Guru gobind singh indraprastha

This full time program is of one year duration spread over to two semesters.

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  To encourage the pupil teachers to be a global citizen, serving the human beings at large through the noble profession of teaching.
  
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  To persuade the pupil teachers to act as agents of modernization, social change, promote social cohesion, international understanding, and work for protection of human rights and rights of the child.
  
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  To enable the pupil teachers to understand the central concepts, tools of inquiry and structures of the disciplines of Education in general, and teacher education in particular.
  
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  To make the student teachers understand how children learn and develop, how they differ in their approaches to learning, and create learning opportunities that benefit diverse learners and learning contexts.
  
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  To imbibe knowledge, develop an understanding of the various methods and approaches of organizing learning experiences for secondary school students.
  
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  To develop the skills of student teachers to plan learning experiences in and outside the classroom that are based on learners’ existing proficiency, interests, experiences and knowledge, and enable them to understand how students come to view, develop, learn and make sense of subject matter contained in the curriculum.
  
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  To enable them to foster creative thinking among pupils for the reconstruction of knowledge.
  
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  To provide student teachers self-identity as a ‘teacher’ through school based learning experiences and reflective practices that continually evaluate the effects of their choices and actions.
  
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  To develop communication skills for education through Information and Communication Technology.
  
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  To acquire knowledge and develop an understanding of the various procedures and techniques of evaluation and their classroom applications.
  
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  To enable them to undertake Action Research and use innovative practices.
  
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  To foster in student teachers a desire for life-long learning.
  

1. 
   The total Credits in B.Ed Program are 52 (I semester: 27, II semester: 25); the student shall have to EARN ALL THE CREDITS.
   
2. 
   The total Marks for B.Ed Program are 1500 (I semester: 700, II semester: 800).
   
3. 
   The total Courses for B.Ed Program are 15 (I semester: 07, II semester: 08).
   
4. 
   Each student shall be required to appear for the examination in all the courses.
   
5. 
   The maximum marks in each course are 100, irrespective of the number of credits assigned to the course. For passing in any course, minimum 50 marks are required to be secured.
   
6. 
   Full credits are awarded after passing in a course; otherwise no credits are awarded.
   
7. 
   For a Core/Pedagogical/Elective Course, the ratio of External: Internal marks is 75:25, and for a Practical Course the ratio of External: Internal marks is 60:40
   
8. 
   One Credit is equal to one hour for lecture and two hours for laboratory/practical work per week. The timetable for B.Ed Program should be in a manner to ensure well planned accommodation (per week) for all the prescribed theoretical and practical courses in the particular semester.
   
9. 
   It is suggested that for the first eight weeks (at least), the theory for core and pedagogical courses in the first semester may be imparted @ Six hours per paper per week and @ Eight hours per paper per week respectively, and the preparatory sessions for SEP may be organized @ One and a half hour per paper per week; so that, the School Experience Program, thereafter, could be continued independently for the specified period in the First semester.
   

(Core Courses)

1. 
   To enable the Pupil Teacher to understand the relationship between philosophy and Education & their interdependence.
   
2. 
   To enable the pupil teacher to analytically appraise the fundamental concepts in Educational Philosophy.
   
3. 
   To orient the Pupil teacher to various Philosophical schools
   
4. 
   To develop an understanding of the contribution of Indian philosophers
   
5. 
   To develop an understanding of the contribution of Western philosophers.
   
6. 
   To sensitize the pupil teachers towards the various facets of the realm of education.
   
7. 
   To enable them to build their own philosophy of education/response to the reality of education.
   

To achieve this, students will be provided with selected material to study for analysis and syntheses. Discussion/Presentation/Lectures will be held to encourage students to formulate their own logical, consistent viewpoint to become responsible, sensitive human beings and professional teachers.

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  Education: Meaning, nature, aims in relation to time and place.
  
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  Philosophy: Meaning and nature. Relationship between Philosophy and Education.
  
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  Foundations of Education: Philosophical, Sociological and Psychological.
  
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  Educational Philosophy: Meaning, nature and relevance for the teaching learning process.
  

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  Analytical appraisal of fundamental concepts in Educational Philosophy: Learner, training, learning, teaching, indoctrination and inquiry.
  

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  Idealism,
  
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  Naturalism,
  
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  Realism,
  
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  Pragmatism,
  
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  Existentialism
  

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  Analytical study of thoughts of the Indian thinkers in relation to their formulation about aims of education, curriculum, teaching methodology and teacher:
  

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  Rabindra Nath Tagore
  
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  Mahatma Gandhi
  
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  Sri Aurobindo
  
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  J. Krishnamurti
  

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  Analytical study of thoughts of the Western thinkers in relation to their formulation about aims of education, curriculum, teaching methodology and teacher:
  

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  Rousseau
  
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  John Dewey
  
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  Pestolozzi
  
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  Frobel
  

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  Aggrawal, J. C.: Basic idea’s in Education, Delhi, Shipra Publications, 2001.
  
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  Aggrawal, J.C (1996), 10th rev. ed. Theory and principles of education, New Delhi, Vikas publication.
  
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  Brubacher, John S. Eclectic Philosophy of Education, Prentice Hall, Engeliwood Cliffs, New Jercy, 1962.
  
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  Brubacher, John S Modem Philosophies of Education, McGraw-Hill Book Company Inc. New York, 1962.
  
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  Brubacher, John S. Philosophy of Higher Education San Francisco, jossey — Ban 1978
  
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  Delors, Jacques (1996) learning the Treasure within, UNESCO: Report to UNESCO of the International Commission on Education for Twenty first Century.
  
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  Dhavan, M. L. : Philosophy of Education, Delhi, Editor, Isha Books 2005
  
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  Kilpatrick, WH Source Book in the Philosophy of Education, McMillan and Company. New York, 1934.
  
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  Mahatma Gandhi – Romain Rolland
  
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  Mayer, F Foundations of Education, Charles E Merril Books Inc., Ohio, 1963.
  
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  Panday, R S.: An Introduction to Major Philosophers of Education, Agra, Vinod Pusatak Mandir.
  
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  Ross, James (1962), Groundwork of Educational Theory, London: George Harre and Sons.
  
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  Saiyidain, K. G. (1970), Facts of Indian Education, New Delhi: NCERT.
  
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  Shanna, Ramnath (2000), Textbook of Educational Philosophy, ND: Kanishka publ.
  
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  Somnath Agrawal, Philosophical foundation of Education. Authors Press,2007
  

After completing this course, the pupil-teachers will be able to:

1. 
   Understand the implications of various principles, procedure and theories of psychology in the teaching-learning process.
   
2. 
   Understand the methods and techniques of Educational Psychology.
   
3. 
   Acquire knowledge and understanding about the learner and the teaching-learning process to bring effectiveness in the learning outcomes.
   
4. 
   Know characteristics of adolescents and their problems.
   
5. 
   Be acquainted with Group Dynamics and Role of the Teachers.
   
6. 
   Understand concept of learning, theories of learning and their implications.
   
7. 
   Identify and understand the needs and differences among learners and provide adequate guidance and counseling.
   
8. 
   Develop an understanding of the concept and philosophy of inclusive education in the context of education for all.