BED Syllabus of Calcutta University

My cousin sister has taken admission in B.Ed programme in University of Calcutta, so now she need B.Ed programme syllabus to start study for programme so please provide here University of Calcutta B.Ed programme syllabus???

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As you need University of Calcutta B.Ed programme syllabus, here I am giving;

B.Ed

1st SEM
CORE PAPERS Philosophical and sociological bases of education
Psychology of learning
Psychology of instruction
Evaluation in education

PEDAGOGYOF SCHOOL SUBJECTS School Subject I
School subject II

TEACHING PEERS
SIMULATED TEACHING
3 Micro Teaching Skills (10 marks each)
• 1 Integrated Lesson
Mini teaching: any one of the following
1 mini teaching using any one model of teaching
1 computer assisted presentation
Univ of Calcutta B.Ed syllabus
SEMESTER I
THEORY
CORE PAPERS
Philosophical and sociological bases of education 50 marks
Psychology of learning 50 marks
Psychology of instruction 50 marks
Evaluation in education 50 marks
Total 200 marks
PEDAGOGYOF SCHOOL SUBJECTS
School Subject I 50 marks
School subject II 50 marks
Total 100 marks
Total for Theory 300 marks
PRACTICUM
IN CAMPUS
For each school subject:
TEACHING PEERS 100 MARKS
SIMULATED TEACHING
• 3 Micro Teaching Skills (10 marks each) 3x10= 30 marks
• 1 Integrated Lesson 20 marks
Mini teaching: any one of the following
• 1 mini teaching using any one model of teaching
• 1 computer assisted presentation 25 marks

Simulated teaching for any one lesson involving any one of:
• Conducting practical classes for laboratory based subjects
• Initiation of a project for non laboratory based subjects 25 marks

Total for TEACHING PEERS 100 MARKS
PREPARING TEACHING LEARNING MATERIALS
• Pedagogical analysis of a unit from the content 25 marks

Total for IN CAMPUS for two method papers 250 MARKS
GROUP ACTIVITY
• Personality development (deportment, manners, speech and communication) through group discussions and mock interviews 30 marks
• Visit to a centre of learning followed by a reflective report by the group 20 marks

Total for GROUP ACTIVITY 50 MARKS
TOTAL FOR PRACTICUM 300 MARKS
TOTAL FOR SEMESTER I 600 MARKS
SEMESTER II
THEORY
CORE PAPERS
Inclusive Education 50 marks
Management and organization of education 50 marks
Teaching as a profession 50 marks
Contemporary issues in Indian education 50 marks
Total 200 marks
PEDAGOGY OF SCHOOL SUBJECTS
School subject I 50 marks
School subject II 50 marks
Total 100 marks
Total for theory 300 marks
PRACTICUM
IN CAMPUS
For each school subject:
TEACHING LEARNING MATERIALS
any one of the following 10 marks
• Critical review and modification of one chapter of a text book
• Preparation of content enrichment material
• Preparation of laboratory kits

IN SCHOOL
SCHOOL INITIATION PROGRAMME
• School survey and report 15 marks
• Participation in school life 15 marks

TEACHING PRACTICE
For each school subject: 75 marks
Number of classes as per NCTE norms (individual and/ or team teaching)
MAINTAINING A JOURNAL with:
• Lesson plan
• Observation of learners during lessons
• Post teaching reflections

Peer observations (irrespective of subject) 25 marks
Total for IN SCHOOL 230 marks
GROUP ACTIVITY
COMMUNITY OUTREACH ACTIVITY followed by group reports 60 marks
(to commence from Semester I and continued in Semester II)
Any one of:
• Remedial teaching
• Literacy drive
• Computer literacy drive
• Developing health and hygiene awareness
• Contributing to environmental wellbeing
• Campaign against social ills
• Service to special centres

CO-CURRICULAR ACTIVITIES 30 marks
(to commence from Semester I and continued in Semester II)
Any one of the following activities:
• Art and cultural activities
• Subject related club activities
• Heuristic ventures
• Creative activities with camera and/ computer

ACTION RESEARCH 60 marks
Any one of
• Case study
• School based research

Total for PRACTICUM 400 marks
Viva Voce on Practicum 100 marks
Total for SEMESTER II 800 marks
COURSE NO. 101
PHILOSOPHICAL AND SOCIOLOGICAL BASES OF EDUCATION 50 marks
30 class hours
Objectives
After the completion of the course the students will
• Develop an acquaintance with the meaning and definition of education in its wider context.
• Understand the factors of education and their interrelationship.
• Differentiate between formal, informal and non formal modes of education
• Discuss the significance of philosophy in education with reference to the basic tenets of Idealism, Naturalism and Pragmatism.
• Acquaint them with the importance of value education in modern society and suggest ways and means for imparting value education in schools.
• Understand the roles of Tagore, Gandhi and Vivekananda as ‘transvaluer of values’.
• Develop an understanding of contemporary concepts like ‘Education for Peace’ and ‘Education for Human Rights’.
• Understand Education as an instrument of socialization
• Realize the impact of education on social change.

