Initiation and brief overview
Since 1981, the Department of Education has had only general courses. The honors section started from 2000. Right from the initial years till date, the Department has a sustained good academic record with University rank-holders (UG). At present, the Education Department has a five-member faculty ( 1 monastic member, 2 associate professors, 1 assistant professor and 1 guest lecturer).
Vision and outlook
We visualize education as acquisition of knowledge, perfection of skills, inculcation of beneficial habits and above all as a means towards sustainable development. We focus on scaffolding and proximal development of our students so that they can be self-reliant and self-sufficient, keeping in view the CBCS syllabus under WBSU.
Methods of teaching
Apart from classroom lectures or the chalk and talk method, the Department uses ICT based classes and audio-visual aids, like Power-point presentations, to enhance learning interests. The Department also organizes educational tours and other extension activities each year as a part of the existing syllabus to imbibe a better understanding of philosophical, psychological, sociological and research methodological foundation of Education. Regular assessments through unit tests and class-tests and end of the semester mock-exams ensure that the students are well prepared for their final end-semester examinations.
Infrastructure:
The Department maintains a Seminar Library constituting of relevant books and materials of reference that are not part of or available in the College Library. The Department also has a collection of educational AV material related to the Core Course syllabus. It also has a rich collection of wall magazines and projects related to the syllabus. We also have a computer laboratory as practical is a major part of CBCS curriculum.
Email:
Facebook page:
Courses Offered
Honours
Generic Elective
NEP Syllabus
https://wbsu.ac.in/web/wp-content/uploads/2024/01/Education-NEP-Syllabus-upto-Sem-II.pdf
CBCS Syllabus
https://wbsu.ac.in/web/wp-content/uploads/2020/08/Modified-CBCS-Aug-2020.pdf
PROGRAMME OUTCOME:
Education is an interdisciplinary subject. The pillars of which are Educational Philosophy, Educational Psychology, Educational Sociology, Research Methodology, Educational Administration and Management, Educational Policies, Mental Health and Hygiene, Pedagogy, Statistical Interpretation, ICT, Educational Tours, Curriculum Development, Environmental Awareness and various other Skill Enhancement courses. For an all-round development of individual education should be based on Ideals, Individual Differences and Societal Demands. Students are well aware of these three bases of education. To enhance and propagate scientific mentality this course includes different methodologies of research. Every educational institution can be managed through the principles taught in Educational Management and Administration. Constitutional Provision of Education, Educational Policies give an insight to the policy making side of the existing education system. ‘A Sound Mind Resides in A Sound Body’…goes the proverb, students can take up this paper and can have a chance of delving into the world of mental wellness and counselling. Pedagogy is for those who inspire to become teachers in future, it teaches them Science of Teaching and Learning. In order to strengthen students’ computational skills, Statistics and ICT is given its due importance in this course. Students learn the stages, bases and process of Curriculum Development. Contemporary issues related to society; environment is also dealt with utmost relevance. Thus, it is truly opined that Education is a multidisciplinary subject.
