BEd First Semester Papers Final 02 December 2023 231215 115917
BEd First Semester Papers Final 02 December 2023 231215 115917
Semester-I
Paper-I (EDN-01)
Philosophical Foundations of Education
Credits 4 Marks: 100 (70+30)
1. Understand the nature of the social process and various perspectives in the educational
system.
2. Develop the ability to discuss and debate various constructs of education in ancient Indian
texts and relate them to the education system.
3. Get motivated and involve in peer discourses, reflect on their real-life and living contexts and
understand the philosophizing process.
4. develop insights into various perfectives.
5. Understand educational thoughts and processing into implications to education.
6. Explore and practice Western and Indian educational and ethical practices.
Schools of philosophy with respect to the aims, curriculum, methods, evaluation, and discipline
1. Idealism
2. Naturalism
3. Pragmatism and
4. Existentialism.
Unit-IV: Indian and Western Educational Thinkers vision on best Educational Practices
Indian
1. Swami Vivekananda
2. Sri Aurobindo Ghosh
3. Rabindranath Tagore
4. Jiddu Krishnamurthi
5. Pandit Madan Mohan Malviya
6. Swami Dayananda Saraswathi
7. Mahatma Gandhi
Western
1. Plato
2. Frobel
3. John Dewey
4. Paulo Freire
5. Martin buber
6. J.J. Rousseau
Fieldengagement
1. Discourse on Indian traditional values.
2. Seminar presentation on Shad-Darshana’s.
3. Critical reflections on Western philosophies with reference to the modern system of
education.
4. NEP-2020- Critical discourse on implications, challenges, and strategies.
5. Visit some model institutions reflecting various philosophies and philosophers and write a
report and make presentations.
6. Organizing an exhibition with Bharatiya Philosophies- Pictorial, videos, displays, explanations,
albums, collage.
7. Review the Subhashitas, Slokas, Shataka’s Sumati, Vemana, Dasharathi, Bartruhari,
Bagavad Gita (chapter 12, 13-19 verses), etc., and write understandings on values and
discover desirable virtues of human beings.
8. Conduct a project at practicing schools on the development of values through teaching the
Sumati, Vemana, Dasharathi shatakas, Bagavadgita Slokas and observe the behavioral
changes among students, and write a report.
9. Conduct a project at practicing schools on the inculcation of values through telling ethical
stories like Panchatantra, Ramayana, Mahabharata, Jaina Jataka stories, Historical great
warriors, Freedom fighters, Biographies of great philosophers, educationists and observe the
behavioral changes among students, and write a report.
10. Projecting trajectories of values of various philosophies from ancient to contemporary times.
➢ 9*Mock Parliament / mock Assembly/ mock convocation.
➢ Electoral process- citizenship characteristics, debates, discussions, and solutions to create a
fair election process.
➢ Visualize ‘Sama Samaja Nirmanam’, tradition-induced 21 st century Education alternatives.
➢ Reading and reflection on various Western and Bharatiya original/classical texts & scripts.
➢ Understanding reflecting on multilingualism as resource.
References
1. Annie Besant, “Seven Great Religions” National Book Network; 2nd edition, New
Delhi (April 2001).
2. Basics of Education, NCERT, 2014.
3. S. K. BELVALKAR AND R. D. RANADE, History of Indian Philosophy; South
AsiaBooks (1996).
4. Chandradhar Sharma, “A Critical Survey of Indian Philosophy”, Motilal
Banarsidass Publ., (2000).
5. M. Hiryana (2014), “Outlines of Indian Philosophy’, Published by Motilal Banarsidass Publishers
Pvt. Ltd, New Delhi.
6. Frank Thilly, “A History of Western Philosophy” Publisher H. Holt and Company (1914).
7. Will Durant, “The Story of Philosophy” Pocket Books, Simon &Schuster, Inc.
1230, Avenue of Americas, New York (1961).
8. Anand, C.L. et.al. ( ): The Teacher and Education in Emerging
Indian Society, NCERT, New Delhi.
9. Brubacher, John S. (1971) : Modern Philosophies of Education, Tata McGraw
Hill, New Delhi.
10. Gupta, V.K. (1996): Education in Emerging Indian Society, New Academic
Publishing House, Jallandhar.
11. Gore, M.S. (1982): Education and Modernization in India, Rawat Publication, Jaipur.
12. Mathur, S.S. (1985): A Sociological Approach to Indian Education,
Vinod Pustak Mandir, Agra.
13. Nath, Prem (1979): The Basis of Education, S. Chand Co. New Delhi.
14. Ross, J.S. (1972): Ground Work of Educational and Theory, Oxford Univ.
Press, Calcutta.
15. Taneja, V. R. (1985): Educational Thought and Practice, Sterling Publishers, New Delhi.
16. J.C. Aggarwal (2001), Basic Ideas in Education, Shipra Publications, New-Delhi
17. Dash (2014): Foundations of Education, Neelkamal Publications, Hyderabad.
18. National Curriculum Framework, 2005
19. National Curriculum Framework for Teacher Education, 2009.
20. Model curriculum secondary level ITEP, NCTE, 2023.
21. Bhatia & Bhatia, ‘The Philosophical and Sociological Foundations of Education’, Published by
Doba House, New Delhi.
22. Ranganathan, Shyam. Ethics and the History of Indian Philosophy. Delhi: Motilal Banarsidass,
2007.
23. Aggarwal, J. C., Great Philosophers and Thinkers on Education, (2006), Shipra Publications,
Delhi.
24. Dhavan, M.L. (2005): Philosophy of Education Delhi, Editor, Isha Books.
25. Nigal S.G., (2009), “Vedic Philosophy of Values”, Northern Book Center, New Delhi
Foundation Courses
Semester-I
Paper-II (EDN-02)
Child Development and Child Psychology
Credits 4 Marks: 100 (70+30)
Learning outcomes
After learning this course the Students will be able to
• describe the meaning, concept, characteristics, and factors affecting growth
and development,
• use the knowledge of Indian concept of self,
• apply various problem solving and learning strategies in real classroom settings,
• identify the various approaches of the process of learning,
• explain group dynamics and apply strategies to facilitate group learning.
Field Engagement:
1. Students should visit children’s places to understand the home, social, cultural background
and influence on the childhood and adolescence.
2. Study children in difficult circumstances identifying some cases & observing and reporting
(Child laborers, street children, orphan children, parent exploited children, emotionally
disturbed children, abused children, migrant children, poverty stricken children, child
trafficking, drug-abused, socially backward, economically backward, malnourished children)
3. Observe child-rearing practices of children from diverse backgrounds
4. Observe parenting styles, learning styles and report.
5. Observe the dietary habits of children in different circumstances and Gender disparities.
6. Observe children living of difficult circumstances and report any one case and discuss and
present in the classroom.
7. Interview Children & collect stories from them, their home/ family stories, parent’sstories,
study habit related stories.
8. Observe various classrooms and the curriculum transaction and learning styles in children.
9. Observe classroom practices: Teaching styles, disciplinary practices, Teacher language and
treatment of children in the classroom and report.
10. Collect the interests and likes of children of different age groups – 12 to 15 years.
11. Collect the daily routine of children and dietary habits in children.
12. Collect the views of children about television programmes, characters, stories – what they
like? Why they like? What are their suggestions? What are the popular TV programmes?
13. What are the perception of children on Media, Cinemas, family, Parents,T eachers’
characters.
References:
1. Sharma, N. (2003). Understanding adolescence. NBT India.
2. Saraswathi, T.S. (1999). Adult-child continuity in India: Is adolescence a
myth or an emerging reality? In T.S. Saraswathi (Ed.), Culture,
socialization and human development: Theory, research and applications
in India. New Delhi: Sage.
3. Mishra, A. (2007). Everyday life in a slum in Delhi. In D. K. Behera (Ed.),
Childhoods in South Asia. New Delhi: Pearson Education India.
4. Nambissan, G.B. (2009). Exclusion and discrimination in schools: Experiences of dalit
children.
5. Indian Institute of Dalit Studies and UNICEF.
6. Parry, J. (2005). Changing childhoods in Industrial Chattisgarh. In R. Chopra & P.
Jeffery (Eds.),
7. Educational regimes in contemporary India. Sage.
8. Rampal, A., & Mander, H. (2013). Lessons on food and hunger. Economic & Political
Weekly,
9. 48(28), 51.
10.Aggarwal, J.C. (1995). Essential Educational Psychology. New Delhi: Vikas
Publishing House Pvt, Ltd.
11.Anandan, K.N. (2006). Tuition to Intuition- A Constructive Perspective on
Second Language Pedagogy. Calicut: Mind - Voyalil Arcade, Mukkam.
12.Bhatia, H.R. (1977). Textbook of Educational Psychology. New Delhi:
Macmillan Company of India Pvt. Ltd.
13. Chauhan, S.S. (1988). Advanced Educational Psychology, Second
Edition. New Delhi: Anmol Publications Pvt. Ltd.
14. Dandapani (2002). Advanced Educational Psychology,
Second Edition. New Delhi: Anmol Publication Pvt. Ltd.
15. Dececco, J.P. (1979). The Psychology of Learning and Instruction. New
Delhi: Prentice-Hall of India Pvt. Ltd.
16. Hilgard, E.R. and Bower, G.H.(1990):Theories of Learning. Prentice Hall India, New
Delhi
17. Hurlock, E.B. (1999). Developmental Psychology. New Delhi: Tata
McGraw-Hill Publishing Company Ltd, New Delhi
18. Kakkar, S.B. (1989), Educational Psychology & Guidance. Ambala Cantt: Indian
19. Publication.
20. Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi: Prentice-
Hall of India Pvt. Ltd.
21. Mohan, Aruna (2011). Understanding the Learner & Classroom
22. Management Hyderabad:Neelkamal Publications Pvt. Ltd.
23. Narayan Rao, S. (1990). Educational Psychology. New Delhi: Wiley Easter
Limited.
24. Parameshwaran, E.G. and Beena, C. (2002). An Invitation to
25. Psychology. Hyderabad: Neelkamal Publications Pvt. Ltd.
26. Sharma, K.N. (1990). Systems, Theories and Modern Trends in Psychology. Agra:
HPB.
27. Sprinthall, Norman A. and Richard C. Sprinthall (1990). Educational
28. Psychology - A Developmental Approach, Fifth Edition. New York: McGraw-
Hill International Edition, Psychology Services.
Foundation Course
Semester-I
Paper-III (EDN-03)
Measurement and Assessment in Teaching
Credits 4 Marks: 100 (70+30)
Learning Outcomes
1. Errors of Measurement
2. Methods of Establishing Reliability
3. The Standard Error of Measurement
4. Validity for Teachers
5. Threats to Validity
6. Reliability and Validity
7. Types of Validity versus Types of Validity Evidence
8. Item Analysis for Teachers
9. Item Difficulty Index
10. Item Discrimination
11. Distractor Analysis
12. Using Item Analysis to Improve Classroom Instructions
Unit III: Classroom Tests and Assessments
References
Cohen, Louis; Manion, Lawrence and Morrison, Keith(2004); A Guide to Teaching Practice-
Fifth Edition; Routledge Falmer-Taylor and Francis Group; London.
Ebel Robert L., (1991). Essentials of Educational Measurement, Prentice Hall of India.
Gunter, Mary Alice et.al(2007)., Instruction: A Model’s Approach- Fifth Edition; Pearson
Education Inc.; Boston.
Unit IV: Aims and Objectives of Teaching and Learning Biological Science
1. Aims and objectives of learning and teaching biological science at secondary stage.
2. Promote process skills of science (observing, communicating, classifying, inferring,
measuring, problem solving, predicting, etc.)
3. Nurture scientific Imagination (curiosity, creativity, aesthetic sense, dialogic thinking,
emotional intelligence, passion for biological science, etc.)
4. Develop scientific attitude and scientific temper (respect for evidence, Open
mindedness,
Truthfulness in reporting observations, critical thinking, logical thinking, skepticism,
objectivity, perseverance, etc.)
5. Imbibe the Values Through Science Teaching – Feynman’s Perspective of science
values.
6. Relate biological science education to physical science, and social environment,
technology
and society, and Environment.
7. Meaning of Learning Objectives, Developing Learning Objectives, Features of well-
developed learning objectives- Blooms Taxonomy - Anderson and Krathwohl’s
Taxonomy- Academic Standards and Learning outcomes, Writing Learning Objectives-
Teacher educator develops learning objectives (for example taking the topics from the
contents of Microorganisms production of food from plants, soil pollution, Nutrition,
Respiration, Diversity in living organisms and our environment)
8. Planning for teaching biological science
a) Selecting the content, identifying facts, concepts, analyzing, organizing, and Planning
appropriate learning strategies and learning experiences.
b) Developing different lesson plans and period plans based on academic standards and
learning outcomes
9. Content-cum-methodology - Revisiting the Content of School Textbooks and their
Pedagogical Analysis
a) Content-cum-methodology: Meaning, Concept & Nature, steps to Content-cum-
methodology, Steps to Pedagogical Analysis
b). Understanding the following textbook subject matter from the Pedagogical
Content Knowledge (PCK) perspective:
Units of Biodiversity, ecosystems, plasma membrane, sense organs, animal behavior,
adaptations in different eco systems, reproduction and natural resources.
c). Pedagogical Analysis of the above subject matter shall be based on the following
points: i) Identification of concepts and processes, ii) Listing
Learning/Behavioral Outcomes, iii) Activities and experiments) Listing evaluation
techniques and strategies.
d). Need for enrichment of the above content knowledge for effective learning and teaching.
Web Links
• http:/www.tc.columbia.edu/mst/science.ed/courses.asp.
• https://egyankosh.ac.in/bitstream/123456789/12187/1/Unit-1.pdf
• https://egyankosh.ac.in/bitstream/123456789/6665/1/Unit-1.pdf
• https://files.eric.ed.gov/fulltext/ED484721.pdf
• https://www.education.gov.in/sites/upload_files/mhrd/files/NCF -School-Education-Pre-
Draft.pdf
• https://www.education.gov.in/sites/upload_files/mhrd/files/NEP_Final_Englis h_0.pdf
• https://ncert.nic.in/textbook.php?jesc1=9-16
• https://www.jstor.org/stable/23422153
• https://www.nios.ac.in/media/documents/SecICHCour/English/CH.15.pdf
Content Cum pedagogy Course
Semester-I
Paper-IV (EDN-04)
Content Cum Pedagogy of Mathematics
Credits 4 Marks: 100 (70+30)
Learning Outcomes:
Field engagement
References:
27. Bacharach, N., Heck, T. W., & Dahlberg, K. (2010). Changing the face of
student teaching through co-teaching. Action in Teacher Education, 32(1),
3 –14.
28. Ball, D. L., & Bass, H. (2003). Making mathematics reasonable in school. In
Aresearch companion to principles and standards for school mathematics (pp.
27 –44).
29. Ball. D.L, Hill H.C. & Bass, H.(2005). Knowing mathematics for teaching. American
30. Jackson, K. J., Shahan, E., Gibbons, L., & Cobb, P. (2012). Setting up
complex tasks. Mathematics Teaching in the Middle School, (January), 1
–15.
31. Skemp, R. (1978). Relational understanding and instrumental understanding.
Arithmetic Teacher 26 (3), 1-16.
32. NCERT (2012). Pedagogy of mathematics: Textbook for two-year B.Ed. course.
New Delhi: NCERT
Content Cum Pedagogy Course
Semester-I
Paper-IV (EDN-04)
Content cum Pedagogy of Social Sciences
Credits 4 Marks: 100 (70+30)
Learning Outcomes:
Student teachers will be able to:
• Develop psychological and pedagogical knowledge and skills according to universal psycho -
• pedagogical competencies in relation to social sciences
• Cultivate students' skills of systemic and comparative analysis, critical thinking and self-
• reflection. Organize productive interpersonal and professional interaction and communication,
• including a multicultural environment.
• Provide adequate self -esteem, develop and implement projects of self -education and self-
• improvement.
• Nurture values and approaches of teaching at secondary stage learners. Acquire skills
and competencies required to teach at the secondary stage.
• Discuss aims, nature and scope of Social Sciences.
• Analyze Social Science textbooks of secondary stage. Identify the values and importance
of social science in daily life.
• Develop learning objectives and outcomes. Understands the nature of integrated Social
sciences and its interface with society. Acquire a conceptual understanding of the
Pedagogy of social sciences. Familiarize different approaches and strategies of learning
social science at the secondary school stage.
• Plan and develop learning outcome-based lesson plans. Compare different types of
lesson plans and apply proper pedagogy in teaching social science.
• Categorize approaches, activities, and resources for teaching-learning. Use teaching
learning materials effectively in teaching social sciences. Identify learning resources from
the immediate environment. Use online, digital, and other resources in the teaching-
learning process.
• Compare merits and demerits of different types of assessment. Apply tools and
techniques of assessment in teaching learning process. Outline Emerging Trends and
Innovations in classroom teaching of social sciences according to universal psycho-
pedagogical competencies in relation to social sciences.
• Cultivate students' skills of systemic and comparative analysis, critical thinking and self-
reflection. Organize productive interpersonal and professional interaction and
communication, including a multicultural environment.
• Provide adequate self -esteem, develop and implement projects of self - education, self-
education and self -improvement. Nurture values and approaches of teaching at
secondary stage learners. Acquire skills and competencies required to teach at the
secondary stage.
c. Developing unit plans and lesson plans based on learning outcomes and experiential
learning for some concepts of social science such as climate, drainage, plate tectonics,
the concept of civilization, revolution, urbanization, democracy, demand-supply
phenomena, factors affecting the rate like density, concentration, temperature and
pressure etc.
d. Teaching strategies and classroom management, Reflective practices in
classroom processes.
e. Charts, models, worksheets, garden, museum, aquarium and terrarium.
f. Developing ICT integrated lesson plan for classroom and online teaching using digital
resources and multimedia
9. Content-cum-methodology - Revisiting the Content of School Textbooks and their
Pedagogical Analysis
1. Content-cum-methodology: Meaning, Concept & Nature, steps to Content-cum-
methodology, Steps to Pedagogical Analysis
2. Revisiting the Content of School Textbooks and their Pedagogical Analysis
a). Understanding the following textbook subject matter from the pedagogical
content knowledge (PCK) perspective:
Democracy, Constitutional Design, Electoral Politics, Democratic Rights, Working
of Institutions, India-Size and Location, Physical features of India, Drainage,
Climate, Natural Vegetation and Wildlife, Population, People as a resource,
Poverty, Food Security, Agriculture, Farming, Village industry, Village occupations,
The French Revolution, Socialism in Europe and the Russian Revolution, Nazism
and the Rise of Hitler, Forest Society and Colonialism, Pastoralists in the Modern
World, Resources and Development, Forest and Wildlife Resources, Water Resources,
Agriculture, Minerals and Energy Resources, Manufacturing Industries,
Lifelines of National Economy, Development, Sectors of the Indian
Economy, Money and Credit, Globalization and the Indian Economy, Consumer
Rights, The Rise of Nationalism in Europe, Nationalism in India, The Making of a
Global World, The Age of Industrialization, Print Culture and the Modern World,
Power Sharing, Federalism, Gender, Religion and Caste, Political Parties,
Outcomes of Democracy.
b). Pedagogical Analysis of the above subject matter shall be based on the following
points: a) Identification of concepts and processes, b) Listing
Learning/ Behavioral Outcomes, c) Activities and experiments) Listing
evaluation techniques and strategies) concept mapping
3). Need for enrichment of the above content knowledge for effective learning and
teaching.
• Inductive, deductive, problem solving, lecture cum demonstration, activity, field visit,
discovery, project, and discussion methods for learning of social science
concepts such as ocean currents and waves, periodic and non-periodic motion
of winds, endogenic and exogenic forces, governance, industrialization,
globalization etc.
• Hands-on activities, role play, discovery approach, project approach, inquiry
approach, problem-solving, concept mapping, collaborative & cooperative
learning approach, field based experiential learning and applications of suitable
methods for learning the selected chapters/concepts in social science
textbooks.
• Moving towards more holistic and multidisciplinary approach
• Critical, creative, and analytical pedagogy in social science.
• Emerging trends and Innovations in Teaching Social Sciences
• Concept attainment, Expository, inquiry driven approach, Concept Mapping and
graphic organizer, augmentation and AI in learning, Conceptual change model
• Learning exclusive of pre-conceptions and misconceptions
• Flipped learning and blended learning
• Critical, creative and analytical pedagogy in learning different concepts of social
sciences
• Designing Positive Learning Environment
Field engagement
Activities based on the syllabus of social science textbooks of the secondary stage:
• Develop write-ups on the teaching of social science using interdisciplinary and
multidisciplinary approaches as suggested in NEP 2020.
• Developing learning objectives and learning outcomes for the concepts of social
sciences at the secondary stage.
• Investigate how social science and citizenship fit together at secondary school.
• Prepare a detailed project on the curricular integration of skills and capacities in
social sciences.
• Content analysis of social science textbooks at secondary stage.
•
Suggestive Mode of Transactions:
References
Learning Outcomes:
1. What is science, scientific method and scientific knowledge? Brief history, philosophy
and sociology of science; Science as product and process.
2. Science as an art, beauty and aesthetic experience.
3. Science, Mathematics and Logic
4. Science, Religion and Modernity
5. Values and Science; Scientific attitude and appreciating other systems of
knowledge/alternative knowledge systems
6. Contributions of Indian (ancient and modern) and other scientists.
7. Science, Society and Human and Sustainable Development
UNIT II Pedagogical Approaches at the Secondary Stage
1. Indian Thinker’s Pedagogical ideas of education: Swami Vivekananda, Shri
Rabindranath Tagore, Jiddu Krishnamurthi, Gijubai Badhekha, CV Raman
2. Wester Thinker’s Pedagogical ideas of education: Dr. Maria Montessori, John
Dewey, William James
3. Pedagogical Approaches: The Constructivist Approach; The Collaborative
Approach; The Reflective Approach; The Integrative Approach; The Inquiry -
Based Approach; Other Contemporary Approaches
4. Types of Pedagogy: Social Pedagogy; Critical Pedagogy; Culturally
Responsive Pedagogy; Socratic Pedagogy.
5. Role of Pedagogy in Effective Learning: How does Pedagogy Impact the Learner?
Field engagement
Mode of Assessment:
Written test, classroom presentation, workshop, assignments, practicum, sessional
and terminal semester examination. 360- degree evaluation.
References
Learning Outcomes:
After completion of this course, student teachers will be able to
• outline the aims and objectives of teaching Language at the secondary level,
• identify and relate values of the Language with other disciplines,
• summarize the historical perspective of the Language,
• acquire information on current directions in English language teaching.
• identify and be sensitive to the proficiency, interests, and needs of learners.
• develop an appreciation of the role of English in both academics and life.
• develop, practice, and evaluate various aspects of the B. Ed Program with special
reference to language skills and language elements
Engagement
అభ్య సన ఫలితాలు:
ఈ కోర్సు పూర్యి
త న తర్వా త, ఛాత్రోపాధ్యా యులు ఇవి సాధించగలరు.
• సెకిండరీ స్థాయియిో భాష బోధించే లక్ష్యా లు మరియు లక్ష్యా లను వివరిించిండి.
• ఇతర్ విభాగాలతో భాష యొక్క విలువలను గురిిం త చడిం మరియు అనుసింధ్యనిం
చేయడిం.
• భాష యొక్క చారిత్తక్ దృక్ప థాన్ని అ ర్ిం ధ చేసుకోవడిం.
స్త
• తెలుగు భాషా బోధనో త్ర తత దృకప ధ్యలపై తగు సమాచార్వన్ని పిందడిం.
• అభాా సకుల నైపుణ్ా ిం, ఆసకుతలు మరియు అవసర్వలను గురిిం త చడిం, స్తన్ని తింగా
ఉిండడిం.
• విద్యా వేతతలు వారి జీవితిం రిండిింటి పై తెలుగు భాషా త్రరభావాన్ని తెలుసుకోవడిం.
• బి.ఎడ్ త్ోత్గామస్థోన్న వివిధ అింశాలను అభివృద్ధి చేయడిం, ాధన చేయడిం మరియు
మూల్ా ింక్నిం చేయడిం.
• భాషా నైపుణ్యా లు మరియు భాషా అింశాలకు త్రత్యా క్ సూచనలు ఇవవ డిం.
విషయాలకు సింబిందించిన ా
జ్ఞ న ను:
యూనిట్-3: భాషా శాస్త్రం- భాషోత్ప త్తి – ధవ నులు–ధవ ని ఉతప త్తర సాధనాలు-10 గం.లు
రర్వమర్శ త్గింథాలు:
1.NCERT(2023)స్థPedagogyస్థtextbooksస్థRelationshipsస్థwithస్థotherస్థsubjects.
2.Freire, P. (1970). Pedagogy of the oppressed. Harmonds worth: Penguin
2· Govinda, R. (Ed.) (2002) Indian Education Report: A profile of Basic Education, New
Delhi; Oxford University Press.
3· Government of India (1966). Report of the Education Commission 1964-66 on
'Education and National Development", New Delhi, Ministry of Education, GOI.
4· Government of India, (1986). Report of the National · Policy on Education (1986), New
Delhi, Ministry of Human Resources Development, Government of India.
5· Census of India (2001). Census data, 2001
6· Census of India (2011), Census data 2011
7· NIEPA (2010. DISE Data 2009-2010.
8· NCERT (2000), National Curriculum Framework for School Education (NCFSE), NCERT.
9· NCERT (2005), National Curriculum Framework, NCERT, New Delhi.
10· Kumar, Krishna, (1991), The Political Agenda of Education: A study of colonialist and
Natimclist Ideas, New Delhi: Sage.
11· Pratham (2010), Annual staus on Education a Report (ASER) 2010.
12· NCTE (2010), National Curriculum Framework for Teacher Education, NCTE.
13.· NCERT ( ), Midterm Assessment Survey, NCERT, New Delhi.
14· Pre test – Post Reports of CLIP, CLAP and LEP, AP SSA, Hyderabad.
15· Report of Sachar Committee
16· Report of National Knowledge Commission
17. Adams, M.J, (1990): Thinking and Learning about Print. Cambridge, Ma: MIT Press.
18. Amritavatli, R, (1999): Language as a Dynamic Text: Essays on Language, Cognition and
Communication. CIEFL Akshara series. Hyderabad: AIllied Publishers
19. Bond, L G et at (1980): Reading Difficulties- Their Diagnosis and Correction, New York,
Appleton - Century Crafts.
20. Bose Kshanika: Teaching of Telugu Modern Approach 5. Byrne, D (1975): Teaching
Writing, London, Longman.
21. Davis, Paul and Mario Rinvolucri, (1988): Dictation: New Methods, New Possibilities.
Cambridge Handbook for Language Teachers.
22. Morgan & Rinvoluri (1991): New Ways of Dictation, London, Longman.
23. Pal, H.R and Pal, R (2006): Curriculum – Yesterday, Today and Tomorrow. Kshipra.
24. Palmer, H E: The Principles of Language Study.
25. Parrot, M (1993): Tasks for the Classroom Teacher, London, Pergamon.
26. Prabhu, N.S. (1987): Second Language Pedagogy. Oxford University Press, NY.
27. Rebecca L. Oxford (1995): Language Learning Strategies: What Every Teacher Should
Know.
