Krishnakumar .R, “Evolution of Educational thoughts in India”, Priyadharshani Publications, Chidambaram, 2009. 4. Krishnakumar.R, “Education in Emerging Indian Society”, Priyadharshani Publications, Chidambaram, 2007. 5. Mathus .V.S, “Crucial problems in Indian education”, Arya Book Depot, New Delhi, 1988. 6. Rai.B.C , “History of Indian Education”, Prakashan Kendra, Lucknow, 2001 7. Rao .V.K & Reddy .R.S, “Readings in learning education”, Common wealth Publishers (5 volumes), 1987. 8. Sharma .R. N, “Education in the Emerging Indian Society”, Delhi: Surjeet , 2008. 9. Sharma.R.A, “Teacher education (Theory, Practice and Research)” International publishing house, Meerut, 1983. 10. Suresh Bhatnagar, “Indian Education Today and Tomorrow”, International Publishing House, Meerut, 1986. 11. Swapna Borah, “Distance education” , Delhi: Amar Prakashan, 1988.

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Psychology of Learning and Human Development - TE1302 Objectives After studying this paper the student-teachers will have the capabilities to • Application of methods of educational psychology to overcome the class room problems • Application of knowledge about human growth and development for learning • Applies principles of development in dealing with behavior problems of the students. • Assess the personality of human beings using selected psychological tools of assessment. • Application of learning theories for teaching of different contents. • Analyses the factors influencing personality. • Understands and applies knowledge of Intelligence, creativity, motivation, attention, perception, theories of memories, and tries to maximize learning in the classroom • Identify the mental health problems of children in their practice teaching schools. • Apply the principles of guidance and counseling in helping their wards in school. UNIT I - Nature of Educational Psychology: Definition of Psychology-Methods of Psychology-Branches of Psychology. Educational Psychology –Definition – Nature and scope –Importance of Educational Psychology for the Teacher. UNIT II - Human Growth and Development: Meaning and characteristics of ‘Growth’ and ‘Development’.-Distinction between Growth and Development-Nature-Nurture controversy-Principles of Growth and Development –Developmental stages - Developmental tasks for the various stages of Development - Education and developmental tasks. UNIT III - Cognitive Development and Individual Differences: Jean Piaget’s Theory of cognitive Development- Educational implications of Piaget’s theory. Bruner’s theory. Different types of individual differences. Factors causing individual differences. Tackling individual differences in classroom. Identification of the Gifted, Education of the gifted children.

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UNIT IV - Theories of Learning and Transfer of Learning Meaning-Importance of learning in human life-Characteristics of learning –Factors in influencing learning- Individual differences in learning – Learning curves-Learning theories-Thorndike, Pavlov, Skinner, kohler. Different types of learning –Transfer of learning-Definition, Types, Theories, Factors affecting transfer of learning, Ways to improve transfer of learning. UNIT V - Intelligence and Creativity Theories of Intelligence-single, Two factor,-Gilford’s structure of intellect, Gardner theory of Multiple intelligence –Measurement of intelligence-Classroom Teacher assessing the intelligence of students, Distribution and classification of IQS. Emotional maturity and Characteristics of emotional matured persons. Meaning of creativity-stages in the creative process – convergent and Divergent thinking – Fostering creativity among childrenUNIT VI - Attention and Perception Definition, Attention-Factors relating to Attention- kinds of attention -Span of Attention-Inattention and Distraction. Securing better attention. Sensation, Perception, Determinants of perception, Laws of perception, Errors in perception UNIT VII - Motivation Motivation and Learning – Kinds of Motives – Theories of Motivation- Hull’s drive Reduction theory, Maslow’s hierarchy of needs- Role of Rewards and PunishmentsMcClands theory Achievement Motivation: Techniques of Developing Achievement motivation– Motivational strategies in the classroom, Role of Competition and Cooperation. UNIT VIII - Personality and its Assessment Meaning and Definition of Personality – Factors influencing personality development –Theories of Personality,-Sheldon’s theory, Jung’s personality types, Eysenck’s theory. Integrated personality, Assessment of Personality-Methods of assessing personality-Projective techniques UNIT IX - Mental Health Mental Health- factors- Characteristics of a mentally healthy person, Teachers mental Health. Mental Illness. Juvenile Delinquency. Promotion of Mental health of students and teachers. UNIT X - Guidance and Counseling Meaning –Need- function, types of Guidance. Distinction between Guidance and Counselling, Organizing a School guidance centre-Meaning –Characteristics of 12

counseling – Types of counseling. Individual and Group counseling. Qualities of a good counselor. REFERENCES: 1.