Course Outcome
| Paper | Course Specific Outcome |
| Semester I
CC1: Educational Philosophy |
❖ To understand the meaning, nature. Scope of modern education
❖ To explain the different forms and functions of education ❖ To be acquainted with the different Indian and Western Philosophical thoughts ❖ To be able to inculcate values enshrined in Indian Constitution as well as be aware of the articles related to education ❖ To have knowledge about the contributions of some selected educators. |
| CC2: Educational Psychology
|
❖ To understand the meaning of Educational Psychology and be acquainted with its different aspects
❖ To know the neuro-physiological perspectives ❖ To be acquainted with different theories of Intelligence and Creativity ❖ To be aware of different patterns of human development ❖ To have knowledge about psychology of Learning |
| Semester II
CC3: Educational Sociology |
❖ To understand the relation between Sociology and Education, nature and scope of Educational Sociology
❖ To explain the concept of Social Groups and Socialisation ❖ To enable the students to understand the concept of Social Change and Social Interaction in Education ❖ To become aware of social communication in Education ❖ To be informed about different social issues ❖ To become familiar with the concept of Sustainable Development |
| CC4: Pedagogy | ❖ To understand different perspectives of the Science of Teaching
❖ To be able to learn to apply pedagogical implications ❖ To introduce varied bases Of Pedagogy |
| Semester III
CC5: Education in Pre-Independence India |
❖ To know the Development of Education in Ancient and Medieval India
❖ To have knowledge about the development of Education under East India Company ❖ Explain the development of Education from 1854-1947 |
| CC6: Education in Post-Independence India | ❖ To know the development of Education from 1947 to 2009 through various commissions, Missions, Education Act |
| CC7: Contemporary Issues CC7: Field tour and Report Writing |
❖ To have an in-depth knowledge about some traditional issues like language problems, problems of Vocational and Technical education ❖ To be aware of different social issues like backward classes, adult and non-formal education❖ To understand problems of equalisation of educational opportunities and National Curriculum Framework ❖ To accustom students to write field report on the basis of first-hand information gathered through Educational Tours ❖ To be able to plan and execute an educational tour |
| Semester IV CC8: Educational Management |
❖ To develop a basic understanding of Educational Management, its types and needs
❖ To get an idea about Supervision and Management ❖ To orient students with the concepts of Total Quality Management and Management Information System ❖ To acquaint the students with specific agencies as MHRD, UGC, NCERT, SCERT, WBSCHE ❖ To have a clear idea about Planning and Management in Educational Institutions |
| CC9: Basics of Educational Research and Evaluation | ❖ Learn about preliminary concepts on Research Methodology like nature, need and types of educational research
❖ Be aware about the types of sampling ❖ To understand the meaning, nature and types of Research Hypothesis ❖ To understand the basic difference between measurement and Evaluation ❖ To learn about principles and characteristics of evaluation and measurement ❖ To have a clear idea about various classifications of educational and psychological tests ❖ To acquire knowledge about Reliability and Validity |
| CC10: Statistics in Education
CC10: Statistics Practical |
❖ To develop the concept of Statistics and to nurture skill in analysing descriptive measures
❖ To be acquainted with the concept of Normal Probability Curve and its uses in Education ❖ To develop a concept of measures of relationship ❖ To develop the ability to organise relevant educational data and to represent educational data through graphs and to develop skill in displaying and interpreting data ❖ Students are expected to collect data with the objective of describing the nature and characteristics of the two distributions, comparing the distributions and finding association between two sets of data by applying tabulation of data, determination of different measures of central tendency and variability ❖ To be able to draw frequency polygon, ogive ❖ Learn to write report on statistical practical |
| Semester V CC11: Guidance and Counselling |
❖ To know the basic concept of guidance
❖ To know the basic concept of counselling ❖ To be aware of some mental disorders and how to cope with different situations |
| CC12: Educational Technology CC12: Basic ICT |
❖ To know the concept, nature and limitations of technology
❖ To have knowledge about communication ❖ To be informed about instructional technology ❖ To understand and have basic knowledge about computer and its components ❖ To learn basic DTP operations ❖ To learn basic Excel Operation ❖ To learn how to make powerpoint file/slide presentation |
| DSE2: Teacher Education | ❖ To know about the development of teacher education in pre independent and post independent India
❖ To make a clear concept of an ideal teacher ❖ To have the knowledge of some modern methodology of teaching |
| DSE3: Life skill Education | ❖ To understand the meaning and characteristics of life skill
❖ To know the role of institutes, parents, teachers, government and NGOs in imparting life skill education ❖ To make aware about domestic violence act and pocso |
| Semester VI
CC13: |
❖ To understand the concept of curriculum and to differentiate among curriculum and syllabus
❖ To know about the types and basic sources of curriculum ❖ To have knowledge about the need to form aims and objectives of curriculum ❖ To know about CBCS model ❖ To be aware of some approaches and models of curriculum evaluation |
| CC14: | ❖ To know the development of special education in India
❖ To know the concept nature and characteristics of special education ❖ To become familiar with the definition and characteristics of gifted children and slow learners ❖ To know the types of different impairments |
| DSE5: Peace Education | ❖ To know the concept and importance of peace education
❖ To become familiar with the barriers of peace education ❖ To understand the role of education to maintain peace |
| DSE6: Environmental Education | ❖ To have the basic concept of ecosystem and role of education
❖ To know the meaning, components of environmental education ❖ To understand the causes of various pollutions and the way out ❖ To know some environmental movements |
Associate Professor
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View ProfileEXTENSION ACTIVITIES
Extension Lectures and Seminars
| Serial No | Date | Name and Designation of Visiting Lecturer | Topic |
| 1. | 04.10.2017 | Dr. Sutripta Banerjee, Assistant Professor, C.S.S.M college | Excel Operation |
| 2. | 02.03.2017 | Dr. Devika Guha, Associate Professor, H.O.D, B.ed Department, Loreto College | Pedagogy |
| 30.01.2019 | Dr. Amulya Kumar Acharya,
Assistant Professor and Head, Department of Education, Panihati Mahavidyalaya |
Pedagogy and its practical implication | |
| 3. | 21.11.2019 | Sm. Sangeeta Banerjee Sm. Shukla Das (an active worker of Anjali, an NGO for differently abled children) | Autism |
| 4. | 15.09.2019 22.09.2019 29.09.2019 15.10. 2019 20.10.2019 | Sm. Soma Roy Karmakar (Director of Rahi Foundation, Kolkata) Sm. Gargi Banerjee, development consultant and social worker) | PCOS & DVA ( a series of extension lectures) |
| 5. | 7.02.2020 | Dr. Miratun Nahar
Dr. Sabyasachi Chatopadhyay Dr. Subhendu Dasmunshi Dr. Shyamal Chakraborti Dr. Rohini Dharmapal and Dr. Sabita Chaudhuri |
An inter-departmental seminar organised jointly by History, Political Science and Education in commemoration of the 200th Birth Anniversary of Pandit Ishwarchandra Vidyasagar. |
| 6. | 03.06.2020 | Sm. Rashmi Chatoopadhyay, a renowned psychologist and counsellor | A webinar on ‘A Healthy Mind in a Healthy Body Amidst Social Distancing’. |
| 7. | 10.06.2020 | Sm. Indira Bandopadhyay, a psychologist and a popular singer. | webinar on ‘A Healthy Mind in a Healthy Body Amidst Social Distancing’. |
| 8. | 07.07.2020 | Sm. Sangita Biswas— MA(WBSU)
Sm. Keya Mallick—-MA(WBSU) B.Ed(GCBT) Sm. Sumana Metya—MA(CU) B.Ed(Banipur), SACT1(RKSMVV) Sm Sayanti Nandi—MA(DHWU), B.Ed (Gobordanga Hindu College) Sm. Swati Sen—MA(JU) |
An orientation programme for the final year students of the department for the purpose of sharing information on admission in PG regular courses by the alumni of this department. |
| 9. | 09.07.2020 | Debaroti Tarafder—MA(RBU, distance mode), B.Ed, M.Ed.
Sutanwi Das Biragya— MA(KU, distance mode) |
A departmental webinar on the topic “Information on admission in PG course (distance mode)—- A Step Forward. |
| 10. | 16.07.2020 | Taniya Bala—SSC qualified, posted in Binodini Girls’ High School as Assistant Teacher.
Bipasha Das— NET & SET qualified(yet to be posted) Amrita Ghosh—SSC qualified, Assistant Teacher in Sutia Pallyunnayan Bidyapith, Barasat RitaRani Mondal— TET qualified, posted as Primary teacher in Bodhodoya Primary school. |
A departmental webinar on “Career counselling”, captioned Future Planning. Alumni of the department shared their practical knowledge to the final year students. |
| 11. | 05.09.2020 | Dr. Rohini Dharmapal, Asst. Professor, Department of Education, RKSMVV. | A One day webinar on the topic “Mulyobodher Sekal-Ekal”. It was organised jointly by Departments of Education, RKSMVV and East Calcutta Girls’ College. |
| 12. | 19.11.2020 | Smt Soma Roy Karmakar, Director, Rahi Foundation
Smt. Gargi Banerjee Development Consultant and social worker(child protection and child rights). |
A One day State level Webinar on ‘Child Sexual Abuse and POCSO by the department of Education, RKSMVV in collaboration with IQAC, RKSMVV. |
| 13. | 11.06.2021 | Teachers of the department met the final year students on 11th June, 2021 to discuss about the future prospect of studying Education. Orientation was offered to students about progression after completion of U.G. course in Education.
|
Educational Trips
| Serial No | Date | Place or Places visited | Objective |
| 1. | Santiniketan | To offer first hand
information about the life and works of Rabindranath Tagore |
|
| 2. | Narendrapur Boy’s Blind academy | ‘I hear and I forget, I see and I remember, I do and I understand’, real life experiences of the blind boys motivated our students to learn more about the specially abled students. |
RESULTS AND STUDENT PROGRESSION
University Results
| Year | Appeared | Passed | 1st Class | College topper |
| 2020 | 21 | 21 | 20 | Soma Das |
| 2019 | 13 | 13 | 08 | Rinita Ghosh |
| 2018 | 11 | 10 | 07 | Lisa Das |
| 2017 | 14 | 14 | 07 | Ishita Sarkar |
| 2016 | 14 | 14 | 08 | Soma Maity |
| 2015 | 22 | 22 | 01 | X |
Student progression
| Student progression | Against % enrolled |
| Pursing higher studies | 75% |
| PG to M.Phil/ Preparing competitive exams | 20% |
| B. Ed or equivalent | 15% |
| Qualified NET/ SET | 2% |
| Employed:
Part time Permanent |
55% |
| Entrepreneurship/self- employment | 60% |
| Sl. No. | Names of students | Field in which they are attached |
| 1. | Jayanti Sarkar | M.Ed., Institute for Women, Hastings College |
| 2. | Rinita Ghosh | MA, JU |
| 3. | Sima Mondal | MA, JU |
| 4. | Swati Sen | MA, JU |
| 5. | Eva Sultana | MA, Aliyah University |
| 6. | Shormi Habib | B.Ed., Kobiguru College of education |
| 7. | Sayanti Nandy | B.Ed., Gobordanga Hindu College |
| 8. | Debjani Mondal | M.Ed., Madhyamgram B.Ed college |
| 9. | Debaroti Tarafdar | RJ, FM Rainbow & B.Ed(Satyapriya Roy College) |
| 10. | Shreyoshi Ghosh | MA(dance), RBU |
| 11. | Aditi Nath | MA, WBSU |
| 12. | Priya Mishra | KCBPL broadband(private job) |
| 13. | Minakshi Biswas | Asst. Teacher |
| 14. | Mithu Maity Das | Keya Seth(private job) |
STUDENTS SECTION
Departmental achievements
Co-curricular Awards:
| Year | Names | Rank | |
| 2018 | Papiya Bhadra & Soma Das | 2nd | Debate |
| Eva Sultana | 3rd | Do | |
| Eyachmin Mondal | 1st | Yoga | |
| Tarulata Halder | 2nd | Do | |
| Eva Sultana | 3rd | Photography | |
| Soma Das | 1st | Essay | |
| Sreyashi Ghosh | 1st | Dance(creative) | |
| Mamoni Mondal | 2nd | Rabindra Nritya | |
| Soma Das | 2nd | Elocution | |
| 2017 | Avidha De | 2nd | Bhajan |
| Sreyoshi Ghosh | 1st | Creative & Rabindra nritya | |
| Mamoni Mondal | 2nd | alpona | |
| Soma Das | 3rd | alpona | |
| Eva Sultana | 2nd | Recitation | |
| 2016 | Ishita Sarkar | Good conduct & regular attendance | |
| Eva Sultana | 2nd | Recitation | |
| Sayanti Nandi | 3rd | Reciation | |
| Sreyoshi Ghosh | 2nd | Rabindra nritya | |
| 2015 | Shilpi Bhattacharya | 1st | Alpona |
| Sayanti Nandi | 3rd | Do | |
| Sreyashi Kar | 3rd | Extempore | |
| Shilpa Pal | 3rd | Essay | |
| Keya Mullick | Book award(library) |
ACHIEVERS
Rank holders:
| Names of student | Rank occupied | Names of Examination | Year | University |
| Taniya Bala | First | B.A. Part III | 2011 | W.B.S.U. |
| Esha Pakira | Eighth | B.A. Part III | 2012 | W.B.S.U. |
| Sumana Metya | First | B.A. Part III | 2013 | W.B.S.U. |
| Archana Patra | Sixth | B.A. Part III | 2013 | W.B.S.U |
| Debasmita Basu | Fifth | B.A. Part III | 2014 | W.B.S.U |
