SEMESTER I
PHILOSOPHICAL AND SOCIOLOGICAL FOUNDATIONS OF
EDUCATION
Objectives of Paper:
1. To enable the student to understand the philosophical and
sociological origins of education.
2. Logical analysis, interpretation and synthesis of various concepts,
proposition and Philosophical assumptions about educational
phenomena.
3. To help the student to develop a philosophical and sociological
outlook towards educational problems.
4. Critical appraisal of contributions made to education by prominent
educational thinkers
Content of Paper:
UNIT I: INTRODUCTION TO PHILOSOPHY OF EDUCATIONAL.
1. Philosophy – meaning, need, its Nature and functions.
2. Philosophy of Education – meaning & scope
3. Nature of Philosophy of Education: A directive Discipline, Liberal
Discipline, An activity
4. Functions of Philosophy of Education : Speculative, Analytic ,
Normative
5. Understanding Nature & Functions of Philosophy with respect to aspects
: like Aims and Objectives, Methods of Teaching, Curriculum, Text
Book, Teacher-Pupil Relationship, Discipline , methods of evaluation
UNIT 2: PERSPECTIVES OF PHILOSOPHY OF EDUCATION:
1. Western Schools: Idealism, Realism, Naturalism, Pragmatism and
Existentialism: concepts of knowledge, reality and values; their
educational implications for aims, contents and methods of education.
2. Indian Schools: Vedanta, Buddhism, Jainism and Islam: concepts of
knowledge, reality and values; their educational implications for aims,
contents and methods of education.
UNIT 3: PHILOSOPHY OF EDUCATION AND DEVELOPMENT:
Educational thoughts and practices made by great thinkers like
Vivekananda, Tagore, Gandhi and SriAurobindo and critical appreciation
of their contribution with reference to their views on –
a) Concept of Man and his Development
b) Socio-cultural scenario, a global perspective.
UNIT 4: INTRODUCTION TO SOCIOLOGY OF EDUCATION:
1. Relationship of Sociology and Education
2. Meaning and nature of Educational sociology and Sociology of
education
3. Education-as social sub-system-specific characteristics.
4. Social Process like Socialisation, Stratification, Social Change, social
mobility; their meaning, nature, role, constraints and relation to education
UNIT 5: EMERGING TRENDS IN SOCIETY AND EDUCATION
Emerging trends in society, their meaning, nature, scope and impact on
education regarding aims of education, curriculum, role of teacher, student
teacher relations, Methods of teaching and Evaluation.
Emerging Trends:
1. Knowledge Society
2. Education for Sustainable Development
3. Liberalization
4. Privatization
5. Globalization
6. Multicultural Society
7. Open and Distance Education
Practicum
1. Identifying the educational problems of socially deprived students and
preparing and implementing a compensatory programme for them.
2. Reflective writing, in about 1000 words, on educational thoughts of any
one educationist not included in curriculum
SEMESTER II
UNIT I: FIELDS OF PHILOSOPHICAL INQUIRY
1. Metaphysics and Education
2. Epistemology and Education
3. Axiology and Education
Meaning, Nature , limitations , significance and impact on aspects of
education like Aims and Objectives, Methods of Teaching, Curriculum,
Text Book, Teacher-Pupil Relationship, Discipline , methods of
evaluation with reference to various Indian and western school.
UNIT II : PHILOSOPHY OF EDUCATION AND EVELOPMENT:
Educational thoughts and practices made by great thinkers like Plato,
John Dewey, Kant and critical appreciation of their contribution with
reference to their views on –
a) Concept of Man and his Development
b) Socio-cultural scenario, a global perspective.
UNIT III: CURRENT CHALLENGES IN EDUCATION
a. Women Empowerment through Education : Gender Disparities, Women
empowerment – need & Role of Education
b. Education in multicultural society.
c. Parent Education: Meaning, need and scope, Parent-Teacher
Associations & their functions, main features of Parent Education
Programmes
UNIT IV: IMPACT OF SOCIO – ECONOMIC – POLITICAL
IDEOLOGIES AND EDUCATION
a) Impact of Individualism
b) Impact of Fascism
c) Impact of communism
d) Philosophy of Emerging Indian Society and Education: Meaning and
Characteristics of Democracy, Socialism and Secularism and
Role of Education with reference to them
UNIT V: SOCIAL RELATES OF EDUCATION
Education and Family
Education and Schooling
Education and Peer group
Education and culture in general
Education and religion, Caste, Gender, Class
Education for Weaker Sections
PRACTICUM
References:
Altekar, (1975). Education in Ancient India (7thEd.). Varanasi : Monohar
Prakashan.
Ambedkar ,B.R., (1956). Goutam Buddha and His Dhamma. Delhi :
Government Press.
Bhatia, B.D., (1970). Theory and Principles of Education (11th Ed). New
Delhi : Doaba House.
Bron., F. J., (1970). Educational Sociology. New Delhi : Prentice Hall, Inc.
Brubacher, J.S., (1969). Modern Philosophies of Education. New York : Mc
Graw Hill Co. Inc.
Pandey, Sanjay (2004). Peace Education. New Delhi: NCERT.
Perters, R. S., (1973). Authority, Responsibility & Education (3rd Ed).
London : George, Allen & Unwin.
Pratle, R. (1997). Ideology & Education. New Delhi : David Macky Co.
Price, Monroe & Thomson, Mark (2003). Forging Peace, Bloomington in
47404- 3797 : Indian University Press 60/ North Morton street.
Rusk, R. P., (1929). Philosophical Basis of Education. London : Warnick
University Press Ltd.
Saiyaddin, K. G., (1948). Education for International Understanding.
Bombay : Hind Kitab.
Saxena, Shakuntala (1975). Sociological perspectives in Indian Education.
New Dehli : Ashajanak Publication.
Sharma, Yogendra (2003). Foundation in Sociology of Education. New
Delhi : Kaniska Publishers, Distributers.
Sharma, Narayan (1968). The selected works of Mahatma Gandhi
Ahmedabad : Navajivan Trust (Vol I to V).
Taj, Haseen ( 2005). current challenges in Education. Hyderabad :Neelkamal
vdksGdj x +fo- laiknd ¼1994½ frljh vko`Rrh ^ xka/kh fopkj n+'kZZu* [kaaM 1 rs 12
iq.ks % i`Foh izzdk'ku
cksdhy fo +ik +¼1967½ *f'k{k.kkps rRoKku* ¼nqqljh vko`Rrh½ iq.ks % fp='kkGk izsl csdj
tkWu-W ,l- ¼1971½ *vk/kqqfud f'k{k.kkph rRoKku* vuqqoknd vkdksGsdj x +fo iq.ks % Jh fo/kk
izzdk'ku ] 'kfuokj isB +
dqaMys ]e-a-a ck-¼2000½ *'kS{kf.kd rRoKku o 'kS{kf.kd lekt'kkL=* iq.ks egkjk"V fon;k
izzdk'ku-+
Hkkslys f'kokthjko ¼1984½ ^eqqfDrxkFkk egkekuokph *iw.wkZ;ksxh Jh vjfoana% thou o
rRoKku iq.ks % vuekssy izdk'ku-
HkaMkjh i- o-¼1968½ *'kS{kf.kd lekt'kkL+=+* iFzkeko`R`Rrh lkrkjk % jkfcy ifCyds'ku +
esgasnGs ]; Jh- *lekt'kkL+=+ph ewwyrRo s iq.ks esgasnasG izzdk'ku+ ukjk;.k isB +
ikjlful u- jk-*f'k{k.kkph rkfRod o lekt'kkL+=+=kh; Hkwwfedk* uwwru izdk'ku iq.ks & 30-
fnf{kr Jhfuokl ¼1975½ ^Hkkjrh; rRoKku* ukxiwj lqqfopkj izzdk'ku eaaMG
tkss'kh xtkuu ¼1994½ ^Hkkjrh; rRoKkukpk c`g`gnbfrgkl* ¼[kaaM 1 rs 6½ iq.ks ejkBh
rRoKku egkdks'k eaMG-
SEMESTER I
PSYCHOLOGICAL FOUNDATIONS OF EDUCATION
Objectives of Paper:
1. To enable the student to understand concepts and principles of
Educational Psychology as an applied science.
2. To enable the leaner to understand implications of psychological theories
for education.