Adams .J. A, “Learning and memory” , An introduction. Illions, Dorsey Press, 1992. 2. Aggarwal .J.C, “Essentials of Educational Psychology”, Vikas publishing Housing Pvt.Ltd, New Delhi, 1994. 3. Anastasi, Anne, “Psychology Testing”, Macmillan Publishing Company, NY, 1989. 4. Crow. & Crow, “Educational psychology”, Eurasia Publishing House, New Delhi, 1993. 5. Dandapani .S, “A text book of Advanced Educational Psychology”, Anmol Publications, PVt..Ltd., New Delhi, 2001. 6. Mangal .S. K., “Advanced Educational Psychology”, PHI Learning Pvt Ltd, New Delhi-1, 2010. 7. Mangal .S.K, “General Psychology”, Sterling Publishers Pvt.Ltd, New Delhi, 1998. 8. Nagarajan. K, Srinivasan .R, “Psychology of Learning and Human Development”, (2009). 9. Pahuja .N.P, “Psychology of Learning and Development”, Anmol Publications, PVt..Ltd., New Delhi, 2004. 10. Tara Chand: Educational Psychology”, Anmol Publications, Pvt. Ltd., New Delhi, 1993.

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Educational Innovations and Curriculum Development - TE1303 Objectives At the end of the course, the student-teacher will be able to • understand the concept of innovation. • understand the innovative experiments practiced in schools. • apply the innovations in teaching and learning process. • integrate the ICT in education. • develop the skills of innovative assessment. • understand the concepts of curriculum. • understand the types of curriculum. • know about the process of curriculum change and development. • develop the skills of various approaches to curriculum development. • learn the different methods of curriculum evaluation. A. Educational Innovations UNIT I - Innovation Meaning - Principles - Barriers to promotion of innovation - Suggestions for the promotion of innovation - Generation of innovations - Origin, Specification, TrialAdaptation and consolidation -Conditions for the emergence of innovation : Institution - Society - Individual . UNIT II - Innovations and Experiments in Schools De-schooling - Community School - Alternative School - Non-Graded School – Navodaya School - Sainik School - SSA (Sarva Shiksha Abyan) - Virtual School Mobile Schoool – Open School - Distance Learning - Floating University. UNIT III - Innovations in Teaching and Learning Process Basic concepts of Play - way Learning - Sensory Training - Joyful Learning - ABLALMMLL (Minimum Levels of Learning) - CLASS (Computer Literacy and Studies in Schools) Programmed Learning - Teaching Machines - Cybernetics - Models of Teaching. UNIT IV - ICT in Education ICT in Education - Web based Education (Virtual) - e-learning - e-tutoring – Computer Assisted Instruction (CAI) - Tele/Video Conferencing - Interactive Video - Multi media – SITE (Satellite Instruction Television Programme) - ETV (Educational Television) Edusat - Reach the Unreach - e book - Digital Library.

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UNIT V - Innovations in Evaluation Evaluation of Students: Continuous and Comprehensive Evaluation - self evaluation question bank - open book examination – online examination - grading. Evaluation of Teachers: self evaluation-peer evaluation - student evaluation B. Curriculum Development UNIT VI - Concepts and Definitions Concepts of curriculum – Classification of Curriculum concepts, Definitions – Curriculum and syllabus: relationships and differences - Need for Curriculum Development – Curriculum Determinants: National aspirations and needs, Culture, Social change, Value System. UNIT VII - Types of Curriculum Curriculum Organisation – Educational Objectives and Curriculum Organization, Subject matter and Curriculum Organisation, ABC’s curriculum organization: Learning and curriculum Organisation – Types of Curricula – Subject - Centered, Co-related, Core, student-centered curriculum. UNIT VIII - Process of Curriculum Change and Development Establishing the philosophy – Assessing needs – formulating goals and objectives – selecting the content – organizing content – selection of curriculum experience – evaluation of the curriculum . Meanings of change and development – distinguishing between change and development – practical applications of change process in improving the curriculum – Media and other agencies for achieving change. UNIT IX - Approaches to Curriculum Development Major categories of curriculum approach – subject – centred approach, Broad fields approach, social problem approach, learner centred approach – issues related to curriculum approaches – Models of curriculum development – technical / scientific models , non – technical / non-scientific model – role of teachers in curriculum development UNIT X - Evaluation of Curriculum The curriculum cycle – evaluation as comparing objectives and outcomes – focus of curricular evaluation: subject content, organization and mode of transaction – outcome of curriculum evaluation: Change / refinement of content, organization and modes of transaction.

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REFERENCES 1. Aggarwal .J.C., “Essentials of educational technology”, Teaching and learning. New Delhi: Vikas Publishing House Pvt Ltd, 2006. 2. Aggarwal .J.C, “Theory & Principles of Education”, UP Vikas Publishing House Pvt Ltd, 2008. 3. Kumar .K.L, “Educational technology”, New Delhi, New Age International Publishers, 1996. 4. Lakshmi .S, “Innovations in Education” , Sterling Publisher Private Limited, New Delhi, 1993. 5. Meenakshisundaram .A, “Curriculum Development”, Transaction, Management, Dindigul Kavyamala Publishers, 2007. 6. Meenakshisundaram .A, “Educational Innovations Management”, Evaluation, Technology, Dindigul Kavyamala Publishers, 2007. 7. Mrunalini Talla, “Curriculum Development: perspectives”, principals and issues, New Delhi, 2012. 8. Richards, “Curriculum development in language teaching”, London Cambridge University Press, 2009. 9. Sambath .K & Panneerselvam, “A. Introducation to educational technology”, New Delhi Sterling Publishers Private Limited, 2006. 10. Venkataiah .N, “Curriculum innovations for 2000 A.D”, New Delhi APH Publishing corporation, 2008.

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Environmental Education - TE1304 Objectives • To create awareness among students regarding environment and its Conservation. • Acquire skills for identifying environmental problems. • To acquire knowledge of Environmental Issues and policies in India. • To understand the relationship between environment and human life. • To Acquire knowledge about the International efforts for saving nature. • To expose the learners to curricular strategies for environmental Protection. UNIT I - Introduction to Environment Meaning, Definition of Environment – Components of Environment - biotic and abiotic -Lithosphere, Hydrosphere and Atmosphere- Ecosystem- concept of ecosystemFunction of ecosystem-Eco logical pyramids. Bio-Diversity Learning to live in harmony with nature – Difference between environmental education and educational environment. UNIT II - Environmental Education Meaning, Definition of Environmental Education - Importance, objectives, Scope of Environmental Education - Need for Environmental Education - Factors of degradation of Environment-adverse socio-economic impact of degradation of environment. Natural Resources: Energy – Non renewable and Renewable energy ( Solar Energy, Wind Energy, Tidal Energy, Geo-thermal energy) UNIT III - Environmental Pollution Definition, causes, effects & control measures of Air Pollution, Water Pollution, Land Pollution, Noise Pollution and Thermal Pollution. Environmental Protection Act in India. Solid Waste Management: Solid waste – Management of waste- Landfill, Incineration and composting. UNIT IV - Global Climate change Earth’s Natural Green House effect - Global Warming- Cause and effect of Ozone layer depletion – Cause and effect of Acid rain.

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UNIT V - Natural Disaster Meaning of disaster – Types of disasters - Earth quake – Flood – Cyclone – Volcano –Landslide - Tsunami - Forest fire - Cause, Effect and Disaster management UNIT VI - Achieving Sustainable development Sustainable development- conditions for achieving the goals of sustainable development. Conservation of forest and wild life - Conservation of water. Ex-situ conservation, In-situ conservation. Role of an individual in conservation of Natural resources. UNIT VII - Movements and efforts For Environmental Protection Environmental movements in India - Chipko Movement, Narmada Bachao Andolon, Silent Valley movement. Stockholm Conference (1972) - Nairobi Conference (1982)Brundtland Conference (1983) - Rio Summit (1992) - Rio Declaration at the earth charter - Kyoto Conference (2012) - United Nation Environmental Program (UNEP) – International Union for Conservation of Nature and Natural Resources (IUCN). UNIT VIII - Mass Media and Environmental Education Impact of Science and technology on environment – Role of mass media in environmental Protection – Role of NGO in Environmental Protection. UNIT IX - Human Health and Environment Population Explosion- Causes-effect - control Measures- Environment and human health-Human rights – Value education- Objectives, types. Women and child welfare UNIT X - Environmental Education in School Curriculum in India Formal and Non Formal Environmental education. Need for Environmental Education in school curriculum- Materials and approaches for Environmental Education- Current status of Environmental Education in school curriculum. Role of school in Environmental Conservation. References 1. 2. 3. 4. 5.