Students qualifying for competitive exams and jobs
| NET/SET | SSC | Other Govt exam.(Primary TET) | Civil Service | Per time lecturer in Govt sponsored college | |
| 2019 | 2 | 2 | — | — | |
| 2018 | — | 3(Nayantara mondal, Taniya Bala, Amrita Ghosh) | 1 | 1 | 1 (Pallabi Biswas) |
| 2017 | 1(Sumana Metya) | — | 1(Asha Mondal) | — | |
| 2016 | — | — | — | — | |
| 2015 | 1(Srabanti Sarkar) | 1 | — | — |
 |
NAME: Sumana Metya PASSING YEAR : 2013 Honours in Education QUALIFICATIONS : M.A. NET, SET PRESENT POST : SACT I PRESENT POSTING : Ramakrishna Sarada Mission Vivekananda Vidyabhavan My college days will remain an indelible memory. Vidyabhavan is my second home, a divine place – full of inspiration, knowledge, love, affection, hope, sincerity, serenity and blessings. I express my sincere gratitude to the teachers for their constant guidance, patience and encouragement that have played a pivotal role in shaping my goals and my achievements. |
 |
NAME: Amrita Ghosh PASSING YEAR : 2010 Honours in Education QUALIFICATIONS : M.A. (Education) B. Ed (Special Education), PG Diploma in Guidance, Psychological Counseling and Family Therapy (JU) PRESENT POST : Assistant Teacher PRESENT POSTING : Sutia Barasat Palli Unnayan Vidyapith I am an alumnus of Ramkrishna Sarada Mission Vivekananda Vidyabhavan.I completed graduation from the department of Education in 2010. The three years of college was the golden period of my life – enjoying the classroom teaching but also learning valuable lessons of life. Our teachers were our friends, philosophers and guides. Their advice and blessings remains a constant companion in conducting me through life’s challenges. Today I am employed as a high school teacher. I learnt from my teachers to recognise unity in diversity and apply it in my own approach as a teacher. I would like to express my sincere respect and gratitude to my college and my teachers. |
LESSON PLAN, DEPARTMENT OF EDUCATION, 2022-2023,SEM I, SEM III and SEM V (Odd Semester)
SEMESTER I
COURSE : EDCACOR01T : EDUCATIONAL PHILOSOPHY
RD
| UNITS | SUB-UNITS | LECTURES |
| UNIT 1 | · Concept and scope of education | 2 |
| • Concept of modern education w.r.t. Delor’s Commission, child-centricism. | 5 | |
| · Concept of different forms of education – informal, formal, non-formal and open education. | 8 | |
| · Functions of education – individual and social development, Human Resource Development | 6 | |
|
UNIT 2 |
· Western philosophical thoughts and their influence on education – Idealism, Naturalism, Pragmatism and Existentialism.
|
8 |
| UNIT 4 | Contributions of great educators on philosophy of education (w.r.t. aims, curricula and methods of teaching)
· Rabindranath Tagore and Swami Vivekananda
|
6 |
| Tutorial and students’ activities
|
5+5=10 | |
| Direct teaching | 35 |
COURSE : EDCACOR01T : EDUCATIONAL PHILOSOPHY
CC1, SEM I PR.T, SM
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 2 |
· Philosophy in education – philosophical bases of educational aims, knowledge, curriculum, methods of teaching, teacher and discipline.
|
7 |
| · Indian philosophical thoughts and their influence on education – Sankhya, Yoga, Jainism, Buddhism and Islamic.
|
10 | |
|
UNIT 3 |
· Values as enshrined in the Indian constitution – democracy, secularism, equality and justice. | 9 |
| · Educational provisions in the Indian constitution – Articles 15,17,28,30,45,46,350.
|
2 | |
|
UNIT 4 |
Contributions of great educators on philosophy of education (w.r.t. aims, curricula and methods of teaching)
John Dewey and Bertrand Russell |
7 |
| Tutorial and students’ activities
|
5+5=10 | |
| Direct teaching | 35 |
COURSE : EDCACOR02T : EDUCATIONAL PSYCHOLOGY
CC2, SEM –I , SD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1 |
· Introduction to educational psychology, relation between education and psychology
|
4 |
| · Introduction to neuro-physiological bases of human behavior- structure and function of human brain, neuron, synaptic transmission, endocrinal glands, sensation, perception
|
10 | |
|
UNIT 2 |
· Human development-concept, principles, types and stages | 5 |
| · . Cognitive development ( Piaget) and its significance in education | 4 | |
| · Moral development ( Kohlberg) and its significance in education | 3 | |
| · Psycho-social development (Erikson) and its significance in education
|
5 | |
| · Personality – concept, types (Jung, Adler), personality development by Freud | 6 | |
| Tutorial and students’ activities
|
5+3=8 | |
| Direct teaching | 37 |
CC2, SEM –I , TD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· Intelligence – concept and scope
|
4 |
| · Theories of intelligence – Guilford, Gardener, Sternberg
|
6 | |
| · Creativity – concept, scope and characteristics of creative person
|
5 | |
| · Relationship between intelligence, creativity and education | 6 | |
|
UNIT 4 |
· Learning – concept and scope
|
3 |
| · Factors influencing learning – attention, maturation, motivation and emotion (concept only)
|
6 | |
| · Theories of learning: Pavlov, Skinner, Bandura and Vygotsky | 8 | |
| Tutorial and students’ activities
|
4+3=7 | |
| Direct teaching | 38 |
SEMESTER III
COURSE : EDCACOR05T : EDUCATION IN PRE-INDEPENDENCE INDIA
PR.T , SM
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Salient features of Brahmanic, Buddhistic and Islamic education w.r.t: Aims of education , Curriculum and method of teaching | 16 |
| · Centres of learning: Nabadwip, Nalanda, Agra | 9 | |
|
UNIT 2 |
· Charter Act of 1813 | 4 |
| · Macaulay Minute | 4 | |
| · Bengal renaissance – nature, characteristics | 4 | |
| · Contributions of Rammohan, Derozio, Vidyasagar | 12 | |
| UNIT 3 | · Wood’s Despatch (1854)
|
5 |
| · Hunter Commission (1882-83)
|
6 | |
| · Curzon’s Policy (1902)
|
5 | |
| UNIT 4 | · Calcutta University Commission (1917-1919) | 5 |
| · Basic Education Policy
|
5 | |
| Tutorial and students’ activities
|
10+5=15 | |
| Direct teaching | 75 |
COURSE : EDCACOR06T : EDUCATION IN POST-INDEPENDENCE INDIA
CC6 . SEM III , SD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· University Education Commission (1948-49) | 10 |
| · Secondary Education Commission (1952-53) | 11 | |
|
UNIT 2 |
· Indian Education Commission (1964-66) | 13 |
| · National Policy on Education, 1968 | 4 | |
| Tutorial and students’ activities
|
4+3=7 | |
| Direct teaching | 38 |
CC6 . SEM III , TD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· National Policy on Education, 1986 | 10 |
| · Programme of Action, 1992 | 8 | |
|
UNIT 4 |
· Sarva Shiksha Mission
|
8 |
| · Right to Education Act, 2009
|
11 | |
| Tutorial and students’ activities
|
4+3=7 | |
| Direct teaching | 38 |
COURSE : EDCACOR07T : CONTEMPORARY ISSUES
CC7 (THEORY) . SEM III , RD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Language problems | 5 |
| · Problems of technical and vocational education | 7 | |
|
UNIT 2 |
· Problems of education of backward classes | 7 |
