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10th July 2015, 04:54 PM
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Re: B.Ed Devi Ahilya Vishwavidyalaya

As you want I am here providing you syllabus for BED program of Devi Ahilya Vishwavidyalaya.

Syllabus for BED program:
Theory courses:
Educational Society in Emerging Indian
Educational Psychology
Secondary Problems Education Issues
Information and Communication Technology
Methods of Teaching -I
Methods of Teaching -II

Practical courses:

Practice Teaching ( Methods I and II)
Criticism Lesson
Assignments (Institution based)
Final Lesson in Teaching Major Subject
Work Experience
Working with community / social service
Psychology Experiments
BED course syllabus
Pattern of the Course:
B. Ed. Syllabus comprising of Part I - Theory and Part II - Practical is as follows:
Paper I: Education in Emerging Indian
Paper II: Educational Psychology
Paper III: Secondary Education: Issues and
Paper IV: Information and Communication
Paper V: Methods of Teaching – I*
Paper VI: Methods of Teaching – II*
Paper VII: Specialization – Any One**
1.Microteaching: 7 skills, 3 lessons per
2. Teaching of subject 1- 20 Lessons
3. Teaching of subject II - 20 Lessons
4. Criticism Lessons (Two-one in each
methods of teaching subject)
5.Final lesson in Methods of Teaching
Major* Subject
6. Work Experience: (Any One Craft)***
7.Working with Community & Social
8. Five Psychology Experiments
*Papers V and VI (Methods of Teaching – Any TWO, out of which ONE is to be
treated as MAJOR Method of Teaching)
Hindi, English, Sanskrit, Social Science, Civics, Economics, Geography, History,
Chemistry, Physics, Biology, Mathematics, Home Science, and Commerce
**Paper VII: Specialization (Any One)
Action Research, Educational Administration, Educational Technology, Guidance and
Counselling, Educational Measurement and Evaluation, Non-formal Education, Special
***Work Experience: (Any One)
Gardening, Sewing & Embroidery, Toy Making, Chalk Making, Library Science,
PART - I THEORY COURSES (written examination)
Paper SUBJECT External Total
I Educational in Emerging Indian
100 100
II Educational Psychology 100 100
III Secondary Education Issues and
100 100
IV Information and Communication
100 100
V Methods of Teaching - I 100 100
VI Methods of Teaching - II 100 100
VII Specialization 100 100
Total 700 700
S.No. Activities Max. Min. Evaluation
1. Microteaching 40 - Internal
2. Practice Teaching ( Methods I and II) 50 - Internal
3. Criticism Lesson 5 - Internal
4. Assignments (Institution based) 20 - Internal
5. Final Lesson in Teaching Major Subject 100 40 External
6. Work Experience 50 20 External
7. Working with community / social service 10 - Internal
8. Psychology Experiments 25 - Internal
Total 300
Candidates should pass in both Part I – Theory and Part II – Practical separately.
To pass in Part I - Theory, the requisite aggregate is 36% and to pass in Part - II
Practical, the requisite aggregate is 40%. To pass on the whole, a candidate must
get in both parts an aggregate of 40%. The division will be given separately for
Theory and Practical. First Division will be given to those candidates who get
60% and above. Second will be given to those candidates who get equal to 48%
but less than 60 % and Third Division will be given to those candidates who get
equal to 40% but less than 48%.
In practice teaching examination, not more than four students per period and
approximately 40 students should be examined in a day. Marks are to be given
only by the EXTERNAL EXAMINER directly to the University.
For final Teaching Practice Examination, the candidate must prepare two lessons
– one related to Major Method of Teaching and another related to Minor Method
of Teaching. If external examiner wants, the candidate has to give Minor
Lesson also.
Paper – I: Education in Emerging Indian Society
To enable the teacher trainees:
1.To develop understanding of the ideals and values of emerging Indian Society based on
philosophical social and cultural traditions.
2. To develop familiarity with the constitutional provisions of education in India.
3.To understand the complexities of Indian social structure. Current educational problems
and role of education in social reconstruction.
4.To acquaint with the role of different agencies working in the development of education
in the State.