Content
1. . Concept and nature of Education: 6 class hours
• Meaning and scope of education
• The four pillars of education
• Factors of education and their interrelations
• Formal, informal and non-formal education

2. Philosophy and education 8 class hours
• The significance of philosophy in education
• The tenets of Idealism, naturalism and Pragmatism and their impact on education
3. Great educators and value education 7 class hours
• Value education and its implication

• A brief account of the educational thoughts of Tagore, Gandhi and Vivekananda
• Education for Peace and Human Rights

4. Education and society 5 class hours
• Education as a process of socialization
• The role of family, teachers, school and community in the process of socialization

5. Education and social change 4 class hours
• Socio- economic factors and their impact on education
• Education as an instrument of social change
• Role of education in resolving cultural conflict and cultural lag

COURSE NO. 102
Psychology of learning 50 marks
30 class hours
Objectives
After the completion of the course the students will
• Understand the importance of the knowledge of educational psychology for teachers.
• Understand the difference between growth and development.

• Understand how language development takes place.
• Understand how cognitive, moral and social development takes place.
• Get acquainted with the theories of Piaget, Kohlberg and Erikson regarding cognitive, moral and social development respectively.
• Acquire the concept of learning.
• Understand the significance and application of the theories of learning by Pavlov, Thorndike, Skinner and Gagne.
• Understand how information is processed according to cognitive constructivists.
• Understand the concept of Discovery learning.
• Be able to understand the determinants of attention, its importance in education and how to draw attention in the classroom.
• Gain knowledge of importance of motivation, the types of motivation, Maslow, Weiner and McClelland’s theories on motivation and their application in the classroom.

Content:
1. Importance of educational psychology for teachers 1class hour
2. Growth and development. 7 class hours
• Meaning of growth and development.
• Language development
• Cognitive development-Piaget
• Moral development- Kohlberg.
• Psychosocial development- Erikson

3. Learning: 7 class hours
• Concept of learning
• Behaviorism –concept, Pavlov’s theory of learning. (With special reference to classroom application) .
• Thorndike’s three major laws ( With special reference to classroom application)
• Skinner and Gagne’s theory of learning.( With special reference to classroom application)

4. Cognitive approaches to learning. 7 class hours
• Information processing model
• Discovery learning
• Cognitive constructivism

5. Attention 1 class hours
• Concept of attention
• Determinants of attention

6. Motivation 7 class hours
• Concept of motivation
• Types of motivation
• Theories of motivation-
 Maslow’s theory of self actualization.
 Weiner’s attribution theory.
 McClelland’s achievement motivation.
 factors affecting motivation ( anxiety, curiosity, and interest, locus of control, self efficacy, classroom environment etc)

COURSE N0. 103
Psychology of Instruction 50 marks
30 class hours
Objectives
After the completion of the course the students will
• Acquire the concept of teaching and instruction.
• Acquire knowledge of the phases of teaching.
• Understand the implication of the models of teaching with special reference to Ausubel and Bruner
• Understand the different abilities in students.
• Understand what intelligence is, how it can be measured through tests. Uses and limitations of intelligence tests.
• Acquire the concept and implication of multiple intelligence
• Understand creativity
• Acquaint with the concept of Emotional Intelligence and its development.
• Understand different approaches to instruction.
• Get acquainted with designs of instruction.
• Come to know about Technology based Teaching strategies.
• Learn about Classroom management, managing the classroom and methods of control.

Content
1. Teaching and Instruction 6 class hours
• Concept of Teaching and Instruction.
• Phases of teaching.
• Model of Teaching- Ausubel and Bruner.

2. Students’ abilities. 8 class hours
• Intelligence: concept, nature
• Uses and limitations of measurement of intelligence.
• Multiple Intelligences.
• Creativity-concept, factors and nurturing creativity.

3. Emotional Intelligence: 4 class hours
• Concept of emotional intelligence
• Development of emotional intelligence

4. Instruction 8 class hours
• Approaches to Instruction,
• Direct and Indirect Instruction,
• Designs of Instruction (Skinner, Markle, and Gagne).
• Technology based Teaching strategies ( Web based instruction, multimedia, CD0 –ROM, Intelligent Tutoring System)

5. Classroom management 4 class hours
• Managing the classroom
• Methods of control.
For detailed syllabus here is attachment: