20200826202830-b CCV

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PANJAB UNIVERSITY, CHANDIGARH-160014 (INDIA)

(Estd. under Panjab University Act VII of 1947-enacted by Govt of India)
FACULTY OF EDUCATION
SYLLABI
FOR
BACHELOR OF EDUCATION
(B.Ed.)
(Semester System)
REGULAR COURSE AND THROUGH CORRESPONDENCE

Two Year Programme (I to IV Semester)
For the Examinations - 2020-2021
1
1.3 Instructions for Paper –Setters, Examiners and students:

I. The external theory examination (Foundation papers, pedagogy papers and
elective papers) will be of Three hours duration. The Paper with 50 marks are
divided into two parts- 40 marks for external written examination and 10 marks for
Internal assessment. External question paper will have V units- First four units i.e.
Unit- I, II, III, IV will have two questions each and the candidate will be required to
attempt one question from each of the unit-I to IV. Each question carries 8 marks.
Unit V will be compulsory with 4 short answer-type questions set from the whole
syllabus of the paper. Each question will be of 2 marks. Therefore the total marks
will be (4X8 + 2X4 = 40).
II. For EPC papers, the external practical will be of 20 marks based on the file work
and viva voce to be evaluated by the examiner appointed by the university.
III. Internal assessment will be based on the performance of the candidate in term
paper, house test, class assignments, attendance, and participation in
discussions/seminars/tutorials, related practical and sessional work. It will be
assessed and prepared by the concerned teacher on the basis of file work and
viva voce. The final list of internal assessment of all the papers in a semester will
be prepared by a panel of 3 senior teachers moderated by the principal.
IV. Assessment for Engagement with the field(Pre-Internship) will be based on the
student’s performance in various field related activities, practical, project work,
community related work, diaries, student portfolios, field observations, visit to
innovative pedagogy and learning centre, education resource centre etc.
2
SYLLABUS
Bachelor of Education
SEMESTER-I
Paper Nomenclature External Marks Internal Marks Total Marks
F-1.1 Philosophical Bases of 40 10 50
Education
F-1.2 Growth and Development 40 10 50
of the Learner
F-1.3 Techniques of Teaching 40 10 50

F-1.4 Education in 40 10 50
Contemporary India
F-1.5 ICT Skill Development 40 10 50
P-1.1 Pedagogy-I* 40 10 50
P-1.2 Pedagogy-II* 40 10 50
EPC-1.1 Teaching through Drama 20 05 25
and Music
EPC-1.2 Simple Expressional 20 05 25
Competencies
EPC-1.3 Participation in Sports - 25 25
and Yoga
EPC-1.4 Pre Internship - 25 25
320 130 450
SEMESTER-II
F-2.1 Sociological Bases of 40 10 50
Education
F-2.2 Understanding the Learner 40 10 50
F-2.3 Assessment for Learning 40 10 50
F-2.4 Knowledge, Curriculum and 40 10 50

Understanding Disciplines
F-2.5 School Management 40 10 50
P-2.1 Pedagogy-I* 40 10 50
P-2.2 Pedagogy-II* 40 10 50
EPC-2.1 Work Experience 20 05 25
Programme**
EPC-2.2 ICT Practical 20 05 25
EPC-2.3 Participation in Sports and 25 - 25
Yoga
EPC-2.4 Pre Internship - 25 25
345 105 450
3
Pedagogy of School Subjects (any two) of the following (P-1.1/1.2 and P2.1/2.2):
i. Pedagogy of Agriculture
ii. Pedagogy of Commerce
iii. Pedagogy of Computer Science
iv. Pedagogy of Economics
v. Pedagogy of English
vi. Pedagogy of Fine Arts
vii. Pedagogy of Geography
viii. Pedagogy of Physical Education
ix. Pedagogy of Hindi
x. Pedagogy of History
xi. Pedagogy of Home Science
xii. Pedagogy of Life Science
xiii. Pedagogy of Mathematics
xiv. Pedagogy of Music
xv. Pedagogy of Physical Science
xvi. Pedagogy of Political Science
xvii. Pedagogy of Public Administration
xviii. Pedagogy of Punjabi
xix. Pedagogy of Sanskrit
xx. Pedagogy of Science
xxi. Pedagogy of Social Studies
xxii. Pedagogy of Sociology
**Work Experience Programme: (One of the Following)
• Candle Making
• Clay Modeling
• Gardening
• Home Craft
• Interior Decoration
• Photography
4
SEMESTER-III
F-4.1 Gender , School and Society 40 10 50
F-4.2 Guidance and Counseling 40 10 50
F-4.3 Inclusive Education 40 10 50
F-4.4 Understanding the Self 40 10 50
F-4.5 Reading and Reflecting on 40 10 50
Text
E-4.1 Elective Option-I*** 40 10 50
E-4.2 Elective Option-II*** 40 10 50
EPC-4.1 Participation in Community - 25 25
Service/ Cultural Activities/
Educational Tour/Trip
EPC-4.2 Communication, 20 5 25
Employability and Resource
Development Skill
300 100 400
***Elective Options: (Any two of the following)

(i) Distance Education and Life Long Learning (ii) Environmental Education
(iii) Health and Physical Education (iv) Human Rights and Peace Education
(v) Life Skills Education (vi) E-Education Resource Development
(vii) Population Education (viii) School Library and Information Services
SEMESTER-IV
School Internship 20+20 40
(16 Weeks) By School
EPC-3.1 Principal/Mentor
Skill in Teaching Practical 100+100 30+30 260
(By Subject
Teacher
240 60 300
Total Marks: 1600

5
SEMESTER- I
F-1.1
PHILOSOPHICAL BASES OF EDUCATION
Total Marks: 50
External Theory: 40
Internal Practical: 10
Objectives:
To have insight into the concept, types and role of education.
To acquire conceptual understanding of ideology of (Idealism, Naturalism and
Pragmatism) different philosophies.
To study the philosophical views of Dewey, Rousseau, Tagore, Gandhi,
Aurobindo and Abdul Kalam.
To explain the concept, sources, facets and role of teacher in knowledge
construction.
To have insight into education and values.
Course Content:
UNIT-I: Conceptual Framework of Education
a) Education: meaning, concept- Indian and Western.

b) Types of education- formal, informal and non-formal.
c) Role and functions of education in individual and national life.
UNIT-II: Educational Philosophy
a) Educational Philosophy: meaning, relationship between philosophy and

education.
b) Philosophies of education: Idealism, Naturalism and Pragmatism.
c) Educational philosophies: contribution of Dewey, Rousseau, Tagore and Gandhi.
UNIT-III: Facets of Knowledge
a) Knowledge- Concept, nature and sources of knowledge.

b) Facets of knowledge- local and universal, concrete and abstract, theoretical and
practical, contextual and textual, school and out of school and their relationship.
c) Role of teacher in construction of knowledge.
UNIT-IV: Values
a) Values- Concept, types of values.

b) Sources of values and erosion of values.
c) Value Education- Role of education for inculcation of values.
6
Sessional Work (Internal):

- Any two of the following:
• Life sketch of Dr. APJ Abdul Kalam and his contribution to Education.
• Value system of any reliogion.
• Preparing scrap book- 10 Indian & 10 Western educational thinkers and brief
note about their contribution to education.
Suggested Readings:
Bhatia, K.K. (2005). Education in Emerging Indian Society. Ludhiana: Kalyani
Publishers.
Bhatia, K.K. & Narang, C.L. (2008). Philosophical and Sociological Bases of Education.
Ludhiana: Tandon Publications.
Biswal, U.N. (2005). Philosophy of Education. New Delhi: Dominant Publishers and
Distributors.
Blake, N.; Smeyers, P; Smith, R. & Standish, P. (2003). The Blackwell Guide to the
Philosophy of Education. USA: Blackwell Publishing.
Brondy, H.S. (1965). Building a Philosophy of Education. Prentice-Hall of India (Private)
Ltd., New Delhi.
Brubacher, J. S. (1969). Modern Philosophies of Education. New Delhi: Tata Mcgraw

Hill.
Chaube, S.P. (1997). Philosophical and Sociological Foundation of Education. Ravi,

Noudarnalya, 5th rev. ed. Agra.
Chaube, S.P. (1981). Philosophical and Sociological Foundations of Education. Agra:

Ravi, Noudarnalya.
Dash, B.N. (2004). Theories of Education & Education in the Emerging Indian Society.
New Delhi: Dominant Publishers and Distributors.
Dewey, J. (1961). Democracy and Education. New York: Macmillan Company.
Goel, A. & Goel, S.L. (2005). Human Values and Education. New Delhi: Deep and Deep
Publications Pvt. Ltd.
Howard, O. & Sam, C. (1976). Philosophical Foundation of Education. Columbus:

Charles E., Merril.
Kabir, H. (1961). Indian Philosophy of Education. Bombay: Asia Publishing House.
Kneller, G.F. (1967). Foundations of Education. John Wiley & Sons, New York London
Sydney.
7
Lakshmi, T.K.S. & M.S. Yadav (1992). “Education: its Evolving Characteristics”, in New
Frontiers in Education, XXII (4).
Mathur, S.S. (1997). Philosophical and Sociological Foundations of Education. Agra:

Vinod Pustak Mandir.
Ministry of Education, Govt. of India: Value Education Source Book (1994), NCERT,
New Delhi.
Mohanty, J. (1994). Indian Education in the Emerging Society. New Delhi: Sterling Pvt.
Ltd.
National Council of Teacher Education (1999). Gandhi on Education. New Delhi:

NCERT.
Pandey, R.S. (2001). Principles of Education. Vinod Pustak Mandir, Agra.
Pandey, R.S. (2006). Philosophising Education. Kanishka Publishers, New Delhi.
Safaya, R.N. & Shaida, B.D. (1983). Principles and Techniques of Education. Dhanpat
Rai and Sons, Delhi.
Sodhi, T.S. & Suri, A. (2006). Philosophical and Sociological Foundations of Education.
Bawa Publication, Patiala.
Evaluation Scheme: The external theory examination will be of three hours duration.
External question paper will have V units- First four units i.e. Unit-I,II,III, IV will have two
questions each and the candidate will be required to attempt one question from each of
the Unit-I to IV. Each question carries 8 marks. Unit –V will be compulsory with 4 short
answer-type questions set form the whole syllabus of the paper. Each question will be
of 2 marks.
.
8
F-1.2
GROWTH AND DEVELOPMENT OF THE LEARNER
Total Marks: 50
External Theory: 40
Objectives:
To enable the pupil teachers to:
Understand the concept, principles, factors affecting human growth and

development.
Get familiar with different stages of growth and development and its educational
implications.
Understand relevance and applicability of various theories of development.
Get acquainted with importance of heredity and environment and human
diversity.
Get familiar with the role of family, school, society, media and self in
developmental process of the children.
Understand the importance of group dynamics and social cognition for
development of personality.
Understand and critically examine the concept of Discipline and its
implementation in Indian classrooms.
Learn the process of application of theory into practice.
Course Content:
UNIT- I: Understanding Growth and Development
(a) Human growth and development- concept, characteristics and difference of

growth and development.
(b) Principals and factors affecting growth and development.
(c) Stages of development- characteristics of different stages with special reference
to developmental characteristics, needs and problems of adolescence period.
UNIT- II: Learner as a Developing Individual
(a) Relevance and applicability of various theories of development- Piaget

(Cognitive), Erickson (Social), Kohlberg (Moral) and Vygotsky's theory
(Contextual).
(b) Heredity and Environment- meaning, laws of heredity and role of heredity and
environment in development, Nature-nurture debate.
(c) Human Diversity- nature and concept of human diversity, variations and
developmental components, causes and implications.
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UNIT- III: Learner in Socio-Cultural Perspective
(a) Role of family, school and society in cognitive, affective and psychomotor
development of the children.
(b) Role of media (Printed and Electronic) on developmental aspects of children with
special reference to adolescents.
(c) Understanding development of self-concept from diverse aspects: Social,
Cultural, Community, Religion, Caste, Gender, Location, Language, Socio-
economic status and literacy of parents.
UNIT- IV: Group Behaviour-Implication for Teachers
(a) Group Dynamics- meaning, types of groups, factors of group behaviour and role
of teacher in promoting classroom as a cohesive group.
(b) Discipline- Developmental model, role of school, critical examination of
enforcement of discipline in Indian classrooms.
(c) Role of different methods of discipline in character education, truancy & drop-out.
Sessional Work (Internal)

Each pupil teacher will conduct any one of the practical works:
• Observe and Interact with at least five children keeping in mind gender, location,
category, SES of children and compare their characteristics and problems.
• View any two movies out of the following :
1 Tare Zameen Par
2. Apna Asmaan
3. Slumdog Millionaire
• Discuss the content, picturization, character in the context of issues and
concerns of childhood / adolescence.
Suggested Readings:
Baron, R.A. and Misra, G. (2014). Psychology (5/e). South Asia: Dorling Kindersley
(India) Private Limited.
Chauhan, S.S. (1992). Advanced Educational Psychology. New Delhi: Vikas
Publications House.
Ciccarelli, S.K. and Meyer, G.E. (2014). Psychology (11/e). South Asia: Dorling
Kindersley (India) Private Limited.
Dandapani, S. (2010). A Text Book of Advanced Educational Psychology (4/e). New
Delhi: Anmol Publications Pvt. Ltd.
10
Mangal, S.K. (2013). Advanced Educational Psychology (2/e). New Delhi: PHI
Learning Private Limited.
Morgan, C.T., King, R.A., Weisz, J.R. and Schopler, J. (2013). Introduction to
Psychology. New Delhi: McGraw Hill Education (India) Private Limited.
Radford, J. and Govier, E. (1991). A Text Book of Psychology (2/e). London:

Routledge.
Ramalingam, P. (2013). Educational Psychology. New Delhi: McGraw Hill Education
Ranganathan, N. (2006). The Primary School Child- Development and Education.
Hyderabad: Orient Longman Private Limited.
Sharma, N. (2013). Understanding Adolescence. New Delhi: National Book Trust.
Skinner, C.E. (2012). Educational Psychology (4/e). New Delhi: PHI Learning Private
Limited.
Sprinthall, N.A. and Sprinthall, R.C. (1987). Educational Psychology: A Developmental

Approach. New York: Random House.
Verma, L.N. (2013). Educational Psychology. Jaipur: Rawat Publications.
Woolfolk, A. (2013). Educational Psychology (9/e). South Asia: Dorling Kindersley

of 2 marks.
11
F-1.3
TECHNIQUES OF TEACHING
Total Marks: 50
External Theory: 40
Objectives:
To gain insight and reflect on the concept of teaching and the status of teaching
as a profession;
To obtain total perspective of the role of techniques in educational practice.
To create an awareness about models of teaching and teaching-learning aids in
Educational Technology.
To distinguish between communication and instruction in order to design sound
instructional system.
Course Content:
UNIT- I: Teaching as a Profession
a) Teaching: Concept, nature, characteristic, principles and maxims.
b) Teaching as a Profession, professional ethics of teachers and Teacher
accountability.
c) Reflective teaching: concept and strategies for making teachers reflective
practitioners.
UNIT –II: Teaching Technology
a) Simulated Teaching: Concept, Procedure, Merits and Limitations
b) Micro Teaching: Concept, Procedure, Merits and Limitations, Skills of Micro
Teaching (Introduction, Questioning, Explanation, Reinforcement, Stimulus
Variation).
c) Programmed Instructions and its Types, Computer Assisted Instruction (CAI)
UNIT-III: Models of Teaching
a) Models of Teaching: Concept, characteristics, assumptions and fundamental
elements of a teaching Model
b) Concept Attainment Model
c) Inquiry Training Model and Inductive thinking model.
UNIT-IV: Teaching as Communication
a) Communication: Concept, Types, principles and barriers in communication.
b) Multimedia in Education: Tele-Conferencing, Internet and use of multimedia
presentation and Satellite Communication
c) Recent Trends in Teaching: e-learning. M-learning, Open educational resources,
MOOCs and role of social media in teaching.
12
• Preparing and practicing any two micro skills.

