BEd First Semester Papers Final 02 December 2023 231215 115917

Foundation Course
Semester-I
Paper-I (EDN-01)
Philosophical Foundations of Education
Credits 4 Marks: 100 (70+30)
Course Learning Outcomes
Student teachers will be able to:
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.
Unit-I: Introduction to Education and Philosophy

1. Education: Conceptions on Meaning, Nature, and Types of Education.
2. Philosophy: Conceptions on Meaning, Nature, and Scope of Philosophy.
3. Relation between philosophy and education.
4. Scope of Philosophy of Education with respect to aims, curriculum, methods of education,
teacher, student, discipline, and assessment.
5. Philosophical bases for Pedagogical issues: Paradigm shift, rote learning to understanding,
Child-centric pedagogies- Activity-based, Collaborative, experimental, play-way, storytelling,
etc. Indigenous pedagogies-Sravana, Manana, Nidi dhyana; Swadhyaya, Khandan Mandan
Samvad, Meditation, etc.
Unit-II: Understanding of Indian and Western Perspectives of Education and Values

1. Meaning, nature, aims, and values of Education with reference to Vedic, Buddhist, Jaina,
Sikh, and Islamic traditions.
2. Understanding terms related to Indian Education: Dharshana, Para Vidhya, Apara Vidhya,
Shila Vidhya, Shreyas and Preyas, Samskaram, Pragna, Dharma, Law of Rhythm, Pancha
Kosa, Gurukulam, Acharya, Guru, Drashta, Upadhyaya, Shishya, Jigyasa, Swadhyay,
Samvad, Jiva/Self, Vairagya, Atma Chetana, Eruka, Moksha.
3. Values Enshrined in the Indian Constitution.
4. Understanding terms related to Western perspectives of education: Vision, Wisdom,
Realization, Empirical, Rational, Logical, Intuitional, Revelation, Moral, ethical, Positive
outlook, Ontological, Teleological, Cosmological arguments, Criticism, Relativism, and
Universal and particular principles.
5. Child Rights Convention and positive discipline.
Unit-III: Indian and Western as and Perspectives of Education

Indian (Bharathiya) : Educational Implications of the following Shad Darshanas
1. Nyaya, Vaiseshika,
2. Sankhya, Yoga,
3. Mimamsa, Vedanta.
4. Caruvaka, Jaina and buddha
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
Unit-V: Values and Ethics in Education: Indian and western
1. Meaning, Types, Need, and Significance of Values.

2. Indian ethical concepts and value inculcation: Concept of Dharma, Vedic ethics-Satyam,
Shivam, Sundaram, Cosmic Rhythm, Purusharthas; Gita ethics: Swakarma, Stitapragna,
Nishkamya Karma, Loka Samgraha Pravrutthi, Qualities of Stitha Pragna, Trigunas- Sattva,
Rajah, Tamass; 36 Human Virtues Gita 12.13-19) –Adveshta, maitra, Karuna, etc.; Ethical
Poems and its values: Vemana Shatakam,
3. Convocation Message in Shiksha Valli- Taitereya Upanishad
4. Western ethical views and value inculcation: Hedonism, Utilitarianism, Plato's Virtue Ethics,
Aristotle’s Virtue Ethics, Emotivism, and Prescriptivism.
5. Professional Ethics of Teachers-NCTE 2020 and NEP-2020 Values with reference to the
21st century.
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
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.
Unit I: Introduction to Child Development

1. How do children grow?
2. Childhood and Social Context of Child Development
3. Nature-Nurture Dynamics in Child Development
4. Developmental Process, Periods and Issues
5. Biological Processes, Prenatal Development and Birth
6. Development of Neurons, Brain and Nervous and endocrine System
7. Physical Development
8. Motor, Sensory and Perceptual Development
9. Impact of Globalization on Child Development
Unit II: Perspectives on Child Development
1. Early Experience and Learning in Children

2. How does a child think?
3. Cognitive Development: Jean Piaget, Lev Vygotsky, Urie Bronfenbrenner
4. Language and Literacy Development
5. Social Moral and Socio-Emotional Development
6. Development of Art, Music and Aesthetic Development in Children
7. Culture and Diversity in Child Development
8. Pancha Kosha Theory of Personality
9. Understanding Child Development from Indian Psychology.
Unit III: Perspectives on Learning and Motivation
1. How does children learn?

2. Behavioral and Cognitive Theories of Learning
3. Social –Cognitive Theories of Learning
4. Culture and Diversity in Child Learning
5. Developmental Needs, Motivation and Learning
Unit IV: Dynamics of Child Psychology
1. Rethinking Child Psychology

2. Creative Activity and Significance of Play in Children
3. Psychology of Adolescence and Adulthood
4. Influence of Families, Peers, Schooling and Market
5. Development of Attitudes, Interests and Socio-emotional Behavior
Unit V: Dynamics of Adolescent Psychology
1. Impression Formation and Attribution

2. Prejudice, Discrimination and Psychology of Gender Formation
3. Aggression and Pro-social Behavior
4. Character Development and Discipline
5. Religious, Human and Spiritual Development in Children
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
Learning Outcomes
Student teachers will be able to develop:
• An understanding of the role of measurement and assessment in the instructional

process
• The ability to define instructional goals and objectives in ways that facilitate the
construction of appropriate test and assessments
• An understanding of the concepts of Validity and Reliability and their role in the
construction, selection, interpretation and use of test and assessments
• The ability to construct classroom tests and assessments that measure a variety of
learning outcomes, from simple to complex
• The ability to administer tests and assessments properly and to use their results
effectively with due regard to the necessary precautions
• An understanding how tests and assessments contribute to effective marking systems
and reporting systems and to improve instructional decisions.
• Ability to understand Portfolio and to use portfolio in instructional processes
Unit I: Introduction to Educational Assessment
1. Meaning of Test, Measurement, Assessment and Evaluation

2. Variables and Scales of Measurement: Nominal, Ordinal, Interval and Ratio Scales
3. General Principles of Assessment
4. Assumptions of Educational Assessment
5. Assessment and the Instructional Process, Common Application of Educational
Assessments
6. Types of Assessment Procedures
7. Continuous and Comprehensive Evaluation: Need, Relevance, Implementation
Procedure and Problems
Unit II: Reliability and Validity
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
1. The purpose of Classroom Tests and Assessments

2. Developing specifications for Classroom Tests and Assessments
3. Selecting appropriate Types of Items and Assessment Tasks
4. Constructing objective Test Items: Simple Forms
5. Constructing Objective Test Items: Multiple choice Forms
6. Measuring Complex Achievement: Essay Questions
7. Measuring Complex Achievement: Performance Based Assessment
8. Scoring Rubrics and Rating Scales
9. Assembling, Administering and Appraising Classroom Tests and Assessments
Assembling the Classroom Tests
Administering and Scoring the Classroom Tests and Assessments
Appraising Classroom Tests and Assessments
Unit IV: Portfolios
1. Portfolio, What Qualifies as a Portfolio of Students Work

2. Potential Strength and Weakness of Portfolios
3. Purpose of Portfolio
4. Guidelines for Portfolio Entries
5. Portfolio in Instruction and Communication
Unit V: Grading, Reporting and Interpreting Test Scores and Norms
1. Feedback and Evaluation

2. Functions of Grading and Reporting Systems
3. Types of Grading and Reporting Systems
4. Multiple Grading and Reporting Systems
5. The Basis for Assigning Grades
6. Conducting Parent-Teacher Conferences
7. Interpreting Test Scores and Norms
8. Method of Interpreting Test Scores
9. Grade Norms
10. Percentile Ranks
11. Standard Scores
12. Qualitative Description of Scores
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.
Kubiszyn Tom. (2003). Educational Testing and Measurement, John Wiley. ·
Linn, Robert L. and Gronlund, Norman E. (2000). Measurement and Assessment in

Teaching; Pearson Education Inc.
Content Cum Pedagogy Course
Semester- I
Paper-IV (EDN-04)
Content cum Pedagogy of Biological sciences

Learning Outcomes:
• Develop psychological and pedagogical knowledge and skills according to universal
psycho-pedagogical competencies in relation to biological science
• 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 biological science.
• Analyze textbooks of secondary stage.
• Identify the values and importance of biological science in daily life.
• Develop learning objectives and outcomes.
• Understand the nature of integrated biological science and its interface with society.
• Acquire a conceptual understanding of the Pedagogy of biological Science. Familiarize
different approaches and strategies of learning 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 science.
• Categorize approaches, activities, and resources for teaching-learning. Use teaching
learning materials effectively in teaching science. 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 science according to universal psycho- pedagogical competencies in
relation to biological science
• Cultivate students' skills of systemic and comparative analysis, critical thinking and self-
• 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.
Unit I: Understanding Science and Scientific Inquiry

1. What is science, scientific method and scientific knowledge?
2. Brief history, philosophy and sociology of science; Science as product and process.
3. Science as an art, beauty and aesthetic experience.
4. Science, Mathematics and Logic
5. Science, Religion and Modernity
6. Values and Science; Scientific attitude and appreciating other systems of
7. knowledge/alternative knowledge systems
8. Contributions of Indian (ancient and modern) and other scientists. William Harvey,
Lamarck, Charles Darwin, S.N, Bose, M.S. Swaminathan, Birbal Sahni, Rosalind
Franklin,
9. Elizabeth Blackburn, Gertrude, B. Elin.
10. 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

2. Rabindranath Tagore, Jiddu Krishnamurthi, Gijubai Badhekha, CV Raman
3. Wester Thinker’s Pedagogical ideas of education: Dr. Maria Montessori, John
4. Dewey, William James
5. 3. Pedagogical Approaches: The Constructivist Approach; The Collaborative
6. Approach; The Reflective Approach; The Integrative Approach; The Inquiry-
7. Based Approach; Other Contemporary Approaches
8. Types of Pedagogy: Social Pedagogy; Critical Pedagogy; Culturally
9. Responsive Pedagogy; Socratic Pedagogy
10. Role of Pedagogy in Effective Learning: How does Pedagogy Impact the Learner?
Unit -III Understanding Teacher Knowledge and Learner Background

1. Nature of Pedagogical Relations, Spaces, Events, Experiences and
Phenomena.
2. Influence of Teacher Beliefs about the Self, Disciplinary Knowledge, Learner
Learner Performance, Learner Development, Assessment, Curriculum,
Education, etc. on Student Learning.
3. Lee S. Shulman ‘s seven categories of teacher’s knowledge base to promote
understanding among its students:
(i). Content Knowledge;
(ii). General Pedagogical Knowledge;
(iii). Curriculum Knowledge;
(iv). Pedagogical content Knowledge;
(v). Knowledge of Learners and their characteristics;
(vi). Knowledge of educational contexts; and
(vii). Knowledge of educational ends, purposes, and values.
4. Pedagogical content Knowledge as special amalgam of content and pedagogy
that is uniquely the province of teachers, their own special form of professional
understanding.
5. Understanding Secondary Stage Learners
• The physical, mental, social, and emotional growth of secondary-stage learners
• Thought processes and cognitive skills of secondary stage learners
• Psychological and social orientations of secondary stage learners
• Social and academic lives of secondary-stage learners
• Characteristics of secondary-stage learners
• Conflicts and challenges of secondary stage learners.
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.
Unit V: Methods and Approaches of Teaching Biological Science

1. Processes of biological science: observation, inquiry, hypothesis, experimentation, data
collection, interpretation, inference, and generalization.
2. Inductive, deductive, problem solving, demonstration, lecture cum demonstration, activity,
laboratory, project and discussion methods for learning the concepts of science at the
secondary stage.
3. Hands-on activities, role play, discovery approach, project approach, inquiry approach,
experimentation, problem-solving, concept mapping, collaborative &cooperative learning,
experiential learning, art integration learning, and sports integration and applications of
suitable methods for learning the selected chapters/concepts in biological science
textbooks.
4. Critical, creative, and analytical pedagogy in learning concepts in biological science.
5. Emerging Trends and Innovations in Teaching biological Science: Argument driven
Inquiry,
6. graphic organizer, Zone of proximal development (ZPD) and scaffolding, augmentation,
robotics and AI in learning, conceptual change model; Emerging Trends and
Innovations in Indian and Global contexts; Flipped learning and blended learning.,
STEM and STEAM.
Field engagement
▪ Student teachers will be asked to observe lessons of experienced school teachers
to observe and reflect on how they plan for teaching, what method they use, how
they manage class, and how they use assessment to promote learning. They will
be asked to prepare and present a report on lessons learned from these
experiences.
▪ The institution will conduct a two-day workshop on designing assessments where
student teachers will learn how to prepare purposeful assessments under the
guidance of invited experts.
▪ Develop learning outcomes for the concepts of science at the secondary stage.
▪ Establish horizontal and vertical linkages with other subjects.
▪ Seminar presentation on historical development of science including contributions
of different scientists
▪ Content Analysis (Class VIII, IX, X Biology text books). Formulatin academic
standards, Objectives & Learning Outcome
▪ Developing Concept maps. Lesson Research in Biological sciences
▪ Designing Activities to deliver Biology Science Concepts
▪ Identifying and integrating values in biological science concepts.
▪ Designing ICT based learning material in biological sciences
▪ Demonstrate different pedagogical approaches and strategies
▪ Script writing for role playing in concepts of biological sciences.
▪ Prepare write-ups on the teaching of science using interdisciplinary and multi-
disciplinary approaches as recommended in NEP 2020.
▪ Preparation of one working model on the concepts of science. Improvisation of
apparatus
▪ Digital content creation on any two concepts of science at secondary
stage. Identifying You tube Channels promoting innovative science experiments.
▪ Preparation of a lesson plan keeping in view blended learning approach for
the concepts of science followed by seminar/presentation.
▪ Simulated Teaching session and seminar presentation on historical development
of science including contributions of different scientists.
Mode of Transaction
Hands-on activities, demonstration of discovery approach, project approach,
inquiry approach, experimentation, problem-solving, concept mapping, experiential
learning, digital art, and environment integrated learning, sport integrated learning
Mode of Assessment:
• Written test, classroom presentation, workshop, assignments, field engagement /
practicum, sessional and terminal semester examination. 360-degree
evaluation
References
Australian Capital Territory. (2016). Teachers’ guide to assessment.
https://www.education.act.gov.au/ data/assets/pdf_file/0011/297182/Teachers- Guide-
To-Assessment.pdf
• Bastable, S. B., & Myers, G.M. (2017). Development stage of learner.
https://zbook.org/read/2e027c_chapter-5-developmental-stages-of-the-learner.html
• Divakr, P. (2023). Swadhyayprawachan as pedagogical method. Jnanprabodhini,
Pune.
• EL Education. (2018). Characteristics of secondary school learners.
https://eleducation.org/resourceDownload/
• Freire, P. (2017). Pedagogy of the oppressed. Penguin Classics.
• Hill, L. (2012). Module 7.2 Teaching methods. Australian Agency for International
Development (AusAID) GRM International.
https://www.education.gov.pg/TISER/documents/pastep/pd-tm-7-2-general-teaching-
methods-student.pdf
• Lathan, J. (2023). The complete list of teaching methods.
https://onlinedegrees.sandiego.edu/complete-list-teaching-methods/
• Misra, P.K. (2021). Learning and teaching for teachers. Springer.
• NCERT. (2023). Draft national curriculum framework for school education. NCERT.
• OECD. (2008). Assessment for learning formative assessment. OECD/CERI.
https://www.oecd.org/site/educeri21st/40600533.pdf
• OECD. (2009). Chapter 3-the professional development of teachers.
https://www.oecd.org/berlin/43541636.pdf
• Sambell, K. (n.d.). How to design assessments for learning. Heriot-Watt University &
Learning teaching academy. https://lta.hw.ac.uk/wp-content/uploads/22_AFL_How- to-
design-assessments-for-learning.pdf
• Tyagi, C., &Misra, P.K. (2022). Teacher professional development practices in
ancient India: Evidence from Upanishads (C.800 BCE - C.500 BCE). International
Journal of Research – Granthaalayah, 10(5), 139–153.
https://www.granthaalayahpublication.org/journals/granthaalayah/article/view/IJRG2
2_A05_6154
• Tyagi, C., &Misra, P.K. (2017). In-service education of school teachers in India:
Critical reflections. International Journal of Development Research, 07(12), 17877 -
17883. http://www.journalijdr.com/sites/default/files/issue-pdf/11303_0.pdf
• Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013)
Pedagogy, curriculum, teaching practices and teacher education in developing countries.
Department for International Development.
https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedagog
y%202013%20Westbrook%20report.pdf?ver=2014 -04-24-121331-867
• Bapat, M.N. and Prakash, G.R. (2017). Pedagogy of Science, Neelkamal Publicationsas,
R.C. (1985). Science Teaching in Schools, Sterling Publication.
• Frost, J. (2010). Learning to teach science in the secondary school, Routledge
• National Council of Educational Research and Training. (April 2022).
Mandate documents Guidelines for the development of National CurriculumFrameworks.
• National Education Policy 2020, MoE, Government of India.
• National Steering Committee for National Curriculum Frameworks, (2023).Draft National
Curriculum Framework for School Education.
• Sharma, R.C. (2013). Modern Science Teaching, Dhanpat Rai & Sons, Delhi.
• Sharma, S.V. (2018). Science Education, ISBN: 978-81-937186-0-5, RIE Ajmer.
• Toplis, R. (2015). Learning to Teach Science in the Secondary School, Routledge Taylor
and Francis Group.
• Vaidya, N. (2003). Science Teaching for the 21st century, Deep & Deep Publications.
• Textbooks of Biological science (Grade 8th , 9th & 10th) TS SCERT
Other References
• Agarwal J.C. (2004) Principles, Methods and Techniques of Teaching, Vikas Publishing
House Pvt. Ltd.
• Ahmad Jasim (2009) “Teaching of Biological Sciences” PHI Learning Pvt. Limited, New
Delhi.
• Basu B. (2010) “A Chronical of Science & Technology” Hyderabad, University• Press,
India.
• ChadraShivanand S: “Contemporary Science Teaching”
• Daniel H. (2008) “Vygotsky and Research” London, Routledge.
• Fang ZhihilLamme, Linda,L, Bringle,Rose M (2010) “Language & literacy &literacy in
Inquiry- Based Science Classroom, New Delhi, S AGE Publication.
• Hassard J, Dias, M. (2009) The Art of Teaching Science, New York, Routledge.
• Kalra, R.M., Emeritus (2008), “Science Education for Teacher Trainees & In-service
Teachers- Learning to Learn modern science, New Delhi, PHI.
• Kumar. Amit – Teaching of Biological science–Anmol Publications Pvt. Ltd., New
Delhi – 110002.
• Lewellyn, D (2007), “Inquiry Within: Implementing Inquiry Based ScienceStandards New
Delhi, Thousand Oaks & Sage Company.
• Mathew.T.K& Molly KuttyT.M (2006) “Science Education Theoretical bases
of teaching and Pedagogic Analysis” Rainbow Books Publishers, Chengannur, Kerala.
• Mittal A, Teaching of Chemistry, A.P.H Publishing Corporation, New Delhi
• Mohan R., (1995): Innovative Science Teaching, Prentice Hall of India, New Delhi.
• Nayak. A. K, Teaching of Physics - A.P.H Publishing Corporation, New Delhi.
• Rao. A. Teaching of Biological science – Anmol Publications Pvt. Ltd. New
Delhi – 110002.
• Sharma. R.C, (2008) “Modern Science Teaching” Dhanpat Rai Pub. Company (P)
Ltd, Delhi.
• Sharma. R.C, & Shukla C.S (2002): Modern Science Teaching, Dhanpat Rai Publishing
Company (P) Ltd. New Delhi – 110002.
• Siddiqui. M H (2010), “Research in Teaching of Science & Mathematics”
New Delhi, APH Publication House.
Tripathi. Salil. Teaching of Biological science (2005) – Dominant Pub. And Dis. New Delhi
– 110 002
• Waghmore R Yeshwant & Arulswamy (2010) “Science of Education and Education of
Science” Hyderabad.
New UNESCO Source Book for Science Teaching (1978), Oxford & IBH, New Delhi.
Web Links
• http:/www.tc.columbia.edu/mst/science.ed/courses.asp.
• https://egyankosh.ac.in/bitstream/123456789/12187/1/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
Learning Outcomes:

psycho-pedagogical competencies in relation to Mathematics education
• Provide adequate self -esteem, develop and implement projects of self -education and
self- improvement.
• Discuss aims, nature and scope of Mathematics.
• Analyze Mathematics textbooks of secondary stage. Identify the values and importance of
Mathematics in daily life.
• Develop learning objectives and outcomes. Understands the nature of integrated
Mathematics and its interface with society. Acquire a conceptual understanding of the
Pedagogy of Mathematics. Familiarize different approaches and strategies of learning
Mathematics at the secondary school stage.
learning materials effectively in teaching Mathematics. 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 Mathematics according to universal psycho -
pedagogical competencies in relation to Mathematics.
• 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.
Unit-I Nature, Scope, and Importance of Mathematics
1. Nature of Mathematical Knowledge

2. Proofs in Mathematics; Deductive Reasoning, Theorems, Conjectures and Axioms
3. Mathematical Modelling; Mathematical Thinking, design thinking and Creativity
4. Mathematics as an art, music, beauty and aesthetic experience
5. Mathematics and Values
6. Relationship of Mathematics with other School Subjects
7. Problem solving, problem-posing, patterning, reasoning, abstraction and
generalization; argumentation and justification
8. Importance of Mathematics and computing in everyday life
9. Place of Mathematics in School Curriculum
10. Indian Mathematicians and their contributions
11. Famous Mathematicians across Globe and their Contributions

Rabindranath Tagore, Jiddu Krishnamurthi, Gijubai Badhekha,
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
Responsive Pedagogy; Socratic Pedagogy

Phenomena.
, Learner Performance, Learner Development, Assessment, Curriculum,
Education, etc. on Student Learning.
understanding.
• Conflicts and challenges of secondary stage learners
Unit – IV Aims and objectives of teaching Mathematics and Computing
1. Aims and Objectives of Teaching Mathematics at Secondary School stage

2. Develop mathematical skills, nurture mathematical imagination, and imbibe values
through teaching mathematics
3. Recommendations of various agencies National and International on Mathematics
education at secondary stage.
4. Teaching Indian Knowledge Systems in Mathematics
5. Reasons for Mathematics anxiety and fear among students and its remedies
6. Meaning of Learning Objectives, Developing Learning Objectives, Features of
well-developed learning objectives- Blooms Taxonomy - Anderson and
Krathwohl’s Taxonomy-Writing Learning Objectives - state Academic Standards- Leaning
Outcomes
7. Critical review of the Aims and Objectives of Teaching Mathematics
8. Planning for Teaching Mathematics
a). Unit Planning in Mathematics, steps for Developing Unit Plans in Mathematics
b. Lesson Planning in Mathematics, Different Approaches to Development of
Lesson Plans in Mathematics
c). Learning Spaces for teaching of Mathematics
d). Creating dynamic classroom environments; sharing and exploring ideas,
encouraging diverse and innovative procedures, using multiple ways to solve
problems, making conjectures, seeking generalizations; respecting diverse
capabilities; use of context; metacognition
e. Building a community of mathematicians in classrooms; constructing
mathematical ideas by providing scope for exploration, explanation and
evaluation of children’s work.
A) Content-cum-methodology: Meaning, Concept & Nature, steps to Content-cum-
Understanding the following textbook subject matter from the pedagogical
content knowledge (PCK) perspective:
Real Numbers, Number Systems, Polynomials, Coordinate Geometry, Liner
Equations, Quadratic Equations, Arithmetic Progressions, Introduction to Euclid’s
Geometry, Lines and Angles, Triangles, Quadrilaterals, Circles, Heron’s Formula,
Surface Areas and Volumes, Statistics and Graphical Representation of Data, Probability,
Introduction to Trigonometry.
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, d) Listing evaluation techniques and
strategies, e) concept mapping
C). Need for enrichment of the above content knowledge for effective learning and
teaching.
Unit –V Approaches, Methods and Learning Experiences in teaching Mathematics
1. Learner centric Methods (Learners’ Cognitive, Social and Emotional

engagement)
2. Knowledge Centric Methods (Knowledge centric Approach focuses on using explicit
and tactic knowledge
3. Inductive-Deductive, Analytic and Synthetic Approaches to teaching
4. Activity based Strategies
5. Project method, demonstration method
6. Drill & Practice in Mathematics
7. Use of ICT in Mathematics (AI Based, OER, Knowledge Repositories)
8. Self-learning in Mathematics
9. Mathematics made easy-Strategies, Art Integrated Education
10. Mastery Learning and Approaches
11. Major issues and challenges in Mathematics teaching at School stage
12. Innovative Methods for teaching mathematics -Trans/ inter/Multidisciplinary
Strategies for teaching Mathematics
13. Designing positive learning environment for teaching and learning mathematics.
Field engagement
• Student teachers will be asked to observe lessons of experienced school teachers to

observe and reflect on how they plan for teaching, what method they use, how they
manage class, and how they use assessment to promote learning. They will be asked to
prepare and present a report on lessons learned from these experiences.
• The institution will conduct a two-day workshop on designing assessments where
student teachers will learn how to prepare purposeful assessments under the guidance of
invited experts.
• Develop learning outcomes for the concepts of Mathematics at the secondary stage.
• Establish horizontal and vertical linkages with other subjects.
• Seminar presentation on historical development of Mathematics including contributions
of different Mathematicians (Indian and western)
• Content Analysis (Class VIII, IX, X). Formulating academic standards, Objectives &
Learning Outcomes
• Developing Concept maps. Lesson Research in Mathematics
• Designing Activities to deliver Mathematics Concepts
• Identifying and integrating values in Mathematics
• Designing ICT based learning material in Mathematics
• Demonstrate different pedagogical approaches and strategies
Script writing for role playing in concepts of Mathematics
• Prepare write-ups on the teaching of Mathematics
using interdisciplinary and multidisciplinary approaches as recommended in NEP 2020.
• Preparation of one working model on the concepts of Mathematics. Improvisation of
apparatus to teach Mathematics
• Digital content creation on any two concepts of Mathematics at secondary stage.
Identifying You tube Channels promoting innovative Mathematics practices.
• Preparation of a lesson plan keeping in view blended learning approach for the concepts
of Mathematics followed by seminar/presentation.
• Simulated Teaching session and seminar presentation on historical development of
science including contributions of different scientists.
Suggestive Mode of Transaction
Hands-on activities, demonstration of discovery approach, project approach, inquiry

approach, experimentation, problem-solving, concept mapping, experiential learning, art
and environment integrated learning, sport integrated learning. Experimental method,
Demonstration, field-based experience, Laboratory method, Storytelling/success stories,
classroom discussions, Self -study, field observations, and preparation of study reports.
Classroom presentations, discussion forums, observation, research report, engaging in
dialogue.
Suggestive Mode of Assessment:

Written test, classroom presentation, workshop, assignments, practicum, sessional and
terminal semester examination. 360 -degree evaluation
References:
1. Australian Capital Territory. (2016). Teachers’ guide to assessment.

https://www.education.act.gov.au/
data/assets/pdf_file/0011/297182/Teachers- Guide-To-Assessment.pdf
2. Bastable, S. B., & Myers, G.M. (2017). Development stage of learner.
https://zbook.org/read/2e027c_chapter-5-developmental-stages-of-the-
learner.html
3. Divakr, P. (2023). Swadhyay prawachan as pedagogical method.
Jnanprabodhini, Pune.
4. EL Education. (2018). Characteristics of secondary school
learners. https://eleducation.org/resourceDownload/
5. Freire, P. (2017). Pedagogy of the oppressed. Penguin Classics.
6. Hill, L. (2012). Module 7.2 Teaching methods. Australian Agency for
International Development (AusAID) GRM International.
https://www.education.gov.pg/TISER/documents/pastep/pd-tm-7-2-general-
teaching- methods-student.pdf
7. Lathan, J. (2023). The complete list of teaching methods.
https://onlinedegrees.sandiego.edu/complete-list-teaching-
methods/
8. Misra, P.K. (2021). Learning and teaching for teachers. Springer.
9. NCERT. (2023). Draft national curriculum framework for school education. NCERT.
10. OECD. (2008). Assessment for learning formative assessment.
OECD/CERI. https://www.oecd.org/site/educeri21st/40600533.pdf
11. OECD. (2009). Chapter 3-the professional development of
teachers. https://www.oecd.org/berlin/43541636.pdf
12. Sambell, K. (n.d.). How to design assessments for learning. Heriot-Watt
University & Learning+ teaching academy. https://lta.hw.ac.uk/wp-
content/uploads/22_AFL_How-
13. to-design-assessments-for-learning.pdf
14. Tyagi, C., & Misra, P.K. (2022). Teacher professional development practices in
ancient India: Evidence from Upanishads (C.800 BCE - C.500 BCE).
International Journal of Research – Granthaalayah, 10(5), 139–153.
https://www.granthaalayahpublication.org/journals/granthaalayah/article/view/IJ
RG2 2_A05_6154
15. Tyagi, C., &Misra, P.K. (2017). In-service education of school teachers in
India: Critical reflections. International Journal of Development Research,
07(12), 17877 - 17883. http://www.journalijdr.com/sites/default/files/issue-
pdf/11303_0.pdf
16. Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F.
(2013) Pedagogy, curriculum, teaching practices and teacher education in
developing countries. Department for International Development.
https://eppi.ioe.ac.uk/cms/Portals/0/PDF%20reviews%20and%20summaries/Pedag
og y%202013%20Westbrook%20report.pdf?ver=2014 -04-24-121331-867
17. Boaler, J. (2010). The elephant in the classroom. Helping children love and learn
maths. Souvenir Press Ltd
18. Boaler, J. (2013, March). Ability and Mathematics: The mindset revolution that is
reshaping education. In Forum (Vol. 55, No. 1, pp. 143 -52).Symposium
Journals. Gray, E, &Tall, D (1994). Duality, ambiguity, and flexibility: A
“Proceptual” view of simple arithmetic. Journal for Research in Mathematics
Education, 25(2), 116 -140. Chambers, Paul.(2010). Teaching Mathematics, New
Delhi: Sage South Asia Publishers. Sidhu, K.S. (2006).The Teaching of
Mathematics, New Delhi: Sterling Publishers Pvt ltd. Anderson, L., & Krawth Wohl,
D.E. (2001). A taxonomy for learning, teaching and assessing: A revision of
Bloom’s taxonomy of educational objectives (Abridged).NewYork: Addison
Wesley Longman, Inc.
19. Aguirre, J., & Bunch, G. (2012). What’s language got to do with it? Identifying
language demands in mathematics instruction for English Language
Learners. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good
teaching: Advancing mathematics education for ELLs (pp. 183–194). Reston,
VA: National Council of Teachers of Mathematics.
20. Aguirre, J. M., & Zavala, M. (2013). Making culturally responsive mathematics
teaching explicit: A lesson analysis tool. Pedagogies: An International Journal,
8(2), 163–190.
21. Bloom, B S., Englehart M D, Furst E J, Hill W H and Khrath wohl, D. R.
Taxonomy of educational Objective Handbook 1, Cognitive Domain,
Handbook 2, Affective Domain Longman, London,1964 .
22. Jangira N K and Ajit Singh Core Teaching Skills: The Microteaching
Approach. NCERT, New Delhi, 1982.
23. Kumar, K L Educational Technology. New Age International (P) Ltd
Publishers, NewDelhi, 1996
24. American Statistical Association and National Council of Teachers of
Mathematics. (2015). Preparing pre-K–12 teachers of statistics. A joint statement
of ASA and NCTM. Retrieved from http://www.nctm.org/Standards-and-
Positions/Position- Statements/Preparing-Pre-K-12-Teachers-of-Statistics/
25. Association of Mathematics Teacher Educators. (2015). Position: Equity in
mathematics teacher preparation. Retrieved from
26. https://amte.net/sites/default/files/amte_equityposistionstatement_sept2015.pdf
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
Semester-I
Paper-IV (EDN-04)
Content cum Pedagogy of Social Sciences
Learning Outcomes:
• Develop psychological and pedagogical knowledge and skills according to universal psycho -
• pedagogical competencies in relation to social sciences
• 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.
• 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.
lesson plans and apply proper pedagogy in teaching social science.
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.
Innovations in classroom teaching of social sciences according to universal psycho-
pedagogical competencies in relation to social sciences.
secondary stage learners. Acquire skills and competencies required to teach at the
secondary stage.
UNIT-I Nature of Social Science

1. Nature, Scope and Importance of social science 2. Knowledge production and
methodological issues in Social Sciences
3. Historical development of social science, scope and role of social sciences in daily life
4. Disciplines of Social Sciences and their interrelationships
5. Social Science versus Social Studies
6. Social Science Education as envisioned in NEP 2020

Rabindranath Tagore, Jiddu Krishnamurthi, Gijubai Badhekha,
Responsive Pedagogy; Socratic Pedagogy

Phenomena.
, Learner Performance, Learner Development, Assessment, Curriculum, Education, etc. on
Student Learning.
understanding.
UNIT IV Aims and Objectives of Teaching Social Science
1. Aims and objectives of teaching social science at secondary stage

2. Understanding the Secondary Stage Learner’s developmental stage
3. Nurturing process skills of social science such as Observation, Collecting Data,
Classification, Generalization etc.
4. Development of values through social science.
5. Meaning of Learning Objectives, Developing Learning Objectives, Features of
well-developed learning objectives- Blooms Taxonomy - Anderson and Krathwohl’s
Taxonomy-Writing Learning Objectives.
6. Developing Learning objectives and outcomes based on concepts of social sciences
such as endogenic & exogenic forces, earthquake, volcanic eruption, weathering, plate
tectonic, climatic regions etc.
7. Critical review of the Aims and Objectives of Teaching Social Sciences.
8. Planning for Teaching Social Science
Taxonomy- Academic Standards and Learning outcomes, Writing Learning
Objectives- Teacher educator develops learning objectives.
10. Planning for teaching social Science
a. Selecting the content, identifying facts, concepts, analysing, organizing, and planning
b. Developing different lesson plans and period plans based on academic standards and
learning outcomes
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
1. Content-cum-methodology: Meaning, Concept & Nature, steps to Content-cum-
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.
UNIT -V Approaches, Methods and Learning Experiences in Teaching and Learning

Social Science
• 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:
Lectures with discussion, Hands-on activities, project approach, problem-solving, concept

mapping, collaborative & cooperative approach, experiential learning and toy/art/sports
integrated learning.
Assessment and evaluation
Written test, classroom presentation, workshop, assignments, practicum, sessional
and terminal semester examination
References
1. Australian Capital Territory. (2016). Teachers’ guide to assessment.

https://www.education.act.gov.au/ data/assets/pdf_file/0011/297182/Teachers-
Guide-To-Assessment.pdf
2. Bastable, S. B., & Myers, G.M. (2017). Development stage of learner.
3. Divakr, P. (2023). Swadhyay prawachan as pedagogical method. Jnanprabodhini,
Pune.
4. EL Education. (2018). Characteristics of secondary school learners.
5. Freire, P. (2017). Pedagogy of the oppressed. Penguin Classics.
6. Hill, L. (2012). Module 7.2 Teaching methods. Australian Agency for International
methods-student.pdf
7. Lathan, J. (2023). The complete list of teaching methods.
https://onlinedegrees.sandiego .edu/complete-list-teaching-methods/
8. Misra, P.K. (2021). Learning and teaching for teachers. Springer.
9. NCERT. (2023). Draft national curriculum framework for school education. NCERT.
10. OECD. (2008). Assessment for learning formative assessment. OECD/CERI.
11. OECD. (2009). Chapter 3-the professional development of teachers.
12. Sambell, K. (n.d.). How to design assessments for learning. Heriot-Watt University &
Learning+teaching academy. https://lta.hw.ac.uk/wp-content/uploads/22_AFL_How-
to-design-assessments-for-learning.pdf
13. Tyagi, C., & Misra, P.K. (2022). Teacher professional development practices in
2_A05_6154
14. Tyagi, C., &Misra, P.K. (2017). In-service education of school teachers in India:
15. Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013)
Pedagogy, curriculum, teaching practices and teacher education in developing
countries. Department for International Development.
16. Boaler, J. (2010). The elephant in the classroom. Helping children love and learn maths.
Souvenir Press Ltd
17. Allen, J and Landaker, C. (2004). Reading History: Strategies to improve
Comprehensions and Connections in Social Studies Classes, New York: Oxford
University Press.
18. Binning, A. A. And Binning, D. H. (1952). Teaching of Social Studies in
Secondary Schools, Bombay: Tata McGraw Hill.
19. Broadman, D. (1985). New Directions in Geography Education. London:
FehurPress.
20. Burton, W. H. (1972). Principles of History Teaching. London: Methuen.
21. Chaudhary, K. P. (1975). The Effective Teaching of History in India. New Delhi:
22. NCERT.
23. Epistemology of Social Science, the scientific status, values and
Institutionalisation, Vol,XXXVI, UNESCO publications, (1984)
24. Kent. A (Ed.) (2000). Reflective Practice in Geography Teaching, Paul Chapman
Publishing, Ltd., London.
25. Kumar, Krishna (2002), Prejudice and Pride: School Histories of the Freedom
Struggle in India and Pakistan, Penguin India, New Delhi.
26. Lambart D., Balderstone D. (2002). Learning to teach Geography in the
secondary school: A companion to school experience. London:
RoutledgeFalmer.
27. Longmans. (1965) Source book for Geography teaching. London: UNESCO.
28. Mehlinger, H. D. (Ed.) (1981). UNESCO Handbook for Teaching Social Studies.
Paris:UNESCO.
29. National Policy on Education 1968, 1986 and 2020.
30. National Curriculum Frameworks 1975, 1988, 2000 and 2005.
31. NCF Focus Group on Teaching of Social Sciences’, NCERT, 2006
32. NCERT (2005). Position paper: National Focus Group on Teaching of Social
Sciences.
33. NCTE (2009). National Curriculum Framework for Teacher Education: Towards
Preparing Professional and Humane Teacher. NCTE, New Delhi.
34. Teaching of Social Science, Series in Education Pearson Publication.
35. Wilkins, E. J. (1979). Elements of social sciences, London: McDonald and Evans.
Binning, A. A. And Binning, D. H. (1952). Teaching of Social Studies in
Secondary Schools, Bombay: Tata McGraw Hill.
36. Graeme Aitken and Claire Sinnema (2008). Effective pedagogy in social sciences:
Best evidence iteration. Wellington: Ministry of Education, Newsland. [Available
onwww.ibe.unesco.org].
38. Linda, Valli (Ed.) (1992). Reflective Teacher Education: Cases and
Critiques.StateUniversity of New York Press, Albany, New York. Binning,
A. A. And Binning, D. H. (1952). Teaching of Social Studies in Secondary
Schools, Bombay: Tata McGraw Hill.
39. Broadman, D. (1985). New Directions in Geography Education. London:
FehurPress.
40. Burz, H. L. And Marshall, K. (1998). Performance based curriculum for social
studies: From knowing to showing, Thousand Oaks: Corwin Press, INC.
41. Carr, Wilfred (1991). ‘Education for Citizenship’, British Journal of Educational
Studies,Vol. 39, No. 4, pp: 375-385.
43. Kumar, Krishna (2002), Prejudice and Pride: School Histories of the Freedom
Struggle in India and Pakistan, Penguin India, New Delhi.
44. Lambart D., Balderstone D. (2002). Learning to teach Geography in the
secondary school: A companion to school experience. London:
RoutledgeFalmer.
45. Sartori, G. (Ed.) (1984). Social concepts: A systematic analysis, New Delhi.: Sage
Publications.
46. Sue Dymoke and Jennifer Harrison (Eds.). (2012). Reflective Teaching &Learning,
SAGE Publication India Pvt. Ltd., New Delhi.
47. Teachers Curriculum Institute. (2010). Bring Learning Alive: Methods to
Transform Middle and High School Social Studies Instruction.
[www.teachtci.com]
48. Teaching of Social Science, Series in Education Pearson Publication.
49. Thapar, Romila (2009). ‘The History Debate and School Textbooks in India: A
personal Memoir’, History workshop Journal, 67, pp: 87 -98.
50. Trigg, R. (1985). Understanding social science: A philosophical introduction to
social sciences, Oxford: Blackwell.
Content cum Pedagogy Course
Semester-I
Paper-V (EDN-05)
Content Cum Pedagogy of Physical Sciences
Learning Outcomes:

psycho-pedagogical competencies in relation to physical science
• Provide adequate self-esteem, develop and implement projects of self-education and
self- improvement.
• Discuss aims, nature and scope of science.
• Analyse textbooks of secondary stage. • Identify the values and importance of science in
daily life.
• Develop learning objectives and outcomes. Understands the nature of integrated
science and its interface with society. Acquire a conceptual understanding of the
Pedagogy of Science. Familiarize different approaches and strategies of learning
scienceat the secondary school stage.
• Categorize approaches, activities, and resources for teaching -learning. Use teaching
learning materials effectively in teaching science. Identify learning resources from the
immediate environment. Use online, digital, and other resources in the teaching -learning
process.
Innovations in classroom teaching of science according to universal psycho-pedagogical
competencies in relation to physical science
secondary stage learners. • Acquire skills and competencies required to teach at the
secondary stage.
Unit I Understanding Science and Scientific Inquiry
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
Rabindranath Tagore, Jiddu Krishnamurthi, Gijubai Badhekha, CV Raman
Responsive Pedagogy; Socratic Pedagogy.

Phenomena.
2. Influence of Teacher Beliefs about the Self, Disciplinary Knowledge, Learner, Learner
Performance, Learner Development, Assessment, Curriculum, Education, etc. on Student
Learning.
understanding.
Unit IV: Aims and Objectives of Teaching and Learning Science
1. Aims and objectives of learning and teaching 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 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 science education to natural and social environment, technology and society.
Taxonomy- Academic Standards and Learning outcomes, Writing Learning Objectives-
Teacher educator develops learning objectives (for example taking the topics from the
contents of force and pressure,
metals and non-metals, carbon and its compounds).
8. Planning for teaching physical Science
a) Selecting the content, identifying facts, concepts, analysing, organizing, and Planning
b) Developing different lesson plans and period plans based on academic standards and
learning outcomes
a) Content-cum-methodology: Meaning, Concept & Nature, steps to Content-cum-
b). Understanding the following textbook subject matter from the Pedagogical
Content Knowledge (PCK) perspective:
Units of Measurement; Matter and Atomic Structure Motion and Laws of Force;
Gravitation; Work Energy and Power; Chemical Reactions and Equations; Acids, Bases
and Salts; Metals and Non-metals; Carbon and its Compounds; Light and Its properties;
Human Eye; Electricity, Magnetism and Electromagnetic Waves.
c). Pedagogical Analysis of the above subject matter shall be based on the following
points: i) Identification of concepts and processes, ii) Listing
Learning/Behavioural Outcomes, iii) Activities and experiments) Listing evaluation
techniques and strategies.
d). Need for enrichment of the above content knowledge for effective learning and teaching.
Unit V: Methods and Approaches of Teaching Science
1. Processes of science: observation, inquiry, hypothesis, experimentation, data

collection, interpretation, inference, and generalization.
2. Inductive, deductive, problem solving, demonstration, lecture cum demonstration,
activity, laboratory, project and discussion methods for learning the concepts of science at
the secondary stage.
3. Hands-on activities, role play, discovery approach, project approach, inquiry approach,
experimentation, problem-solving, concept mapping, collaborative & cooperative learning,
experiential learning, art integration learning, and sports integration and applications of
suitable methods for learning the selected chapters/concepts in science textbooks.
4. Critical, creative, and analytical pedagogy in learning concepts in science.
5. Emerging Trends and Innovations in Teaching Science: Argument driven Inquiry,
graphic organizer, Zone of proximal development (ZPD) and scaffolding, augmentation,
robotics and AI in learning, conceptual change model; Emerging Trends and Innovations in
Indian and Global contexts; Flipped learning and blended learning., STEM and STEAM.
Field engagement
• Student teachers will be asked to observe lessons of experienced school teachers to

observe and reflect on how they plan for teaching, what method they use, how they
manage class, and how they use assessment to promote learning. They will be asked to
prepare and present a report on lessons learned from these experiences.
• The institution will conduct a two-day workshop on designing assessments where
student teachers will learn how to prepare purposeful assessments under the guidance of
invited experts.
• Develop learning outcomes for the concepts of science at the secondary stage.
• Establish horizontal and vertical linkages with other subjects.
• Seminar presentation on historical development of science including contributions of
different scientists
• Content Analysis (Class VIII, IX, X). Formulating academic standards, Objectives &
Learning Outcome
• Developing Concept maps. Lesson Research in Physical Sciences
• Designing Activities to deliver Science Concepts
• Identifying and integrating values in physical science concepts.
• Designing ICT based learning material in physical sciences
• Demonstrate different pedagogical approaches and strategies
• Script writing for role playing in concepts of physical sciences.
• Prepare write-ups on the teaching of science using interdisciplinary and multidisciplinary
approaches as recommended in NEP 2020.
• Preparation of one working model on the concepts of science. Improvisation of apparatus
• Digital content creation on any two concepts of science at secondary stage. Identifying
You tube Channels promoting innovative science experiments.
• Preparation of a lesson plan keeping in view blended learning approach for the concepts
of science followed by seminar/presentation.
• Simulated Teaching session and seminar presentation on historical development of
science including contributions of different scientists.
Mode of Transaction
Hands-on activities, demonstration of discovery approach, project approach, inquiry
approach, experimentation, problem-solving, concept mapping, experiential learning, art
and environment integrated learning, sport integrated learning
Mode of Assessment:
Written test, classroom presentation, workshop, assignments, practicum, sessional
and terminal semester examination. 360- degree evaluation.
References
Australian Capital Territory. (2016). Teachers’ guide to assessment.

https://www.education.act.gov.au/ data/assets/pdf_file/0011/297182/Teachers-
Guide-To-Assessment.pdf
• Bastable, S. B., & Myers, G.M. (2017). Development stage of learner.
• Divaker, P. (2023). Swadhyay prawachan as pedagogical method. Jnanprabodhini,
Pune.
• EL Education. (2018). Characteristics of secondary school learners.
• Freire, P. (2017). Pedagogy of the oppressed. Penguin Classics.
• Hill, L. (2012). Module 7.2 Teaching methods. Australian Agency for International
methods-student.pdf
• Lathan, J. (2023). The complete list of teaching methods.
https://onlinedegrees.sandiego.edu/complete-list-teaching-methods/
• Misra, P.K. (2021). Learning and teaching for teachers. Springer.
• NCERT. (2023). Draft national curriculum framework for school education. NCERT.
• OECD. (2008). Assessment for learning formative assessment. OECD/CERI.
• OECD. (2009). Chapter 3-the professional development of teachers.
• Sambell, K. (n.d.). How to design assessments for learning. Heriot-Watt University &
Learning+teaching academy. https://lta.hw.ac.uk/wp-content/uploads/22_AFL_How-
to-design-assessments-for-learning.pdf
• Tyagi, C., & Misra, P.K. (2022). Teacher professional development practices in
2_A05_6154
• Tyagi, C., &Misra, P.K. (2017). In-service education of school teachers in India:
• Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013)
Pedagogy, curriculum, teaching practices and teacher education in developing countries.
Department for International Development.
• Bapat, M.N. and Prakash, G.R. (2017). Pedagogy of Science, Neelkamal Publications
• Das, R.C. (1985). Science Teaching in Schools, Sterling Publication.
• Frost, J. (2010). Learning to teach science in the secondary school, Routledge
• National Council of Educational Research and Training. (April 2022).
Mandate documents Guidelines for the development of National Curriculum Frameworks.
• National Education Policy 2020, MoE, Government of India.
• National Steering Committee for National Curriculum Frameworks,(2023). Draft National
Curriculum Framework for School Education.
• Sharma, R.C. (2013). Modern Science Teaching, Dhanpat Rai & Sons, Delhi.
• Sharma, S.V. (2018). Science Education, ISBN: 978-81-937186-0-5, RIE Ajmer.
• Toplis, R. (2015). Learning to Teach Science in the Secondary School, Routledge Taylor
and Francis Group.
• Vaidya, N. (2003). Science Teaching for the 21st century, Deep & Deep Publications.
• Textbooks of Physical Science (Grade 8 th 9th & 10th) TS SCERT
Other References
• Agarwal J.C. (2004) Principles, Methods and Techniques of Teaching – Vikas
Publishing House Pvt. Ltd.
• Ahmad Jasim (2009) “Teaching of Biological Sciences” PHI Learning Pvt. Limited, New
Delhi.
• Basu B. (2010) “A Chronical of Science & Technology” Hyderabad, University • Press,
India.
• Chadra Shivanand S: “Contemporary Science Teaching”
• Daniel H. (2008) “Vygotsky and Research” London, Routledge.
• Fang Zhihil Lamme, Linda,L, Bringle,Rose M (2010) “Language & literacy & literacy in
Inquiry- Based Science Classroom, New Delhi, S AGE Publication.
• Hassard J, Dias, M. (2009) The Art of Teaching Science, New York,Routledge.
• Kalra, R.M., Emeritus (2008), “Science Education for Teacher Trainees & In- service
Teachers- Learning to Learn modern science, New Delhi,PHI.
• Kumar. Amit – Teaching of Physical Science–Anmol Publications Pvt. Ltd., New
Delhi – 110002.
• Lewellyn, D (2007), “Inquiry Within: Implementing Inquiry Based Science Standards New
Delhi, Thousand Oaks & Sage Company.
• Mathew.T.K & Molly KuttyT.M (2006) “Science Education Theoretical bases of
teaching and Pedagogic Analysis”Rainbow Books Publishers, Chengannur,
Kerala.
• Mittal A, Teaching of Chemistry, A.P.H Publishing Corporation, New Delhi
• Mohan R., (1995): Innovative Science Teaching, Prentice Hall of India, New Delhi.
• Nayak.A.K, Teaching of Physics - A.P.H Publishing Corporation, New Delhi.
• Rao.A., – Teaching of Physical Science – Anmol Publications Pvt. Ltd. New
Delhi – 110002.
• Sharma.R.C.,(2008) “Modern Science Teaching” Dhanpat Rai Pub. Company (P)
Ltd, Delhi.
• Sharma.R.C, & Shukla C.S (2002): Modern Science Teaching, Dhanpat Rai
Publishing Company (P) Ltd. New Delhi – 110002.
• Siddiqui.M H (2010),”Research in Teaching of Science & Mathematics”
New Delhi, APH Publication House. • Tripathi.Salil – Teaching of Physical Science (2005)
– Dominant Pub.and Dis. New Delhi – 110 002
• Waghmore R Yeshwant & Arulswamy (2010) “Science of Education and Education of
Science” Hyderabad.
• New UNESCO Source Book for Science Teaching (1978), Oxford & IBH, New
Delhi.
Web Links
• http:/www.tc.columbia.edu/mst/science.ed/courses.asp.
• 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
Semester-I
Paper- V(EDN-05)
Content cum Pedagogy of English
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
Unit-1 Nature, scope and importance of English Language and Teaching
1. Nature, scope, and importance of English Language

2.Functions and Principles of English Language
3. Learning Process in Language Acquisition, Language as Performance.
4. Factors affecting language learning: Physical, Psychological, and social factors
5. Aims and objectives of teaching English: Prose, Poetry, Grammar, composition:
6. Teaching Prose and Poetry, Grammar, class VIII, IX, X at Secondary Level- Pedagogical
analysis.
Unit-2: English language Teaching in India
1. A brief History and Status of teaching the English language in India

2. Policy perspectives on Language and language teaching in India
Three-Language Formula.
3. Multilingualism in ELT.
4. Vision of NEP 2020 for teaching-learning of English language
5. Theories of language acquisition and Language Learning: Understanding – Western and
Indian overview of language learning- (J. Piaget, L Vygotsky, Chomsky, Krashen, Gandhi Ji,
Sri Aurobindo, Rabindranath Tagore, R K Narayan, Sorojini Naidu, Giju Bhai Bhadeka)
Unit-3: Phonetics of English
1. The different speech organs and their role in Producing sounds.

2. The individual Sounds - Vowels and Consonants - their place and manner of Articulation -
The cardinal vowel scale.
3. Stress - Words Stress and sentence Stress - Strong and weak forms.
4. Intonation - Four basic patterns of intonation in English.
Unit-4: Vocabulary and Grammar in Context
1. Word Formation (Prefix, Suffix, Compounding)

2. Synonyms, Antonyms, Homophones, Homonyms, Phrasal Verbs, Idioms.
3. Pedagogical Grammar in Practice
4. Elements of a sentence; Typology of sentences;
5. Auxiliary System and syntactic devices (Modals, Tenses, Voices, Speeches)
Unit-5: Understanding Language Skills and their Pedagogical Analysis
1. Listening Skills: a) listening process, factors conducive to listening, sub-skills of listening,

listening comprehension, Analyzing suprasegmental features
b) Strategies for Developing and accessing listening skills
2. Speaking Skills: a) factors of good speaking abilities, sub-skills of speaking,
Present language using supra-segmental features
b) Strategies for Developing and accessing speaking skills
3.Reading Skills: a) Types of Reading, Sub skills of reading, Practicing Critical Reading,
b) Strategies for Developing and accessing Reading Skills
4.Writing Skills: a) Types of Writing, Sub skills of writing, Creative Writing
b) Strategies for Developing and accessing Writing Skills
5.Integration of Skills - Creative Expressions in Producing Discourses
Engagement
1. Write an article on the recommendations of NEP 2020 in the context to Language 2.

Explore on Tools, software and platform for teaching learning of Language at secondary
stage.
3. Reflect on Research and Innovative Practices in Teaching Languages
4. Organize seminars and debates on position of English language in India
5. Prepare relevant resource materials of the Language at the secondary level.
6. Prepare a report on various pedagogical activities to teach the Language.
7. Prepare a teaching-learning resource for developing Language skills.
8. Develop an e-content on any one topic from Language textbooks at the secondary stage.
9. Write Reflective journal, expressing opinions and ideas.
10. Develop a list of Literature that can play an instrumental role in curriculum enrichment.
11. Write your reflections on overview of language acquisition and learning contributions of
Westerns and Indians
12. Design devices for assessment of Listening, Speaking, Reading, and Writing skills of
Language through activities such as debate, extempore, group discussion, Speech, etc.
13. Write a reflective note on two editorial pieces on the same topic from different
newspapers from a multilingualism perspective.
14. Complete an online certificate course on Language from SWAYAM portal.
15. Students should be skilled to fill in all the formats related to Internship (Observation, e-
Portfolio, Microteaching, Reflective teaching, CCE, Reflective journal).
16. Explore Vocabulary games – practice exercises to develop language proficiency.
17. Identify and list language (English) related errors common among students.
18. Dealing with Language Learning Difficulties in Language
19. 20. Write a report on current practices of assessment and evaluation at the secondary
level.
21.Prepare a newsletter on the basis of your school experience programme
(hand written).
References:
1. Adams, M.J, (1990): Thinking and Learning about Print. Cambridge, Ma: MIT Press.
2. Amritavatli, R, (1999): Language as a Dynamic Text: Essays on Language, Cognition
and Communication. CIEFL Akshara series. Hyderabad: AIllied Publishers
3. Bond, L G et at (1980): Reading Difficulties- Their Diagnosis and Correction, New
York, Appleton - Century Crafts.
4. Bose Kshanika: Teaching of English Modern Approach
5. Byrne, D (1975): Teaching Writing, London, Longman.
6. Choudhary, N.R, (2002): English Language Teaching, Himalaya Publish House,
Mumbai
7. Dave, Pratima S, (2002): Communicative Approach to the Teaching of English as A
Second Language, Himalaya Publish House, Mumbai
8. David, E (1977): Classroom Techniques- Foreign Languages and English as a
Second Language, New York, Harcourt Brace.
9. Davis, Paul and Mario Rinvolucri, (1988): Dictation: New Methods, New Possibilities.
Cambridge Handbook for Language Teachers
10. English Language Teaching: Professional Journals for English Language Teaching
Gillian Brown, Listening to spoken English, Longman, 1977
11. Intakab Alsam Khan(2014):Pedagogy of English;
12. Jim Scrivener(): Learning Teaching;the Essential guide to English Language teaching,
Macmillan Publications
13. Khan, Nasiruddin. (2005): Introduction of English as a subject at the primary level.
Ms.,NFG-English
14. Kohli, A.L (1990): Techniques of Teaching English in the New Millennium
15. Morgan & Rinvoluri (1991): New Ways of Dictation, London, Longman.
16. Mukalel , J C. (1998): Approaches to English Language Teaching, Sterling
PublishingHouse, New Delhi.
17. Pal, H.R and Pal, R (2006): Curriculum – Yesterday, Today and Tomorrow.
Kshipra,New Delhi.
18. Palmer, H E: The Principles of Language Study.
19. Parrot, M (1993): Tasks for the Classroom Teacher, London, Pergamon.
20. Paul Verghese – Teaching English as a second Language
21. Prabhu, N.S. (1987): Second Language Pedagogy. Oxford University Press, NY.
22. Rebecca L. Oxford (1995): Language Learning Strategies: What Every Teacher
ShouldKnow.
23. Sunwani, V.K, (2005): The English Language and Indian Culture
24. Shelley Ann Vernon () ”Teaching English: Strategies and Methods"
25. P. Durairaj and M. Poornima () “Resource Book on Teaching of English"
26. "Teaching English as a Second Language: A Book of Readings" edited by Anand
Mahanand and R. Subramanian.
27. Linse, C. T. () "Teaching English to Young Learners"
28. David Nunan()"Practical English Language Teaching"
29. A. Jaworski and N. Coupland()" Methods in Language and Social Interaction" by
Rebecca Hughes ()"Teaching and Researching: Speaking"
30. Anil Sarwal and Laxmi Sarwal ()"English Language Teaching in India: A Literature"
31. R. S. Nagra() "Pedagogy of English Language"
• websites for improving the teaching English
• (https://www.teachingenglish.org.uk/)
• (https://www.edutopia.org/):
• (http://www.readwritethink.org/)
• (https://www.tes.com/lessons)
• (http://www.ncte.org/)
• (https://owl.purdue.edu/):
• (https://www.education.com/):
• (http://www.readingrockets.org/)
• (https://www.grammarly.com/blog/)
• (https://www.teachthought.com/)
• (http://www.colorincolorado.org/):
• (http://www.eslflow.com/)
• (https://www.teacherspayteachers.com/)
• (https://www.scholastic.com/teachers/):
• (https://www.commonsense.org/education/):
• Free sources for improving English language skills
• (https://www.duolingo.com/):
• (http://www.bbc.co.uk/learningenglish):
• (https://www.englishclub.com/):
• (https://learningenglish.voanews.com/)
• (https://learnenglish.britishcouncil.org/):
• ESL Gold (https://www.eslgold.com/):
• (http://www.manythings.org/):
• (https://www.englishpractice.com/):
• (https://www.breakingnewsenglish.com/):
• (http://www.eslcafe.com/)
• (http://www.esl-lab.com/):
• (https://readtheory.org/)
• (http://www.oxfordlearnersdictionaries.com/us
• (http://iteslj.org
• (https://www.ted.com/)
Semester - I
Paper- V (EDN-05)
Content cum Pedagogy of Telugu
తెలుగు బోధనా శాస్త్రం
Credits:4 మార్కు లు: 100(70+30)
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-1 తెలుగు భాషా బోధన - ్వ భావం, పరిధి - ప్రాముఖ్య త -16 గంటలు
1. తెలుగు భాషా సా భావిం, రరిధ మరియు త్ాముఖ్ా త

2. తెలుగు భాషా విధులు మరియు సూత్ాలు.
3. భాషా సేక్ర్ణ్ో అభాా స త్రత్ియ, వా వహారికింలో తెలుగు భాష.
4. భాషా అభాా ాన్ని త్రభావితిం చేసే అింశాలు: శారీర్క్, మానసిక్ - ామాజిక్ అింశాలు
5. తెలుగు బోధన యొక్క లక్ష్యా లు మరియు సప ష్టకీ ర్ణ్ములు: గదా ిం, రదా ిం, వ్యా క్ర్ణ్ిం,
శ్ల
బోధనా వి ేషణ్.
యూనిట్-2: భారతదేశంలో తెలుగు భాషా బోధన అభివృద్ధి 12 గంటలు
1. భార్తదేశింో తెలుగు భాష - సింక్షి ర త చరిత్త త్రరసుుత స్థసియిి

2. భార్తదేశింో భాషా విధానిం అభివృద్ధ:ి NPE (ఆధున్నక్ భార్తీయ భాషలు), త్ి-భాషా సూత్తిం
3. తెలుగు భాషా బోధనో బహుభాషావ్యదిం.
4. ాఠశాల విదా ో తెలుగు భాషను బోధించడింపై వివిధ క్మిటీలు, క్మిషనస్థలు మరియు
విధానాల సిఫార్సు లు/సూచనలు.
5. భాషా సముార్న జ : సిద్యిింాలు - భార్తీయ విద్యా బోధనా ఆోచనలు: ాా మి వివేకానింద, స్థర ీ
ర్వింత్దనాథ్ ఠాగూర్, జిడ్డు క్ృషమూ
ణ రి,త గిజుబాయి బధేకాస్థమొదలైన వారు.
6. భాషా సముార్నా జ సిద్యిింాలను అ ర్ిం యి చేస్తకోవడింో త్రపాక్ రశ్చి మ విద్యా బోధనా
ఆోచనలు - (త్రవర్నా త వ్యదిం – B.F. సిక ని ర్, భాషా సింపాదన - చామ్ స్కీ , వైగోట్ స్కీ
సిద్దింతు, అభిజ్ఞా – J. పియాజె, రర్సప ర్ చర్ా - J.S. త్ూనర్.)
7. తాత్వవ క మనోవైానన్నక, సామాజిక దృకప థాలు, భాష - ఆలోచనలు భాష ా జ్ఞ న న న్నర్మా ణిం,
భార్తీయ భాషల విానన రర్ింరర్ - శింకర్ భాషా మ్, రతింజలి యోగ శాస్తస ు సూత్రతాలు, పాణిన్న
వాా కర్ణిం మొదలగునవి.
యూనిట్-3: భాషా శాస్త్రం- భాషోత్ప త్తి – ధవ నులు–ధవ ని ఉతప త్తర సాధనాలు-10 గం.లు
1.భాషా ఉతప ిత వ్యద్యలు

2.ధా నులు – ధా న్న ఉతప ిత ాధనాలు
3. ధ్వ న్న ఉతప త్వు జ్ఞసానానాలు, శబాాలను ఉతప ిత చేయడింో వ్యటి ాత్త.
4.స్థరద న్నర్వా ణ్ిం (ఉరసర్,గ త్రతా యిం, సమ్మా ళనిం)
5.వా ి గత
త శబాాలు – అచ్చు లు, హలు ేలు - వ్యటి స్థాయినిం, రదిి మరియు ఉచాు ర్ణ్
6.ఒితడి- రద్యలు ఒితడి మరియు వ్యక్ా ిం, ఒితడి - బలమైన మరియు బలహీనమైన రూాలు.
7. మానవ భాష- జింతువుల భాష మధా గల త్యడాలు.
యూనిట్-4: తెలుగు సాహితయ అధయ యనము ప్రపప్రియలు ---14 గంటలు

1. తెలుగు ాహితా త్రత్ియలు,
2. తెలుగు ాహితా రదా త్రత్ియలు,
3. తెలుగు ాహితా గదా త్రత్ియలు,
4. సమకాలీన తెలుగు ాహితా ిం – ోక్డలు,
5. తెలింగాణ్ ాహితా అధా యనము -ఆవశా క్త, త్రయోజనాలు, వివిధ క్వుల ర్చనలు.
6. తెలింగాణ్కు సింబింధించిన క్ళలు- క్ళారూాలు - భాషా త్ాముఖ్ా త.
యూనిట్-5: భాషా నైపుణ్యయ లు- బోధనా విశ్ల ేషణ—20 గంటలు

1. త్శవణ్ నైపుణ్యా లు: ఎ) త్శవణ్ము త్రయోజనాలు, ర్కాలు, ోాలు, న్నవ్యర్ణ్చర్ా లు, నైపుణ్ా
వ్యా హాలు, త్శవణ్ త్రత్ియ, వినడాన్ని అనుకూలమైన అింశాలు, వినే ఉర నైపుణ్యా లు, ఉతతమ
త్శవణ్యన్ని ఉిండవలసిన చర్ా లు
బి) వివిధ దశలో త్శవణ్యభివృద్ధా చర్ా లు, వ్యా హాలు
2. భాషణ్య నైపుణ్యా లు: ఎ) భాషణ్ిం త్రయోజనాలు, ర్కాలు, వ్యగింత్ద్ధయ న్నర్వా ణ్ము, వ్యగోాషాలు -
న్నవ్యర్ణ్ చర్ా లు, మించిగా మాట్లేడే ామర్వయిా లు, మాట్లేడే ఉర-నైపుణ్యా లు
బి) వివిధ దశలో భాషణ్యభివృద్ధా చర్ా లు, వ్యా హాలు, ఉతతమ భాషణ్యన్ని చర్ా లు
3 రఠన నైపుణ్యా లు: ఎ)స్థరఠనిం త్రయోజనాలు, రఠనిం ోన్న ర్కాలు, రదితులు, ఉతతమ రఠనాన్ని
ఉిండవలసిన చర్ా లు
బి) వివిధ దశలో రఠనాభివృద్ధి చర్ా లు, రఠనా వ్యా హాలు
4 లేఖ్నా నైపుణ్యా లు: ఎ) లేఖ్నము త్రయోజనాలు, లేఖ్నా రదితులు, ఉతతమ లేఖ్నాన్ని
తీసుకోవలసిన చర్ా లు, లేఖ్నముోన్న దోషాలు వ్యటి న్నవ్యర్ణ్ చర్ా లు
బి) వివిధ దశలో లేఖ్నాభివృద్ధి చర్ా లు
5. భాషా నైపుణ్యా లు వ్యటి మధా గల అింతర్త గ సింబింధాలు
6. నైపుణ్యా ల ఏకీక్ర్ణ్ - ఉరనాా ాలను రూపింద్ధించడింో సృజనాతా క్ వా కీ క్ర్ణ్లు.
త
7. సూక్ష్ా బోధ్న - నైపుణ్యా ల సాధ్న.
ఆచరణ్యతమ క కృత్యయ లు – నివేద్ధకలు (Practicum)

1. భాషా అభివృద్ధిి సింబింధించి NEP 2020 యొక్క సిఫార్సు లపై ఒక్ క్థనాన్ని త్వ్యయిండి.
2. సెకిండరీ దశో భాష నేర్సు కోవడిం కోసిం ాధనాలు, ాఫ్వేర్, స్థట డిజిటల్ స్థాే స్థఫార్మస్థపై
అనేా షించిండి.
3. భాషా బోధనో రరిశోధన, వినూతి రదితులపై త్రిబిింబిించిండి
4. భార్తదేశింో తెలుగు భాష స్థాయినింపై సెమినార్స,ే చర్ు లు న్నర్ా హిించిండి
5. సెకిండరీ స్థాయియిో భాషా సింబింధత వనర్సలను సిదిిం చేయిండి.
6. భాషను బోధించడాన్ని వివిధ బోధనా కార్ా క్ల్ాలపై న్నవేద్ధక్ను సిదిిం చేయిండి.
7. భాషా నైపుణ్యా లను పింపింద్ధించడాన్ని బోధన-అభాా స వనరులను తయారు చేయిండి.
8. మాధా మిక్ దశో భాషా ాఠా పుసకా త ల నుిండి ఏదైనా ఒక్ అింశింపై ఇ-క్ింటిం స్థను అభివృద్ధి
చేయిండి.
9. దనచర్ా (డైరీ), లేఖ్లు, అభిత్ాయాలు, ఆోచనలను వా క్రరిచే త నోటీస్తను తయారు
10. ాఠాా ింశాలను మెర్సగురర్చడింో కీలక్ ాత్త ోషించగల ాహితా జ్ఞబిాను తయారు
11. NEP 2020ి సింబింధించి భాషా బోధన బోధనారర్మైన అింశాలను త్వ్యతపూర్ా క్ింగా సిదిిం
12. చర్ు , జట్టట చర్ు , వక్ృతా ిం మొదలైన కార్ా క్ల్ాల ద్యా ర్వ భాషను వినడిం, మాట్లేడటిం,
చదవడిం మరియు త్వ్యయడిం వింటి నైపుణ్యా లను అించనా వేయడాన్ని రరిక్ర్వలను
రూపింద్ధించిండి.
13. బహుభాషా దృక్ప థిం నుిండి వేర్వా ర్స వ్యర్వతరత్ిక్ల నుిండి ఒకే అింశింపై రిండ్డ సింాదకీయ
భాగాలపై త్రిబిింబ గమన్నక్ను త్వ్యయిండి.
14. “సా యిం” (SWAYAM) ోర్ల్ ట నుిండి భాషపై ఆనస్థలైన సరి టఫికే కోర్సు ను పూరి త చేయిండి.
15. విద్యా ర్సయిలు ఇింటర్ి స్థషపస్థకు సింబింధించిన అన్ని ఫార్వా స్థలను పూరిించడాన్ని మార్న్న గ ర్వశ
ా ిం
చేయాలి (అ బర్వ జ ా షన, ఇ-ోర్ఫోలియో,
స్థట మైత్కో టీచిింగ్, రిఫ్లి
ే టవ్ టీచిింగ్, CCE, రిఫ్లి
ే టవ్ జర్ి ల్).
16. రదజ్ఞలిం గమస్థలను అనేా షించిండి - భాషా నైపుణ్యా న్ని పింపింద్ధించడాన్ని అభాా సాలను
రూపిందించిండి.
17. విద్యా ర్సయిలో ాధార్ణ్ింగా ఉిండే భాష (తెలుగు) సింబింధత ోాలను గురిిం త చి జ్ఞబిాను
తయారు చేయిండి.
18. భాషో బోధన అభ్ా సనింో కూడిన ఇబబ ిందులను గురిిం ు చిండి.
19. తెలుగు త్రసింగింో జ్ఞతీయాలు, ామెతల యొక్క బొమా ల జ్ఞబిాను సిదిిం చేయిండి.
20. సెక్ిండరీ జ్ఞసాీలలలోన్న వివిధ్ భాషల మధింపు, మూల్ా ింక్నిం యొక్క త్రస్తతత రదితులపై
ఒక్ న్నవేద్ధక్ను త్వ్యయిండి.
21. మీ ాఠశాలలోన్న వివిధ్ తర్గతులలో జరిగిన భోధ్నాభ్ా సనా కార్ా త్రకమాలను చేిత్రవాత
ఆధార్ింగా ఒక వ్యర్వతలేఖ్(వాా సిం)ను సిదిిం చేయిండి.
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
After completion of the course, the student teachers will be able to
• 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
UNIT-I: Introduction and Philosophical perspective of Yoga.

1. Yoga: Etymology, Definitions, Aim, Objectives and Misconceptions of Yoga.
Origin and history and development of Yoga. .
2. Principles of Yoga (Triguna, Antahkarana- Chatushtaya, Tri-Sharira,
Panchakosha, Ashta Chakras)
3. Introduction to major schools of Yoga - Patanjali Ashtanga Yoga, raja yoga, Gita-
yogas’ (Jnana, Bhakti, Karma, Patanjala, Hatha)
4. Importance of Yoga for healthy living. Yoga and its relevance in the modern times,
Traditions in Yoga.
UNIT-II: Yoga Practice and its therapeutic values
1. Precautions, Procedure and Benefits of Yogic Sukshma Vyayama. Stula Vyayama
2. Yoga Asana, pranayama as per the AYUSH Common Yoga Protocol and Surya
Namaskara.
3. Precautions, Procedure and Benefits of Pranayama sadhana as per the
AYUSH Common Yoga Protocol
4. Precautions, Procedure and Benefits of Dhyana.
5. Introduction to Shatkarma: meaning, purpose and their significance in Yoga
Sadhana.
UNIT-III: Yoga fundamentals for Health promotion
1. Systems of Human body – Digestive, Respiratory, Skeletal & muscular, Excretory,
Nervous and Glandular system.
2. Nature centered Food habits and Yogic Diet
3. Dincharya and Ritucharya with respect to Yogic lifestyle.
4. Yogic management of stress and its consequences.
5. Holistic approach of Yoga towards health and diseases.
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
Unit I: Communication and English Language Skills
1. Definition, Nature, and Scope of Communication, Importance of communication,

Features of successful professional communication, purpose of professional
communication, Different forms of communication, Barriers to communication
2. Developing English Language Skills: Essentials of Grammar - Parts of Speech,
Articles, Modals, Sentences and their types, Subject verb concord, using tenses,
Direct/Indirect speech, using non-finites, punctuation marks.
3. Basics of Phonetics: Reasons for Incorrect Pronunciation, Misconceptions about
sounds, Sounds – Vowels, Consonants, Consonant Cluster, Problems of Indian
English, Syllable, Word Stress Weak forms, Stress, Intonation and Rhythm. Difference
between British, American and Indian Spoken English.
4. Building Vocabulary: Word Formation, Synonyms, Antonyms, Learning words through
Situations, Homonyms and Homophones, Words often Confused, One Word
Substitution, Phrasal Verbs, Developing Technical Vocabulary, Idiomatic Expression,
Eponyms
Unit II: Listening Skills and Speaking Skills
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
Dynamics of Professional Presentation

1. Combating Stage Fright, Preparing PowerPoint Slides for Presentation, Qualities of
a Skilful Presenter
2. Individual and Group Presentation
3. Delivering Just-A-Minute Sessions
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
1. Purpose of General conversation

2. Features of Good Conversation
3. Effective Conversation
4. Tips for Improving Conversation
5. Short Conversation
6. Telephonic Skills
7. Debate, Situational Dialogues and Role Plays
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
Unit III: Reading Skills and Writing Skills
Reading Skills
The Art of Effective Reading

1. What is Reading, Elements of Reading, How Do We Read, Need for Developing
Efficient Reading Skills, Benefits of Effective Reading, Speed of Reading, Four Basic
Steps of Effective Reading, Overcoming Common Obstacles in Developing Efficient
Reading,
2. Types of Reading, Styles of Reading
3. Methods of Reading
4. Approaches to Efficient Reading
5. Guidelines for Effective Reading
Reading Comprehension
1. What is Reading Comprehension, What Goes Wrong and Where?, Employing

Different Reading Skills, Understanding the Authors Point of View, Identifying the
Central Idea
2. Inferring Lexical and Contextual Meaning, Employing Discourse Analysis
Writing Skills
The Art of Condensation

1. What is Condensation
2. Major forms of Condensation, Précis, Summary, Abstract, Synopsis, Paraphrasing
3. Art of Condensation, Some Working Principles
4. Seven Step Ladder to Writing an Effective Précis
5. Writing Précis of Given Passages
Paragraph Writing
1. Meaning of a Paragraph, Structure of a Paragraph, Construction of a Paragraph,
Features of a Paragraph
2. Descriptive Writing Techniques
3. Argumentative Paragraph, Analytical Paragraph
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
Email and Blog Writing

1. Email Writing- Some Common Pitfalls
2. Email Writing – Guiding Principles for Composition
3. Email Writing – Maintaining Common Etiquette
4. Blog Writing- Guiding Principles and Etiquette
Other Business Writings

Itinerary Writing
1. Itinerary Writing – Guiding Principles
Inter-Office Memorandum (Memo)

1. Meaning of a Memo
2. Structure of a Memo
3. Style of a Memo
Circulars
1. What is a Circular
2. Informative Circulars, Public Circulars, Circulars of Partnership and Companies,
Official Circulars
Notice Agenda and Minutes

1. What is a Notice, How to prepare a Notice, Salient features of a Notice
2. Agenda, What is an Agenda, Significance of an Agenda, How to Prepare an Agenda
3. Minutes: What are Minutes, How to Write Minutes of a Meeting
Movie and Book Review

1. What is a Book Review? How to Write a Book Review
2. What is a Movie Review? How to Write a Movie Review
Engagement:
• Each student has to participate actively and conduct activities related all the language
skills. It should become their regular practice not only in the allotted slot but also
during their routine schedule.
• They should listen carefully and try to understand and imitate and use all the
vocabulary and converse with everybody…. likewise speaking reading and writing a
regular concerted effort should be made by each and every student to acquire the
skills with adequate practice.
• Each student has to read the texts at home and reflect in the class room among
teacher trainees and also record the same the same as a document. Teachers should
guide them.
• Students should speak about their family, friends, hobbies, interests, books they read
& stories & life stories, oral histories related to their village / district and inspired
personalities across the disciplines.
• Each student has to act as interviewee and interviewer in mock interview as group
presentation with respect to listening, speaking, reading and writing.
• Each student has to read autobiographies/ biographies of leaders, elites, scientists
across the countries
• Texts are suggested and provided to read and reflect by following different techniques,
(Gibbs, SQ3R, KWL.. etc.)
• Read any two traditional texts of wisdom and write your reflections and share them
with the peer group.
• Select any two texts with different ideology & write your reflection and share with the
peer group.
• Read any two novels / fiction/, etc. and write your reflection and share with the peer
group.
• Each student has to participate and conduct activities individuals and in group
covering all topics related to skills through improving communication for life and career
building.
• Creating a happy and peaceful life without any conflicts after each activity, they should
reflect on their experiences, various incidences, classroom, hostel, library, play field,
laboratory, etc.
References
• Alan Barker(2010): Improve your Communication Skills, Kogan Page Limited

• Grellet, F. (1981). Developing reading skills: A practical guide to reading
comprehension exercises. Cambridge University Press.
• Jeya Santhi.V(2015): Advanced Skills for Communication in English, New Century
Book House
• Owen Hargie,Ed.(2019),:The Handbook of Communication Skills, Routledge 711 Third
Avenue, New York, NY 10017.
• Reading strategies by Dr. Kathleen King https://www.ghc.edu
• On Writing Well: The Classic Guide to Writing Non-fiction- William Zinsser. Harper
Perennial
• Writing Tools- Peter Clark. Hachette Book Group USA
• The Elements of Style- William Strunk Jr. & E.B. White, Pearson. 1999.
• Parikh, J.P. et al, Business Communication: Basic Concepts and Skills, Hyderabad:
Orient Black swan.
• Bhatia, R.C., Business Communication, New Delhi: Ane Books Pvt Ltd
• The Cambridge Companion to Travel Writing- Peter Hulme, CUP
• E. Sureshkumar and P. Sreehari() Communicative English , Orient Black swan
• UrmilaRai (2010)English Language Communication Skills, Himalaya publishing house
• Sanjay Kumar and Pushpa Latha (2015) Communication Skills, Second Edition, New
Delhi: Oxford University Press
• Chaturvedi,P.D. and Mukesh Chaturvedi (2013). Business Communication, Skills,
Concepts and Applications, New Delhi: Pearson Education
• https://agrimoon.com/communication-skills
• (https://www.duolingo.com/):
• (http://www.bbc.co.uk/learningenglish):
• (https://www.englishclub.com/):
• (https://learningenglish.voanews.com/)
• (https://learnenglish.britishcouncil.org/):
• ESL Gold (https://www.eslgold.com/):
• (http://www.manythings.org/):
• (https://www.englishpractice.com/):
• (https://www.breakingnewsenglish.com/):
• (http://www.eslcafe.com/)
• (http://www.esl-lab.com/):
• (https://readtheory.org/)
• (http://www.oxfordlearnersdictionaries.com/us
• (http://iteslj.org
• (https://www.ted.com/)
Semester IV (I-IV)
Paper -XXXIX (EDN-39)
Reflective Journal (1-4 Sem)
Credits: 2 Marks 25
Learning Outcomes
• 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.
What is the reflecting process and what is reflection?

John Dewey introduced the term "reflection" to explain the process of thinking through
concerns and problems by connecting thoughts and actions to earlier acts (Hutton & Smith,
1995). In its most basic form, reflection is the deliberate consideration and analysis of one's
past and present actions (Henderson et al., 2004).
Reflective practise is gaining traction as the predominant paradigm in teacher education
globally, claims Farrell (1998). "Teachers subjecting their beliefs and practises of teaching to
critical analysis" is how he defined reflection in the classroom (p. 1 ). According to Han (1995)
and Black (2001), on the other hand, reflection enables educators to make wise decisions by
enabling them to consider the various roles that they play in schools and/or classrooms as well
as the pedagogical, sociological, and ethical contexts. They emphasised that because teaching
is anuncertain, dynamic, and complicated profession, reflection is vital to teacher education and
ought to be a core competency for educators.
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.
INTEGRATION OF THEORY AND IDEAS

By reflecting on theories or ideas about cultural norms the student has connected the
experience with what he or she has learned.
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.
Table 1. Focus Categories

Properties/dimensions Categories Subcategories
1. Self- 1.1: Self-confidence 1.1.1: Anxiety/Lack theory
knowledge
1.2 : Commitment 1.2.1: Worries about students
1.3 : Health 1.3.1: Unable to teach
1.4 : Personality 1.4.1: Not strict (stern)
2. Student 2.1: Diverse abilities 2.1.1: Fast learners

2.1.2: Slow learners
2.2 : Discipline 2.2.1: ‘Overactive’/Passive
2.2.2 : ‘Lazy’/Inattentive
2.2.3 : Not cooperative
2.3 : Interest 2.3.1: Lack of interest
2.4 : Prior
knowledge/skills 2.4.1: Lack ‘group’ skills
2.5 : Learning habits 2.5.1: ‘Learned’ from previous
teacher
3. Teaching 3.1: Objectives 3.1.1: Achievement/failure
3.2 : Methods/Techniques 3.2.1: Appropriateness/Effectiveness
3.3 : Activities 3.3.1: Interesting/Students’
involvement
3.4 : Flow/Interruption 3.4.1: Time management
3.4.2 : Extended lessons
3.4.3 : Failure of printing
machine
3.5 : Classroom management 3.5.1: Clear instructions
3.5.2 : Class control
3.5.3 : Disciplining
3.5.4 : Grouping
3.6 : Assessment 3.6.1:
Test/Exercise/Homework
3.7 : Contingency 3.7.1: “Emergency lesson”
4. School 4.1 : Involvement 4.1.1: Programmes/Activities
4.2 : Cooperation 4.2.1: With other teachers
4.3: Facilities 4.3.1 : Narrow space for
experiment
4.3.2 : Lack of apparatus
5. Supervision 5.1: Supervisors 5.1.1: Time for

discussion
5.1.2 Feedback on
performance
5.2: Cooperating teachers 5.2.1: Advisory role/guidance
6. Learning 6.1: Theory 6.1.1: ‘Exposure’/College’s
role
6.2 : Input 6.2.1: Experienced teachers
6.2.2 : Other trainees
6.2.3 : Supervisors
6.2.4 : Cooperating teachers
6.3 : Discussion 6.3.1: Experienced teachers
6.3.2 : Other trainees
6.3.3 : Supervisors
6.3.4 : Cooperating teachers
6.4 : ‘Questioning’ 6.4.1: Experienced teachers
6.5 : Observation 6.5.1: Peer/Partner
6.5.2 : Experienced teachers
6.6 : Reading 6.6.1: Books
6.7 : Previous 6.7.1: The first practicum
experience
7. Preparation 7.1: ‘First-day’ 7.1.1: Excitement/Anxiety
experience
7.2 : ‘Orientation' 7.2.1: Facilities/resources
7.3 : Introduction 7.3.1: To the teachers
7.3.2 : To the students
7.4 : Getting ready 7.4.1: Timetable
7.4.2 : Text/reference books
Reflective Categories
The diary entries of the teacher candidates were used to create the following reflective
categories and subcategories:
1. Description This category covers the following: (i) expressing one's own thoughts and
feelings; (ii) describing circumstances and encounters; and (iii) describing issues.
2. Analysis: This subcategory includes explanations of emotions, circumstances, events,
and issues. Contextual analysis and comparison analysis were the two types of analysis present
in the data.
3. Proposal
The subcategory of suggestions included fixes for issues that had already been
recognised and examined. It included enhancing one's own traits, one's ability to teach, and the
attitudes of one's students.
Table 2. Reflective Categories
Categories Subcategories Properties/Dimensions
1. Description 1.1: Expression of feelings 1.1.1: Positive

feelings/concerns
1.1.2: Negative feelings
1.2 : Description of situations 1.2.1: Teaching
methods/activities
1.2.2 : Students
1.2.3 : Supervisors
1.2.4 : Cooperating Teachers
1.3 : Description of problems 1.3.1: Class control
1.3.2 : Time management
1.3.3 : Students’ homework
1.3.4 : Lack of
stencil/apparatus
1.3.5 : Printing machine failure
2. Analysis 2.1: Contextual analysis 2.1.1: Particular
situation/ problem
2.1.2: e.g. group approach
2.2: ‘Comparative’ analysis 2.2.1: Previous experiences
2.2.2: First practicum
3. Suggestion 3.1: Personal improvement 3.1.1: Personality/style

3.2 : Teaching improvement 3.2.1: Methods/activities
3.3 : Student improvement 3.3.1: Learning /attitude /
Behaviour
Method of Creating Reflective Journals
When it comes time to revisit the reflective diary for review, it is advised that students document
all official and informal occurrences. Together with the less troublesome areas, students should
concentrate on the ones that present the most challenges or obstacles. Observing changes
over time and "gaining a sense of achievement" are crucial components of reflective journals
(Dalhousie University, n.d.).
Write, record
i. Describe the situation (the course, the context)

ii. Who was involved with the situation?
iii. What did they have to do with the situation?
Reflect, think about
i. What are your reactions?

ii. What are your feelings?
iii. What are the good and the bad aspects of the situation?
iv . What you have learned?
Analyse, explain, gain insight
i. What was really going on?

ii. What sense can you make of the situation?
iii. Can you integrate theory into the experience/situation?
iv . Can you demonstrate an improved awareness and self-development because of
the situation?
Conclusions
i. What can be concluded in a general and specific sense from this situation/experience
and the analyses you have undertaken?
Personal action plan
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?”
Guidelines for writing reflective journals for teachers

When writing reflective journals, have the following general guidelines in mind:
i. Don't restrict an entry to just a description: Make sure to give a thoughtful explanation of
what transpired and its causes. For students, reflective diaries are an invaluable
learning resource because of the analysis.
ii. Provide an honest analysis: You must be truthful in your evaluation for the reflective
journal to be beneficial. You don't compose it only to get a grade. It's an educational
resource to help you become a better teacher.
iii. Avoid attempting to cover everything: Not all of it will be worthwhile. Write about the
main concepts and takeaways from the encounter.
Implications for Teaching
The framework of reflective journal writing for pre-service teachers' practicum reflection
centres on the development of teaching competences. During the process, pre-service teachers
choose a competency in explicit terms and then decide what activities will help them acquire that
specific competency. The pre- service teacher evaluates their work at the conclusion of the
lesson. The capacity of pre-service teachers to recognise the shortcomings in their instruction
using Zalipour's (2015) reflection questions—"What was I thinking?" and "Could it be
different?"—as well as to assign blame and offer pedagogical solutions that could be applied to
overcome obstacles and enhance instruction and learning outcomes, is especially crucial. Apart
from the observations made by the pre-service teacher, the mentor also offers comments, which
the pre-service teacher is expected to record in their journals. The constructive criticism
provided by mentors shapes the way pre-service instructors present their lessons. It is
anticipated that pre-service teachers' classroom instruction would systematically improve as
they continue to write in a reflective notebook. The student-teacher would have developed a
professional dossier on their teaching by the end of the practicum.
Format of Reflective Journal
Student teachers shall document their reflections on daily basis.
Name: Roll No. BEd. Semester: I / II /III / IV

Date: .
A basic entry used in reflective journaling is shown here:
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?
Signature of the Student teacher Signature of the Mentor / Supervisor
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.
III. Advantages of e-portfolios

According to Muhammad Kamarul, K. & Mahbub, AK (2012), e-portfolios have several
benefits for helping teachers develop their competency. These benefits include:
a) understanding the production of effective teachers;
b) developing methods and instructional activities;
c) improving grammatical skills;
d) facilitating an understanding of the lesson content;
e) improving ICT skills; and
f) realising a shift in thinking.
Mayfield and Mitchell (2009) discovered that e-portfolios help with continual performance
assessments, acknowledging past learning, and reflecting on professional reading by allowing
users to record their abilities and professional progress.
IV. Process elements of e-portfolios
Mentoring, reflection practise, Philosophy of Teacher Education, learning space, e -
portfolio platforms, and accessible e-portfolio model are the six essential components of the
Professional Practise process part of the e-portfolio model.
a) Mentoring: In particular, mentorship in teacher preparation is a process of personal

growth that necessitates the engagement and dedication of both the mentor and mentee
(student teachers). Hezlett (2005) states that a mentee will initially learn by observation of
relevant things, followed by an explanation or description from the mentor and interaction
with mentors who are also studying it using a variety of ways. For student teachers to
reassess and enhance their pedagogical approaches, the mentors' feedback is crucial
(Hudson et al. 2005; Jarvis et al., 2001).
b) Reflection: According to Brockbank and McGill (2007), reflection is the process of
thinking through issues, analysing arguments, making suggestions, and taking action to
enhance application. When reflection is incorporated into teaching practise, teachers are
better able to assess and enhance the teaching process.
c) Philosophy of Teacher Education: Producing teachers with high levels of professional
resilience, ethical and creative thinking, practise values, skill, and technology orientation
is the primary objective of the philosophy of teacher education.
d) The learning spaces: The institution's vision and philosophy are embodied in the
learning environment, which is intimately linked to educational settings. The idea of an
educational institution's learning environment that takes into consideration classrooms,
teachers, and students when putting the plan into action to meet learning objectives.
e) e-Portfolio Platform: Four different types of electronic portfolio platforms have been
discovered by Ittelson Lorenzo (2005) and Sweat-Guy & Buzzetto-More (2007), who also
discuss the advantages and disadvantages of each alternative. (i) A local portfolio, also
known as a homegrown portfolio, is one that is made by the organisation and customised
to fit its particular requirements; yet, the production process can be costly, time -
consuming, and difficult. (ii) An open source portfolio is one in which the source code is
freely available for modification and is offered without charge. Open source is a risky
portfolio in which institutions or developers must assume any costs associated with
upgrading, customising, or providing support for the electronic portfolio, (iii) Commercial
portfolios, which are well-developed and include technical support, are available from
vendors; however, the cost of purchasing support services may be higher. (iv) Common
software designed to facilitate the creation of electronic portfolios, such as Front Page,
Microsoft Word, Microsoft Publisher, and/or PowerPoint.
f) e-portfolio model: According to Bhattacharya and Hartnett's (2007) research, creating
an integrated learning environment for students to explain how the concepts they have
learned relate to real-world scenarios is necessary for the design and development of e -
portfolios. Barrett (2007) established the 21st Century Model of Portfolio, which focuses
on four aspects of e-portfolio development: core topics, 21st century themes, learning and
innovation skills, and information technology skills, life skills, and career. Standards and
assessments, curriculum and instruction, professional development, and learning
environments are some of these components.
V. Creating an e- Portfolio promotes digital literacy and web design skills

Creating an electronic portfolio can play a crucial role in fulfilling curriculum requirements
by offering "an assessment mode that is more relevant to current and future students in the 21st
century."
Several transferrable skills can be gained even from the simple act of constructing a
digital portfolio to showcase student work. It promotes, for instance, the usage of editing
programmes like Adobe Photoshop as well as scanners, video cameras, and other digital
equipment. Additionally, it teaches students to web design and blogging software.
i. Ensure content is appropriate for a classroom situation: respectful language,
inoffensive imagery.
ii. Verification of ownership: Include screenshots of work in progress and accompany
digital submissions with physical artwork.
iii. Balance screen time with hands-on creation.
iv. Backup the e- Portfolio (on cloud server, memory stick or Dropbox).
v. e- Portfolio layout (structure and page labelling) and organization (for easy
navigation).
vi. Make a new page for each assignment or unit of work.
vii. Include a menu, with clearly labelled navigation links.
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.
VI. How to create an e-portfolio using Google sites

Step 1: Create an e-portfolio Site:
a. Sign into your Google account and click on the App launcher
b. Go to Sites to create your e-portfolio
c. Click the create button to start
d. Then follow these steps to finish site creation
1. Choose a template
2. Name your site
3. Select a theme
4. Click "create" button
Step 2: Create Pages Within Your Site
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
Course Credits Semester Description
School Observation 2 1 One week visit to different types of schools
Pre-Internship 2 1 Orientation and preparation in the institute

Peer teaching
Internship 12 2, 3 & 4 20 weeks of working in school(s) as an integral

part of the system. 40 teaching plans in each
pedagogy
School-based 2 3&4 Dissertation - Identification of the issue, research

research projects design, intervention during the school internship
and preparation of the research report
Learning resource 2 2 Visit different types of local vocational

development artists/professions, design learning resources using
local traditions and connect artists to school.
Post Internship 2 4 In the institute: Sharing of experiences with other

student teachers and submission of the report
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
• Demonstration lesson (minimum 1 in each pedagogical subject)

• Peer Group teaching and peer observation - 5 in each pedagogical subject
• Observation of lessons by teacher educators during peer group teaching
• Reflective group discussions/workshops/seminars
• Preparation and presentation of the video content illustrating best classroom practices.
• Orientation of student teachers to different pedagogic approaches like storytelling, art-

integrated, sports-integrated, project-based, and ICT-integrated for developing critical thinking,
attention to life aspirations, and greater flexibility and classroom management skills.
• Observation of the lesson demonstrated by teacher educators/experts in the institute.
• Designing guided activities, including a laboratory for each class/subject based on learning
outcomes.
• Study Secondary Stage Learning Standards in the NCF
• Content analysis and development of the unit plan, concept map and lesson plan.
• Discussion on unit plan and lesson plan with teacher educators/experts
• Preparation of a Portfolio (for self -work) that the student-teacher will use to keep all her/his
work.
• Participate in discussions/reflective sessions for conceptualizing teaching-learning practices.
• Exploring available learning resources and educational videos
• Developing local, low-cost, and innovative TLM s
Reading and reflecting on inspiring books on pedagogic practices
Add peer teaching & observation- peer feedback, self- feedback & tr. Educator feedback
Semester I, II, III & IV
School experience & I nternship
20 weeks – 120 days
B.Ed. School Internship program
*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
Semester No of weeks / days Internship Activities
Semester-I One /6 days Pre-internship School observation
Semester-II Four/20 days Internship-I Peer teaching 5 lessons in each

pedagogy.
10 teaching plans in each
pedagogy
Semester-III Eight /48 days Internship-II 20 plans in each pedagogy

School based -research- PTA &
SMC
Semester-IV Seven / 42 days Internship-III 10 plans in each pedagogy

Dissertation -Research and
reporting
Total 20 weeks / 120 days

Sem-I Projects / Activities /tasks/period plans/field engagement/ etc.
Pre-internship
Day-1 Pre-internship- workshop- sensitization and preparation of students to develop

ownership towards school internship. Feeling of my school.
5-days
Visit to- Visiting schools under various managements and organizations-State
board, CBSE, Navodaya, Army, Model, KGBV, Residential, Corporation-SC/
ST/BC, resource centres, SIET, and their libraries. Observing regular teachers
all through and noting all minute details and reporting about teacher and
teaching-reflections and learning through observation. A format will also be
provided for guidance and self-observations other than the format can also be
recorded in detail.
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.
Two–days Demonstration of period plans by teacher educators in cooperating schools.

Showing some excellent model plans to inspire student teachers. Writing
letters to the HM/Principal, class teacher- for permission and showing
interest, familiarity and humility to learn about the good practices from school
and spend quality time in school
Two days One day Orientation to school teachers-at the allotted schools / college on
internship and familiarization with new guidelines and students’ activities.
Period plans should be corrected by the respective method teachers before
the commencement of teaching in school. No student should teach without
the approved period plan and related teaching learning material and teaching
aids.
One day Approaching school HM with formal letters from the college along with in
charge teacher educator- meeting, communicating/negotiating with HM and
keeping good rapport with HM’s and teachers
20-period plans in each pedagogy subject (5-ict integrated, 5-plans with-
Semester –III
innovative methods, 5- whole child development remaining 5 constructivist
Internship, 8
weeks- 48 Days period plans.) orientation.
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.
Finalization of SMCs & PTAs. Finalization of community experience-based

Reports
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.
Visiting children’s homes-motivating parents, Planning community surveys,

concerts, exhibitions, yoga, English language enrichment programs
Rallies, camps, clubs’ activities, Recording all activities with reflection-
recording in reflective journal. Organizing teaching aids, s c i e n c e , social
science and l a n g u a g e exhibitions, conducting games, sports, various
club activities, conducting competitions A wall may be reserved for each club
and display activities regularly in the school. Students shall take geotag-
photos and video graph and store the images and works to display all the
events at school upload in their websites. Also, they should submit to the
head, dept. of education and controller office and also to moderation board at
the end of every semester.
Student teachers Student teachers will assist a regular teacher in correcting children’s work,
are resource to a
guiding and conducting activities for children, taking up remedial classes for
school
children who lag behind the schedule for any reason, pooling resources for
teaching and learning, preparing teaching aids, recording innovative
practices of school and popularizing. Conducting mock sessions-parliament,
assembly, celebrating important days –environment, science, health,
national, historic, etc. Preparing a list of important day’s list and painting on a
wall to get noticed. Maintaining and updating school records. Planning
budget. Popularizing children enrolment and retention and helping teachers
from facing absenteeism.
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
Planning all types of surveys, clubs and forums, rallies, campaigns -

7 weeks 42 days
science clubs, forums, eco-clubs, literary clubs, study clubs, language clubs,
sports clubs, PTA associations, SMC meetings, forums, rallies, campaigns,
awareness programs, and field - based stories and identifying cases,
problems for action research. etc. planning remedial programs. Finalization of
Action research-based report Finalization of reflective journal and e-portfolio-
assessment, CCE Oral stories, stories related to the place, and so on.
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.
Finalization of CCE records and preparing for jury evaluation.
Finalization of dissertation as per the guidelines provided. Students can select a

simple relevant topic from the school related or any other education related area
and conduct research as per the guidelines provided.
Thanks giving program –acknowledging Principal/HM, Teachers, students in
assembly and followed by Thanks giving letters, Acknowledging supervisors
and principals for their cooperation and guidance. Leave the school with a
feeling of accomplishment & spiritual feeling of self – contentment. Keeping a
record in the school with student teacher’s details -which will be continued in
school from year to year.
Students resolve to become professional and excellent teacher order for the
future and create Viswa gurus for globe.

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Foundation Course

Course Learning Outcomes

Student teachers will be able to:

Unit-I: Introduction to Education and Philosophy

Unit-II: Understanding of Indian and Western Perspectives of Education and Values

Unit-III: Indian and Western as and Perspectives of Education

Unit-V: Values and Ethics in Education: Indian and western

1. Meaning, Types, Need, and Significance of Values.

Unit I: Introduction to Child Development

Unit II: Perspectives on Child Development

1. Early Experience and Learning in Children

Unit III: Perspectives on Learning and Motivation

1. How does children learn?

Unit IV: Dynamics of Child Psychology

1. Rethinking Child Psychology

Unit V: Dynamics of Adolescent Psychology

1. Impression Formation and Attribution

Student teachers will be able to develop:

• An understanding of the role of measurement and assessment in the instructional

Unit I: Introduction to Educational Assessment

1. Meaning of Test, Measurement, Assessment and Evaluation

Unit II: Reliability and Validity

1. The purpose of Classroom Tests and Assessments

Unit IV: Portfolios

1. Portfolio, What Qualifies as a Portfolio of Students Work

Unit V: Grading, Reporting and Interpreting Test Scores and Norms

1. Feedback and Evaluation

Kubiszyn Tom. (2003). Educational Testing and Measurement, John Wiley. ·

Linn, Robert L. and Gronlund, Norman E. (2000). Measurement and Assessment in

Credits 4 Marks: 100 (70+30)

Unit I: Understanding Science and Scientific Inquiry

1. Indian Thinker’s Pedagogical ideas of education: Swami Vivekananda, Shri

Unit -III Understanding Teacher Knowledge and Learner Background

Unit V: Methods and Approaches of Teaching Biological Science

Student teachers will be able to:

• Develop psychological and pedagogical knowledge and skills according to universal

Unit-I Nature, Scope, and Importance of Mathematics

1. Nature of Mathematical Knowledge

UNIT II Pedagogical Approaches at the Secondary Stage

1. Indian Thinker’s Pedagogical ideas of education: Swami Vivekananda, Shri

Unit -III Understanding Teacher Knowledge and Learner Background

1. Nature of Pedagogical Relations, Spaces, Events, Experiences and

Unit – IV Aims and objectives of teaching Mathematics and Computing

1. Aims and Objectives of Teaching Mathematics at Secondary School stage

Unit –V Approaches, Methods and Learning Experiences in teaching Mathematics

1. Learner centric Methods (Learners’ Cognitive, Social and Emotional

• Student teachers will be asked to observe lessons of experienced school teachers to

Suggestive Mode of Transaction

Hands-on activities, demonstration of discovery approach, project approach, inquiry

Suggestive Mode of Assessment:

1. Australian Capital Territory. (2016). Teachers’ guide to assessment.

UNIT-I Nature of Social Science

UNIT II Pedagogical Approaches at the Secondary Stage

1. Indian Thinker’s Pedagogical ideas of education: Swami Vivekananda, Shri

Unit -III Understanding Teacher Knowledge and Learner Background

1. Nature of Pedagogical Relations, Spaces, Events, Experiences and

UNIT IV Aims and Objectives of Teaching Social Science

1. Aims and objectives of teaching social science at secondary stage

UNIT -V Approaches, Methods and Learning Experiences in Teaching and Learning

Lectures with discussion, Hands-on activities, project approach, problem-solving, concept

1. Australian Capital Territory. (2016). Teachers’ guide to assessment.

Student teachers will be able to:

Unit I Understanding Science and Scientific Inquiry