| · Problems of adult and non formal education
|
7 | |
| UNIT 3 | · Problems of equalization of educational opportunities | 7 |
| · National Curricular Framework, 2009 | 7 | |
| Tutorial and students’ activities
|
5+5=10 | |
| Direct teaching | 40 |
COURSE : EDCACOR07P : FIELD TOUR AND REPORT WRITING
CC7 (PRACTICAL) . SEM III , RD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Aims & Objectives of Field Study
|
4 HOURS |
| · Selection of Place mentioning it’s importance | ||
| · Group formation & distribution of work | ||
|
UNIT 2 |
· Visit the place with proper attendance sheet. | 22 HOURS |
| · Photo Session | ||
| · Note down &Describing the special features. | ||
| UNIT 3 | · Reporting | 10 HOURS |
| Tutorial and students’ activities
|
4+32=36 HOURS | |
| Direct teaching | 4 |
SEMESTER V
COURSE : EDCACOR11T : GUIDANCE AND COUNSELLING
CC11, PR.T , SM
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Guidance – meaning, definition, scope, need and importance | 4 |
| · Different types of guidance – educational, vocational and personal ( nature, purpose and functions) | 10 | |
|
UNIT 2 |
· Counseling – meaning, nature, scope, types (directive, non directive, eclectic, individual and group counselling) | 18 |
| · A brief introduction to approaches of counseling – directive, authoritarian, psychoanalytic, humanistic and behavioristic | 6 | |
| UNIT 3 | · Concept of adjustment – definition, scope, need for adjustment; criteria of good adjustment
|
20 |
| UNIT 4 | · Basic data necessary for guidance | 3 |
| · Psychological testing – personality (TAT), intelligence (Stanford Binet scale), creativity (Torrance | 7 | |
| Tutorial and students’ activities
|
5+5=10 | |
| Direct teaching | 68 |
COURSE : EDCACOR11T : GUIDANCE AND COUNSELLING
CC11, SEM V, RD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· Concept of maladjustment – types, problem behavior in adolescent stage, mental disorder ( schizophrenia and paranoia)
|
8 |
| Tutorial and students’ activities
|
2+2=4 | |
| Direct teaching | 8 |
COURSE : EDCACOR12T : EDUCATIONAL TECHNOLOGY
CC12, SEM V, SD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Concept, nature, scope and limitations of educational technology | 10 |
| · Approaches to educational technology – hardware, software, systems approach | 9 | |
|
UNIT 2 |
· Concept, components, classification and barriers | 13 |
| · One basic classroom oriented model i.e., linear and its significance in education | 7 | |
| Tutorial and students’ activities
|
3+2=5 | |
| Direct teaching | 39 |
COURSE : EDCACOR12T : EDUCATIONAL TECHNOLOGY
CC12 ( THEORY ) , SEM V, TD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· . Mass instructional techniques – seminar, symposium, workshop, panel discussion | 6 |
| Tutorial and students’ activities
|
1+1= 2 | |
| Direct teaching | 6 |
COURSE : EDCACOR12T : EDUCATIONAL TECHNOLOGY
CC12 ( THEORY ) , SEM V, TD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· Personalized instructional techniques – programme learning (linear), microteaching, mastery learning, computer assisted instruction (CAI)
|
6 |
| Tutorial and students’ activities
|
1+1= 2 | |
| Direct teaching | 6 |
COURSE : EDCACOR12P : BASIC ICT
CC12 ( PRACTICAL ) , SEM V, RD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Opening and shutting down of computer: Outlook of Desktop & Laptop – Different parts of computer – Different Cables to join the ports – Power switch of UPS, CPU, & Monitor – Steps to opening & shutting down the Computer. | 3 |
| · Identification of different components of a computer: Basic introduction of computer – Classification – Different components – Input devices – Output devices – Storage devices – Bit & Byte Concept – Data Transfer devices (Bluetooth & Wi-Fi).
|
4 | |
|
UNIT 2 |
· Typing words: Creating new file – Typing – Opening & Saving the file – Copy, Cut & Paste. |
5 |
| · Font : Names – Sizes – Styles (Bold, Italic & Underline). | ||
| · Paragraph: Align Text (Left, Right, Centre, Justifying) – Line Spacing – Bullets formation – Numbering | ||
| · Page Set Up: Margins – Orientation – | ||
| · Insert: Tables (Drawing, Erasing, & Formatting) – Page Numbering – Adding Pictures & Symbols. | ||
| · Printing: Print Set Up – Landscape & Portrait – Page Range – Zooming – Copies. | ||
| Tutorial and students’ activities
|
1+2=3 | |
| Direct teaching | 12 |
COURSE : EDCACOR12P : BASIC ICT
CC12 ( PRACTICAL ) , SEM V, TD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· Introduction: Basic ideas of Data Sheets & Cells – Data Typing – Opening & Saving the file – Designing
|
5 |
| · Data Editing: Sort – Filter – Insert – Functions (Sum, Average, Count, Maximum, Minimum, Mean, Standard Deviation, & Correlation). | ||
| · Charts &Graphs (2D & 3D Modes): Column – Line – Pie – Bar – Area – Scatter. | ||
|
UNIT 4 |
· Play Slide Show (at least 5 Slide for maximum 5 minutes presentation) from any Survey/Case study/Experiment or any relevant topic from syllabus.
|
7 |
| · Interaction (at least 2 minutes) on the above topic.
|
||
| · The report of PPT presentation (within 500 words) should be based on following steps – 1) Title, 2) Objectives, 3) Date of presentation, 4) Description of study, 5) Interpretation, 6) Comments
|
||
| Tutorial and students’ activities
|
1+2=3 | |
| Direct teaching | 12 |
COURSE : EDCADSE02T : TEACHER EDUCATION
DSE2 , SEM V, SD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Teacher Education-meaning, nature and scope. | 10 |
| · Aims and objectives of Teacher Education in Elementary, Secondary and Higher Secondary levels. | 10 | |
|
UNIT 2 |
· Functions of teacher, characteristics of an ideal teacher, role of teacher at present context. | 7 |
| · Definition and characteristics of teaching, teaching as a profession. Ethics of a teacher. | 8 | |
| · . Teaching models: Advance Organizer Model, Concept Attainment Model | 10 | |
| Tutorial and students’ activities
|
6+5=11 | |
| Direct teaching | 45 |
COURSE : EDCADSE02T : TEACHER EDUCATION
DSE2 , SEM V, SM
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· . Development of Teacher Education in pre independent India: Wood’s Despatch to Wood-Abbot Report | 10 |
| · Development of Teacher Education in post –independence period: Recommendations of various Commission and Committee for the development of Teacher Education. | 10 | |
|
UNIT 4 |
· Micro teaching, Simulated teaching | 10 |
| Tutorial and students’ activities
|
2+2=4 | |
| Direct teaching | 30 |
COURSE : EDCADSE03T : LIFE SKILL EDUCATION
DSE3 , SEM V,TD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 1
|
· Life Skills – Definition, characteristics, types ( personal, inter personal, writing, numeracy). | 10 |
| · Life Skill Education—Meaning, nature, characteristics, types & scope. Necessities of Life-skill Education at present context | 9 | |
|
UNIT 2 |
· Role of educational institutes, parents, teachers and the Governments (central and State). | 9 |
| · Role of NGOs in imparting Life skill Education (with special emphasis on physical, social, emotional and cognitive development) in primary, secondary and higher education
|
10 | |
| Tutorial and students’ activities+ | 4+3=7 | |
| Direct teaching | 38 |
COURSE : EDCADSE03T : LIFE SKILL EDUCATION
DSE3 , SEM V, RD
| UNITS | SUB-UNITS | LECTURES |
|
UNIT 3
|
· Problems related to life skills education- Domestic violence, juvenile delinquency in Primary and Secondary levels. | 8 |
| · Preparation of life skill curriculum in school and colleges. | 7 | |
|
UNIT 4 |
· POCSO (2012) | 11 |
| · Domestic Violence Act (2005)
|
11 | |
| Tutorial and students’ activities+ | 4+4=8 | |
| Direct teaching | 37 |