• Enlist open education resources
• Preparation of Programmed Instructions
Suggested Readings
Caggart, G.L. (2005): Promoting Reflective Thinking in Teachers. Crowin Press.
De Cecco J. P. (1996). Learning and Instruction. New Delhi: Prentice Hall of India
Pvt.Ltd.
Dr. Usha Rao, Advanced Educational Psychology Himalaya Publication House New
Delhi-2008
Irvine, J.J. (2003): Educating teachers for diversity: Seeing with a cultural eye. New
York: Teachers College Press.
Joyce, Bruce.,Wheal, Marsha. (2003). Modals of Teaching (7th Ed.). Boston: Allyn &
Bacon.
Lampert, M. (2001). Teaching problems and the problems of teaching. New Haven:
Yale University Press.
Linda Darling Hammond & John Bransford (ed) (2005): Preparing Teachers for a
Changing World. Jossey-Bass, San Francisco.11
Martin, D. J. & Kimberly S. Loomis (2006): Building Teachers: A constructivist approach

to introducing education. Wadsworth Publishing, USA.
Ram, S. (1999): Current Issues in Teacher Education. Sarup & Sons Publications, New
Delhi.
Schon, D. (1987): Educating the Reflective Practioner: Towards a New Design for
Teaching and Learning in the Professions. New York, Basic Books
of 2 marks.
13
F-1.4
EDUCATION IN CONTEMPORARY INDIA
Total Marks: 50
External Theory: 40
Objectives:
To have insight into constitution of India in relation to education.

To understand features, ideals, values and diversities in Indian education.
To explain recommendations of various educational committees, commissions
and contemporary policies
To acquainted with the Indian educational system in post-independence era
To acquainted with the current initiatives being taken in Indian education, and
To sensitised to the emerging issues of concern in the field of education.
Course Content
UNIT-I
a) Constitutional provisions – preamble, Fundamental right and Duties and

constitutional values in the context of education.
b) Meaning of Diversity, inequality and Marginalization ( Economic, Social, Religious,
Language) in society in implication for education
c) Impact of Liberlization, Privatization, Globalization (LPG) on School education of
India.
UNIT-II
a) Post- independence era :University Education Commission (1948-49) Secondary

Education Commission (1952-53), Kothari Commission (1964-66),
b) National Policy of Education (1968, 1986), Programme of Action (1992): Major
recommendations
c) National Curriculum Framework for School Education’ (NCF )-2005
UNIT-III
a) Yash Pal Committee Report (1993) ‘Learning without burden’.

b) Rashtrya Madhyamik Shiksha Abhyan ( RMSA)
c) Rashtrya Uchchtar Shiksha Abhyan (RUSA).
UNIT-IV
a) Contemporary Indian schools: types, functioning and problems.
b) Sarv Shiksha Abhyan ( SSA)
c) Right of children to free and compulsory education act- 2009.
14
Sessional Work (Internal Assessment)
Each student will undertake any one of the following activities:
• Preparing reports on any of the centrally sponsored programmes like Sarv

Shiksha Abhyan (SSA) Rashtrya Madhyamik Shiksha Abhyan (RMSA), Mid-day
Meal.
• Presentations on various educational policies/ programmes.
• Undertaking local level surveys on issues/problems related to school education.
Suggested Readings:
Aggarwal, J.C. (2007). Modern Indian education. Shipra Publications, New Delhi.
Aggarwal, J.C. (2013). Landmarks in history of modern Indian education. Vikas

Publishing House, New Delhi.
Bhatia, K.K. and Narang, C.L. (1992). The teacher and education in emerging Indian
society. Tandon Publications, Ludhiana.
Ghosh, S. C. (2007). The history of education in modern India, 1757-2007. Orient black
Swan Private Limited. New Delhi.
Government of India (1992, 1998). National policy on education, 1986 (modified in

1992). Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/NPE86-mod92.pdf
Government of India (1993). Learning without burden. Ministry of Human Resource

Development, Department of Education.
Government of India. (1966). Report of the education commission: Education and

national development. New Delhi: Ministry of Education. Available at www.mhrd.gov.in/
Government of India. (1986). National policy of education.
Government of India (2009). The right of children to free and compulsory education act,
2009. Retrieved from http://mhrd.gov.in/sites/upload_files/mhrd/files/rte.pdf
Govinda, R. (ed). (2002)India education report: a profile of basic education. New Delhi:
Oxford University Press.
Mid Day Meal Programme. available at

www.archive.india.gov.in/sectors/education/index.php?id=7
Mukherjee, S.N. (1966). History of education in India: modern period. Acharya Book
Depot. Baroda.
Naik, J.P. (1979) Education Commission and After. A P H Publishing Corporation: New
Delhi. Also available in Hindi
15
NCF-2005 available on www.ncert.ac.in
PROBE (1999) Public report on basic education in India. New Delhi: Oxford University
Press. 4 available on www.academia.edu
Rashtrya Madhyamik Shiksha Abhyan. Available at

http://www.wbsed.gov.in/wbsed/readwrite/rastriya-madhymic-shiksha-mission-
RMSM.pdf
Rashtrya Uchchtar Shiksha Abhyan (RUSA). Available at

http://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/RUSA_final090913.pdf
Sarv Shiksha Abhyan. Available at ssa.nic.in
Saxena, S. (2012, Dec. 8). Is equality an outdated concern in education? Political and
Economic Weekly 47(49), 61-68. Online links: Acharya Ramamurthy Report
(Programme of Action) (1990). Available at www.ncert.ac.in
of 2 marks.
F-1.5
ICT SKILL DEVELOPMENT
Total Marks: 50
External Theory: 40
Objectives:
To demonstrate understanding of the main components of the computer
hardware in use.
To use various digital technologies (hardware and software) for creating
resources and Providing learning experiences for all types of learners (including
differently abled)
To acquire the skills of operating a computer in multifarious activities pertaining
to teaching
To understanding features of MS office and their operations.
To develop skill in using MS-Word, PowerPoint and Spreadsheet
To integrate technology in to classroom teaching learning strategies
16
UNIT I: Introduction to Computers
a) An Introduction to Computer, Need, Importance, Nature and Advantages

b) Importance of Computer Education in Indian Schools (Elementary, Secondary
and Higher Level)
c) Information & Communication Technology: Concept, Need and Scope
UNIT II: Elements of Computer
a) Computer hardware fundamentals (anatomy, input devices, output devices,

storage devices, display devices), types of computers and Computer Network
b) Software – Meaning and types; System software and Application software
c) Off-line Learning (Meaning, Importance), On-line Learning-(Synchronous and
Asynchronous)
UNIT III: Operating System
a) Operating system: types and importance (Dos & Windows)

b) Introduction to office applications (Word processing, Spreadsheet, Presentations,
Databases, Drawing tools, Multimedia tools, File formats and conversion, utility
tools)
c) Virus: Meaning, Types and Causes
UNIT IV: Internet and Networking
a) Internet: its need and Importance

b) Networking: its types and importance of Networking
c) Social Sites: Blog its need, Importance and Advantages
Sessional Work:
• Organise seminar/ debates on ICT supported teaching learning strategies

• Prepare your Curriculum Vitae using computer and obtain its printout.
• Visit an institution having interactive white board and learn its features and
functioning and prepare a report.
• Prepare a social site page or a blog
Suggested Readings:
Copestake, S. (2004). Exel 2002. New Delhi: Drem Tech Press.
Hahn, H. (1998). The internet-complete reference. New Delhi: Tata McGrow Hill
Publication.
Intel Education, NCTE (2007). Hand book for teacher educators. Bangalore
17
Kumar, Sunil (2017). Understanding of ICT Skill Development, ISBN 978-93-82181-11-

8 GBD Publications, Gurusar Sadhar
Leao, A.M.(2001). Computer for everyone. New Delhi: Vikas Publishing house.
Petzold, C.(1998). Programming windows. USA: Microsoft Press.
Rajaraman, Fundamental of Computers, New Delhi, Prentice Hall of India Pvt. Ltd.
Singh, S. & Kumar, G. (2015). Understanding of ICT. Patiala: Twenty First Century
Publication.
Sinha, P. K., Computer Fundamentals, New Delhi, BPB, 1992.
Srinivasam, T.M. (2002). Use of Computers and Multimedia in Education. Jaipur:

Aavisakar Publication.
Stone, E. (1996). How to use Microsoft Access. California: Emergyville.
Sundararajan, K. (1998). Internet. Chennai: Kannadhasan Publications.
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF AGRICULTURE
Total Marks: 50
External Theory: 40
Objectives:
To appreciate the importance of the subject.
To correlate Agriculture with other disciplines
To develop power of critical thinking.
To use different methodologies and approaches for teaching Agriculture at
the school stage.
To make students aware about various agricultural implements.
To transfer skills of sowing of Rabbi and Kharif crops in India to their
students.
To use the audio-visual aids in teaching of Agriculture.
18
Course Content:
UNIT-I: Introduction
(a) Meaning and Scope of Agriculture.
(b) Aims of Teaching Agriculture and its Place in the School Curriculum.
(c) Taxonomy of Educational Objectives by Bloom.
UNIT-II: Methods and Techniques
(a) Correlation of Agriculture with Economics, Geography, Ecology and Biology.
(b) Methods of Teaching Agriculture: Demonstration, Discussion, Problem-solving,
Project and observation.
(c) Types and use of various agricultural implements.
UNIT-III: Teaching Learning Material
(a) Instructional Aids in the teaching of Agriculture
(b) Brief History of Agriculture in Punjab after green revolution.
(c) Knowledge about sowing of Rabbi and Kharif crops in India.
UNIT-IV: Basic Concepts of Agriculture
(a) Soil: Type, Formation, Soil Fertility, Soil Conservation.
(b) Tillage: Preparatory Tillage, methods of Sowing Seeds, Tillage Implements & Tools.
(c) Manure: Natural and Agriculture Manures, Farmyard Manure, Compost, Green
Manure, Nitrogenous, Potassium and Phosphoric Manures.
• Prepare a scrapbook with different seeds, and their properties.
• Prepare a scrapbook with different leaves, and their properties.
Suggested Readings:
Cook, G. S. A. Hand book of Teaching Vocational Agriculture
Garric ,E. W. Teaching Vocational Agriculture
Hamlin, H. M. Agriculture Education in Community Schools
Hammends, G. Teaching of agriculture
Handbook of Agriculture. Ludhiana: PAU.
ICAR Handbook of Agriculture. New Delhi: Govt. of India.
Sharma, R.C. Modern Science Teaching.
19
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF COMMERCE
Total Marks: 50
External Theory: 40
Objectives:
To develop an understanding of the content in commerce
To acquire the knowledge of nature and scope of commerce
To acquire the knowledge of history of commerce
To develop an appreciation towards the role of commerce in daily life.
To develop the understanding of aims and objectives of teaching commerce.
To develop the understanding of the various methods, approaches and
techniques of teaching commerce
To develop an understanding of planning daily lessons and unit plan.
To apply the knowledge of methodology in their teaching
Course Content:
Unit-I: Introduction
a) Meaning, nature and scope of commerce. Correlation of commerce with
economics, mathematics, social science and geography.
b) Place of commerce in secondary school curriculum.
c) Aims and objectives of teaching commerce with special reference to Blooms
Taxonomy of educational objectives. Writing instructional objectives in
behavioural terms.
Unit –II: Methods and Techniques
a) Methods of teaching commerce: lecture cum demonstration method, discussion

method and inductive deductive method.
b) Survey and market studies, project method.
20
c) Techniques of teaching commerce: Brain-storming, Assignment, simulation and

role playing, Excursions and Field Trips.
Unit III: Instructional Material and Evaluation
a) Instructional Material in Commerce- Concept and importance, Classification

(Projected and non- projected material), Criterion for the selection of effective
instructional material.
b) Construction and uses of achievement tests, unit tests and objective based test
items in commerce.
c) Diagnostic tests: Concept and uses. Remedial teaching in commerce.
Unit-IV: Professional Development of Teacher
a) Programmes for quality improvement in teaching of commerce- role of seminar,

workshops and projects.
b) Internship in Teaching Commerce: Concept and Importance
c) Multimedia in learning commerce- Educational broadcasting, telecasting and
videoconferencing.

• Collection of newspaper and magazine articles related to any current topic and
analyze them.
• Construction of objective based test items on any topic of commerce.
Suggested Readings:
Aggarwal (2008) Teaching of Commerce: A Practical Approach (2nd ed) UP: Vikas
Publishing House Pvt. Ltd.
Bhatia & Bhatia, (2000). The Principles and Methods of Teaching, Delhi: Doaba House
Kochhar, S.K., (1997) Methods and Techniques of Teaching, Sterling Publishers Pvt.
Ltd.
Chauhan S.S (2008) Innovations in Teaching Learning Process. UP: Vikas Publishing
House Pvt. Ltd.
Dhand, H (2009). Techniques of Teaching, New Delhi: APH Publishing Corporation
Sharma, R.N. (2008) Principles and Techniques of Education. New Delhi: APH
Publishing Corporation.
Siddiqui, M.H. (2009). Techniques of Classroom Teaching. New Delhi APH Publishing
Corporation
Singh, Y.K. (2009) Teaching of Commerce. New Delhi: APH Publishing Corporation.
21
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF COMPUTER SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
To acquire the knowledge of nature and scope of Computer Science
To acquire the knowledge of history of Computer Science
To develop an understanding of content of Computer Science at the Secondary

School level.
To develop an understanding of aims and objectives of teaching Computer

Science
To develop an understanding of the various methods, approaches and

techniques of teaching Computer Science
To develop the skills required in preparing daily lesson plans and unit lesson
plans using various methods and approaches
To develop among students the skills required to critically analyze the syllabus of
secondary school Computer Science curriculum
To develop the appreciation towards the contributions of great personalities who

contributed for the development of Computer Science
To develop the appreciation towards the role of Computer Science in daily life
To enable students to Use the knowledge of computers in class room teaching

22
Course Content:
UNIT I: The Techniques and Technology of Computer
a) Meaning, Characteristics and importance of Computers;
b) Principles of Computing; Techniques of computing;
c) Hardware and Software;
UNIT –II: Nature and Scope of Computer Science

a) Nature of Computer Science – Meaning and Characteristics; basic concepts,
facts and generalizations in Computer Science
b) Scope of Computer Science – Relation with other Sciences and its uses in day to
day life.
c) Role of ICT in teacher education
Unit – III: Aims and Objectives of Teaching Computer Science
a) Aims and Objectives of teaching Computer Science at different levels
b) Blooms taxonomy of Educational objectives
c) Instructional objectives with specifications
Unit – IV: Instructional Methods, Techniques and Planning For Teaching
a) Strategies: Team teaching, lecture cum Demonstration, Inductive-Deductive,

Analytic-synthetic, Problem solving, seminar, small group strategies, cooperative
learning, group learning, debate, discussion, Individualized strategies, Web
based learning
b) Computer assisted learning (CAL) and Computer Managed Learning( CML)
c) Techniques: Brainstorming, Buzz session, Simulation, symposium, Team

teaching – Meaning, organization and importance
Sessional Work:
• Design cover pages for Magazines, Books etc. (Minimum 5 designs)

• Multimedia presentation (Minimum of 10 slides)
Suggested Readings:
Agarwal J. C. (2006). Essential of educational technology. Teaching and Learning. New

Delhi: Vikas Publishing House Pvt. Ltd.
23
Goel H.K. (2005). Teaching of Computer Science. New Delhi: RL. Lall Book Depot.
Haseen Taj. (2006),Educational Technology,H.P.Bhargava Book House, Agra
Haseen Taj. (2008), Current challenges in Education. Neelkamal publications pvt., ltd.
Hyderabad.
Singh, Y.K. (2009). Teaching Practice. New Delhi: APH Publishing Corporation.
Intel (2003): Intel Innovation in Education, Intel, Teach to the Future-Students Work
Book.
Kochhar, S.K. (1992). Methods and techniques of teaching. New Delhi: Sterling
Publishers Pvt. Ltd.
Krishnamurthy, R. C. (2003). Educational Technology: Expanding our vision. Delhi:

Authors Press.
Kumar Hemant, R. Lal Publisher, Meerut.
Kumar, Sunil (2017). Teaching of Computer Science. Gurusar Sadhar: GBD
Publications.
Mohanty, L. (2006). ICT strategies of schools. New Delhi: Sage Publication.
Sambath, K., Paneerselvam, A., & Santhanam, S. (2006). Introduction of educational

technology. New Delhi: Sterling Publishers Pvt. Ltd.
Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet

Publications.
Sharma, R.A. (2008). Technological foundation of education. Meerut: R. Lall Books.

Depot.
Stephen, M. A., & Stanley, R. (1985). Computer instruction: Methods and development.
NJ: Prentice Hall.
Stone, E. (1996). How to use Microsoft access. Californi: Emergy ville.
Vanaja, M. (2006). Educational Technology. Hyderabad: Neelkamal Publications Pvt.
of 2 marks.
24
P-1.1 & P-1.2

PEDAGOGY OF ECONOMICS
Total Marks: 50
External Theory: 40
Objectives:
To acquire a conceptual understanding of Economics.
To acquire basic knowledge and skills to analyze and transact the Economics
curriculum.
To develop an understanding of aims and objectives of teaching of Economics
To sensitize and equip student teachers to handle Economic issues and

concerns in a responsible manner.
To enable student teachers to examine the prevailing pedagogical practices in

classrooms critically and to reflect on the desired changes.
To realize her/his role as facilitator in enhancing Economics learning in the real

classroom situation.
To reflect upon her/his own experiential knowledge in the process of becoming

an Economics teacher.
Course Content:
UNIT I: Economics: Context and Concerns
a) Concept, importance and scope of Economics as a school subject.
b) Understanding Economics in relation to Commerce, History, Geography, Civics,

Mathematics, Statistics, Agriculture and Science
c) Aims and Objective of teaching of Economics at Secondary Level in light of NCF-

05.
Unit - II: Pedagogical Issues
a) Methods of Teaching: Lecture, Discussion Method, Inductive- deductive method,

Project Method, Survey Method, Cooperative learning Method
b) Techniques of Teaching: Supervised Study, Jurisprudential Enquiry,

Dramatization, Brain-Storming, Field trip and Simulation
25
UNIT III: Curriculum and Professional Development
a) Concept of curriculum and role of curricula in development of economic values

and critical thinking.
b) Text- Books; Importance and Qualities, Supplementary Material.
c) Economics Teacher: Qualities and Professional development (concept, need and

ways of professional development)
UNIT IV: Content from NCERT Text books
a) Sectors of Indian Economy
b) Agriculture and national Economy
c) Poverty as challenge
Suggested Activities:
• Preparing mock budget of their home/school for a financial year
• Power Point presentation based seminar on the contributions of any one eminent
Economist : Chanakay (Kautilay),Amartaya Sen, Adam, Smith, Marshal and
Pigou
Suggested Readings:
Aggarwal, J.C. (2005). Teaching of Economics - A Practical Appraoch. Agra: Vinod

Pustak Mandir.
Arora, P.N. (1985). Evaluation in Economics. New Delhi: NCERT.
Dhillon, S. and Chopra, K. (2002).Teaching of Economics. Ludhiana: Kalyani

Publishers.
Heller, F. (1986).The use and abuse of Social Sciences, London: Sage Publications,
1986.
Kanwar, B.S. (1973). Teaching of Economics. Ludhiana: Prakash Brothers.
Kegan Paul.Sexena, N.R.; Mishra, B.K. and Mohanty, R.K. (2004).Teaching of

Economics. Merrut: R. Lall Book Depot.
Kochhar, S.K. (1986).Methods and Techniques of Teaching. New Delhi: Sterling

Publishers Pvt. Ltd.,
Lee, N. (Ed.) (1975). Teaching Economics. London: Heinemann Educational Books.
26
Mittal, R.L., ArthShastar Da Adhiapan. Patiala: Punjabi University Press.

Narang, V (2015) Teaching of Economics Om Publishers and distributers, New Delhli.
National Curriculum Frame Work 2005, NCERT, New Delhi.
Position Paper by National Focus Group on Teaching of Social Sciences
Robinson, K. and Wulson, R. (Eds.) (1977).Extending Economics within the Curriculum.

London: Rutledge and
Sharma, Seema (2004). Modern Teaching Economics. New Delhi: Anmol Publication
Pvt. Ltd.
Siddiqui, M.H. (2004). Teaching of Economics. New Delhi: Asish Publishing House.
Singh, T.; Singh A. & Singh P. (2014). Teaching of Economics, Jalandhar: SG

Publication.
Singh, Yogesh (2005). Aratha Shaster Sikshan. New Delhi: Ashish Publication.
Yadav, Amita (2005). Teaching of Economics. New Delhi: Publication Pvt. Ltd.
of 2 marks.
27
P-1.1 & P-1.2

PEDAGOGY OF ENGLISH
Total Marks: 50
External Theory: 40
Objectives:
To provide knowledge about nature of Language
To enable the students to understand the pedagogy of the Language
To improve linguistic skills of the students.
To improve practical use of the Language.
To provide detailed knowledge about Grammar.
Course Content:
a) Meaning and Nature of the Language, English language in Indian Context

(English as a colonial language, English in post-colonial times, Status of English
Language in present context.)
b) Objectives, Principles(Linguistic and General) ,Maxims of Teaching English,

Conditions of teaching -learning English in Indian Schools, Suggestions for
improvement.
c) Different Methods and Approaches of Teaching English in Schools (Grammar

Translation Method, Direct Method, Structural Approach, Communicative
Approach)
a) Importance of Listening and Speaking in Language Teaching, Developing
listening and speaking skills, Phonetics- Phonetic transcription (Vowels,
Consonants and Diphthongs), Features of Connected Speech (Stress,
Intonation, Rhythm and Juncture).
b) Teaching Mechanics of Reading: Methods of teaching Reading, Types of
Reading (Intensive Reading and Extensive Reading) Importance of Loud
Reading and Silent Reading, Reading Comprehension, Use of Dictionary and
Thesaurus.
c) Teaching Mechanics of Writing: Essential marks of good handwriting, Importance
of Writing Skill, Causes of Spelling Mistakes and Suggested Remedies.
28
UNIT-III: Resource Material

a) Language Course Book-Importance, Characteristics and Review
b) Library-Importance, Management of Library, Role of Language Library in

developing reading habits among the students.
c) Language Curriculum-Meaning, Importance and Principles of Curriculum

Construction.
UNIT-IV: Content
a) Parts of Speech
b) Antonyms, Synonyms and One Word Substitution.
c) Sentences-Types of Sentences, Transformation of Sentences, Punctuation.

• Review of English Course Book
• Translation of Editorials from Punjabi and Hindi Newspapers (Two Each) in
English.
Suggested Readings:
Balasubramaniam, T. (1981). A Textbook of English Phonetics for Indian Students.
Mumbai: Macmillan India Ltd.
Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. New Delhi:
Kalyani Publishers.
Bhatia, K.K. & Kaur, Navneet. (2015). Teaching and Learning English as a Foreign
Language. Ludhiana: Kalyani Publishers.
Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge: The British
Council and Cambridge University Press.
Kohli, A.L. (1999). Techniques of Teaching English. New Delhi: Dhanpat Rai and
Company.
Sachdeva, M.S. (2007). Teaching of English. Patiala: Twenty First Century Publications.
29
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF FINE ARTS
Total Marks: 50
External Theory: 40
Objectives: To enable student teachers to:
Learn and understand the concept, importance and scope of art and to apply
them in teaching and in daily life.
Acquaint with objectives and different principles of fine arts.
Develop the skill of using various teaching methods and techniques for teaching
of fine arts.
Develop criticism and aesthetic sense.
Develop imagination and sense of appreciation and interest in teaching of fine
arts.
Know about professional competencies of fine arts teacher.
Course Content:
a) What is Art : Concept, Importance and Scope/different forms of Art
b) Aims and objectives of teaching Fine Arts at secondary level; Role of art in daily
life.
c) Principles of teaching Fine Arts.
UNIT-II: Art in School Curriculum
a) Importance of Exhibitions & Competitions in encouraging creative Expressions
among Students.
b) Principles of curriculum construction at secondary level.
c) Importance of Art Room - its organization and various requirements, Art criticism
and aesthetic judgment in evaluating an art object.
30
UNIT-III: Methods and Techniques
a) Qualities and professional competencies of fine arts teacher.

b) Methods and Techniques of teaching Fine Arts: Lecture cum Demonstration
method, Direct Observation method, Method of Imagination and Free
Expression.
c) New trends in teaching of Fine Arts.
UNIT-IV: Content
a) Art as an occupation.
b) Design- Its meaning & types.
c) Colour- Types and effects.
Sessional Work:
Practical work to be submitted by students during the session:
• One Canvas in size 18’X 22’

• One utility item.
• Size-½ Imperial Size Sheet. I. Landscapes - 2 II. Design – 2 44
Suggested Readings:
Brown, Percy (1953). Indian Painting, Calcutta.

Chawla, S.S. (1986). Teaching of Art Patiala: Publication Bureau, Punjabi University.
Harriet, Goldstein (1964). Art in Everyday Life. Calcutta: Oxford and IBH Publishing
Company.
Jaswani, K.K., Teaching and Appreciation of Art in Schools.
LowenfeldViktor .Creative and Mental Growth.
Margaret, Marie Deneck (1976). Indian Art. London: The Himalata Publication.
Read, Herbert. Education through art [paperback]. Shelar, Sanjay. Still Life. Jyotsna
Prakashan.
Sharma, L.C., History of Art, Goel Publishing House, Meerut.
of 2 marks.
31
P-1.1 & P-1.2

PEDAGOGY OF GEOGRAPHY
Total Marks: 50
External Theory: 40
Objectives: After completion of the course, the student teachers will be able to-
Acquire conceptual understanding of the processes of teaching and learning
Geography at secondary level.
Acquire basic knowledge and skills to analyze and transact the Geography
curriculum effectively following wide-ranging teaching learning strategies.
Use different Instructional strategies for enhancing Geography learning in the
real classroom situation.
Explore the relevance of different teaching learning resources and materials
related to Geography.
Prepare teaching aids for effective Geography teaching.
Course Content:
UNIT I: Introduction
a) Meaning, Nature, Scope and Importance of Geography as a school subject.
b) Aims and Instructional objectives of teaching Geography: Blooms revised
taxonomy of writing behavioural objectives.
c) Understanding Geography teaching in relation to divisions: Physical geography
(Geomorphology, Climatology, Biogeography & Hydro geography) and Human
geography (Political, Population, Economic, Historical, Agriculture & Urban
Geography).
Unit - II: Instructional Strategies and Methods
a) Instructional Strategies and Methods: Meaning & Need.
b) Methods of teaching Geography: Observation, Excursion, Laboratory,
Discussion, Problem Solving, Project, Source and Cooperative learning Method.
c) Creating an interactive classroom environment, encouraging participatory
learning, connecting child’s knowledge and local knowledge with the text book
and utilizing community resources.
UNIT III: Teaching Learning Material
a) Need, importance and classification of teaching learning material with special
reference to Edgar Dale’s Cone of Experiences.
32
b) Instructional Aids in Geography teaching: Meaning, importance, classification

and use of instructional aids including Atlases, Maps, Globe, Geomorphologic
models and Topographical sheets.
UNIT –IV: Recent Trends in Teaching Of Geography
a) Remote Sensing and Geographical Information System (GIS).
b) Use of e-learning resources in Geography teaching.
c) MHRD, Government of India Sakshat Education Portal for e-learning.
Sessional Work:
- Any two of the following
• Writing report about five national / international Geography Research journals.
• Preparing a weather report for One week of local area.
• Preparation of any two models.
• Evaluation of Geography Text Book of any class.
Suggested Readings:
Aggarwal, D.D. (2000). Modern Method of Teaching Geography. New Delhi: Sarup &
Sons Publisher.
Arora, K.L. (1989). Teaching of Geography. Ludhiana: Prakash Brothers (in Punjabi,
English, Hindi).
Basha, S.A. Salim (2004). Method of Teaching of Geography (Hindi). Delhi: A.P.H.
Publisher.
Bining, Arthur, C., and Bining, David, H., Teaching Geography in Secondary Schools,
McGraw, Hill Book Company, Inc., New York
Brar, J.S. (2001). Teaching of Geography. Ludhiana: Hind Publisher.
Broadman David (1985). New Directions in Geography Education. Fehur Press,