5.To acquaint with the role of education in environmental preservation control of
population and global peace.
Unit - I: Our Present and Future
Contemporary Scene: Indian Social, Economical, Political and Technological forces
Driving Society; The unifying and diversified forces; Promoting National Identities and
Emerging Future: Modernization, Concepts and definitions; Attributes and Demands of
Modernization; Values of Nation for Modernization Including Futurology in Education
Unit - II: Education in Society
Education: Meaning and Aims; Factors Influencing Aims of Education – philosophical,
Socio / Cultural, Political and Economical
Agencies of Education: Home, School, Community and Mass Media; Co-ordination
between School and Community; Education as a Social Institution; Role of CABE,
NCERT, NCTE, NUEPA and SCRET in the Development of Education.
Unit III: Educational Reconstruction
Educational contribution and their modern relevance of: Mahatma Gandhi, Ravindra
Nath Tagore, Swami Vivekanand , and Shri Aurobindo.
Unit - IV: Education and Social Change
Meaning of Social Change and factors influencing it; Nature of Social change in India -
Tradition and Modernity; Role of Education in promoting desired Social Change.
Unit - V: Equalizing Educational Opportunity
Constitutional provisions regarding equality of opportunity; Meaning of equality of
opportunity for the students at primary and secondary stage; Measure to promote equality
of opportunity Compensatory Educational programme to meet the needs of special group,
socially disadvantaged groups, woman and disabled -role of school and community
Unit - VI: Educational and Awareness of Social National Problems
Environment state of environment (Local and Global); Causes of environmental
degradation; Conservation and protection of environment; Learning to live in harmony
with nature; Population pressure on environment; Population pressure on quality of life;
Assignment: (Any two of the following)
1. Survey of backward locality to find out the causes of low literacy.
2. Study of functioning utility of Shala, Vikas Samiti in a Secondary School.
3. Study of voluntary agency working in the field of educational and school development
of society.
Note: Other assignments according to the needs of the corresponding college could be
1.Anand, C. L. et al.: Teacher and Education in Emerging India, NCERT, New Delhi,
2. Anant Padmnabhan: Population Education in Classrooms, NCERT, New Delhi.
3. Government of India: Report of Core Group on Value Orientation of Education. New
Delhi: Planning Commission, 1992.
4. Illich, Ivans : De Schooling Society. Middlesex: Penguin Books, 1971.
5. Jauhari, B.P.K. and Pathak, P.D. : Bhartiya Siksha Ka Ithas. Agra: Vinod Pustak
Mandir, 1979
6. Kneller, G.F.: Foundation of Education. New York: John Wiley & Sons Inc., 1978.
7. Kneller, G.F.: History of Education in India. Baroda: Acharaya Book Depot, 1966.
8.Mani, R. S.: Educational Ideas and Ideals of Gandhi and Tagore, New Book Society,
New Delhi.
9.Mohanty Jagannth: Indian Education in Emerging Society, Sterling Publication, New
Delhi, 2002.
10. Mohanty, J.: Modern Trend in Indian Education: Current Issues and Strategies in the
Context of NEP. New Delhi: Deep and Deep, 1988.
11. Mukherjee, K.K.: Some Great Educators of the World. Calcutta: Das Gupta & Co.
Pvt. Ltd., 1972.
12. Naik, J.P. and Syed, N.: A Students History of Education in India. New Delhi:
MacMillan Co. of India Ltd., 1974.
13. Naik, J.P.: Equality, Quality and Quantity: The Elusive Triangle of Indian Education.
Bombay: Allied Publishers, 1975.
14. Panday Shyam Swaroop : Shiksha Ki Darshnik Ewam Samajik Prushi Bhoomi, Vinod
Pustak Mandir, Agra.
15. Passi, B. K. and Sahoo, P. K.: Futures Studies, National Psychological Corporation,
Agra, 1984.
16.Passi, B.K. et al.: Futures Studies. Agra: National Psychological Corporation, 1991.
17. Pathak and Tyagi : Shiksha Ke Samanya Siddhant, Vinod Pustak Mandir, Agra, 1994.
18. Pathak, P. D. and Tyagi, I. S. D.: Shiksha Ke Samanya Siddhant, Vinod Pustak
Mandir, Agra.
19. Pushpa, S. P. and Others: Sociological Foundations of Education in Contemporary
India, Dhanpat Rao and Sons, Delhi.
20. Raghuwanshi, S. and Raghuwanshi, C: Paryavaran Tatha Pradooshan, Hindi Granth
Academy, Bhopal.
21.Salamtullah: Education in Social Context. New Delhi: NCERT, 1979.
22.Saxena, N. R. Swaroop: Shiksha Ke Samanya Siddhant, Lyall Book Depot, Merrut,