3. To acquaint the learner with the process of development and assessment
of various abilities and traits
Content:
UNIT I : EDUCATIONAL PSYCHOLOGY AN INTRODUCTION
• Educational Psychology : Concept, concerns and scope of educational
psychology,
contribution of psychology to education
UNIT II : HUMAN DEVELOPMENT
• Human Development : Concept, principles, sequential stages of
development; factors influencing development and their relative role;
general characteristics and problems of each stage.
• Theories of Piaget and Bruner – major concepts and stages and
implications for
education. • Indian theory of Psychological Development.
UNIT III : THEORIES OF LEARNING
• Learning : Concept, kinds, levels of learning various view points on
learning, Gagne’s conditions of learning; cognitive view point and
information processing; issues related to learning. Educational implications
of the view points on learning.
UNIT IV : GROUP DYNAMICS
• Group Dynamics : Group process, interpersonal relations, sociometric
grouping, socialemotional climate of the classroom and influence of teacher
characteristics.
UNIT V : INDIVIDUAL DIFFERENCES
• Individual Difference : Concept of intra and inter differences:
a) Intelligence and cognitive abilities, identification fostering
b) Creativity – Nature, Process, Identification, fostering and Guiding
creative
children.
c) Interests, attitude and values
d) Adjustment of teaching – learning process to suit individual differences –
learning
styles and teaching strategies.
Practicum
1. Preparing a lesson plan incorporating the various psychological principles
2. Administering any one psychological test to 5 peers and writing a report.
SEMESTER II
UNIT I: THEORIES OF PERSONALITY
• Personality : Concept, development, structure and dynamics of personality
• Theories of Personality – Allport, Eysenck; Psychoanalytic approach of
Freud, Erickson;
Behavioural approach – Miller, Dollard and Bandura; Humanistic approach
– Roger,
Maslow.
UNIT II : INDIAN PERSPECTIVES OF PERSONALITY
: Vedic, Buddhist, Rabindernath Tagore Mahatma Gandhi,
J.Krishnamurti and Sri Aurobindo
UNIT III : MEASUREMENT OF PERSONALITY
• Assessment of Personality – Techniques
a) Personality inventories – rating scales
b) Projective techniques : Rorchach, TAT
UNIT IV : ADJUSTMENT AND MENTAL HEALTH
• Adjustment and Mental Health
a) Concept, mechanism of adjustment – defence; escape, withdrawal,
compensatory.
b) Introduction to common forms of neuroses, psychosis and somatic
disorders
c) Principles of mental hygiene – preventive, constructive, curative
measures,
d) Implications for education
UNIT V: GUIDANCE AND COUNSELLING
Practicum:
1. Prepare two case studies regarding various factors of personality
1. Organise a programme for mental health and report the
outcomes
References:
Baron, Robert A, (2003). psychological (3rd ed). New Delhi, 110092 :
Prentice Hall
of India.
Baron, Robert A, ( 2003). Social psychology (10th ed). New Delhi : Prentice
Hall of
India .
Berk,Laura E, (2003). Child Development (6th ed). New Delhi : Prentice
Hall of
India
Benjamin, W.B., (1985). Hand book of Human Intelligence:Theories,
Measurement
and Application John, London : Wiley of Sons Inc.
Beveridge, WIB, (1980). Seeds of Creativity London : Heinemann
Educational Book
Ltd.
Chauhan, S.S., (1983). Psychology of Adolescence. New Delhi: Allied
Publication.
Dandapani, S.,(2000). Textbook of Educational Psychology. New Delhi:
Anmol
Publications Pvt. Ltd., 434/4B, Ansari road, Daryaganj, 110092.
Devas, R.P., Jaya N. (1984). A Text Book on Child Development. Bombay :
McMillan India Ltd.
Fisher, Ronald j. (1982). Social Psychology, An Applied Approach. New
York : St.
Martins Press.
Hilgad, E.R. And Bower, G.H., (1977). Theories of Learning. New Delhi
:Prentice
Hall of India Ltd.
Jangira, N.K., etal (1991). Functional Assessment Guide. New Delhi :
NCERT.
Kuppuswami, B. (1967). An Introduction to Social Psychology. Bombay :
Asia
Publishing House.
Martin, garry and Pear, Joseph (2003) .Behaviour modification : what it is
and How
to do it (7th Ed.). New Delhi: Prentice Hall of India . 110 092.
Royer, James & Feldman, Robert (1984). Educational Psychology. New
York :
Alfred A . Knopf Inc.
Skinner, Charies E., (2003). Educational Psychology ( 4th Ed) . New Delhi :
Prentice
Hall of India, 110 092 .
Shriwasthav, Prakash G.N., (1987). Recent Trends in Educational
Psychology.
Agra: Psychological Research Cell.
Educational Psychology (Contribution & Great Psychologist (2008), Dr Lahorkar B.R.,
Dr.Joshi D.B. Dr.Sadavarte U.K. Aditya Publication
jk- jk- ckiV vkf.k Hkkos ¼1973½ *f'k{k.kkps ekul'kkL=kh; vf/k"Bku* iq.ks % Jh fo|k
izdzdk'ku- +
dqyqyd.khZ ds + fo + *'kS{kf.kd ekul'kkL=kiqq.ks % Jh fo|k izdzdk'ku- +
[kjkr vk +ik +¼1974½ *izzxr 'k{S{S kf.kd ekul'kkL=k* iq.q.k s % Jh fo|k izdzdk'ku- +
txrki g +u+uk + ¼1990½ *'k{S{S kf.kd o izkzkzk;ksfsfsfxd ekul'kkL=k* iq.q.k s % Jh fo|k
izdzdzdk'ku- +
t;Lokt lhrkjke ¼1990½ *Hkkjrh; euksfsfoKku* uoh fnYyh %vk; Z cqdqd Msisik s
+t+xrki g-+ +uk ¼1990½ *v/;;u mRiRrh o v/;kiu* iq.ks % uwwru izzdk'ku
nkaMsdj ok +uk + ¼1998½ *'kS{kf.kd o izkzk;ksfsfxd ekul'kkL= iq.ks % eks?ks izdk'ku +
izKk ekul la'kksfsf/kdk ¼1992½ cqf}oSHko iq.ks Kkuicksfsf/kuh
cksjkMs jk j a dqqeBssdj ess?kk o brj ¼1990½ *oSdkfld ekul'kkL=* iq.ks fo|kFkh Z x`g-
Jh vjfoan ¼1969½ *;ksx leUo; ikSMspspjh* % Jh vjfoana lkslk;Vh
SEMESTER I
METHODOLOGY OF EDUCATIONAL RESEARCH
Objectives of Paper:
To enable the students to understand :
1. The meaning of scientific method, scientific inquiry, Paradigm, theory
and this
implications for educational research.
2. The characteristics of philosophical, psychological and sociological
researches in
education.
3. The different strategies of educational research.
4. The techniques of developing a research proposal.
5. The meaning and techniques of sampling
6. The various types of tools of data collection.
Content:
UNIT I : EDUCATIONAL RESEARCH: AN INTRODUCTION
Nature of Research, knowledge and Inquiry.
Scientific inquiry, scientific method, nature and sources of
knowledge.
Paradigm, theory, model and approach; positivist and non-positivist
(humanities)
paradigms and their implications for educational research.
UNIT II : FOUNDATIONS OF RESEARCH
Philosophical, psychological and sociological orientation in
educational research.
Interdisciplinarity in educational research and its implications.
UNIT III : METHODS OF EDUCATIONAL RESEARCH
• Experimental; Normative Survey; Historical’ Case Study; Development;
Ethnographic; Documentary-analysis .
• Evaluative Research and Action Research
UNIT IV : Developing a Research Proposal
Problem and its sources; Selection and Definition of problem.
Objectives – primary, secondary and concomitant
Hypothesis – nature, definition, types, sources, characteristics of a
good hypothesis; directional and non-directional hypothesis.
UNIT V :TOOLS AND TECHNIQUES OF DATA COLLECTION
Observation; Interview; Sociometric techniques.
Questionnaire, Rating scales; Interview schedules Attitude scales etc.
Reliability and validity of various tools and techniques.
PRACTICUM
• Development of a research proposal for MEd. Dissertation and its seminar–
presentation.
• Construction of one tool of data collection.
SEMESTER II
UNIT I : DATA ANALYSIS AND PRESENTATION
Nature of educational data : Quantitative and Qualitative dara
Qualitative data : its analysis with emphasis on content analysis;
analysis of interviewbased data and observation based data.
Quantitative data : Scales of measurement : nominal, ordinal, internal,
Ratio.
Organization and representation : Frequency distribution. Frequency
polygon,
Histogram, Ogive, Smoothed frequency curve.
UNIT II: DISCRIPTIVE STATISTICS
Concept, calculation and uses of : Measures of central tendencies,
a) Measures of variability.
b) Percentiles and Percentile Ranks.
c) Correlations, Regression equations
Properties and uses of normal distribution
UNIT III INFERENTIAL STATISTICS
Standard errors, confidence limits
Hypothesis testing Difference between means, correlations, Cross
breaks (Chi-square) ,ANOVA
Application of statistical tests and their interpretation
UNIT IV : VALIDITY OF FINDINGS
Validity and Limitations of findings; factors influencing validity of
research; internal vs. external validity; how to increase validity of
research findings.
UNIT V : RESEARCH REPORTING
Research report: sections (Preliminary part, main body, reference
section)
Skills of writing research report:
Evaluation of Research: Criteria and types and types of research.
Practicum
1. Review of two published research papers; one quantitative and the
other qualitative.
2. Evaluation of an MEd or an M.Phil. Dissertation.
References
Agrawal, J. C. (1968). Educational Research. New Delhi : Arya Book Depot.
Best, J. W. (1982). Research in Education. New Delhi : Prentice Hall of
India Pvt.
Ltd.
Campbell, W.G. etal (1968). Form & Style in Thesis. Boston : Writing
Houshton
Mifin Co.
Coery, (1953). Action Research to Improve School Practices. New York :
Teachers College, Columbia University.
Garrertt, H. E., (1981). Statistics in Psychology & Education. Vakits Feffer
& Simons Ltd.
Guilford, J. P., (1950). Fundamental Statistics in Psychology & Education.
McGraw Hill Book Com. Good & Scates. Methods of Research.
Fox, D. J., The Research Process in Education. (Holt).
Kual, Lokesh (1988). Methodology of Educational Research. New Delhi
:Vikas
Publishing House Pvt.
Robert, M. W., Travers. An Introduction of Educational Research. New
York :
The McMillan Company.
Sukhia, Mehrotra & Mehrotra (1970). Elements of Educational Research :
Alied
Publishers Ltd.
Kerlenger, F. Fundamentals of Behavioural Research.
Tuckman, Bruce W., (1978). Conducting Educational Research. New York:
Harcourt Barce Javanovich Ing.
eqqGs jk + 'k + o mekB s fo + rq + 1977 'kS{kf.kd l'kk/kukph ewyrRo s ukxiwjw % egkjk"V
fo|kihB xzaFzk fufeZrh eaMG +
ns'kikaMs izzdk'k vkf.k iaMhr cUlhfcgkjh 1995 'kS{kf.kd d`rh laa'ks/ku iq.ks % uwru
f”k{k.kkrhy uoizorZus 20008] MkW- izeksn tks”kh]izk- egs”k dGykos] vkfnR; izdk”ku] uaknsM
SEMESTER I
TEACHER EDUCATION
Objectives of Paper:
To enable the student to:
1. Understand the philosophical foundation of teacher education.
2. Acquaint with aims, objectives, structure and curriculum of teacher
education.
3. Trace the development of teacher education in India & West.
6. Understand the thinking process of a teacher.
7. Become acquainted with managerial aspects of various Practicals in
teacher education.
Content:
UNIT- I PHILOSOPHICAL FOUNDATION OF TEACHER
EDUCATION
a. Concept, Aims and General objectives of Teacher Education
b. Objectives of Teacher Education at various Levels
c. Schools of Philosophy, Psychology and their Implications for Teacher
Education
i) Behaviouristic ii) Humanistic iii) Constructvistic iv) System Approach
e. Ethics of shaping another Person’s Behaviour
UNIT- II DEVELOPMENT OF TEACHER EDUCATION
a. History of Teacher Education in West and India: Qualitative and
quantitative growth
b. Reports of National Commissions on Education - (with reference to
Teacher Education only)
c. Reports of International Commissions on Education - (with reference
to Teacher Education only)
d. Agencies of Teacher Education, their functions and role with
reference to NCTE, UGC, NAAC, NCERT, SCERT, University Faculty
of Education, Academic Staff Colleges, Open Universities.
UNIT- III STRUCTURE AND CONTENT OF TEACHER EDUCATION
a. Pre-service and In-service Teacher Education: Meaning, rationale,
need.
b. Structure and content of Pre-service and In-service Teacher
Education at various levels.
c. General Components: Theory, Practical activities, Laboratory
experiences, Practice Teaching, Field Experiences and Internal
assessment: Nature, need, interrelations , constraints and quality
management
UNIT- IV: PROCESS OF BECOMING A TEACHER
a. Contexts of Becoming a Teacher –
i) Personal Context ii) Teacher Educator’s Context
iii) Client Context iv) Research Context
b. Teacher Professionalism – Roles, Attitudes, Values, Job
Satisfaction
c. Role of Teacher Education in shaping the behavior of Teacher
and Professionalizing a Teacher
d. Role of In service Teacher Education in shaping the teachers
behavior and professionalizing a teacher
UNIT V: RESEARCHES IN TEACHER EDUCATION
a. Fundamental and applied researches in Teacher Education in India
and in other countries
b. Areas of researches: Teaching Effectiveness, Criteria of admission,
Modification of Teacher behavior, School effectiveness, classroom
processes, teacher competencies & Values..
SEMESTER II
TEACHER EDUCATION
Objectives of Paper:
To enable the student to:
1. Understand the philosophical foundation of teacher education.
2. Acquaint with aims, objectives, structure and curriculum of teacher
education.
3. Trace the development of teacher education in India & West.
6. Understand the thinking process of a teacher.
7. Become acquainted with managerial aspects of various Practicals in
teacher education.
UNIT I TEACHER THOUGHT PROCESS
a. Concept of Teaching & Learning
b. Relationship among Learning, Teaching and Teacher Education
c. 3 Ps in Teaching – Perception, Planning and Performance
d. Principles of planning, guiding for planning and procedure of feed
back
e. Teacher Thought process and Decision making
UNIT II: PRACTICE TEACHING IN TEACHER EDUCATION
f. Demonstrations
g. Experimentation
h. Practice teaching and observations
i. Significance and Supervision of Practice teaching
j. Internship
k. Relationship of College of Education with Co-operating Schools
UNIT III : EVALUATION PROCEDURES IN TEACHER EDUCATION
a. Internal Assessment
b. Aspect of Internal Assessment
c. Weightage for Internal assessment
d. New techniques of Evaluation
e. External Evaluation
f. Practice Teaching – Final Lesson
g. Theory papers
UNIT IV: CURRENT PROBLEMS, FUTURE PRIORITIES
c. Teacher Education in the context of 21st century and Current issues in
Teacher Education
d. Preparing teachers for special schools and inclusive education
e. Modification of teacher behaviour and teacher characteristics
f. Technological, Managerial, Pedagogical Trends in Teacher Education.
UNIT V : TEACHER EDUCATION AS A PROFESSION:
g. Professional organizations for various levels of teacher-types and
there role & functions
h. Performance appraisal of teacher educator
i. Code of conduct and ethics of teacher education profession.
j. Faculty improvement programme for teacher Education.
Practicum:
1. Organise a work shop/ seminar on any theme related to teacher
education
2. Make a case study of a teacher education college
References:
Anderson, L.W. & etal. Ed. (1997). Internetinal Encyclopedia of Teaching &
Training Education: Pergamon Press.
Biddle, B. J. etal. (1997). Internatiel Handbook of Ds & Teaching Vol I + II.
Boston : Kular Academic Publication.
Borich, G.D. (1997). Appresal of Teaching : Concept & Process: Addison
Weslery ublishing Co. Reading Massachusetts.
Brown, G Microteaching (1975). A Programmer of Teaching Skills. London
: Methuen & Co. Ltd.
Buch, M. B.,(Ed.) (1971). First Survey of Research on Education. Baroda :
SERD.
Buch, M. B.,(Ed.) (1979). Second Survey of Research on Education. Baroda
: SERD.