Balu .V, “Environmental Studies”, Chennai Sri Venkateswara Publication, 2007. Ravi Krishnan. A, “Environmental Science and Engineering”, Chennai Sri Krishna Publication, 2007. Reddy .P.K & Reddy .N.D, “Environmental education”, HyderabadNeelkamal Publication, 2001. Sharma .R.A, “Environmental Education”, Meerut R.Lall Books depot, 2008. Singh .Y.K, “Teaching of Environmental Science”, New Delh APH Publishing Corporation, 2009.

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Educational Technology - TE1305 Objectives • to understand the meaning, scope and concept of educational technology. • to understand the concepts of software and hardware approaches of educational technology. • to develop necessary skills in using multimedia, internet and other web-based applications in the teaching-learning process • to examine the computer based instructional materials • to explore avenues of computer-based technology for achieving effective teaching – learning. UNIT I - Fundamentals of Educational Technology Definition of Educational Technology - Distinction between hardware and software technologies and their role in modern educational practices - Information processing cycle - Basics of Computers - modern input & output devices - Concept types of Operating Systems - Basics of MS-DOS & MS-Windows – Teaching applications UNIT II - Hardware applications Hardware Technologies: Important accessories and their application -- OHP, Still and Movie Projectors, Audio-Video recording instruments, TV, Computers, New technologies like e-mail; internet; etc. Use of strategies viz. Teleconferencing, Programmed Instruction, CAI, Language Laboratory. UNIT III - Software applications Ms-Word Creating & Editing a document. Ms-Excel creating a grade sheet & grapy & statistical application percentage, mean, Median & Mode. Ms- Access creating a file/data base, queries {Searching information) Ms-Power point - creating a PowerPoint /Technology integrated Ms- Publisher - creating a new a letter, brochure & webpage/site. UNIT IV - Teaching Principles Psychological uses of modern technologies. Cone of experience (Edger Dale), Multisensory Instruction and its advantages. Communication: Concept principles and models of communication - Stages of Teaching: Pre-active, interactive and post active stages of teaching along with operations involved in them.

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UNIT V - Internet applications Concept of www & Viruses - Creating E-Mail ID - Sending &' receiving mails Project based learning using internet and web applications – Apps and downloads – Introduction to Social networking sites – Limitations and Ethical use of internet and web applications. UNIT VI - Teaching approaches and analysis Models of Teaching: Concept and elements of teaching model; Glaseisn Basic Teaching Model - Modification of Teaching Behaviour: Concept; Modification of teacher – behaviour through micro-teaching, simulation, Flanders’ interaction Analysis, RCS and Transactional Analysis – Technology based analysis of teaching and learning. UNIT VII - Programmed Instruction Developing Programmed Instructional Material – Linear and Branching Programmes (tryouts and validation etc.) - Meaning, Features, Advantages and Limitations of following technologies of instruction -- Personalized System of Instruction, AudioTutorial Systems, Cooperative Learning, Simulation and Games, and Computer Assisted Instruction. UNIT VIII - ICT-ET Information and communication technology in Education –Web based Education (Virtual) – e-learning - e –tutoring –Computer Assisted Instruction ( CAI ) - Computer Managed Learning (C M L ) - Tele/ Video Conferencing –Interactive Video -Multi media –Multi purpose Kits –SITE (Satellite Instruction Television Programme) –E T V (Educational Television) –EDUSAT –Reach the Unreach –UNESCO’s Learning Without Frontiers (LWF) - Virtual Classrooms Technology – e-technology (e-learning, e-tutoring etc.,) – Digital Library. UNIT IX - Systems approach and ET Definition – Phases of Systems Approach – Analysis, Design and Management – Steps in System Analysis – Principles of System Design Application of Systems Approach to educational improvement and class room instruction. UNIT X - Modern methods of T-L Designing Instructional System: Formulation of instructional objectives, Task analysis, Designing of Instructional strategies: Lecture, Team Teaching, Discussion, Seminars, Tutorials and Brainstorming sessions - Development of Evaluation Tools: Norm Referenced Tests and Criterion Referenced Tests - Application of Educational Technology in Distance Education: Concept of Distance Education; Distance and open Learning system; Student Support Services: Evaluation strategies in Education; Counseling in Technology based educational system.

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REFERENCES 1. 2. 3. 4. 5. 6. 7. 8. 9.

Aggarwal .J. C, “Essentials of educational technology”, Teaching and learning, New Delhi Vikas Publishing House Pvt. Ltd, 2006. Chauhan .S.S, “Innovations in Teaching Learning Process” , New Delhi:Vikas Publishing House, 1981. Jagannath .M, “Educational administration, supervision and school management”, New Delhi Deep and Deep Publications, 1990. Kumar .K.L, “Educational technology” , New Delhi New Age International Publishers, 1996. Lakshmi .S, “Innovations in Education” , New Delhi Sterling Publishers Private Limited, 1993. Panneerselvam .A, “Introduction to educational technology”, New Delhi Sterling Publishers Private Limited, 2006. Robert .G. W & Robert .D, “Management: Comprehension, analysis, and application”, New York: Richard D .Irwin Inc. Publication, 1995. Sharma .R.A, “Educational technology & management”, Meeru R.Lall Books Depot, 2008. Vanaja .M, “Educational technology”, Hyderabad Neelkamal Publications Pvt. Ltd, 2006.

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Guidance and Counseling - TE1306 Objectives: At the end of the course, the student-teachers will be able • To understand the concepts of Guidance and counseling • To recall the principles underlying guidance • To recognize the need of guidance and counseling in schools • To describe the different services in the schools • To acquire the skills necessary to administer and interpret standardized tools • To know the qualities required for a good counselor Course contents UNIT I - Nature and Scope of Guidance Nature, Scope, Purpose, Need, relationship -Education, Vocation, profession, Occupation, Counseling and Guidance. School and Guidance Programme. Essential Features of educational Guidance. UNIT II - Nature and Scope of counseling. Nature, Scope, Purpose, Need, different approaches of counseling. UNIT III - The Services in Guidance Programme. Orientation, Information, Counseling, Appraisal, Follow up, Placement, Research and Evaluation. UNIT IV - Areas of Guidance Programme. Educational, Vocational, A-Vocational, Individual, Societal, Occupational, Aprofessional, Health, Environmental, Cultural, Socio cultural factors – Role of teacher’s in dealing with children’s problems. UNIT V - Types of Information. Types of Information - Directive, Non-Directive, Student Centered, Counselor centered. Physical, Social, Occupational, Educational. Emotional, Vocational updating disseminating. UNIT VI - Methods and Techniques of Collecting Data Inventories, Scales, Records, Observations, Interviews, Questionnaires, Sociometry with reference to Intelligence, Special Aptitudes, Interests, Attitudes, Personality, Skill Concept, Problem-solving. Collecting Data about Learners-Preliminary Data, Interpreting and classifying Data, Disseminating Data.

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UNIT VII - Roles and Perspectives Roles – Principal, Headmaster, In-charge, Counsellor, Class Teacher, Teachers Incharge, the consultant, the Counselled. Perspective – Guidance Movement in the word, Guidance Movement in India. UNIT VIII - Basic concepts in counseling Goals of counseling –counselling for adjustment-The elements in the counseling process –counsellor’s limitations in providing self-helf- Influence of psycho analysis on counseling-Client centered therapy –Clinical counseling Eclectic approach to counseling. UNIT IX - Theories of Counselling Person –centered theories, Rational-emotional behavior therapy-Reality theory. UNIT X - Guidance for special children Gifted child -backward child -The problem of juvenile delinquency- Guidance of deviant individuals - adolescents problems in schools- Adult counseling- Guidance in learning process- Learning and effective work habit- Functions of the vocational counselor- Techniques of placement – Career guidance. 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, “Principles and techniques of guidance”, UP Vikas Publishing House Pvt Ltd, 2008. 5. Chauhan .S.S, “Advanced Educational Psychology”, Vikas Publishing House Pvt Ltd. Clifford, (988. 6. Kocher .S.K, “Educational and Vocational Guidance in Schools”, Sterling Publishers Private Limited, New Delhi, 1996. 7. Kocher .S.K, “Educational and Vocational Guidance in Secondary Schools”, 2003. 8. Rajendran .E.K, “Guidance and Counselling”, 2008.