London: Philadiphla.
Ch. Orely, R.J. (1970). Frontiers in Geography Teaching. London: Mathews and Co.
Ltd.
Curriculum Frame Work 2005, NCERT, New Delhi.
Srivastva, Kanti. Mohan Geography Teaching. Agra: Sahitya Prakshan.
James Fleming: The Teaching of Geography in Secondary School. Longman Green and
Co., London
Kaul, A.K., "Why and How of Geography Teaching. Ludhiana: Vinod Publisher.
33
Kochhar, S.K. (1986). Methods and Techniques of Teaching Geography. New Delhi:
Sterling Publishers Pvt. Ltd.
Rao, M.S. (1999). Teaching of Geography. New Delhi: Anmol Publisher Pvt. Ltd.
Shaida, B.D. and Sharma, J.C. (2010). Teaching of Geography. Jallandhar: Dhanpat
Rai & Sons.
Siddiqui, Mujibul Hassan (2004). Teaching of Geography. New Delhi: A.P.H. Publisher.
Singh, R.P. (2004). Teaching of Geography. Meerut: R. Lall Book Depot.
Verma, J.P. (1960). Bhugol Adhyan. Agra: Vinod Pustak Mandir.
Verma, O.P. (1984). Geography Teaching. New Delhi: Sterling Publication Ltd.
Yogesh, K. Singh (2004). Teaching of Geography (Hindi). Delhi: A.P.H. Publisher.
Zaidi, S.M., Modern Teaching of Geography. New Delhi: Anmol Publisher.
of 2 marks.
34
P-1.1 & P-1.2

Pedagogy of Hindi
Font- Kruti Dev 010
Total Marks: 50
External Theory: 40
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www.hindistudent.com
www.youtube.com/watch?v=iKaa8RKDV2Q
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of 2 marks.
36
P-1.1 & P-1.2

PEDAGOGY OF HISTORY
Total Marks: 50
External Theory: 40
Objectives:
To acquire a conceptual understanding of the nature of History.
To enable student teachers examine the prevailing pedagogical practices in
To acquire basic knowledge and skills to analyze and transact the History.
Plan lessons based on different approaches to facilitate learning of History.
Develop learning materials on selected units to facilitate learning in History.
Understand different ways of assessing learner performance and providing
additional support to the learners
Reflect upon her/his own experiential knowledge in the process of becoming a
History teacher.
To sensitize and equip student teachers to handle social issues
Realize her/his role as facilitator in enhancing History learning in the real
Explore the use and relevance of different learning resources and materials in
learning different units in History.
Course Content:
UNIT I: Concept of History
a) Concept, Nature, Scope, and Importance of teaching History.
b) Co-relation of History with Art, Literature, Geography, Economics, Civics, and
Science.
c) Aims and Objectives of teaching History at middle and secondary school level with
reference to Bloom’s Taxonomy.
Unit - II: Methods and Techniques of Teaching History
a) Methods of Teaching: Lecture method, Story Telling method, Source method,
Discussion method, Project method. Cooperative learning Method.
b) Devices and Techniques of Teaching: Narration, Explanation, Dramatization,
Description, and Field Trips.
c) Problems in exploring true historical facts and genuine records. Role of Museums
and monuments in teaching and learning history.
UNIT III: Curriculum and Teaching Learning Material
a) History curriculum at secondary and senior secondary stage- Features, issues and
recommendations of NCF 2005.
b) Resource for Learning (Primary and Secondary) - Meaning, examples, advantages
and limitations. Dale’s Cone of Experiences.
37
c) Maps, Charts, Globe, Models (Working & Still), Time Line, specimens, and
Multimedia as teaching aids in History teaching.
UNIT IV: Current trends in Teaching of History
a) ICT Based Approach- Power Point Presentations and e-learning.
b) Cooperative Learning Approach- Concept, Procedure, Advantages and Limitations.
c) Constructivist Approach- Meaning, Characteristics, Strengths and Limitations.

• To arrange a visit to a historical place and write a report of the same
• Class seminar on the contributions by any one eminent historian.
Suggested Readings:
Aggarwal, J.C. (1997). Teaching of History: A Practical Approach. Guwahati: Eastern
Book House.
Ballord. M. (1979). New Movement in Study Teaching of History. London: Temple

Smith.
Bhatia, R.L. (2005). Contemporary Teaching of History. Delhi: Surjit Publications.
Bhatia, S.K., & Jindal, S. ((2016). A Text Book of Curriculum, Pedagogy and Evaluation.
New Delhi: Parago International Publisher.
Burston, W.H. & Green, C.W. (Eds.) (1962). Handbook for History Teachers. London:
Methuen Educational.
Choudhury, K.P. (1995). Effective Teaching of History in India: A Handbook for History
Teachers. New Delhi: NCERT.
Dash, B.N. (2004). Teaching of History: Modern Methods. New Delhi: A.P.H. Publishing
Corporation.
Elton, G.R. (1967). The Practice of History. London: Methuen.
Ghate, V.D. (1962). The Teaching of History. Calcutta: Oxford University Press.
Ghate, V.D. (1973): Teaching of History. Calcutta: Oxford University Press.
Johnson, H. (1962). Teaching of History. New York: Macmillan.
Kochhar, S.K. (1985). Teaching of History. New Delhi: Sterling Publishers.
NCERT A Handbook for History Teachers. New Delhi: NCERT.
NCERT and state textbooks of History at secondary level
NCERT, (1970). Teaching History in secondary school publication, Delhi
Pathak, S.P. (2007). Teaching of History. New Delhi: Kanishka Publications.
38
Shaida, B.D. (1996). Teaching of History: A Practical Approach. New Delhi: Dhanpat
Rai and Sons.
Singh, D.R., (1959). The Teaching of History and Civics. Jullandar: University press.
Singh, R.R. (2004). Teaching of History. Meerut: R. Lall Book Depot.
Singh, Y.K. (2007). Teaching of History, Modern Methods. New Delhi: A.P.H.
Srinivas, M. (2004). Methods of Teaching History. New Delhi: Discovery Publishing

House.
Steele, I. (1976). Developments in History Teaching. London: Open Books.
Tyagi, G. (2006). Teaching of History. Agra: Radha Prakashan Mandir.
Vajeshwari, R. (1973). A Handbook for History Teacher. Bombay; Allied Publishers.
Yadav, N. (1994). Teaching of History. New Delhi: Anmol Publications.
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF HOME SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
To develop an understanding of the meaning and nature of Home Science for
determining the aims and strategies of teaching learning.
To integrate Home Science knowledge with other school subjects
To identify and formulate aims and objectives of Home science Teaching.
To critically evaluate the existing home science curriculum at secondary level.
To apply various approaches and methods of teaching home science.
To analyse different pedagogical issues in teaching home science
39
Course Content:
a) Home Science as a dynamic body of knowledge; Home Science as Science and art,
its nature and its application to the needs of the society.
b) Uniqueness of Home Science and it’s inter disciplinary linkages vis a vis
applications for human development.
Unit-II: Aims and Objectives
a) Aims and Objectives of Teaching of Home Science- Bloom’s Taxonomy of
Educational Objectives (revised form also),
b) Instructional Objectives, formulation of Specific objectives in behavioral terms
(Magers approach and RCEM approach).
c) Curriculum Construction- Principles and Evaluation of existing school curriculum of
Home Science at Secondary level.
Unit-III: Methods and Techniques
a) Approaches and Methods of Teaching Home Science- Lecture cum Demonstration
method, Discussion method, Project method, Laboratory method, Problem solving
method and Field trips in teaching of Home Science.
b) Content and Pedagogical analysis of any five topics in Home Science.
Unit-IV: Content
a) Food, its constituents, functions and sources.
b) Care and maintenance of cotton, wool and silk.
c) Guidelines for making flower arrangement and rangoli.
d) Elements of art in interior decoration.
- Any two of the following
• Flower arrangement and Rangoli
• Visit to an industry related to food processing/ home decoration / textile and
report writing.
• Activities for aesthetic development.
Suggested Readings:
Begum, Fahmeeda (2006) Modern Teaching of Home Science. Anmol
Publications, New Delhi.
Bhargava, Priya (2004) Teaching of Home Science. Commonwealth Publishers, New

Delhi.
Chandra, Arvinda, Shah, Anupama and Joshi, Uma 1995) Fundamentals of Teaching of
Home Science. Sterling Publisher, New Delhi.
Das, R.R. and Ray, Binita (1985) Teaching of Home Science Sterling Publishers, New
Delhi.
40
Grover, Meenu (2012) Teaching of Home Science, Saurabh Publishing House, New
Kapoor, Ritu (1994) Teaching of Home Science. Parkash Book Depot, Ludhiana.
Mago, Neelam: Teaching of Home Science. Tandon Publications, Ludhiana.
Seshaiah, Ponnana Rama (2004) Methods of Teaching Home Science.

Discovery Publishing House, New Delhi.
Sharma, Shaloo (2002) Modern Methods of Teaching Home Science. Sarup &
Sons, New Delhi.
Sharma, B.L. and Saxena , B.M(2012) Teaching of Home Science. R. Lall Book Depot,
Meerut.
Siddiqui, MujibulHasan (2007) Teaching of Home Science. A.P.H. Publishing

Corporation, New Delhi.
Yadav, Seema (1994) Teaching of Home Science. Anmol Publications, New Delhi.
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF LIFE SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
To gain insights on the meaning and nature of Life Science.
To appreciate Life Science as dynamic and expanding body of knowledge.
To identify and formulate aims and objectives of Life Science learning.
To use various methods and approaches of teaching learning Life Science.
To critically analyse the existing curricula in life science.
To select and use appropriate learning resources in Life Science.
To evaluate and select appropriate text books in life science.
41
To prepare as well as to select suitable instructional aids in teaching life

science.
To develop insights into current trends in teaching of Life Sciences.
Course Content:
UNIT–I: Background for Teaching of Life Science
a) Life Science: Concept, importance and impact on daily life, correlation (intra-
disciplinary inter-disciplinary and with day to day life)
b) Aims and objectives of teaching life science-Bloom’s taxonomy of educational
objectives and its revised form; Instructional objectives of teaching life
science at secondary and senior secondary level.
c) Formulating Instructional objectives in behavioral terms (Magers and RCEM
approach).
UNIT–II: Methods and Techniques
a) Methods: lecture cum demonstration method, Scientific method, discussion
method, Project Method, concept mapping.
b) Approaches: Inductive & Deductive, Problem Solving approach, Cooperative
Learning approach, experiential learning approach.
c) Scientific attitude: Concept, characteristics and role of science teacher in its
development.
UNIT- III: Learning Resources and Instructional Aids
a) Learning resources in Life Science: Text books, reference books, journals,
community resources.
b) Life Science curriculum: rationale and value, analysis of text books and
biology syllabi of NCERT/PSEB at Secondary and Senior Secondary stage.
c) Instructional Aids: Meaning, importance, classification, principles of selection.
Use of Chalk Board, Charts, Models, LCD projector, computer, EDUSAT.
UNIT –IV: Current Trends in Teaching of Life Science
a) e -learning: meaning, principles, goals; e-resources : e-books , e-journals
b) e- assessment: concept, importance and methods
c) web based learning, blended learning, mobile learning.
1) Contributions of eminent life scientists (any three)
2) Preparation of any two models.
3) Conducting and preparing action research report in life science during teaching
practice.
42
Suggested Readings
Ahmad, J. (2011). Teaching Of Biological Sciences PHI
Bhandula, N. (1989). Teaching of Science. Ludhiana: Parkash Brothers.

Das, R.C. 2012, Science teaching in schools, Sterling Publishers Pvt Ltd., New Delhi.
Ediger,M.(2007).School Science Education,Discovery Publishing House, New Delhi
Kohli, V.K. (2006). How to Teach Science.Ambala: Vivek Pub.2006.
Lakshmi,G.D.(2004).Methods of teaching Life Sciences, Discovery Publishing House,

New Delhi.
Liversidge,T;Cochrane,M. Kerfoot,B. & Thomson,J. 2010, Teaching Science, SAGE

Pub. India Pvt. Ltd., New Delhi.
Mangal, S.K. (1997). Teaching of Science.Arya Book Depot, New Delhi.
Radha,M.(2007).Innovative Science Teaching ,Prentice Hall of India Pvt Ltd.,Delhi.
Ramakrishna,A. (2012). Methodology of Teaching Life Science; Dorling

Kindersley(India) Pvt Ltd.
Sharma, R.C. (1998). Modern Science Teaching. New Delhi: Dhanpat Rai Pub. Co.
Siddiqui, N.H. and Siddiqui, M.N. (1983). Teaching of Science Today and Tomorrow.
Delhi: Doaba House.
of 2 marks.
43
P-1.1 & P-1.2

PEDAGOGY OF MATHEMATICS
Total Marks: 50
External Theory: 40
Objectives: After completion of course the students will be able to:
Develop an insight into the meaning, nature, scope and objective of mathematics
education;
Appreciate the role of mathematics in day-to-day life;
Appreciate the aesthetic aspect of mathematics;
Appreciate mathematics to strengthen the student's resource;
Learn important mathematics: mathematics is more than formulas and
mechanical procedures;
Channelize, evaluate, explain and reconstruct their thinking;
Construct appropriate assessment tools for evaluating mathematics learning;
appreciate the process of developing a concept;
Develop ability to use the concepts for life skills;
Develop competencies for teaching-learning mathematics through various
measures
Understanding the nature of children’s mathematical thinking through direct
observations of children’s thinking and learning processes.
Course Content:
Unit I: Nature and Scope of Mathematics
a. Concept of Mathematics: Meaning, nature (Truth, logic, reasoning, mathematical

language & symbolism) and building blocks of Mathematics (Axioms,
Propositions, Postulates, Quantifiers)
b. Mathematical propositions-Types (truth values, truth tables, Open sentences,
logically valid conclusions, implications - necessary and sufficient conditions) and
Proofs (direct, converse, inverse and contrapositive)
c. Contribution of mathematicians - Aryabhatta, Ramanujan, Pythagoras & Euclid;
Aesthetics by Birkhoff.
Unit II: Aims, Objectives and Approaches to Teaching School Mathematics

a. Need for establishing general objectives for teaching mathematics; Study of the
aims and general objectives of teaching mathematics vis-à-vis the objectives of
school education;
44
b. Writing specific objectives and teaching points of various content areas in

mathematics like Algebra, Geometry, Trigonometry with special reference to
Bloom’s Taxonomy
c. Approaches - Activity based, Inductive- Deductive, Analytic-synthetic and
Problem Solving.
UNIT III: Learning Resources in Mathematics

a. Textbooks- need, importance, quality,
b. Audio-visual multimedia–Selection and designing;
c. Using community resources for mathematics learning, pooling of learning
resources in school complex/block/district level, handling hurdles in utilising
resources.
UNIT IV: Current Trends in Teaching and Learning Mathematics
a. Concepts: Meaning, nature, concept formation and concept assimilation;

Concept Attainment Model in teaching mathematics
b. Cooperative Learning: concept and approaches
c. Supplementary text material, summer programmes, correspondence course
Sessional Work:
• Analysis of PSEB textbook of any one class from VI to X

• Analysis of famous quotations on Mathematics
• Preparing Instructional aids.
Suggested Readings:
Anthony, Glende and Walshaw, Margaret (2009). Effective Pedagogy in Mathematics.

Gonnet Imprimeur, 01300 Belley, France.
Arora, S.K. (2000). How to Teach Mathematics. New Delhi: Sterling Publishers Pvt. Ltd.
Gakhar, S.C. and Jaidka, M.L. (2003). Teaching of Mathematics. Panipat: M/s N.M.
Publishers.
Hukum, Avtar Ram and Singh, V.P. (2005). A Handbook for Designing Mathematics
Laboratory in Schools. New Delhi: NCERT.
Mangal, S. K. (2007). Teaching of Mathematics. New Delhi: Arya Book Depot
N.C.E.R.T. Text Books 6th to 10th Standard.
45
National Focus on Teaching of Mathematics. Publication Department by the Secretary,

National Council of Educational Reseach and Training, Sri Aurobindo Marg, New Delhi
110016.
Pedagogy of Mathematics: Textbook for two year B.Ed Course. Publication Department
by the Secretary, National Council of Educational Reseach and Training, Sri Aurobindo
Marg, New Delhi 110016.
Shankaran & Gupta, H. N. (1984). Content-cum-Methodology of Teaching Mathematics.

New Delhi: NCERT
Siddiqui, Hasan. Mujibul (2005). Teaching of Mathematics. New Delhi: A.P.H Publishing
co-operation.
Sidhu, K.S. (1998). Teaching of Mathematics. New Delhi: Sterling Publication Pvt. Ltd.
Thomas, A. S. (1993). Mathematics for Elementary Teachers (An Interactive Approach).

Florida: HBJ Publishers
Websites
http:// www.ncert.nic.in
http://rse.Sage pub.com
http //www.edfac.unimelb.ed.ac
http://www.eric.ed.gov
http://www.merga.net.au
http://ling.Springerimages.com
http://www.ibe.unesco.org
of 2 marks.
46
P-1.1 & P-1.2

PEDAGOGY OF MUSIC
Total Marks: 50
External Theory: 40
Objectives:
To enable student teacher to understand the importance of Indian Music.
To provide knowledge of different methods and techniques of teaching music.
To acquaint student teacher with latest teaching skills.
To equip with various types of Ragas and different talas.
To enable student teachers to organise competitions.
To develop understanding & aesthetic sense in student.
Course Content:
a) Historical development of Music and Musical instruments from Ancient times to
Modern Times;
b) Aims & objectives of teaching of music, importance of Music in daily life.
c) Indian Classical and light Music in educational institutions – Its importance,
popularization.
(a) Methods of teaching music at secondary level
(b) Relationship of music with other Fine arts subjects.
(c) Voice-culture & larynx
UNIT-III: Curriculum and Planning
(a) Music Curriculum construction
(b) Writing a lesson plan, unit plan –concept, procedure, importance.
(c) Evaluation in Music: Theory and Practical
UNIT-IV: Content
(a) Knowledge of following Talas- Ekgun & Dugun of Dadra, Rupak, Keharva,
Jhaptal, Ektal, Chartal and Teental.
(b) Knowledge of different parts of instruments Tanpura/Sitar/Tabla.
(c) Knowledge of following raga- Bhairav, Bhairavi, Eman Kalyan, Bhupali or
Malkawns
47

• Preparing a scrap book on any two famous Musicians and their contribution.
• Recitation or playing on musical instrument of National Anthem.
Suggested Readings :
Khanna, Jyoti (2015). Sangeet Adhyapan. Ludhiana: Tandon Publications.
Saryu Kalekar - Teaching of Music
Panna Lal Madare - Teaching of Music
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF PHYSICAL EDUCATION
Objectives:
To develop an understanding of aims, objectives and importance of phy.edu.in

schools
To understand the significance and practical use of Audio Visual Aid
To make the Teaching of Physical Education. More interesting and innovative
To develop awareness regarding first aid
To develop awareness regarding Physical fitness and organic efficiency in
individual and social life.
To promote Physical Education through means and methods of teaching
To describe the relationship of Physical Education with other subjects
To understand the importance of Physical Education room, equipment and play
field.
48
Course Content:
Unit-I: Introduction to Physical Education
a) Physical Education: Meaning, need and importance and aims and objectives of
Physical Education in teaching Physical Education
b) Relationship of Physical Education with Health Education, Psychology, Sociology
and General Education.
c) Basic concepts of teaching and learning in teaching Physical Education.
Unit-II: Methods and Techniques
a) Teaching Methods: Concepts and Factor affecting of teaching methods.

b) Intensive study of Lecture Method ,Command Method, Project Method,
Discussion Method, Demonstration Method, and Whole Part Whole Method.
c) Audio-Visual Aids: Meaning, importance of A.V. Aids in teaching Physical
Education, Classification of A. V. Aids: Charts, 3D Model, Black board, LCD and
OHP.
Unit-III: Infrastructure and Evaluation
a) Need and Importance of Physical Education room, Equipment and Playfield

(Indoor and Outdoor).
b) Posture: Meaning, importance of good posture, common postural defects and
remedial exercises.
c) Supervision and Evaluation: Meaning, need and importance in teaching Physical
Education.
Unit-IV: Current Trends in Physical Education
a) Yoga: Meaning, need and importance of yoga asana in the society.

b) Physical Fitness; Meaning and components of Physical Fitness.
c) First Aid: Meaning, Principles, need and importance.

1. Classification of Track and Field Events
2. Rules and regulations; Shot-Put and Long Jump
3. Asanas; Any two Method and benefits of asanas.
Suggested Readings:
Atwal & Kansal, (2003). A Textbook of Health, Physical Education and Sports.
Jalandhar: A.P. Publisher.
49
Brar, R.S., Rathi, N.K., & Gill, M. K. (2004). Creative Teaching of Physical Education.
Ludhiana: Kalyani Publishers.
Brar, T.S. (2002). Officiating Techniques in Track and Field. Gwalior: Bhargava Press.
Bucher, C.A., (1964). Foundations of Physical Education. New York: Mosby and
Company.
Kamlesh, M.L. (1983). Psychology in Physical Education and Sports. New Delhi:
Metropolitan Book Company.
Kenney, W.L., Willmore, J., & Costall, D. (2017). Physiology of Sports and Exercise (6th
Ed.). Champaign IL: Human Kinetics Language Book Society.
Malik, N. & Malik, R. (2005). Health and Physical Education. Gurusar Sadhar: Gurursar
Book Depot Publications.
Manjul, J.U.S., (1965). School Swasthya Shiksha. Agra: Universal Publisher
Sandhu, S.S. (2013). Teaching of Physical Education. Ludhiana: Chetna Parkashan.
Singh, A., Bains, J., Gill, J.S., & Brar, R.S. (2016). Essentials of Physical Education
(5th Ed.). Ludhiana: Kalyani Publishers.
Thomas, J.P. (1967). Organizations of Physical Education. Madras: Gnanodaya Press.
Voltmeter, F.V., & Esslinger, A.E. (1964). The Organisation and Administration of
Physical Education (3rd Ed.). Bombay: The Times of India Press.
of 2 marks.
50
P-1.1 & P-1.2

PEDAGOGY OF PHYSICAL SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
Gain insight on the meaning and nature of Physical Science.
Appreciate Physical Science as dynamic and expanding body of knowledge.
Identify and formulate aims and objectives of Physical Science teaching.
Use various methods and approaches of teaching Physical Science.
Prepare as well as to select suitable instructional aids in teaching Physical
Science and stimulate curiosity among the students.
Construct a blue print of question paper in Physical Science.
Understand recent trends in teaching learning of Physical Science.
Course Content:
Unit–I: Introduction
a) Physical Science: Concept, Importance, Scope and Impact of Physical Science
in daily life.
b) Aims and objectives of teaching Physical Science- Bloom’s taxonomy of
educational objectives and its revised form, Instructional objectives of teaching
Physical Science at secondary and senior secondary level.
c) Formulating Instructional objectives in behavioral terms (Mager’s and RCEM
approach).
Unit–II: Methods and Techniques
a) Methods- Scientific method, Project Method, Problem Solving Method and
Lecture cum Demonstration method.
b) Approaches- Inductive & Deductive Approach, Cooperative Learning,
Constructivist and Enquiry based approach
c) Micro-teaching: Concept, Phases and Skills (Introduction, Stimulus Variation,
Reinforcement, Questioning, Explanation).
Unit- III: Instructional Aids and Evaluation in Physical Science
a) Instructional Aids in Physical Sciences: Meaning, importance, classification,
b) Principles of selection and use of various instructional aids such as Chalk Board,
Charts, Models and animations.
c) Objectives based test items: Concept, types and construction; Preparation of blue
print of a question paper.
51
Unit –IV: Recent Trends in Teaching of Physical Science

a) MOOC platforms for Physical Sciences and their relevance for teachers and
students.
b) CBCS: Concept, Need and Significance for discipline-centred as well as
interdisciplinary teaching learning in Sciences.
c) Blended Learning in Physical Science: Concept, Mechanism and Importance for
a Global Knowledge Society.
1) Evaluation of Physics/Chemistry Text Book of any class.
2) Preparation of any two models.
3) Information about five journals contributing in the field of Physics/ Chemistry.
4) Construction of objectives based test on three topics of Physics/ Chemistry.
Suggested Readings
Ahmed J. (2008): Teaching of Life Sciences; PHI Learning Pvt. Ltd., New Delhi.
Das, R.C. (1992). Science Teaching in School. New Delhi: Sterling Publishing.
Gupta, V.K. (1995). Teaching and Learning of Science and Technology, Delhi, Vikas
Publishing House.
Joshi, S.R. (2008): Teaching of Science, Concept Publishing House, New Delhi.
Kalra, R.M. (2010). : Science Education for Teacher Trainees, New Delhi, PHI Learning.
Kohli, V.K. (2006). How to Teach Science. Ambala: Vivek Pub.2006.
Mangal, S.K. (1997). Teaching of Science. New Delhi: Arya Book Depot: NCERT
Mangal, S.K. (2009). Teaching of Science in Secondary Schools, New Delhi: NCERT.
Mohan, Radha (2007) .Innovative Physical Science Teaching Method, P.H.I., New
Delhi.
NCERT (2013). Pedagogy of Science Part-1 & 2: NCERT, New Delhi.
Richardson, J.S and Caboon, G.P. (2005). Method and Material for Teaching General
and Physical Science, McGraw Hill Book Co. Inc., New York.
Sharma, R.C. (1998). Modern Science Teaching. New Delhi: Dhanpat Rai Pub. Co.,
New Delhi.
Delhi: Doaba House.
of 2 marks.
52
P-1.1 & P-1.2

PEDAGOGY OF POLITICAL SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
To acquire a conceptual understanding of the nature of Political Science
Plan lessons, Units based on different approaches to facilitate learning of Social
Sciences.
To acquire basic knowledge and skills to analyze and transact the Social
Sciences.
To sensitize and equip student teachers to handle political issues.
Realize her/his role as facilitator in enhancing Social Sciences learning in the real
learning different units in Social Sciences.
Develop learning materials on selected units to facilitate learning in Political
Science.
To understand different ways of assessing learner performance and providing
additional support to the learners.
Political Science teacher.
Course Content:
UNIT I: Concept, Aims and Objectives of Pedagogy of Political Science/Civics
a) Concept, scope and nature of Political Science/Civics. Importance of teaching
Political Science/Civics.
b) Correlation of Political Science/Civics with Social Science, Languages, Mathematics,
Arts and Science.
c) Aims and Objectives of teaching Political Science/Civics at middle and secondary
school level with reference to Bloom’s Taxonomy.
Unit - II: Methods and Techniques of teaching Political Science/Civics

a) Lecture Method, Discussion Method and Problem Solving Method,
b) Project Method, Source Method and Socialized recitation method.
c) Techniques of Teaching: Description, Supervised Study, Jurisprudential Enquiry,
Dramatization, Brain-Storming, and Field Trip.
53

a) Political Science/Civics curriculum at secondary stage-Features, issues and
b) Resource for Learning (Primary and Secondary) - Meaning, examples, advantages
and limitations. Dale’s Cone of Experiences.
c) Maps, Charts, Globe, Graphs, Models (Working & Still), Realia and specimens, and
Multimedia as teaching aids in Political Science/Civics.
UNIT IV: Current trends in Teaching of Political Science/Civics
b) Cooperative Learning Approach- Concept, Procedure, Advantages and Limitations
• Drawing a Political Map of India
• Seminar on any one political event or Election process
Suggested Readings:
Aggarwal, J.C. 1983).Teaching of Political Science and Civics. New Delhi: Vikas
Publication.
Chopra, J.K. (2005). Teaching of Political Science. New Delhi: Commonwealth
Publishers.
Dyke, V.V. (Ed.) (1977). Teaching Political Science: The Professor and the Polity.
Atlantic Highlands, New Jersey: Humanities Press.
Kashyap, S. (2011).Indian Constitutions (5th Ed.). Delhi: National Book Trust.
Preston, R.C. (1955). Teaching of World Understanding. New York: Prentice Hall, Inc.
Preston, R.C. (1959). Teaching Social Studies in the Elementary School. New York:
Rinehart and Company.
Sahu, B.K. (2007). Teaching of Social Studies. New Delhi; Kalyani Publishers.
Shaida, B.D. (1962). Teaching of Political Science. Jalandhar: Panjab Kitab Ghar.
Singh, G. & Kaur, J. (2007). Teaching of Social Studies. Ludhiana: Kalyani Publishers.
Singh, G. (2008). Samajik Adhain da Adhiapan. Ludhiana: Chetna Parkashan.
Singh, G. (2009). Teaching of Social Studies. Ludhiana: Chetna Parkashan.
Syed, M.H. (2004). Modern Teaching of Civics/Political Science. New Delhi: Anmol
of 2 marks.
54
P-1.1 & P-1.2

PEDAGOGY OF PUBLIC ADMINISTRATION
Total Marks: 50
External Theory: 40
Objectives:
To enable the pupil teachers to develop an understanding of aims and objectives
of teaching of public administration.
To acquaint pupil teachers with pedagogy of Public Administration.
To develop the skill of lesson/unit plans and its presentation.
Have an overview and integrate the knowledge draw from various sources.
Political Science, History, Psychology, Sociology Geography, laws, Economics.
To develop the understanding of micro teaching skills.
To develop concept of constitutional democracy
a) Meaning, nature, scope and importance of public administration in modern
context.
b) Relation of public administration with other Social Sciences - Polities Science,
History, Psychology, Sociology, Geography, laws, Economics.
c) Importance of teaching of public administration: Aims and Objectives With
special reference to Blooms taxonomy.
UNIT-II: Approaches and Methods
a) Difference between approaches, strategies and methods and Types of
approaches- Inductive, Deductive
b) Methods of teaching: Lecture method, Source method, Discussion method,
Problem solving method, Project method and Survey method
c) Techniques and devices of teaching: Assignments, Seminars, Symposium,
Dramatization, Illustration, Questioning, Brain storming and quiz
UNIT-III: Lesson Planning
a) Emerging areas of Public Administration: New public administration, new public
management, educational Administration, local government (rural and urban).
b) Lesson/Unit Plan: Need, importance and steps of developing.
c) Micro Teaching- concepts and skills, Writing a instructional objectives,
introduction, explanation, questioning, stimulus variation, probing questioning,
illustrating with examples. Skill of reinforcement, using chalk board.
55
UNIT-IV: Content and ICT

a) Principles of Public Administration: Planning, Coordination, Communication,
Centralization & Decentralization of administration
b) Local Government: Main provisions of 73rd and 74th Constitutional Amendment
Act.
c) Role of ICT in Public Administration
Preparation of report on the functioning of a village panchayat/ Municipal Corporation.
Suggested Readings:
Basu, Rumki. Introduction to Public Administration; Structure, Process and
Behaviour. Calcutta: World Press.
Goel, S.L., Health Care Administration. New Delhi: Sterling Publishers.
Luxmi Kanth, M., Public Administration. New Delhi: Tata Mcgraw Hills.
Maheswari, S.R., Public Administration. Agra: Laxmi Narayan Aggrawal.
Sapru, R.K. (2001). Indian Administration. Ludhiana: Kalyani Publishers.
Shaida, B.D. (1962). Teaching of Political Science. Jalandhar: Panjab Kitab Ghar,
1962.
Singh, Gurmit (2008). ;wkfie nfXn?B dk nfXnkgB (Samajik Adhain da Adhiapan).
Ludhiana: Chetna Parkashan.
Singh, R.L., Teaching of History of Civics.
Publications Pvt. Ltd
of 2 marks.
56
P-1.1 & P-1.2

PEDAGOGY OF PUNJABI
(Font : Amrit)
Total Marks: 50
External Theory: 40
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57
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fJzdod/t Bzdok - nkX[fBe gzikph nfXnkgB NzvB gpfb;aoi
;[yftzdo f;zx ;/y'A ns/ wBdhg e"o ;/y"A - gzikph Gk;ak dk nfXnkgB efbnkDh gpfb;aoi
vk nwoihs e"o - gzikph nfXnkgB ;{ohnk gpfb;aoi
i;tzs f;zx iZ; - wks Gk;ak dh f;Zfynk ftXh wfjskp f;zx (fBT{ p[Ze ezgBh )
ih ph f;zx - r[ow[Zyh fbgh dk iBw ns/ ftek; gzikp :{Bhtof;Nh, uzvhrVQ
gzikph Gk;ak ftnkoeB ns/ pDso gzikph :{Bhtof;Nh, gfNnkbk
ezr, e[bpho f;zx gzikph GkFk ftfrnkB, ibzXo : gzikph GkFk nekdwh .
of 2 marks.
58
P-1.1 & P-1.2

PEDAGOGY OF SANSKRIT
( Kruti Dev 010)
Total Marks: 50
External Theory: 40
mÌs’; % Hkkoh f’k{kdksa dks :
Hkk"kk ds Lo:i ,oa O;oLFkk dk Kku djokuk A
Hkk"kk lh[kus dh i)fr ,oa izfØ;k dk cks/k djokukA
Hkk"kkbZ dkS’kyksa esa n{krk dk fodkl djuk A
Hkk"kk ds O;kogkfjd iz;ksx esa fuiq.krk ykukA
O;kdj.k dh foLr`r tkudkjh nsukA
bdkbZ &A : Hkk"kk dk Lo:i
d½ Hkk"kk dk vFkZ] vk/kkj] izd`fr ,oa laLd`r Hkk"kk dh mRifÙk rFkk fodkl A
[k½ laLd`r Hkk"kk dk vU; Hkk"kkvksa ls lEcU/k o laLd`r Hkk"kk dk egRo
x½ laLd`r f’k{k.k& mÌs’;] lkekU; fl)kUr ,oa lw=
bdkbZ AA : Hkk"kkbZ dkS’ky
d ½ Jo.k dkS’ky fodflr djus dh fof/k;k¡] cksypky ds xq.k] v’kq) mPpkj.k ds dkj.k o fuokj.k
[k½ iBu dkS’ky dh fof/k;k¡ o izdkj ¼lw{ke ,oa LFkwy½A lLoj ikB ,oa ekSu ikB dk egÙo A
x ½ ys[ku dkS’ky dk egÙo] voLFkk,¡] v’kqf);ksa ds dkj.k o fuokj.kA
bdkbZ AAA : iqLrd ,oa ikB~;Øe
d ½ ikB~; iqLrd dk egÙo] fo’ks"krk,¡ o leh{kkA
[k ½ iqLrdky; dh mi;ksfxrk o O;oLFkk rFkk Nk=ksa esa iBu #fp fodflr djus ds mik; A
x ½ ikB~;Øe& vFkZ] egÙo ,oa fuekZ.k ds fl)kUr A
bdkbZ IV : O;kdj.k cks/k /k
d ½ /kkrq &:Ik ¼ yV~ ,oa y³~ ydkj½
[k ½ lekl
x ½ lfU/k
59
çk;ksfxd dk;Z %&

• fdlh ,d laLd`r ikB~; iqLrd dh leh{kk ¼ NBh ls nloha rd½ A
• fdlh fgUnh lekpkj i= ds pkj lEikndh; dk laLd`r esa vuqoknA
laUnHkZ xazFk lwph %&

pkScs] fot; ukjk;.k ¼2002½laLd`r f'k{k.k fof/k]mÙkj izns’k fgUnh laLFkku y[kuÅA
ik.Ms] vkj-,l- ¼2000½ laLd`r f'k{k.k] vkxjk% fouksn iqLrd efUnj
ik.Ms;] jke 'kqDy ¼2008½-laLd`r f'k{k.k] vkxjk% fouksn iqLrd efUnjA
feÙky] lUrks"k ¼2002½-laLd`r f'k{k.k] esjB% vkj yky cqd fMiks
feJ] izHkk'kadj ¼1979½- laLd`r&f'k{k.k% p.Mhx<+] gfj;k.k xzUFk vdkneh A
jk"Vªh; 'kSf{kd vuqla/kku vkSj izf'k{k.k] ¼twu 2009½ % jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005] Hkkjrh;
Hkk"kkvksa dk f'k{k.k] jk"Vªh; Qksdl lewg dk vk/kkj i=
lQk;k] j?kqukFk¼2000½- laLd`r&f'k{k.k] p.Mhx<% gfj;k.kk lkfgR; vdkneh
flag] ,l- Mh- ,oe~ 'kekZ ¼1999½- laLd`r f'k{k.k] vkxjk% jk/kk izdk'ku eaMhA
'kkL=h ,oe~ 'kkL=h ¼2000½laLd`r f'k{k.k] t;iqj% jktLFkku izdk'kuA
'kekZ] uUnjke] 2007 % laLd`r &f'k{k.k] lkfgR; pfUnzdk] izdk'ku] t;iqj
of 2 marks.
60
P-1.1 & P-1.2

PEDAGOGY OF SCIENCE
Total Marks: 50
External Theory: 40
Objectives: After completion of the course, the student teachers will be able to
Understand the nature of science and appreciate science as dynamic and
expanding body of knowledge.
Identify and formulate aims and objectives of science teaching.
Understand and use various methods and approaches of teaching science
and develop scientific attitude among the students.
Select and use appropriate learning resources in science.
Understand the current trends in teaching of science.
Course Content:
a) Meaning, nature and scope of science, impact of science and technology on
society.
b) Aims and objectives of Teaching Science - Blooms’ Taxonomy of Educational
objectives (revised form also), Instructional objectives of teaching science at
secondary and senior secondary level.
c) Formulation of specific objectives in behavioral terms (Mager’s approach and
RCEM approach).
Unit-II: Methods and Techniques in Science Teaching
a) Methods of Teaching Science- Problem solving method, Lecture cum
demonstration method, Project method,
b) Approaches of Teaching Science: Inductive and Deductive approach,
Cooperative learning, inquiry based approach. Heuristic approach.
c) Scientific Attitude and its development.
Unit- III: Instructional Material and Aids
a) Instructional resources in Science: Meaning, importance, classification,
b) Principles of selection and use of various instructional aids such as Chalk Board,
Charts, Models and animations.
c) E-learning: concept, and use of e-books and e-journals in science.
61
Unit- IV: Current Trends in Science Education

a) MOOC platforms for Science Education and their relevance for teachers and
students.
b) CBCS: Concept, Need and Significance for discipline-centred as well as
interdisciplinary teaching learning in Sciences.
c) Promotion and Innovation in Science Education: Meaning, Importance and
Initiatives (Such as KVPY, IISERs, HBCSE, Science Olympiads).
1) Contribution of any two Nobel Prize winners in science,
2) General Information about any two Scientific Institutes of national Importance.
3) Information about five journals contributing in the field of Science.
Suggested Readings
Ahmed J. (2008): Teaching of Life Science. PHI Learning Pvt. Ltd., New Delhi.
Das , R.C. (1992). Science Teaching in School. New Delhi: Sterling Publishing.
Davar ,M.(2012).Teaching of Science. New Delhi: PHI Learning Private Limted.
Garg, K.K., Singh, R and Kaur, I. (2007). A Text book of Science of Class X, New Delhi:
NCERT.
Joshi S.R. (2007). Teaching of Science . New Delhi: APH Publishing Corporation.
Kohli , V.K. (2006). How to Teach Science. Ambala: Vivek Pub.2006.
Liversidge T., Cochrane M., Kerfoot B. and Thomas J. (2009). Teaching Science:
Developing as a Reflective Secondary Teacher. New Delhi: SAGE Publications India
Private Limited.
Mangal, S.K. (1997). Teaching of Science. New Delhi: Arya Book Depot
Mohan, R. (2007). Innovative Physical Science Teaching Method, P.H.I., New Delhi.
New UNSECO Source Book for Science. France: UNSECO.
Siddiqui , N.H. and Siddiqui, M.N. (1983). Teaching of Science Today and Tomorrow.
Delhi: Doaba House.
62
Thurber, W. and Collete , A. (1964). Teaching Science in Today’s Secondary Schools.

Boston: Allen and Becon.
Vaidya, Narendra (1996). Science Teaching for 21st century. New Delhi: Deep and
Deep Pub.
Washten, Nathan S. (1967). Teaching Science Creatively. London: W.B. Saunders.
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF SOCIAL STUDIES
Total Marks: 50
External: 40
Internal: 10
Objectives:
To acquire a conceptual understanding of the nature of Social Studies.
To acquire basic knowledge and skills to analyze and transact the Social Studies.
Develop learning materials on selected units to facilitate learning in Social
Studies.
Plan lessons, Units based on different approaches to facilitate learning of Social
Studies.
To sensitize and equip student teachers to handle social issues.
Realize her/his role as facilitator in enhancing Social Studies learning in the real
Social Studies teacher.
63
Course Content:
UNIT I: Concept of Social Studies
a) Concept, scope and nature of Social Studies, Distinguish between Social Studies
and Social Science.
b) Correlation of Social studies with Social Science, Languages, Mathematics, Arts
and Science.
c) Aims and Objectives of teaching Social Studies at middle and secondary school
level with reference to Bloom’s Taxonomy.
Unit - II: Methods and Techniques of teaching Social Studies
a) Lecture Method, Discussion Method and Problem Solving Method
b) Project Method, Source Method, Socialized recitation method.
c) Techniques of Teaching: Explanation, Supervised Study, Jurisprudential Enquiry,
Dramatization, Brain-Storming, and Field Trip.
a) Social Studies curriculum at secondary stage-Features, issues and
b) Resource for Learning (Primary and Secondary) - Meaning, examples,
advantages and limitations. Dale’s Cone of Experiences.
c) Maps, Charts, Globe, Graphs, Models (Working & Still), Realia and specimens,
and Multimedia as teaching aids in Social studies teaching.
UNIT IV: Current trends in Teaching of Social Studies
b) Cooperative Learning Approach- Concept, Procedure, Advantages and
Limitations
• Qualitative Analysis of Social Studies Curriculum (secondary school stage) –
PSEB/ CBSE/ICSE.
• PowerPoint presentation based seminar on the contributions of any one eminent
Social reformists: Guru Nanak Dev Ji, Raja Ram Mohan Rai, Dr. B.R. Ambedkar,
Swami Vivekananda, Vinoba Bhave, Abraham Lincoln, Mahatma Jyoti Rao
Phule, Yousafzai Malala, Kailash Satyarthi, and Nelson Mandela.
Suggested Readings:
Bining, A.C. & Bining, D.H. (1952). Teaching Social Studies in Secondary Schools. New
York: McGraw, Hill Book Company, Inc.
64
Dash, B.N. (2006).Content-cum-Method of Teaching of Social Studies. New Delhi:

Kalyani Publication.
Fleming J. (1949). The Teaching of Social Studies in Secondary School. London:

Longman Green and Co.
Heller, F. (1986). The use and abuse of Social Sciences. London: Sage Publications.
Hemming, J. (1953). The Teaching of Social Studies in Secondary Schools. London:

Longman Green and Company
Kochhar, S.K. (1986). Methods and Techniques of Teaching. New Delhi: Sterling
Kochhar, S.K.; (1968). The Teaching of Social Studies. New Delhi: Sterling Publisher
Pvt. Ltd.
Mofatt, M.R. (1955). Social Studies Instruction. New York: Prentice Hall.
National Curriculum Frame Work (2005). New Delhi: NCERT.
Pathak, R.P. (2012). Teaching of Social Studies. New Delhi: Pearson.
Preston, R.C. & Herman (1974). Social Studies in the Elementary School. New York:
Rhinehart and Company.
Sahu, B.K. (2007). Teaching of Social Studies. New Delhi: Kalyani Publishers.
Sansanwal, D.N. & Tyagi, S.K. (2006). Multiple Discriminant Type Item. MERI Journal of
Education, 1(1), 18-25.
Shaida, B.D. (1962). Teaching of Social Studies. Jalandhar: Panjab Kitab Ghar.
Sharma, P.L. (2002). Modern Methods of Teaching Political Science. New Delhi: Sarup
& Sons.
Singh, G. & Kaur, J. (2007). Teaching of Social Studies. Ludhiana: Kalyani Publishers.
Taneja, V.K. (1992). Teaching of Social Studies. Ludhiana: Vinod Publication.
Trigg, R. (1985). Understanding Social Studies. New York: Basics Black Well.
65
Wesley, E.B. (1951). Teaching of Social Studies. Boston: D.C. Herth and Co.
of 2 marks.
P-1.1 & P-1.2

PEDAGOGY OF SOCIOLOGY
Total Marks: 50
External Theory: 40
Objectives:
To enable the pupil teachers to develop an understanding of aims and objectives
of teaching of sociology.
To acquaint pupil teachers with different methods and techniques of teaching of
sociology.
To acquaint the pupil-teachers with different audio-visual aids & utilization
technique.
To integrate the knowledge draws from various sources History, Geography, and
civics, Economics, Political Science, Psychology and Literature (languages)
To develop the skill of preparing of lesson plan & its presentation
Course Content:
a) Meaning, nature, scope and importance of sociology in modern context.
b) Relation of Sociology with other subjects: Political Science, History, Literature
(languages), Psychology and Geography.
c) Aims, objectives and values of teaching of Sociology with special reference to
Bloom’s taxonomy
a) Methods of teaching: Lecture method, Source method, Discussion method and
Problem solving method,
b) Project method, Survey method and Sociometric technique
66
c) Modern techniques and Devices: Assignment, Seminars, Symposium

Dramatization, Illustration, Questioning, ICT in teaching of sociology
UNIT-III: Curriculum Construction
a) Principle for the construction and thematic organization of sociology curriculum.
b) Approaches of organization of Sociology curriculum: Unit, Concentric and Topical
c) Critical analysis of Sociology syllabus at the Senior Secondary Stage.
UNIT-IV: Content
a) Social Institutions – Marriage, Family, Kinship.
b) Social Structure – Meaning, Elements – Status, role, norms, values, power and
prestige.
c) Brief Contributions of Social Thinkers: Shri Guru Nanak Devji, S.C.Dube, Swami
Vivekananda, Mahatma Gandhi
1. Writing a report on any social activity performed by the students.
2. Prepare a Project report on any Indian Thinkers
Suggested Readings:
• Bottomors, T.B. (1975). Introduction to Sociology. Bombay: Blackie and Dans.
• Dharma, R.N. (2001). Samajshastra Ka Sidhant. New Delhi: Atlantic Publishers.
• Giddens, Anthony (2001). Sociology: A Textbook for the Nineties. London: Polity.
• Jha, Jainendra Kumar (Ed.) (2001). Encyclopaedia of Teaching of Sociology.
Institute for Sustainable Development.
• Rao, Shankar, C.N. (2005). Sociology- Primary Principles. New Delhi: S.C.
Chand and Company Ltd.
• Shaida, B.D. (1962). Teaching of Political Science. Jalandhar: Panjab Kitab
Ghar, 1962.
• Syed, M.H. (2004). Modern Teaching of Civics/Political Science. New Delhi:
Anmol Publications Pvt. Ltd.
of 2 marks.
67
EPC-1.1
DRAMA AND MUSIC IN TEACHING
Total Marks: 50
External: 40
Internal: 10
Objectives:
To understand concept and scope of Drama and Music in Education.
To develop their aesthetic sensibilities.
To bring the Drama and Music into the center of exploration.
To explore the adaptive strategies of artistic expression.
To recognize the role of Drama and Music in education at school level.
To learn to identify areas that suit learning process through Drama and Music.
To explore the Role of teacher as a creative guide.
Course Content:
1) Prepare and present two skits with expression to teach any topic from their own
teaching subjects
2) Practice and present two folk songs related to social evils / patriotic songs.
3) Collect and present five poems with rhythm and action in each teaching subject.
Note:- Students will practice the above skills with the help of teacher.
Sessional Work:
• Analyse any two Folk songs and discuss their significance in education.
• Dialogue writing on any topic from the content of respective teaching
subjects
Suggested Readings:
John, B., Yogin, C., &Chawla, R. (2007). Playing for real: Using drama in the classroom.
Macmillan Noida
Khanna, Jyoti (2015). Sangeet Adhyapan. : Tandon Publications Ludhiana
National Centre for the Performing Arts -

http://www.tata.com/0_our_commitment/community_initiatives/arts/ncpa.htm
NCERT: Position paper National Focus Group on Arts, Music, Dance and Theatre,
Publication Department Secretary, NCERT, New Delhi, 2006.
Prasad, D. (1998). Art as the basis of education. National Book Trust.
68
http://www.vidyaonline.net/list.php?pageNum_books=2&totalRows_books=62&l2=b1%2
0&l1=b1%20&l3=b1tp
Athiemoolam, L. Drama-In-Education and its effectiveness in English Second/Foreign
classes, www.uni-oldenburg.de/zsn
Boudreault, C.: The benefits of using drama in the ESL/EFL classroom,
http://iteslj.org/Articles/Boudreault-Drama.html
Drama in education, https://www.questia.com/library/education/curriculum-
andinstruction/drama-in-education
Drama Games, http://en.wikipedia.org/wiki/Drama_Teaching_Techniques
Drama Strategies, http://dramaresource.com/strategies/69-drama-techniques
Kappinen, T.: UNESCO-ARTS IN EDUCATION, Drama and Theatre in School
Education, [email protected]
U.Tulay: The advantages of using drama as a method of education in elementary
schools.
of 2 marks.
EPC-1.2
SIMPLE EXPRESSIONAL COMPETENCIES
Total Marks: 25
External Practical: 20
Objectives:
To acquaint them with sketching for expression and communication purpose.
To develop sense of organization and an aesthetic sense in them.
To prepare/improve teaching aids for effective teaching learning.
To write legibly on Chalk Board.
To learn to handle and display teaching material.
Course Content:
PART-A
1) Drawing and Sketching - 15 sheets
a) Pencil sketches - 2 sheets
b) Landscapes - 2 sheets
c) Collages - 2 sheets (1 each from Teaching Subjects)*
d) Alphabets writing in blocks (A to Z)
69
Capital : - 5 sheets
Small : - 1 sheet
e) Number drawing (0 to 9) - 1 sheet
f) Cutting and Pasting - 2 sheets (1 each from Teaching Subject)*
2) Motto writing - 2 sheets
(1 English and 1 Mother tongue)
3) Action Drawing - 2 sheets
4) Black Board plans - 4 sheets (2 each from teaching Subjects)*
5) Charts (Display and write-up) - 2 (one for each Teaching Subjects)*
Sessional Work: Students will maintain a file of all these activities.
PART-B
B.B. Writing and Sketching on any topics from two teaching subjects:
General Instructions for Simple Expressional Competencies
a) Only Poster and water colours in flat or graded tone.
b) Cutting, Pasting and Display of 2 pictures on display board.
c) Block lettering in ink or color on paper in English, Gurmukhi/Devnagari
d) Writing in Gurmukhi, Devnagari or Roman script and sketching on chalkboard
e) Simple freehand sketching of diagrams, figures, outline maps, fields, block
diagrams of respective teaching subjects.
Sessional Work: Keep record of these activities duly signed by the subject teachers.
EPC-1.3
PARTICIPATION IN SPORTS AND YOGA

Total Marks: 25
Objectives:
To understand the concept of health sports and yoga
To make pupil teachers aware regarding the aims and objects of health and
physical fitness components
to inculcate interest for sports participation among pupil teachers
To give them knowledge about layout and rules and regulations of the games
to inculcate awareness for yoga and meditation
to impart knowledge about good posture
To inculcate the habit of taking a healthy diet
Course Content:
1. General awareness of Health and Physical Fitness (Posture and postural
deformities and remedial measures, Balanced Diet and its importance).
70
2. Preparation of file on any two games including layout of grounds, rules and
regulations.
a) Kho-Kho
b) Volleyball
c) Badminton
d) Basketball
3. Preparing file and performing yoga asanas any five.
EPC-1.4
PRE-INTERNSHIP
Total – 25
Preparation of report - 15
Presentation / sharing of the report- 10
Duration: 2 weeks
Course Content:
In pre-internship-1 the school exposure programme shall be carried out in local/nearby
school or schools. For this, the student teachers may be placed in various types of
school such as Government, Private, Urban, Rural and Specified category schools (e.g.
KVs, JNVs, Sainik schools, meritorious schools). A group of 10 to 12 student teachers
may be placed in one school for this purpose. The supervising teacher from the parent
institute will orient the Principal and faculty of the school about the whole school
observation/experience programme. Efforts shall be made to provide exposure to as
many types of schools as possible.
A student teacher (or a group of student teachers) needs to visit at least two types of
schools: in the first week to one type of school; and in the second week to another type
of school. A brief orientation programme can be arranged before sending the
student teachers to schools to acquaint them with the objectives and modalities
of such programme.
During this programme, the student teachers shall observe the following:
1. Philosophy, aim and vision of the school.
2. Organization & Management (Affiliating body, type of school, type of management)
3. The school/classroom environments with reference to infrastructure (area and
layout), equipments, curriculum (critical analysis of any class in both teaching
subjects), teaching learning materials, utilization of human resources.
4. Various co-curricular activities related to dramatics, literary, sports and fine arts etc.
5. Morning Assembly (Observation of conduct and activities carried out during morning
Assembly).
6. After completion of the field exposure programme, student teachers shall be required
to develop a detailed report and present it for evaluation at the parent college.
71
SEMESTER-II
F-2.1
SOCIOLOGICAL BASIS OF EDUCATION
Total Marks: 50
External Theory: 40
Objectives:
The course aims at enabling the students to
Study education in a sociological perspective and comprehend the role of
education as an agent of social change.
Imbibe the national ideals, national integration and appreciate the value of
international understanding.
Critically examine the social, cultural and political aspects of educational process.
Course Content
Unit-I: Education and Sociology
a) Concept, nature and relationship between education and sociology.
b) Socialization: role of family, peer and school.
c) Social mobility and education.
Unit-II: Education and Society

a) Nature and aspirations of Indian society. Indian society and education.
b) Society as a determinant of aims of education.
c) National Development and Education: concept, scope and indicators of national
development.
Unit-III: Education and Culture

a) Culture: concept, characteristics and its interactions with education.
b) Social change: concept and factors responsible for social change.
c) Education and its role in the process of cultural and social change.
Unit-IV: Education in Socio-Political context

a) Education in and for Democracy.
b) Education for national and emotional integration.
c) Education for international understanding and global peace.

- Any one of the following:
Visit any one high/secondary/senior secondary school and observe and record
various activities being organized to promote: Democratic values, national and
emotional integration, global peace.
72
Suggested readings:
Aggarwal, J.C. (2005): Theory and Principles of Education Philosophical and
Sociological Basis of Education, New Delhi, Vikas Publishing House Pvt. Ltd.
Banerjee, A.C. & Sharma, S.R. (1999): Sociological and Philosophical Issues in
Education. Jaipur: Book Enclave.
Beyer, L.E. (Ed.) (1996). Creating democratic classrooms: The struggle to integrate
theory and Practice. New York: Teachers College Press.
Bhatia, K.K. and Narang, C.L. (2008). Philosophical and Sociological Bases of
Education. Ludhiana: Tandon Publications.
Brubacher, John S. (1969). Modern Philosophies of Education. New Delhi: Tata
McGraw Hill.
Chaube, S.P. (1981). Philosophical and Sociological Foundations of Education. Agra:
Ravi, Noudarnalya.
Dash, B.N. (2004). Theories of Education & Education in the Emerging Indian Society.
New Delhi: Dominant Publishers and Distributors.
Dewey, John. (1915). The School and Society. The University of Chicago Press
Dewey, John (1961). Democracy and Education. New York: Macmillan Company.
Dhankar, Rohit(2006) Shiksha Aur Samajh. Haryana: Aadhar Prakashan
Goff, Phil (2001). Test your E-Sills. London : Hobler & Stoughton.
Halsey, A.H.; Lander, H.; Brown, P. and Nells, A.S. (1997). Education: Culture,
Economy and Society. New York: Oxford University Press.
Kumar, Krishna. 1977. Raaj Samajaur Shiksha. Delhi: Rajkamal
Mathur, S.S. (1997). Philosophical and Sociological Foundations of Education. Agra:
Mathur, S.S. (1985). Sociological Approach to Indian Education. Agra: Vinod Pustak
Mandir. Mohanty, J. (1994). Indian Education in the Emerging Society. New Delhi:
Sterling Pvt. Ltd.
NCERT, (2005). National curriculum framework. New Delhi.
Panday, K.P. (2010).Perspectives in Social Foundations of Education. New Delhi:
Shipra Publication.
Taneja, V.R. (2005). Foundation of education. Chandigarh: Abhishek Publishers.
of 2 marks.
73
F-2.2
UNDERSTANDING THE LEARNER
Total Marks: 50
External Theory: 40
Objectives: To enable the pupil teachers to:
Understand nature of learning, factors affecting learning, various theories of learning and
educational implications of transfer of learning.
Understand the importance of intelligence, different theories of intelligence and
measurement of intelligence and its uses.
Make the student teachers familiar with the concept of emotional intelligence and their
role in promotion of emotional intelligence.
Get familiar with the identification and promotion of creativity among learners.
Understand the concept of personality and its assessment.
Know the concept and importance of mental health and motivation.
Get familiar with children with special needs.
Understand the basic concepts of elementary statistics.
Get acquainted with the administration and interpretation of psychological tests.
Course Content:
Unit- I:
(a) Nature of Learning- learning as a process and as an outcome, characteristics and
factors affecting learning.
(b) Theories of learning: Stimulus Response theories of learning- Trial and Error theory,
Pavlov’s classical conditioning theory, Operant Conditioning theory and Insight learning.
(c) Transfer of learning- types, theories and educational implications of transfer of training.
Unit –II:
(a) Intelligence- Meaning, theories of intelligence (Unitary, Spearman, Thurston and
Guilford’s), measurement of intelligence, uses and limitations of intelligence tests.
(b) Emotional intelligence- concept, dimensions, role of teacher in promoting emotional
intelligence.
(c) Creativity- concept, difference between creativity and intelligence, identification of
creative child and methods of fostering creativity.
Unit –III:
(a) Personality- concept, determinants of personality and Assessment.
(b) Mental health- meaning, importance, causes of mental illness and improvement of
mental health of children.
(c) Motivation- meaning, types, techniques and educational implications.
Unit- IV:
(a) Education of the Children with special needs- Meaning, Types, Identification and
intervention: Gifted, Delinquents and Educationally Backward Children.
74
(b) Elementary Educational Statistics: meaning, uses and computation of measures of

Central Tendency (Mean, Median and Mode).
(c) Measures of Variability (Standard Deviation) and Coefficient of correlation by Rank order
Method.

