ORIENTAL UNIVERSITY, INDORE

Syllabus for
BACHELOR OF EDUCATION

Two year

B.ED. DEGREE COURSE

I, II, III & IV Semesters

 SYLLABUS

Bachelor of Education (B.Ed.) Course

Compulsory Paper
Semester – I
BED-101 Childhood & Growing Up
Objectives:

social and emotional development.

To understand the developmental process of children with diverse abilities in
social, cultural and political context.

within their socio-cultural context.

To develop a sensitive and critical understanding of the different
social/educational/cultural/political realities at the core of the exploration into
childhood.
To build an interdisciplinary frame work to interpret, analyse observations and
interactions from cross culture psychology.
To develop critical deconstruction of significant events that media highlights and
creates during childhood
To provide hands-on experiences to interact with children, and training in
methods to understand aspects of the development of children.
To develop the power to interpret how gender caste and social class may impact
the lived experience of children.
CONTENT

Unit 1: Perspectives in Development

Concept , Meaning ,Scope and Function and Educational Psychology

Introduction to development: concept and introduction to perspectives in
development, humanistic psychology and developmental theory
Enduring themes in the study of development: development as multidimensional
and plural; Development as continuing through the life span; ways in which
development is continuous/discontinuous? ; Socio-cultural contexts influencing
development
Gathering data about children from different contexts: naturalistic
observations; interviews; reflective journals about children; anecdotal records
and narratives; clinical methods with reference to Piaget
 Method: Longitudinal, Cross Sectional, Sequential, Cohort
methods: Biographical, Case study and Observational method.

Unit 2: Stages of Human Development

Child as a developing individual; a psycho-social entity; stages of development

Developmental characteristics of a child and an adolescent: physical, cognitive,
social, emotional, moral and language; their interrelationships
Developmental tasks of childhood and adolescence and their implications Factors
influencing development such as heredity& environment, media, nutrition, child-
rearing practices, siblings and peers
Commonalities and diversities within the notion of childhood and how multiple
childhoods are constructed with particular reference to the Indian context-Living
in an urban Slum, Growing girl, and Growing up in dalit household

Unit 3: Social and Emotional Development

Personality development: Freud; psycho-social development-Erikson; influence

of early childhood experiences on later personality.
Social theories and gender development: meaning of gender roles; influences on
gender roles, stereotypes, gender in the playground.
Development of emotions: functions of emotions, attachment-Bowlby.

Unit 4: Contexts of Socialization

Concept of socialization: family and child relationships; parenting, child rearing

practices
Schooling: peer influences, school culture, relationships with teachers, teacher
expectations and school achievement; being out of school, overage learner
Relationships with peers: friendships and gender; competition and cooperation,
competition and conflict; aggression and bullying from early childhood to
adolescence.
Social, economic and cultural differences in socialization: implications for
inclusion.

Essential Readings

Cole, M., Cole, S. R. and Lightfoot, C. (2004). The Development of Children.

New York: Worth Publishers. Chapter 1: The study of Human Development.
Newman, B. M. and Newman, P.H. (2007). Theories of Human Development.
London: Lawrence Erlbaum Associates, publishers. Chapter 1: Introduction.
Papalia, D. E. and Olds, S. W. (2003). Human Development. New York:
McGraw Hill Higher Education. Chapter 1: The Study of Human Development,
 Chapter 2: Theory and Research, Chapter 4: Physical Development During the
First Three Years, Chapter 7: Physical Development in Early Childhood,
Chapter 9: Physical Development in Middle Childhood.
Saraswathi, T.S. (Ed.) (1999). Culture, Socialization and Human Development:
Theory, Research and Applications in India. Sage publications. Chapter 4:
Theoretical Frameworks in Cross-cultural Psychology, Chapter 6: Individualism
in a Collective Culture: A Case of Co-existence of Opposites.
Vasanta, D. (2004). Childhood, Work and Schooling: Some Reflections.
Contemporary Education Dialogue, Vol. 2(1), 5-29. 6. Mukunda, K. V. (2009).
What Did You Ask in School Today? A Handbook on Child Learning. Noida:
Harper Collins. Chapter 4: Child Development, 79-96.
Readings for Discussion 1. Aries, P. (1965). Centuries of Childhood-A social
history of the family life. Random House Inc. Chapter 1: The Ages of Life,
Chapter 2: The Discovery of Childhood, and Conclusion - The two concepts of
childhood. 2. Harris, M. and Butterworth, G. (2002). Developmental Psychology:

of Developmental Psychology.

Advanced readings

Kakkar, S. (1978). Indian Childhood: Cultural Ideas, And Social Reality. New
Delhi: Oxford.
Nambissan, G. (2010). Exclusion and Discrimination in Schools: Experiences of
Dalit Children; Working paper series Volume 01, Number 01, Indian Institute of
Dalit Studies and UNICEF.
Kakkar S. (1991). The Inner World: A Psycho-analytic study of childhood and
society in India. Delhi: Oxford University Press.
Sandra, L. Bem (1987). Gender Schema Theory and its Implications for Child
Development: raising gender a schematic children in a gender schematic society,
in M.R. Walsh, (ed). The Psychology of Women. Harvard University Press
Cambridge, 206-226.
Weiner, M. (1991). The State and the Child in India: Child Labour and Education
Policy in Comparative Perspective. Princeton: Princeton University Press.
BED-102 Education in India- Status, Problems and Issues
Objectives:
To develop perception of the role and functions of a teacher as envisaged
in the NPE 1986 and to familiarize the Student Teacher with the different
projects and schemes at Secondary level in M.P.
To develop an understanding of the brief historical background of Indian
Education with special reference to Secondary Education.
To develop an understanding of the objectives and scope of Secondary
Education. To develop an awareness of the professional ethics.
CONTENT

UNIT 1: Concept of Education –

Indian and Western. Aims of Education; Functions of Education.
Education as an instrument of Social Control, Social
Change, Preservation of Cultural Heritage and Values.
School and the society, Culture and Education, School as a Social System.
Agencies of Education Informal, Formal and Non-formal .

UNIT 2: Salient Features of Ancient Indian Education –

Vedic, Buddhist, Islamic

Tradition in Education.
Major landmarks of British System of Education in Colonial India
particularly from the viewpoint of Aims, Structure, Curricula and Methods of
Education. Efforts towards evolving a national system of Education.

Unit -3: Secondary Education

General Aims and Objectives of Secondary Education and Structure.,
Education during Post Independence Period. Constitutional provisions for
education, Secondary Education commission 1952-53, Education Commission
1964-66, New Education Policy 1986 withProgramme of Action 1992,
Different streams of Secondary Education 1) C.B.S.E. 2) I.C.S.E. and 3)
KSEEB with respect to curriculum.4) Examination System etc.,
Secondary School Teacher Qualifications, Competences, Job Profile,
Professional Code of Ethical conduct.
Role of Secondary school teacher in Emerging India.

Unit - 4: Teacher Education and Secondary School Curriculum

Status, Aims and Objectives of Teacher Education in India.

 Role and Resposibilities of NCTE NCERT, DSERT, CTE, IASE
Professional organisation in the field of Teacher education
Rastriya Madhyamika Shikshana Abiyana (RMSA), NCF-2005
Programmes for enhancing efficiency and productivity of school teachers- In-
service training orientation and content enrichment programmes.

Assignments: (Any two of the following.)

Prepare and execute a plan for making at least two children and one
adult literate from the community.
Plan and organize a field trip/excursion to a nearby area of
educational important and submit a report.
Visit to block or district and divisional educational offices and study their
educational management pattern and submit the report.
Prepare one project for institutional planning.
Critically Study the working of the one of the parent teacher association
in any two secondary schools.
A critical survey of co-curricular activities in secondary schools.
Reference:

Anand C. L. et al., (1993) Teacher and Education in the emerging Indian society
NCERT New Delhi.
Coombs Philips H (1985) The World Crisis in Education. New York. Oxford University
Press, New York
Delors, Jaeques (1996) Learning the Treasure within Report to UNESCO of the Internal
Commission on Education for Twenty First Century UNESCO.
Dewey I (1952) Experience in Education, Collier Macmillan.
Dewey S (1956) Democracy in Education New York: Macmillan.
Gandhi M. K. (1956) Basic Education, Ahmedabad Nalijiban.
Government of India (1952) Report of the Secondary Education Commission, New
Delhi:- Ministry of Education.
Government of India (1966) Report of Education Commission Ministry of Education,
New Delhi.
Government of India MHRD (1986) (Revised 1992) National Policy of Education. New
Delhi.
Government of India (1992) Report of Core Group on Value Orientation of Education
Planning Commission.
Kneller G. F. (1978) Foundation of Education. New York: Johri Willy and Sons.
Kneller George (1978) Introduction to Philosophy of Education, New York: John Willey
and Sons INC.
Mani R S. (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book
Society, New Delhi.
Mathur S.S. (1988) A Sociological Approach to Indian Education, Agra. Vindo
Prakashan.
Mookherjee K.K. (1972) Some Great Educators of the World. Fas Gupta & Ce Put Ltd.
Calcutta.
Mukherjee S. N. (1966) History of Education in India, Baroda. Acharya Book Depot.
Naik J. P. and Syed N (1974) A Student’s History of Education in India, New Delhi.
Macmillan Co.
Naik J. P. (1975) Equality, Quality & Quantity: The Elusiue Tringle of Indian Education
Bombay : Allied Publishers.
NCTE (1988) Gandhi on Education , New Delhi
Salamaliha(1979) Education in Social Context. New Delhi. NCERT.
 BED-103 Language across the curriculum Part 1
Objectives
Aim of the Course Language is the medium for comprehending ideas, for
reflection and thinking, as well as for expression and communication.
Enhancing one's facility in the language of instruction is thus a vital need of
student- teachers, irrespective of the subject areas that they are going to teach.
This course is visualized as a range of primarily text-based language activities,

communicate' as well as to 'write' in the language of instruction.

It is likely that student teachers will begin the programme with different levels of
language ability; hence group work that supports different levels of learning is
envisaged as a central feature of this course.

Course outline

UNIT 1: ENGAGING WITH NARRATIVE AND DESCRIPTIVE ACCOUNTS

The selected texts could include stories or chapters from fiction, dramatic
incidents, vivid descriptive accounts, or even well-produced comic strip stories.
Suggested Activities
Reading for comprehending and visualizing the account (individual plus group
reading and discussion/explanation)
Re-telling the account in one's own words/from different points of view (taking
turns in a smaller group)
Narrating/describing a related account from one's life experience (in front of a
smaller group)
Discussion of characters and situations sharing interpretations and points of view
(in a smaller group)
Writing based on the text, e.g. summary of a scene, extrapolation of story,
converting a situation into a dialogue, etc. (individual task).

UNIT 2: ENGAGING WITH POPULAR SUBJECT-BASED EXPOSITORY

WRITING
The selected texts could include articles, biographical writing, or extracts from
popular non-fiction writing, with themes that are drawn from the subject areas of
the student teachers (various sciences, mathematics, history, geography,
literature/language pieces) For this Unit, the student-teachers should work in
groups divided according to their subjects, within which different texts could be
read by different pairs of student-teachers.

Suggested Activities
Reading to extract overall meaning, information, subject knowledge (guided
reading in pairs and simple note making)
Identifying major concepts and ideas involved and making notes on these in
some schematic form flow diagram, tree diagram, mind map, etc. (guided
working in pairs)
 Explaining the gist of the text/topic to others (in the larger subject group)
Attending the writing style, subject-specific vocabulary and 'perspective' or
'reference frame' in which different topics are presented this will vary across
subjects and texts, and requires some interpretative skills for 'placing' the context
of each text (group discussion and sharing)
Writing a review or a summary of the text, with comments and opinions
(individual task)

UNIT 3: ENGAGING WITH JOURNALISTIC WRITING

The selected texts would include newspaper or magazine articles on topics of

contemporary interest. Student-teachers can be grouped randomly for this Unit.

Suggested Activities

Using reading strategies, such as scanning, skimming and reading for extracting
information as appropriate for initial reading of articles (guided individual task)
Analysis of structure of the article, identifying sub-headings, key words,
sequencing of ideas, use of concrete details, illustrations and/or statistical
representations, etc. (guided working in pairs)
Critical reading for attending 'framing' of the article, point(s) of view presented,
possible biases or slants (small group discussion)
Researching and writing articles on topics of local interest (working to produce a
local interest magazine).

References :

1. Bose, R. B. N. & Sterling, T. S. : Elements of English Rhetoric and

Prosody; Chakraborty, Chatterjee Co. Ltd. Calcutta, Latest Edition.

2. Bright, J. A. & McGregor, G. P.; Teaching English as a Second Language, ELBS

& Longman, London, 1978.
3. Brumfit, C. J. & Johnson, K.; The Communicative Approach to Language
Teaching, OUP, Oxford, 1979. 4. Heaton, J. B. : Language Testing, Modern English
Publication Ltd., Great Britain, 1982.

Oxford, Latest Edition.

6. Johnson, J.; The Communicative Approach to Language Teaching, OUP,

Oxford, 1979.
7. Johnson, K. : Communicative Syllabus Design and Methodology, Pergamum
Press, Oxford, 1982.
8. Jones, D. : English Pronouncing Dictionary, ELBS, London, Latest Edition.

9. Kemp, et al.; Designing Effective Instruction, Macmillan College

Publishing Company, 1994.

10. Krashen, S.; Second Language, Acquisition and Second Langu.,

Learning, Pergamum Press, New York, 1979.

Suggested Reading:

Agnihotri, R.K., Khanna, AL, 1994(Eds). Second Language Acquisition: Socio-Cultural

andLinguistic Aspects of English in India(RALI), New Delhi, Sage Publication

Baruah, T.C. 1984, The English Teachers Handbook, New Delhi, Sterling Publishers.

Bansal, R.K. and Harrison, J.B., 1972: Spoken English in India, Madras,
Orient Longman
Brown, J.D. 1996: Testing in Language Programmes, Upper Saddle River, NJ,
Prentice HallRegents
Chomsky, N. 1986. Knowledge of Language, New York ,Praeger

Crystal David, 1997. Globalization of English, Cambridge; Cambridge University Press

Ellis, R. 1992, The Study of Second Acquisition, Oxford, Oxford University Press

Khulchandani, L.M. 1988: Language in a plural society, Delhi, MotiramBanarasidas

and Shimla

Lewis.M. 1993, The Lexical Approach: The State of ELT and a way Forward,
Hove: LanguageTeaching Publications.
Lock, G. 1996. Functional English Grammar, Cambridge: Cambridge University Press

Mohanty, Bilingualism in a Multilingual Society: Psycho Social and

Pedagogical Implication,Mysore:CIIL

Nagaraj, Geeta:2001 : English Language Teaching, Orient Longman Limited,

Kolkata NCERT, 2000, Continuous and Comprehensive Evaluation, New Delhi

NCERT, 2005. National Curriculum Framework, 2005, New Delhi Nuna,

D. 1991, Language Teaching Methodology, London Prentice Hall

Richards, J.C, and Rodgers, T.S. 1986, Approaches and Methods in Language
Teaching, Universityof Hawaii, Maroo: Cambridge University Press

Vygotsky, L.S. (1978), Mind in Society, Harvard University Press: Cambridge.

Widdowson, H.G. 1992, Aspects of Language Teaching, Oxford University Press

BED-104 Curriculum Development & School
OBJECTIVES: CREDITS: 3
To acquaint students with the nature and types of curriculum.

To acquaint students with the context of curriculum development and some

Innovative Curriculum Models.
To familiarize students with Designing of Curriculum.

To give practical experience in Evaluating, Designing and Reviewing

Curriculum.
CONTENT:
UNIT I:
Curriculum Meaning and Nature, types of Curriculum, Syllabus
and Text books their interrelationship. Issues and problems of existing
curriculum.