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Peace and Value Education - TE1307 Objectives At the end of the course, the student- teachers will be able to • understand about the meaning, nature of peace, value and different procedures of solution about the conflict. • understand about the Concept of value and its status. • apply different teaching methods in the present curriculum • identify the role of different organizations in peace enrichment • use different techniques to enrich peace related value. • analyze different agencies for enrichment of peace related value UNIT I - Peace Education Peace – Meaning, nature and its relevancy relating to the present global scenario, Different sources of peace: philosophical, religious, social and psychological. Classification of peace- Positive and negative peace, characteristics, remedy to minimize the negative peace and assistance of Indian thought in this field concept of peace and well - being Physical, Mental – Emotional and Social well being. UNIT II - Integrating Peace Education in the Present Curriculum Six major Media of Integration: Subject context, subject perspectives, Teaching Methods, Co-curricular activities, Staff development, class-room management, School Management-Practical steps to build peace culture in schools Hurdles to implement peace education. UNIT III - Non – Violence for Peace and Conflict Resolution Relationship between peace and violence- Role of violence in our lives and lives of others- Exposure to violence through media-consequences-crises and their management- -factors that influence Non Violence Yoga and meditation – Importance in life situations – and in school Education. UNIT IV - Global Issues and Peace Movements Human rights, Preservation of Ecology, population control, Economic Exploration, Deprivation, Equitable Economic world order- Gandhiji’s contribution to peace Studies, Non-Aligned Movement, Campaign for Nuclear Disarmament, Role of different organizations like UNESO in peace enrichment Peace in our Global Neighbourhood.

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UNIT V - Educating for a Culture of Peace Ecological thinking and respects for life (age 8-12) -Tolerance and respect for human rights (age between 11-16) -Critical thinking and active non-violence (age 12+)-Social Justice and Civic responsibility (age 14+) -Leadership and global citizenship(age 16+) knowledge, attitude and skills to be learnt in each of them-class room activities. UNIT VI - Values Values – Concept – Meaning, nature and its relevance in present Global scenario. Classification of values. Role of community, school and family in the development of values. Importance of Values in school, Recommendations of Education commission on Value inculcation. UNIT VII - Value Education Value Crisis – Factors – Family, Pcer Group, Mass Media and Nature and educational approaches. UNIT VIII - Fostering values Teachers role in society – community welfare, rural reconstruction, elimination of group conflicts and tension – promoter of national Integration and International Understanding - Role of Teachers in promoting value education. UNIT IX - Value Conflict Meaning – Resolution of value conflict - Value conflict and Terrorism ; Social – Economic status and value. Attitude towards life and relationship between value and life. UNIT X - Approaches and Strategies Value inculcation Means and Approaches analysis and clarification Strategies Direct- Curricular, Indirect Co-Curricular, personal activities and Extra Curricular Programmes. REFERENCES 1. Aggarwal .J. C, “Education for values, environment and human rights”, NewDelhi, Shipra publication, 2005. 2. Diwahar .R. R & Agarwal .M, “Peace education” , New Delhi , GandhiMarg, (Ed). 1984. 3. Jagannath .M, “Teaching of moral values development”, New Delhi, Deep and Deep publication, 2005. 4. Johan .G, “Peace by peaceful means” , New Delhi , Sage Publication, 1996. 5. Morrison .M. L, “Peace education”, Australia, McFarland, 2003. 25

6.

Salomon .G & Nevo .B, “Peace Education, The concept, principles, andpractices around the world”, London, Lawrence Erlbaum Associates, 2002. 7. Shukla .R. P, “Value education and human rights”, New Delhi: Sarup and sons, 2004. 8. Singh .Y. K, “Value education”, New Delhi, APH Publishing Corporation, 2009. 9. Subramanian .K, “Value Education” , Madurai , Ravana Publication, 1990. 10. Venkataiah .N, “Value Education”, New Delhi , Aph Publishing Corporation, 1998. 11. Venkataiah, “Value education”, New Delhi , APH Publishing Corporation, 2009.

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rpwg;g[j; jkpH; fy;tpapay; - TE1308 nehf;f’;fs; bkhHpapd; njhw;wk;. tsh;r;rp gw;wp mwpjy; fy;tp Vw;ghl;oy; (fiyj;jpl;lk;) bkhHp bgWk; mtrpak; gw;wp mwpjy;/ jkpH; vGj;Jf;fspd; xyp mikg;g[ gw;wp mwpjy; njrpaf; fy;tpf;bfhs;ifapd; Fwpf;nfhs;fis mwpjy; ghh;it E}y;fs; kw;Wk; jkpH; mfuhjpfs; gad;ghl;il mwpjy; ciuahrphpah;fd; jkpGf;F Mw;wpa bjhz;Lfs; gw;wp mwpjy; jkpH; bkhHpapy; nkw;bfhs;Sk;Ma;t[f; bfhs;iffs; gw;wp mwpjy; jkpH;bkhHpapd; jdpj; jd;ik. jdpr;rpwg;g[ mtw;iwg; nghw;wp tsh;f;f ntz;oajd; mtrpaj;ijg; gw;wp mwpjy; / cah;epiyj; jpwd;fshd gilg;ghw;wiy tsh;g;;gjw;fhd bray;Kiwfis mwpjy;/ gy;ntW bkhHpeilapd; rpwg;g[fs; kw;Wk; TWfis mwpjy;/ myF 1 ? jkpH; bkhHpapd; rpwg;g[fs; jkpH;bkhHpapd; njhw;wk; - tsh;r;rp - bkhHp tuyhW – njhw;wf;bfhs;iffs;- jkpH; bkhHpapd; gz;g[fs; - jkpH; bkhHp - fpis bkhHpf; bfhs;iffs; -jkpH; bkhHpapd; jdpj;jd;ik ? brk;bkhHp jkpHpd; rpwg;g[fs; ? vGj;J rPu;jpUj;jk; ? jha;bkhHpf; fy;tpapd; ,d;wpaikahikbkhHpa[k; rK:fKk; ,ize;J bray;gLjy;/ myF 2 ? jkpH; bkhHp xypapay; xyp bkhHpahjy; -jkpH; vGj;Jfspd; xypg;g[[- gpwg;g[- ngr;RWg;g[fspd;; bray;ghLfs; - jkpH; bkhHpapd; mikg;g[Kiw -milg;bghyp. Kf;bfhyp. cubrhyp. kU’;bfhyp. capbuhypfs; -xypadpay; -xypad;fis bjhy;fhg;gpak.;; - ed;D}y; fz;lwpa[k; bfhs;iffs; - bkhHp Ma;thshpd; fUj;Jfs;/ myF 3 ? jha;bkhHpa[k; fiyj;jpl;lKk; jha;bkhHp tiuaiw? fiyj;jpl;lk; tiuaiw ? fiyj;jpl;ljpy; jha;bkhHp bgWkplk; njrpa ,yf;F? njrpaf; fy;tpf;bfhs;if? nehf;fk; ? ,uz;Lf;FKs;s bjhlh;g[-njrpaf; fy;tpf;bfhs;ifapid eilKiwgLj;Jtjpy; fiyj;jpl;lj;jpd; g’;F – mtw;iw cUthf;Ftjw;fhd rpy mog;gilf; nfhl;ghLfs;/ myF 4 ? rkaKk; jkpH;j; bjhz;Lk; irtKk; jkpGk; - itztKk; jkpGk; - rkzKk; jkpGk; - bgsj;jKk; jkpGk; fpwp[j;jtKk; jkpGk; - ,RyhkpaKk; jkpGk; - Kjypa rkag; bghpanahh;fspd; E}y;fs; ? ciufs; czh;j;Jk; jkpHj;;bjhz;Lfs; gw;wpa ghh;it/ myF 5 ? bkhHpeil Mrphpah;fspd; jkpH;j; bjhz;L jkpH; ,yf;fpak; ? ciuahrphpah;fs; ? nguhrphpah; ? ,sk;g{uzh; ? er;rpdhh;f;fpdpah; ciueil Mrphpah;fs; ? kiwkiyaofshh; ? c /nt/ rhkpehja;ah; ? uh/gp nrJg;gps;is? jkpHz;zy; ? jpU/tp/fy;ahz 27