23. Seshadri, C. et al.: Education in Values: A Source Book. New Delhi: NCERT,
24.Sharma, D. L: Bhartya Shiksha Samaj, Lyall Book Depot, Merrut.
25.Sharma, N.: Education of Future. Delhi: S.Chand and Co., 1973.
26.Singh, B. P.: Aims of educational in India, Ajanta Publication, New Delhi.
27.UNESCO: Thinking Ahead: UNESCO and the Challenges of Today and Tomorrow.
Paris: UNESCO, 1977.
28. Varma, Vaidyanath Prasad: Vishwa Ke Mahan Siksha Shastri. Patna: Bihar Granth
Academy, 1972.
Paper - II: Educational Psychology
To enable the teacher trainees:
1. To understand the methods and techniques of Educational Psychology.
2. To understand concept of learning, theories of learning and their implications.
3. To know characteristics of adolescents and their problems.
4. To develop understanding of concept of personality causes of maladjustment and
remedial measures.
5. To identify special needs of the children.
6. To understand the mental health of children and their educational implication.
7. To be acquainted with Group Dynamics and Role of the Teachers.
8. To understand the nature and causes of individual differences among the children.
9. To develop the skills for guidance; and
10.To develop understanding of various statistical techniques to develop skills of them
Unit - I: Nature and Role of Educational Psychology
Meaning, Nature & Scope of Educational Psychology; Relevance of Educational
Psychology for the secondary teachers in understanding the learners’ development
including learning and adjustment; Methods of studying learners’ behaviour at adolescent
stage: observation introspection, experimental and case study
Unit - II: Growth and Development of Learner
Concept of growth and development and general principles of development, dimensions
and stages of development, developmental talks (with special reference to Adolescents);
Factors influencing development; Piaget’s Cognitive Development Theory, Kohlberg ‘s
Moral Development Theory, Social Development; Physical Development and Emotional
Development of adolescent
Unit - III: Learner as Individual
Measuring and significance of study of individual differences; Individual differences with
regards to: Intelligence, Creativity, Aptitude, Interest, Personality. Education of Gifted,
Creative and Mentally Retarded Children.
Unit - IV: Learning
Concept of learning; learning maturation and development & factors influencing
Learning; Theories of learning and their educational implications: Classical Conditioning,
Operant Conditioning, Trial and Error Learning and Insight Learning; Contrast and
Contiguity; Meaningful Reception Learning: Advance Organizer. Motivation: Meaning
and Methods. Theory of Self- Actualization; Memory S. T. M. and L. T. M.; Effective
Conditions and Methods of Inference-Retroactive and Proactive Inhibition; Transfer of
learning: concepts, and applications
Unit -V: Group Dynamics and Processes
Group Dynamics; Structure and Characteristics of Classroom Group; Social and
Interpersonal Relations; Sociometry and Grouping
Unit - VI: Learner's Personality and Adjustment
Concept of Personality, Types, Trait, and Theory; Assessment of Personality-Projective
Techniques, Observations and Inventories; Adjustment Concept and Process, School
Adjustment, Factors affecting Adjustment and Defense Mechanism.
Unit - VII: Elementary Education Statistics
Measures of Central Tendencies, Measures of variability, Quartiles, Percentiles and
their uses; Graphs: Frequency Distribution, Histogram, Bar Graph, Pai Diagram and their
uses; Normal Probability Curve: Its characteristics and uses; Correlation: Concept, Rank
Difference Method and Product Moment Method of Correlation, its’ Interpretation and
Administration, Scoring and Interpretation of:
1.Intelligence Test - Verbal and Nonverbal.
2.Interest Inventory
3.Personality Inventory
4.Adjustment Inventory
5.Comparative Study of Whole v/s Part Method of Learning
6. Differential Aptitude Test (DAT)
Assignments: (Any two of the following)
1.Survey of Aspirations and Needs of Special Children
2.Study of Personality and Needs of Special Children
3.Case Study of Problem Child
4.A Study of Group Dynamics through Socio-metric Technique
Here is the attachment.
Attached Files
File Type: pdf BED course syllabus.pdf (387.9 KB, 75 views)

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