28. A. Jaworski and N. Coupland()" Methods in Language and Social Interaction" by
29. Rebecca Hughes ()"Teaching and Researching: Speaking"
NCERTస్థ&స్థSCERT(2023)స్థWEB LINKS:
30.https://scert.telangana.gov.in/DisplayContent.aspx?encry=7pq/4xEp0N8XZUjTSNEU8g
31.https://scert.telangana.gov.in/DisplayContent.aspx?encry=ammkNW4/gx+NeApstGPX+A
32.https://scert.telangana.gov.in/DisplayContentNew.aspx?encry=04/+mkcuHyHgoOFaXMUzAg==&e
m=y&emcounter=905962
33. https://scert.telangana.gov.in/Displaycontent.aspx?encry=Z+4YBPX+caUE5uiQSu6xdg
34. https://scert.telangana.gov.in/DisplayContent.aspx?encry=v89Kmz6Ur/90scESv8BM6w
35. https://scert.telangana.gov.in/DisplayContent.aspx?encry=u0aJJagC7xrQU9nBNWhs4A
36. https://scert.telangana.gov.in/Displaycontent.aspx?encry=8YoHsvvRy6Xc/g5fBKiY0A
37. https://scert.telangana.gov.in/Displaycontent.aspx?encry=y0iRVoGkeQ+S03bfhAiDLg
38. https://scert.telangana.gov.in/Displaycontent.aspx?encry=R0/4PUoq4lh4jBK+z3ojyw
39. https://scert.telangana.gov.in/DisplayContent.aspx?encry=oD4N9RNl1qk7VbpXZbnR7w
40.https://www.dei.ac.in/dei/files/notices/2022/Academic%20Council/Four_Year_IntegratedTeacher_Ed
ucation_Programme_(ITEP).pdf
41.https://ses.aud.ac.in/programme/undergraduate-studies/83-integrated-teacher-education-
programmes-(itep)
42.http://jtmadhavan.wordpress.com/2010/07/08/teaching-learning-materials
43.http://www.teachercreated.com/books/language-arts
44.https://ncte.gov.in/itep/PDF/ITEPNormsAndStandards.pdf
45.https://ncte.gov.in/website/introductionITEP.aspx
46.https://ncte.gov.in/itep/login.aspx
47.https://ncert.nic.in/
48. U. K Singh & K N Sudarshan Language Education DPH Publisher
49. NCERT-Teaching Reading a Challange
50. Dr. Santhosa Areekkuzhigil Constitutional Approach to Teaching & Learning NCERT 2006
51. NCERT National Curriculum frame Work 2005
52. NCERT Language Teaching Position Papers
53. SCERT State Curriculum frame Work 2011
7 SCERT Language Teaching Position Paper 2011
8 డా. దహగాం సాంబమూర్తి తెలుగు బోధన పదదతులు – నీలకమల్ పర చురణ
9 డా. శివ రత్న ాం డా. సాంబమూర్తి తెలుగు బోధన పదదతులు-తెలుగు అకాడమి
10 డా. పోరాంకి దక్షణామూర్తి భాషా ఆధునిక దృ కప ధాం - నీలకమల్ పర చురణ
11 డా.భద్రరరాజు కృ ష్ణ మూర్తి భాషా-సమాజాం-సాంసృ తి - నీలకమల్ పర చురణ
12 డా. డి యస్ సుబరమణయ ాం ఆధునిక భాషా శాస్ర సిద్
ద ాంతాలు – తెలుగు విశ్వ విద్య లయాం
13 చేకూర్త రామారావు తెలుగు వాకయ ాం - తెలుగు విశ్వ విద్య లయాం
14 డా. దహగాం సాంబమూర్తి విద్య మూల్య ాంకనాం - నీలకమల్ పర చురణ
15 డా. దహగాం సాంబమూర్తి తెలుగు భాషా సహిత్య దరప ణాం - నీలకమల్ పర చురణ
16 కే వి వి యల్ నరసిాంహరావు భాషా బోధన – భాషా శాస్ర ాం - నీలకమల్ పర చురణ
Ability Enhancement and Value-Added Course (AE&VAC)
Semester: I
Paper VI (EDN-0)6
Yoga and Understanding Self
Credits: 2 Marks 50(35+15)
Learning Outcomes
• Explain the importance of Yoga and how it helps an individual in understanding Self.
• Understand the importance of regular yoga practice, nature centered food habits
and disciplined life style.
• Perform yoga Asana, Pranayama and Dhyana with regard AYUSH suggested
Common Yoga Protocol.
• Practice Mudra, Bandhana, Kriyas etc.
• Knowledge on precautions, procedure, benefits and therapeutic values of AYUSH
suggested Common Yoga Protocol
Field engagement
1. Watch Yoga videos on AYUSH Common Yoga Protocol
2. Practice and demonstrate the AYUSH Common Yoga Protocol
3. Conduct yoga session at practicing schools on AYUSH Common Yoga Protocol
4. Visit the Naturopathy centers and observe the therapeutic yoga and naturopathy
practices.
5. Collect practitioner’s yogic experiences and their therapeutic results.
6. Organize the International Yoga Day celebrations at your college, village, schools, or
public place and write your reflections.
Mode of Transaction
Regular Practice of Yoga, Interaction with yoga practitioners, experts, Watching Yoga
videos & Yoga Channels, Conducting Yoga sessions for students, Reflective reading of
different yoga personalities, Learning by doing, Collecting information on relaxation
techniques for imparting concentration, Understanding Self and personality development.
Mode of Assessment
Assessment of student teachers participation during practicum days, Assessment of
Documentation, Assessment of performance and teaching abilities with respect to Yoga
asana, Pranayama, Dhyana and Mudras, Kriya yoga etc. and Assessment on
understanding on nature centered & yogic diet, disciplined life etc.
References
1. Brahmacharini Swami Dhirendra (1986), title “Yogic Sukshma Vyayama”,
Published by Dhirendra Yoga, New Delhi.
2. Quality Council of India (QCI), Title “Yoga professionals Official Guidebook for
Level 1”, Published by Excel Books, New Delhi 2016.
3. Goyandka, Harikrishandass (Samvat 2061), Title “Yoga Darshan”, Published
by Geeta Press, Gorakhpur.
4. Sahay G. S (2013), Title “Hathayoga pradipika”, Published by MDNIY, New
Delhi
5. Swami Vivekananda (2011 & 2012), title “Jnana Yoga, Bhakti Yoga, Karma
Yoga, Raja Yoga (4separate books), Published by Advaita Ashrama,
Kolkata
6. Gore M. M (2004), Title: Anatomy and Physiology of Yogic Practices”
Published by Kanchana Prakashana, Lonavala.
7. Kotecha, Vaidya Rajesh (2016), Title “A Beginner’s Guide to Ayurveda”,
Published by Chakrapani Publications, Jaipur.
8. Swami Karmananda (2006), Title “Management of Common Diseases”,
Published by Bihar Yoga Publication Trust, Munger.
9. Dr. M.L. Gharote (2010), Title “Applied Yoga”, Published by ACE Enterprises,
Madhu Rajnagar, Pune Road, Pune.
10. Saraswati, Swami Satyananda (2006), Title “Asana, Pranayama, Mudra,
Bandha”, Published by Bihar School of Yoga, Munger.
11. Iyengar, B. K. S.(2005), Title “Lights on Yoga”, Published by Harper Collins
Publisher, New Delhi.
12. Ministry of AYUSH’ (2022), Title “Common Yoga Protocol”, Government of
India, NewDelhi.
13. Swami Ramdev (2009), Title ‘Yog Its Philosophy and Practice’, Dipvya
Prakashan, Patanjali Yogpeeth, Haridwar.
14. Swami Ramdev (2009), Title ‘Pranayama Rahasya’, Dipvya Prakashan,
Patanjali Yogpeeth, Haridwar.
15. Prayer: Rgveda-10.191.2.
16. Yogi Swatma Rama (2018), “Hatha Yoga Pradipika”, Published by Adelphi
Press, London.
17. Swami Niranjanananda Saraswathi (2013), “Geranda Samhita”, Published by
Yoga Publications Trust, Bihar.
Ability Enhancement and Value-Added Course (AE & VAC)
Semester: I
Paper VI (EDN-06)
Communication Skills in English
Credits: 2 (1+1) Marks 50 (35 + 15)
Learning Outcomes
After completion of the course the student will be able to:
1. Understand the Importance of communication in the Professional World
2. Identify the various purposes for which communication is used in professional
situations
3. Understand the barriers in communication and learn the ways to overcome these
barriers
4. Learn in detail about the importance of grammar in effective communication
5. Understand how Listening is different from hearing and learn about the different types
of listening and use them effectively
6. Identify the major causes of poor listening
7. Understand what is meant by non-verbal communication
8. Learn to appreciate the subtleties of non-verbal communication and use them in
personal and professional communication
9. Combat Stage fright while making professional presentation
10. Deliver effective just-a-minute presentation
11. Understand what group discussion is and how important it is in the selection process
12. Learn the dos and don’ts for achieving success in job interviews
13. Learn in detail about the various personality traits that are assessed during job
interviews
14. Learn how to deliver different types of speeches
15. Learn how to draft effective dialogues and perform role plays
16. Understand the do’s and don’ts of a successful negotiation
17. Understand the importance of reading in achieving success in academic and
professional life
18. Apply the various skills required in understanding a passage and answering the
questions
19. Develop skills to condense a given text
20. Learn how to construct paragraphs effectively
21. Develop techniques required to construct an effective essay
22. Learn how to write different types of business letters
23. Develop techniques to write an effective blog
24. Learn how to draft the notice, agenda, and minutes of a professional meeting
25. Understand what a memo is and its style and structure
26. Develop the ability in writing an effective book review and a movie review
Listening Skills
Developing Effective Listening Skills
1. Listening versus Hearing, Poor Listening versus Effective Listening, Advantages of
Good Listening, Process of Listening, Intensive Listening versus Extensive Listening,
Barriers to Effective Listening, Five steps to Active Listening, Techniques for Effective
Listening, Listening and Note Taking, Guidelines for Improving Listening Skills
Speaking Skills
Non Verbal Communication
1. What is Non Verbal Communication, Body Language – Personal Appearance,
Posture, Gestures and Hand Movements, Eye Contact, Facial Expressions
2. Paralinguistic Features: Rate, Pause, Volume, Pitch/Intonation/Cadence/Voice
Modulation, Pronunciation and Articulation
3. Proxemics/Space Distance: Intimate Zone, Personal Zone, Social Zone, Public Zone,
Haptics
Group Discussion
1. Concept and meaning of Group Discussion, Difference between GD and Debate,
Number and Duration,
2. Personality Traits to be Evaluated – Reasoning Ability, Leadership, Openness,
Assertiveness, Initiative, Motivation, Attentive Listening, Awareness
3. Dynamics of Group Behaviour/Group Etiquette and Mannerisms
4. Types of Group Discussions, Summarising a Discussion
5. Guidelines for Effective Group Discussion
Job Interview
1. Meaning of Job Interview, Process, Stages of Job Interview, Desirable Qualities,
Preparation for Job Interview
2. What Does a Job Interview Assess?
3. Using Proper Verbal and Non Verbal Cues, Exhibiting Confidence
4. Strategies for Success at Interviews
Public Speaking
1. Difference between Public Speaking and Elocution
2. Choosing an Appropriate Pattern, Selecting an Appropriate Method, Art of Persuasion,
3. Making Speeches Interesting, Different Types of Speeches
Conversations, Dialogues, and Debates
Negotiation
1. The Art of Negotiation,
2. Nature of Negotiation
3. Need for Negotiation
4. Different Types of Negotiation, Different Styles of Negotiation
5. Factors Affecting Negotiation
6. Stages in the Negotiation Process
7. Negotiation Strategies
8. Tips for Win –Win Negotiation
Reading Skills
Reading Comprehension
Writing Skills
Essay Writing
1. Meaning of Essay, Types of Essay, Characteristics features of an Essay, Stages in
Essay Writing, Components Comprising an Essay,
2. Essay Writing – Guiding Principles
Business Letters
1. What is a Letter? Importance of Business Letters, Elements of Structure, Layout
2. Types of Business Letters
3. Essentials of Good Business Letters
Resume
1. Resume Preparation, Types of Resume, Important features of a selling Resume
Circulars
1. What is a Circular
2. Informative Circulars, Public Circulars, Circulars of Partnership and Companies,
Official Circulars
References
Credits: 2 Marks 25
Learning Outcomes
Student teachers will be able to:
• Keep a journal as a tool and connect between various aspects and develop ability to
record systematically.
• reflect on and clarify their thoughts,
• understand their self-awareness
• understand their experiences and observations
Introduction
Reflective journal writing is seen as a teaching tool in teacher education that helps
students make the connection between new and prior knowledge. A consistent journaling
routine and reflective practise strengthen the pre-service teacher's capability and give them the
necessary pedagogical knowledge and abilities. According to Ross (1989), reflective journal
writing is a method of considering problems in education that call for defensible choices.
Reflection is defined as more than just thinking; it is centred on the teacher's daily work in
the classroom.
Is Journaling beneficial?
Keeping a journal is beneficial because it allows student teachers to reflect on and clarify
their perceptions, feelings, and thoughts, which increases their self-awareness about their
experiences and observations (Learning Advisors, University of South Au stralia, 2005).
Additionally, one way that student teachers develop reflection is through the practise of keeping
a reflective notebook. By maintaining a reflective journal, one not only document events and
observations, but also generates fresh concepts and insights to make sense of the experiences
and situations encountered. As a result, reflective writing can support student teachers in
developing into critical, constructive, and reflective learners.
Types of Reflections
Journals are a useful tool for thinking about a variety of problems and circumstances from
multiple angles (RMIT, 2006). Six categories of reflection are listed by RMIT (2006).
OBSERVATIONS
At this stage a student would write about what they actually saw or their viewpoint on a particular
event.
QUESTIONS
Upon reflection, the student could ask the questions.
SPECULATIONS
After thinking about the situation, the student could reflect.
SELF-AWARENESS
At this point a student may place himself or herself in the situation by considering the
ramifications.
CRITIQUE
This is where the student may self-reflect on or “critique” the situation by writing.
Writing down one's reflections "leads to improvement and/or insight" (RMIT, 2006).
Reflection is a cyclical activity. Improvement can refer to any number of concepts that suggest
change, such as advancement, development, growth, maturity, and improvement. Through
education, we hope that students will improve, develop while they study, and eventually become
well-informed adults. New insights into students' inner selves can arise by documenting events,
thinking back on procedures, and assessing data to enhance deeper learning.
Levels of Reflectivity
Van Manen (1977) distinguished three levels of reflection about the degreeto which
teachers consider their instructional strategies. The first degree of reflectivity, known as
technical competency, focuses primarily on teachers' application of proper teaching
strategies in the
classroom (Richert, 1992). When in the technician mode, a teacher may attempt to deal with or
resolve events, difficulties, or challenges as they arise (Zeichner & Liston, 1996).
The ability to examine judgements made when it comes to teaching while keeping in mind
that these activities are connected to values commitments is the second degree of reflection
(Van Manen, 1977). "Making practical choicesand interpreting the nature and quality of the
educational experience are the main foci" (ibid., pp. 226-227). At this stage, the presumptions
and beliefs pertaining to the decisions taken will be made clear.
Critical reflection, the highest degree of reflectivity, demonstrates the capacity to weigh the
moral and ethical ramifications of instructional decisions (Zeichner & Liston, 1987). Here, the
focus is on how valuable educational experiences and information are, as well as how well
educational activities have benefited equality, justice, and human needs.
As indicated below, the reflecting Journal comprises three reflecting categories in addition
to seven focal topics.
Write, record
i. What are you going to do differently in this type of situation next time?
ii. What steps are you going to take on the basis of what you have learned?”
i. Record an experience/event
ii. Describe the event
iii. Who/what was involved?
iv. What part did who/what play in the event?
v. Reflect: Contemplate on the experience
vi. What are your reactions to what happened?
vii. What are your feelings about what happened?
viii. What are the positive aspects and the negative aspects of the situation?
ix. What you have learned from what happened?
x. Analyse your thoughts, feelings and reactions
xi. What was really going on and was everything as it appeared?
xii. What sense can you make of the situation?
xiii. Can you integrate a learned theory into this particular experience?
xiv. Can you demonstrate a better grasp of what occurred and how this helped in your
overall development as a teacher?
xv. Conclusions: What can you take away with you from this experience? What can be
concluded in general and in a specific sense from this experience and the analyses
you have made?
xvi. What will you do differently if this type of situation happens again?
xvii. What steps if any will you take based on what you have learned?
Note:
Teacher educators/mentors shall make it mandate to write the students reflections every
day, from day -1 to the last day. It provides a clear image to every student to look into their
own perceptions and reflections about their learning. This has to be produced before the
examiners and jury along with e-portfolio all through four semesters. Without which no
examination will be conducted.
This paper shall be showcased by all the students before the jury in last semester. i.e. IV
semester and it will be given scores and is reflected in the IV Sem memo with credits.
Semester IV (I-IV)
Paper -XXXIX (EDN-39)
e-Portfolio (1-4 Sem)
Credits:2 Marks 25
I. Introduction
Pre-service teachers in Teacher Education are required to compile a portfolio of their
professional experience, which includes teaching, internships, and school-based experiences.
The portfolio's primary goal is to record the abilities and expertise gained by preservice teachers.
It implies that each student teacher's abilities must be identified in their professional practice
portfolio. Second, as a channel of communication for mentors, lecturers, and trainees. This
means that for each trainee they supervised, the mentors, professors, and trainees themselves
must see value in the portfolio as a mutually beneficial medium. The third is trainees' professional
growth. Examining each student's growth and development throughout the course of a lesson is
the aim of a portfolio. Fourthly, provide the student instructors in training some opportunity to
think and acquire fresh insights and understanding. Fifth, create a methodical and expert
approach for acquiring information and document it. ICT use in education has many benefits, but
it is not always as simple to integrate into the teaching and learning process as one may think
(Coutinho & Bottentuit Junior 2008; Gathercoal et al. 2005; Sidin & Mohamad, 2007).
The three main goals of e-portfolios are to: (a) create a culture of proof for student
learning and educational impact; (b) improve coordination and feedback for instructors on
student work; and (c) offer an efficient mechanism for continuing reflective learning. In this
context, the usage of e-portfolios extends beyond professional standards for teacher
training and offers a model for raising the standard of education generally from both an
instructional and learning standpoint.
II. What is an e-Portfolio?
The term "e-Portfolio" refers to an electronic portfolio, which can also be referred to as an
online portfolio, digital sketchbook, web-folio, e-Folio, or i-Folio. It serves as a venue for the
online exhibition of creative works, such as literature, artwork, movies, photography, and designs.
It may also have headings, navigation menus, hyperlinks, and pages that combine text and visual
content.
Students can record their learning in electronic portfolios, which allow teachers,
classmates, and others to view the information from a distance. Student e -Portfolios serve as a
place to store, evaluate, and reflect on work as well as a record of learning throughout time. An
electronic portfolio, or e-portfolio, is a deliberately curated collection of student examples,
projects, and artefacts that highlight learning outcomes, accomplishments, and proof of the
students' abilities. Students who produce e-portfolios must solve problems, make decisions,
reflect, organise, and think critically in order to create a learning "story" that appropriately reflects
the competencies and skills they have acquired. A skilfully designed e -portfolio programme is a
fantastic teaching resource for educators. They encourage the deeper learning that we want for
our students and give institutions real assessments of student learning.
Electronic portfolio uses a variety of general technologies, such as word processing,
multimedia authoring tools, portable document format (PDF) files, web logs, and others, for the
digital creation, storing, organising, and presentation of portfolio artefacts. This second kind of
electronic portfolio makes use of the institution's online storage space or a range of digital
storage devices, such as CDs and disc drives (Gibson & Barrett, 2003). The use of e-portfolios in
the classroom enhances the diversity of the learning process and the assignment's assessment
component.
Primary concepts that represent teacher knowledge and skills can be utilised as the
portfolio's table of contents, or the institution can choose to employ teacher education standards
as an organisational framework. The portfolio might, for instance, have five main sections: one for
evidence specific to work in classrooms (lesson plans, curriculum units, student work samples,
assessment tools), one for evidence specific to meeting the needs of all students (lesson
adaptations, lessons integrating a variety of instructional strategies, differentiated assessment
strategies and tools), and one reserved for personal and professional information (curriculum
vitae, university transcripts, educational philosophy statement), and a final category reserved for
evidence specific to meeting the teacher education standards, and another reserved for evidence
specific to working with families and communities (e.g., parent communication tools, class
newsletters, evidence of integrating families and community members into curricular and
classroom activities). The portfolio displays a range of artefacts that may be explored in more
detail by clicking on the hyperlinks within each main category.
Add a navigation menu with links to the various work areas of the e-Portfolio at the top of
the screen, either above or below the main header. Pages can be grouped together in categories
and subcategories using a drop-down menu. The menu should have simple, easy-to-read
language. Teachers frequently establish guidelines and naming conventions for menu items so
that students may easily find their work.