Re;judhh; ?mwp”h;mz;zh? je;ij bghpahh; ? lhf;lh; K/tujuhrdhh; ? g[Jikgpj;jd;/ myF 6 ? ghlE}y; Ma;t[k; ghh;it E}y;fspd;; gad;ghLk; ghl E}y;tiuaiw ? ghh;it E}y;fs; tiuaiw? ghl E}y;fSk; fw;gpj;jYk; ? ghh;it E}y;fspd; tiffs; ? mtw;wpd; jd;ik ? jkpH;bkhHp mfuhjpfs; ? fiyf;fs”;rpak;? mgpjhd rpe;jhkzp?epfz;Lfs; ?jkpH; byf;rpfd; ?,yf;fpa ciu E}y;fs;? eilKiwapYs;s jkpH; ghlE}y; ? tFg;g[ MW Kjy; gj;jhk; tFg;g[ tiu cs;s bkhHp gapw;;rpfs; ? bkhHpj; jpwd;fs; ? gFjpfs; mjd; epiw Fiwfis kjpg;gpLjy;/ myF 7 ? Itif ,yf;fzk; jkpH; vGj;Jfs; ? vGj;Jfspd; tiffs; ? vGj;Jfspd; gpwg;g[? brhy; ?brhy;ypyf;fz tiffs; ? bghUs; ? bghUspyf;fz tiffs; ? ahg;g[? ahg;gpd; tiffs; ? mzp ,yf;fzk; ? tiffs; (gs;spg; ghlE}y;fspy; tUk; gFjpfs; kl;Lk;/) myF 8 ? ,yf;fpaj; jpwdha;t[ ,yf;fpaj; jpwdha;t[ tiuaiw?jpwdha;tpd; njhw;wk; ? jpwdha;tpd; ,d;iwa epiy?jpwdha;tpd; tiffs; ? gilg;g[tHpj; jpwdha;t[? kug[tHpj; jpwdha;t[? KUfpay;Kiwj; jpwdha;t[? tpsf;fKiwj; jpwdha;t[? kjpg;gPl;LKiwj; jpwdha;t[? tuyhw;WKiwk; jpwdha;t[? xg;gPl;LKiwj; jpwdha;t[? ghuhl;LKiwj; jpwdha;t[?jkpH; bkhHp Ma;t[ bewpKiwfs;/ myF 9 ? Kj;jkpH; tsh;r;rp ,aw;wkpH; ?,ir jkpH; ? ehlfj; jkpHpd; ?njhw;wk; ?tsh;r;rp? r’;f fhyk; Kjy; ,f;fhyk; tiu? gilg;ghw;wy; jpwd;fs; ? gilg;ghw;wy; tot’;fs; ? ftpij tsh;r;rpf;F ,irapd; g’;F? [ ehlfk; ? tiffs; ? mikg;g[? bra;a[is ciueilahf;fp? Ehlfkhf cUthf;fp fw;gpj;jy;/ myF 10 ? bre;jkpGk; gy;Y}lfKk; brk;bkhHpj; jkpH; ? fzpdpj; jkpH;;? mwptpay; jkpH; ? gy;Y}lfj; jkpH; ? bkhHp fw;gpj;jYk; ? bkhHp bgah;g;g[ ? tiffs; ? bkhHp tsh;r;rpapy; bkhHp bgah;g;gpd; g’;F ? jkpH; ,izak; ? jkpH; Ml;rp bkhHpahtjpy; Vw;gLk; rpf;fy;fs; ? mtw;iw ePf;Fk; tHpKiwfs;/ ghh;it E}y;fs; 1/ fzgjp/tp/(2007) ew;wkpH; fw;gpf;Fk; Kiwfs; gFjp 1 & 2 rhe;jh gg;spc&h;!; brd;id 2/ “hd Kh;j;jp jh/V (2002) ,yf;fpaj; jpwdha;tpay; ahH; btspaPL 3/ ,sk;g{uzh; ciu (1969) er;rpdhh;f;fpdpah; ciu bjhy;fhg;gpak; brd;id fHf btspaPL 4./ ,uj;jpd rghgjp/ gp (1997) juk; kpF jkpH;f; fy;tp mk;rh gjpg;gfk; brd;id 5/ fiyr; bry;tp bt/ (2008) fy;tpapay; rpwg;g[j; jkpH.; r”;rPt; btspaPL