TMU University B.Ed

I want to get admission in B.Ed in Teerthanker Mahaveer University and for that I want to get the syllabus so can you provide me that as it is very urgent for me?

[Kiran Chandar]

As you want to get the syllabus of B.Ed of Teerthanker Mahaveer University so here is the information of the same for you:

Eligibility:
Candidates must have passed graduation in any stream with minimum 50% marks

Fees Structure:
Tuition Fees:
Rs. 27,000/- (per semester)

University Examination Fee:
Rs. 4,000/- (per semester)

University Enrolment Fee:
Rs. 5,000/- (one time)

Syllabus of B.Ed:
EDUCATION IN EMERGING INDIAN SOCIETY:
Unit-I
Philosophical basis of education
a) Education; meaning, nature and its objectives.
b) Philosophy and Education; significance of studying philosophy in understanding educational practice and problems.
c) Major philosophical systems, their salient features and their impact on education.
d) Realism with reference to Aristotle.
e) Naturalism with reference to view of Rousseau and Rabindra Nath Tagore.
f) Idealism with reference to Plato, Socrates and Advaita philosophy.
g) Pragmatism with reference to Dewey & Dewey’s Instrumentalism and Experimentalism.
h) Humanism-Historical and Scientific with reference to Buddhists.

Unit-II
Educational thinkers and their contribution in developing principles of education
a) M.K.Gandhi: Basic tenets of Basic Education.
b) Swami Vivekananda.
c) Sri Aurobindo.
d) Froebel.
e) Rousseau.
f) John Dewey.

Unit-III
Sociological basis of education
a) Education as an agent of social change.
b) Education as a means of National welfare through the immediate welfare of the society.
c) Education and human resource development.

Unit-IV
a) Concept of value: Meaning and nature of values.
b) Classification of values.
c) Education and values.
d) Role of schools in value formation.
e) Theories of values development.

Unit-V
a) Meaning of new social order.
b) Education and illiteracy.
c) Objectives of National Assessment of Educational Progress (NAEP);
d) Provisions made and channels started for educating socially, Culturally and economically deprived children.
e) States new programmes and Nation’s programmes like NCC, NSS etc.

Suggested Readings:
1. Brubacher, John S. (1969): Modern Philosophic of education, Tata McGraw Hill, Publishing Company Pvt. Ltd. New Delhi.
2. Winch, C. (1986): Philosophy of human learning, Routledge, London.
3. Wall, Edmund (2001): Educational theory: Philosophical and political perspectives. Prometheus Books.
4. Das, Manoj, (1999): Sri Aurobindo one education, NCTE, New Delhi
5. Peters, R.S.(ed), (1775): The philosophy of education. Oxford University Press, London.
6. Cheddar, S.C. (2007): Teacher in the Emerging Indian Society.
7. Ruhela, S.P.(2004): Education in the Emerging Indian Society. Surya Publication, Meerut.

DEVELOPMENT OF LEARNER AND TEACHING-LEARNING PROCESS:
Unit-I
Nature of psychology and learners
a) Psychology: It’s meaning nature, scope and methods.
b) Functions of educational psychology.

Growth and development
a) Stages of human development; Stage specific characteristics and developmental tasks.
b) Adolescence in Indian context: characteristics and problems of adolescents, their needs and aspirations.
c) Guiding and counselling of adolescents.

Unit-II
Learning & motivation:
a) Concept and Nature of learning; learning theories-Thorndike’s connectionism and Kohler’s insight learning theory, classical conditioning and operant conditioning theory.
b) Factors influencing learner, learning and teaching process; learner related, teacher related, process related and content related.
c) Techniques of enhancing learners’ motivation.
d) Importance and use of motivation in learning.

Unit-III
Intelligence:
a) Nature and characteristics of intelligence and its development.
b) Theories of intelligence- Two factor theory; Multifactor theory (PMA) and SI Model.
c) Measuring intelligence- Verbal, Non-verbal and performance tests (one representative of group test and individual test each).

Personality:
a) Meaning, Definition and nature.
b) Development of personality.
c) Theories of personality.
d) Measurement of personality.

Unit-IV
Individual differences and Exceptional children:
a) Individual differences – nature; accommodating individual differences in classroom.
b) Concept of exceptional children – types and characteristics of each type including Children with learning disabilities.
c) Learner centred techniques for teaching exceptional children.

Unit-V
Educational statistics
a) Data, frequency distribution and tabulations.
b) Calculation and uses-central tendencies; mean, median, mode and standard deviation.
c) Correlation, meaning uses and calculation correlation (Rank- difference method and product movement method).

Suggested Readings:
1. Dandapani, S. (2001): Advanced educational psychology (2nd edition), New Delhi, Anmol Publications Pvt. Ltd.
2. Dececo, J.P (1977): The Psychology of learning and instruction, Prentice Hall, Inc. Englewood Cliffs, New Jersey.
3. Mohan, S.& Sibia, A. (1998): Handbook of personality measurement in India. New Delhi : NCERT.
4. Delamater, Jhon. (2003): Handbook of social psychology. Springer.
5. Srivastava, G.N.P. (1995): Recent Trends in Educational Psychology. Agra Psycho Research Cell, Agra, India.
6. Bhatnagar, A.B (2006): Advanced Educational Psychology. International Publishing House, Meerut.
7. Mangal, S.K (2006): Development of Learner and Teaching Learning Process, International Publishing House, Meerut.
8. Bhatnagar, Suresh (2002): Educational Psychology, Surya Publication, Meerut.

DEVELOPMENT OF EDUCATIONAL SYSTEM IN INDIA:
Unit-I
Education in British Period:
a) Macaulay’s Minutes, Bentinck’s resolution of 1835 and Adam’s Report.
b) Wood’s Dispatch-1854.
c) Educational policy of Lord Curzon. Growth of national consciousness.

Unit-II
a) National education movement of India.
b) Indian Education Commission-1882 its influence on the subsequent development of education.
c) Sadler Commission Report-1917.
d) Wardha scheme of education-1937.

Unit-III
Indian Education after Independence:
a) University Education Commission (1948-49).
b) Secondary Education Commission (1952-53).
c) National Education Commission (1964-66).
d) National Policy of Education (1986).
e) Revised National Policy 1986 with modification made in 1992 and National Curriculum Framework (NCF)- 2005.

Unit-IV
Development of teacher education in India
a) Objectives.
b) Problems of Teacher Education in India.
c) Role and functions of NCTE.

Unit-V
Primary Education its major problems
a) Universalization, wastage and stagnation.

Secondary Education and its major problems
a) Expansion and vocationalization.

Higher Education its major problems
a) Autonomy and privatization.

Suggested Readings:
1. Government of India (1992): Programme of Action, MHRD, Department of Education, New Delhi.
2. MHRD (1986): Towards a Human and Enlightened Society, A Review of NPE, New Delhi.
3. MHRD (1966): Report of the Education Commission, New Delhi.
4. NCERT (2006): National Focus Group Report on Education of SCs and STs., NCERT, New Delhi.
5. Ruhela, S.P (2008): Indian Education, Vinod Pustak Mandir, Agra.
6. Suresh, Saxena (2003): Development of Educational System in India, R.Lal Book Depot, Meerut.

For more detailed information I am uploading a PDF file which is free to download:

Contact Details:
Teerthanker Mahaveer University
N.H. 24, Delhi Road,
Near Wilsonia Inter College,
Bagadpur
Moradabad,
Uttar Pradesh 244001
India

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