Menu items should be arranged in a logical order to demonstrate the development of
ideas. They should also have links to the main page and other important pages (such as the
"About Me" and "Contact" pages, which are helpful for people who want to use the e -Portfolio for
professional purposes). The website footer, which is located at the very bottom of the page, can
also have a second menu.
viii. Ensure content views well upon different screen sizes, with images and text clearly
visible.
ix. Use hyperlinks to connect different parts of the portfolio and link to external websites.
x. Use a simple presentation style.
xi. Introduce the project on the ‘Home’ page. Provide a synopsis of the project, explain
the goal of the e-portfolio, and include links to the many sections that are important to
the project.
xii. Add an ‘About Me’ page: When it comes to a career portfolio, an About Me page is
quite crucial. Here, students can add personal details about themselves.
a. From the Homepage, click the create page button to get started.
b. Continue in the following order:
1. Name the page
2. Choose a page template
3. Choose where to put the page in the site
4. Click the "create" button
Step 3: Page layout
a. To change your page layout, open "editor" mode by clicking on the pencil icon
b. Choose a design option from the dropdown menu and fill in your contents. Don't forget
to click save button after entering you contents.
Step 4: Site Layout
a. Start editing your site layout by clicking on the gear at the top right corner of your
browser window
b. Choose Edit Site Layout and click on any of the header to enable/disable it. Changes
are saved instantly.
Step 5: Customize Site Appearance
a. Go to the gear button at the top right corner of your site
b. Choose Manage Site, then General tab
c. You can then edit the following
1. Site title (name)
2. Language
3. Landing page
Step 6: Add Text and Images
Step 7: Insert Google Drive Files
You can embed Google Drive files (documents, drawings, folders, forms, images,
presentations, spreadsheets, and videos) into your e-portfolio site.
To embed a file:
a. Go to the page where you want to embed the file
b. At the top right, click Edit page button
c. Place the cursor where you want the file to go.
d. Click Insert > Drive. In the Insert window, search for a file to insert, or paste a Google
file's web address at the bottom. Click Select.
e. Choose a border, title, size, and other options, then click Save.
f. At the top right, click Save to save the page.
When the original Google file is updated, it updates automatically on the site.
Note: For visitors to see the embedded file on your website, make sure "sharing" is turned on
from the Share menu. It will display as view-only within the page.
Step 8: Control Access to your e-portfolio
If your site is private, you can share your site to allow individual people to view or edit your
site. If your site is public, your site will already be viewable by anyone, but you can share your
site to allow other people to edit your site. Follow these steps to share your site with other
people:
a. From the gear button (More drop-down menu), select Sharing and Permissions.
b. In the Invite people text box, enter the email addresses of the people you wish to
share your site with.
c. Choose the level of access you wish to give them. (Anyone you set to Can view can
look at the site. Anyone you set to Can edit can change the look and content of the
site. Anyone you set to Is owner can change the look and feel of the site as well as
make administrative changes, such as deleting the site or adding new owners.)
d. Click Send
This is a great example of an e-portfolio created with Google Sites by Joseph Turek, an
art teacher at Greenfield High School in California, USA. Different from the basic website pages
that can be made with Adobe Spark or Behance, this expert Google Sites e -portfolio includes
thorough organisation and linking of work across several website pages.
VII. References:
1. https://www.studentartguide.com/articles/how-to-make-an-eportfolio-for-students
2. https://journals.sagepub.com/doi/pdf/10.2304/elea.2007.4.1.40
3. https://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1152&context=innovate
4. E-portfolio model development for the professional practice bachelor of teaching (PISMP)
in Malaysia. Tajul Ashikin, Hashim Ruhizan, Mohammad Yasin & Rohani, Seman. Procedia -
Social and Behavioral Sciences 174 ( 2015 ) 1262 – 1269.
5. https://www.instructables.com/Eportfolio-With-Google-Sites/
6. https://www.youtube.com/watch?v=j1wvJGElg_Y
7. https://nathancomstock.weebly.com/
https://michellegarrett1.wixsite.com/e-portfolio
Outline of Activities under School Experience
Total 24 Credits
Pre-Internship Practice
Pre-Internship is a vital component of the Teacher Education Program. It is a prerequisite for the
student teachers to experience a simulated classroom environment to prepare them for real-life
situations. Student teachers get exposure in a conducive, guided environment to manage a classroom
and learn pedagogic and classroom management skills and get an opportunity to have hands -on
experience.
Learning Outcomes:
After completion of the course, student teachers will be able to:
• acquainted with various pedagogic practices, classroom management skills, assessment tools
and learning standards,
• get experience of conducting classes by observing lessons transacted by teacher educators
(demonstration lessons),
• develop lesson plans to transact them using appropriate pedagogies and learning resources,
• develop and practice teaching skills in a guided environment to be an effective teacher,
• understand best practices and challenges through peer observations
• be prepared for the school internship.
Mode of Transaction
*All the activities school wise, student wise and activity wise video recording of all the lessons
taught by students has to be done by the colleges and the same should be uploaded in their
respective web sites and the same shall be submitted to the university for moderation and Head,
Dept. of Education in DVD or hard disc.
Internship semester wise abstract
Students shall video graph their visits and other details with geo -tag
photographs. Jury shall be conducted at the college level with two teachers,
one mentor and other faculty members.
Students shall make the presentation of their visits and submit a report to the
jury.
20 days
peer teaching @ 5 lessons in two methods. Students shall teach five lessons in
each content cum pedagogy, @ 20 mts duration of each lesson. All the students
in each content cum - pedagogy shall observe the lessons of all peer group. Each
student shall observe five lessons of the peer students in each pedagogy.
Sem-II -Internship Teaching – @ 5 lessons – in two pedagogies. Generic lessons 10.
-20 days All regular activities of the school from assembly to last bell students shall be
present. Teaching – @ 10 lessons – two pedagogies.
Generic lessons- 10 period plans, in school and learn best practices and conduct
activities. Students shall make the students to recite shatakas and Geeta and
hold small contests and competitions and participation in all activities.
Conducting PTAs, SMCs, Stories, local area surveys, PTA meetings, SMC
meetings Reports, planning school activities along with the regular teachers,
school budget, participating in all school activities along with the regular
teachers. preparing timetables, planning scholastic and non-scholastic
activities and conducting as per schedules, academic auditing procedures.
Acquainting with school and making school map -resource mapping and
making a map and displaying conspicuously till the end of internship. land,
water, energy, greenery, building, material, waste bins etc.
Preparing a data base of school children with basic details and preparing
analytical report, to know the children’s family background to facilitate
teaching effectively and conduct other activities.
By the end of internship student teachers will be able to acquaint with all the
duties and functions of a regular teacher develop passion for teaching and
love for children and a positive attitude to help children to learn.
Teaching at allotted schools- 10-period plans in each pedagogy subject
Semester- IV
Research based reporting-full time participation in school activities
Internship
associated with school from morning to evening
Finalization of e-portfolio and reflective journal and present for the jury with all
four semesters data and reflections of all the activities as per the guidelines
given.