UNIT II:
Curriculum Construction, Curriculum Development and Curriculum Designing:
Concepts and differences. Determinants and motives of Curriculum
Development. Different Curriculum Models-open university, Open School, etc.

UNIT III:
Steps of Designing different Curriculum. Selection, Gradation and Organisation
of Curriculum. Development and Implementation of Curriculum. Enrichment of
Curriculum.
UNIT IV: PRACTICALS
Evaluation of B.Ed. Curriculum

Designing a Curriculum in a given condition

Reviewing of Syllabus/Books
REFERENCES

National Curriculum. London: Flamer Press, 1995.

Doll, Ronald C.: Curriculum Improvement Decision Making and Process.

London; Allyn and Bacon, 1996.
Eccles tone, Kathryn: How to Assess the Vocational Curriculum. London:
Kogan Page Ltd. 1996.
Hendricks, Joanne: Total Learning Developmental Curriculum for the
Young Child. New York: Maxwell McMillan International, 1994.
Hooper, R.: The Curriculum Context, Design and Development. The
Chaucer Press Ltd., Great Britain, 1977.
Kaushik, S.L.: Shikshakram Vikas. Rajasthan Granth Academy. Jaipur, 1977.

Kelly, A.V.: The Curriculum Theory and Practices. Harper and Row
Publishers, London, 1982.
Kerr, J.E. (Ed.): Changing the Curriculum. University of London Press Ltd.,
London, 1970.
Lawton, D.: Class, Culture and the Curriculum. Rouletdge and Kegan Paul Ltd.,
London, 1975.
Lowy, A. (Ed.): Handbook of Curriculum Evaluation. International
Institute for Educational Planning, New York, 1977.
Lowy, A.: The International Encyclopaedia of Curriculum. New York:
Pergamum Press, 1991.
Mamidi, M.R. and Ravishankar: Curriculum Development and Educational
Technology, Sterling Publishers Pvt. Ltd., New Delhi, 1983.
Nichols, S.H. and Nichols, A.: Developing Curriculum. George Allen and
Unwin, Boston, London, 1976.
Oriosky, D.E. and Smith, B.D.: Curriculum Development Issues and
Insights. Rand McNally College Publishing Company, USA, 1976.
Prasad, Janardan & Kaushik, V.K. Advanced Curriculum Construction. New
Delhi: Kanishka Publishers, 1997.
Richmond, K.W.: The School Curriculum. Methuen and Co. Ltd., London.
1973.
Saylor, J.G. and Alexander, W.H.: Curriculum, Planning for Modern
Schools. London: Holt, Rinehart and Winston, Inc., 1966.
Wiles, Jon. & Bondi, Joseph C.: Curriculum Development A Guide to
Practice. London: Charles E. Merrill Publishing Co., 1984.
BED-105 EPC 1 READING AND REFLECTING ON TEXTS
OBJECTIVES

UNIT I Reading Skills

UNIT II Reading with comprehension

UNIT III Types of text

Mode of Transaction
productive skills of English.

s own learning to make connections with pedagogy.

Essential Readings

1. Lightbown, P. M & Spada, N. (1999). How Languages are Learned Oxford:

Oxford University Press
2. Maley, A. & Duff, A. (1991). Drama techniques in language learning: A
resource book of communication activities for language teachers (2nd ed.).
Cambridge: Cambridge University Press.

3. Morgan, J. & Rinvolucri, M. (1983). Once upon a time: Using stories in the
language classroom. Cambridge:. Cambridge University Press.
4. Wright, A. (1989). Pictures for Language Learning. Cambridge:
Cambridge University Press.

Advanced Readings

1. Parrot M. (1993). Tasks for language teachers Cambridge: Cambridge

University Press

2. Richards, J. & Lockhart, C. (1994). Reflective Teaching in Second

Language Classrooms. Cambridge: Cambridge University Press
3. Slatterly, M. & Willis, J. (2001). English for primary teachers: A handbook
of activities & classroom language. Oxford: Oxford University Press