Administration and interpretation of any one psychological test, selecting one from the
mentioned below:
(a) Learning
(b) Intelligence
Suggested Readings:
Baron, R.A. and Misra, G. (2014). Psychology (5/e). South Asia: Dorling Kindersley
Chauhan, S.S. (1992). Advanced Educational Psychology. New Delhi: Vikas
Publications House.
Ciccarelli, S.K. and Meyer, G.E. (2014). Psychology (11/e). South Asia: Dorling
Kindersley (India) Private Limited.
Garrett, Henry.E.(1981). Statistics in Psychology and Education. Bombay: Vakils, Feffer
and Simons Ltd.
Dandapani, S. (2010). A Text Book of Advanced Educational Psychology (4/e). New
Delhi: Anmol Publications Pvt. Ltd.
Dash,M. (2007). Education of Exceptional Children. New Delhi : Atlantic Publishers.
Goleman, D. (2013). Emotional Intelligence Why it can matter more than IQ. New Delhi:
Bloomsbury.
Mangal, S.K. (2013). Advanced Educational Psychology (2/e). New Delhi: PHI Learning
Private Limited.
Mangal,S.K.(2007). Educating Exceptional Children: An Introduction to Special
Education. New Delhi : Prentice-Hall of India.
Morgan, C.T., King, R.A., Weisz, J.R. and Schopler, J. (2013). Introduction to
Psychology. New Delhi: McGraw Hill Education (India) Private Limited.
Panda, K.C. (1999). Education of Exceptional Children. New Delhi: Vikas Publications
House.
Radford, J. and Govier, E. (1991). A Text Book of Psychology (2/e). London: Routledge.
Ramalingam, P. (2013). Educational Psychology. New Delhi: McGraw Hill Education
(India) Private Limited,.
75
Sidhu, K.S. (2015). Statistics in Education and Psychology. (11/e). New Delhi: Sterling
Publishers Private Limited.
Singh, D. (2006). Emotional Intelligence at Work (3/e). New Delhi: Response Books, A
Division of Sage Publications.
Skinner, C.E. (2012). Educational Psychology (4/e). New Delhi: PHI Learning Private
Limited.
Verma, L.N. (2013). Educational Psychology. Jaipur: Rawat Publications.
Woolfolk, A. (2013). Educational Psychology (9/e). South Asia: Dorling Kindersley
of 2 marks.
F-2.3
ASSESSMENT FOR LEARNING
Total Marks: 50
External Theory: 40
Objectives:
To understand the nature of assessment and its role in teaching learning process
To critically analyze the role of assessment at different domains of learning
To develop the skill of construction of testing tools
To understand, analyze, manage and implement assessment data
To Examine different trends and issues in assessment
Course Content:
Unit-I: Overview of Assessment and Evaluation
a) Basic Concepts: Assessment for learning, assessment of learning, test,
examination, measurement, evaluation.
b) Objectives and Purpose of Assessment – Behaviorist and Constructivist
Paradigm
c) Types of evaluation- Teacher made and standardized tests, Norm referenced
and criterion referenced testing;
76
Unit-II: Assessment Tools

a) Test: Types (Essay, Objective, Objective based); characteristics of good tool
(validity, reliability and usability).
b) Construction of a Test: Planning (Blue Print), Preparation, Try Out and
Evaluation
c) Techniques of Assessment: Project work, Assignments, Practical work,
Performance based activities.
Unit-III: Analysis and Implementation of Assessment
a) Scoring procedure - manual and electronic, development of Rubrics
b) Analysis and Interpretation: Calculation of percentages, Frequency distribution,
Percentile Rank, Pie Chart, Bar Graph, Histogram, Frequency Polygon,
c) Normal probability Curve- Meaning, characteristics and uses.
Unit-IV: Trends and Issues in Assessment
a) Existing Practices: Continuous and Comprehensive Evaluation (CCE), Grading,
Choice Based Credit System, Feedback in Improving learning and learners'
development.
b) Issues and Problems: Non-Detention Policy, the menace of coaching.
c) Emerging Practices in Assessment: Standard Based Assessment, Online,
Computer Based and Open Book Examinations.
1) Construction of an Achievement Test on One Topic.
2) Compilation of result of one class at school level and its analysis (Mean, Median,
Mode) and graphical representation.
3) Report on grading system in schools.
Suggested Readings:
Aggarwal, R.N. & Vipin Asthana (1983). Educational Measurement & Evaluation, Agra :
Aggarwal, Y.P. (1989): Statistical Methods. Concepts Application & Computation, New
Delhi : Sterling Publishers.
Anastasi, A. (1983): Psychological Testing.., 6th Ed. New York, The Macmillan Co. 6th
Edition.
Asthana Bipin(2011) Measurement and Evaluation in Psychology and Education.
Agrwal Publications, Agra.
Ebel, L.R. and Fristrie, D.A. (1991) : Essentials of Educational Measurement, New
Delhi., Prentice Hall of India Pvt. Ltd.,
Garrett, H.E. (1973): Statistics in Education and Pshychology, Bombay, Vakils Febber
and Simons.
GOI (2009) The right of children to free and compulsory education act(2009) Retrieved
from http:// mhrd.gov.in/sites/upload-files/mhrd/files/rte.pdf.
77
GOI (2011) Sarva Shiksha Abhiyan-Framework for implementation based on the right of
children to free and Compulsory Education Act,2009. GOI Retrieved from http:// www.
upefa.com/upefaweb/admin/myuploads/SSA_frame_work_revised_9.6.2011 Pdf.
Kubiszyn, Tom and Borich Gary(1993) Educational Testing and Measurement. Harper
Collins college publishers.
Ronald Jay Cohen, Mark, E. Swerdlik and Medhe M. Kumtheker (2014) Psychological
testing and Assessment, Mc Graw Hill Education (India) Private limited.
Sharma, R.A.(2010) Essentials of Measurement in Education and Psychology. R. Lall
Book Depot, Meerut.
Thorndike R. L and Thorndike Christ Tracy (2010) Measurement and Evaluation in
Psychology and Education. PHI Learning Private Limited, New Delhi.
Thorndike, R.L., & Hagen E. (1977) : Measurement and Evaluation on Psychology and
Education. . New York, John Wiley and Sons, Inc.
Ved Prakash, et al (2000) Grading in school, NCERT, Published at the publication
division by the secretary, NCERT, Sri Aurobindo Marg, New Delhi.
of 2 marks.
78
F-2.4
CURRICULUM AND UNDERSTANDING THE DISCIPLINES
Total Marks: 50
External Theory: 40
Objectives:
To explain the concept, principles, approaches and types of curriculum
To analyze various curriculum frameworks
To explain the concept and types of discipline
To understand the nature, changes in disciplines and subjects in terms of social, political
and intellectual context
To study the relationship between academic disciplines and school subjects.
Course Content:
Unit-I: Conceptual Framework of Curriculum
(a) Curriculum: Concept and Importance
(b) Principles of Curriculum Construction
(c) Types of Curriculum: Core curriculum and Hidden curriculum
Unit-II: Essentials of Curriculum
(a) Approaches to Curriculum Development: Subject Centered, Learner Centered and
Community Centered.
(b) Role of teacher in Curriculum Development
(c) Curriculum visualized in NCF (2005)
Unit-III: Structure of Disciplines
(a) Discipline: Meaning, Types and Importance
(b) Core idea of Developing Disciplines: Meaning and Organization
(c) Meaning of Inter-disciplinary approach to education and its effect on school subjects
Unit-IV: Analyzing Relationship between School Subjects
(a) Nature, Importance and Historical Perspective of Science, Social Science, Mathematics
and Languages
(b) Correlation among different school subjects (Science, Social Science, Mathematics and
Languages ) and its effect on curriculum framework
(c) Changes in school subjects in terms of social, political and intellectual context
Any two of the following:
Critical Analysis of any one of the following:
(a) National Curriculum Framework for School Education (NCFSE-2005)
(b) National Curriculum Framework for Teacher Education (NCFTE-2009)
Suggested Readings:
Butchvarov, P. (1970), The concept of Knowledge, Evanston, Illinois: Western
University Press.
79
Debra H. Martin, H. Pam C. & Lingard, B. (2007), Teachers and Schooling :making a
difference. Australia: Allen and Unwin.
Gardner, H. (1993), Creating Minds, New York: Basic Books.
Noddings, N. (2007), Critical Lessons: What our schools should teach, Cambridge
University Press.
Ornstein, Allen C., Edward F.P.& Stacey B.O.(2006) Contemporary issues in
curriculum, Allyn & Bacon.
Bruner, J.S. ((2006) In Search of Pedagogy, Vol-I &II, (he selected works), London:
Routledge. 16
Kneller, G.F.,(1963) Foundations of Education, London and New York: John Wiley &
Sons,Inc.
NCERT (2005), National Curriculum Framework, New Delhi.
Kamala Bhatia and B.D. Bhatia: Theory and principle of education. Doaba House
NaiSarak Delhi.
SP Chaube Foundation of education, Vikas publishing house, Noida.
J.C. Aggarwal: Curriculum reforms in India Nai Sarak Delhi.
Janadran Prasad: Advanced curriculum construction Kanishka Publishers, New Delhi.
Malla Reddy Mamdi: Curriculum development and educational technology, Sterling
Publishers, New Delhi.
R.M. Kalra: Curriculum construction for youth development, Sterling Publishers, New
Delhi.
SK Murty: Essentials of Curriculum Development. Allied Book Centre Hyderabad.
of 2 marks.
80
F-2.5
SCHOOL MANAGEMENT
Total Marks: 50
External Theory: 40
Objectives:
To understand the concept and operational components of school management.
To enlist the physical resources of the school and the importance of their maintenance.
To understand the importance of social life in school and the Role of administrators and
the Teachers.
To become successful teachers in their future endeavour of teaching.
To develop practical skills in organizing school programmes and activities.
Course Content:
UNIT-I: Organization and Management
a) School as an organization: Meaning, Objectives and Principles of school organization,
Types of administration and management.
b) School Plant: Meaning, Importance, Essential characteristics, Maintenance and
Selection of site.
c) Institutional Planning: Meaning, objectives, characteristics, and advantages of
Institutional planning.
UNIT-II: Essential Facets of School Organization

a) School Time Table: Importance, Types and Principles of time table construction.
b) Co-curricular Activities: Meaning, Importance, Principles of organizing co-curricular
activities (Especially Morning Assembly, NSS, NCC, Field trips).
c) Discipline: Concept, Need, Causes of indiscipline and Remedial measures.
UNIT-III: Quality Enhancement and Management in Schools

(a) Leadership: Concept, Need & Development of Leadership Qualities.
(b) Supervision: Meaning, Objectives and Principles, Role of Educational Administrators (at
school level, Block, District, State level)
(c) School Records and Registers: Need and Importance, Types, Characteristics and
Maintenance.
UNIT-IV: Recent Trends in School Management
(a) Total Quality Management (TQM): Concept, Need and Importance, Characteristics and
Principles. Development of human resource through TQM.
(b) Biometric Attendance System: Concept, Significance and Challenges in Indian context.
(c) Feedback of teachers and Administrators: Concept, Need and Importance, Role of
reflective teaching.
• Construction of a Time-Table of school.
• Maintenance of any one school record/ register.
• Report on the best practices followed in the school to maintain quality of education.
Suggested Readings:
Bhatia,K.K., & Singh, J. (2002). Principles &Practice of School Management. Ludhiana:
Tandon Publications.
81
Bhatnagar,R.P.& Verma,I.B.(1978). Educational Administration at College Level.

Meerut:Loyal Book Depot.
Dash, B. N. (1996). School Organisation Administration & Management. Hyderabad:
Neel Kamal Publications Pvt. Ltd.
Gupta, S. (2007). School Management, New Delhi: Shipra Publications.
Khanna J., & Nangia A. (2015), Co-Curricular Activities in Schools, Ludhiana: Tandon
Publications.
Loomba, K. & Loomba, P. (2015). School Management, Jalandhar: Saanjh Parkashan.
Mangal, S. K. (2009). School Management, Ludhiana: Tandon Publications.
Mathur, S. S.(2008). School Management, Agra : Vinod Publications.
Mohanty, J. (2004). School Management, New Delhi: Deep and Deep Publications.
Sachdeva, M. S. (2001). School Management. Ludhiana: Bharat Book Centres.
Sarkaria, M. S. (2013). School Management. Ludhiana: Kalyani Publishers.
Sharma, T. S. (2005). School Management and Administration. Patiala: Shaheed-E-
Azam Printing Press.
Sodhi,T. S. & Suri,Anaina(2002), Management of School Education. Patiala: Bawa
Publication.
of 2 marks.
82
P-2.1 & P-2.2

PEDAGOGY OF AGRICULTURE
Total Marks: 50
External Theory: 40
Objectives:
To conduct field studies and surveys independently.
To utilize leisure time usefully and fruitfully by engaging students in various types of
constructive activities.
To write unit plans and lesson plans for effective teaching learning of Agriculture.
To organize co-curricular activities related to Agriculture.
To evaluate and select appropriate text books in Agriculture.
To organize practical work in Agriculture.
To construct appropriate assessment tools for evaluating learning of Agriculture.
To join various platforms available for professional growth.
Course Content:
UNIT-I: Curriculum Construction
(a) Principles of curriculum construction in Agriculture.
(b) Critical study of the existing School Agriculture Curriculum of Secondary Classes.
(c) Kitchen gardening as a part of curriculum.
UNIT-II: Planning and Evaluation
(a) Text Book in Agriculture – Its Need, Importance and Qualities, Reference Books and
Agriculture Journals.
(b Unit planning and Lesson Planning- Concept, importance, types, steps and
preparation.
c) Evaluation – Concept, Importance, different types of tests for theory and practical.
UNIT-III: Professional Development of Teacher
(a) Agriculture Teacher and his professional growth.
(b) Importance of Practical work in Agriculture, Organization of Agriculture Club and
Agriculture fair in the school.
(c) Agriculture Farm and Laboratory.
Unit-IV: Content
(a) Plant Life: Root, Stem, Leaf, Flower, Seed, their Structure and Functions.
(b) Weeds and Weed control.
Prepare and maintain a kitchen garden or a seasonal flower bed.
83
Suggested Readings:
Cook,G.S.A. Hand book of Teaching Vocational Agriculture
Garric,E.W. Teaching Vocational Agriculture
Hamlin,H.M. Agriculture Education in Community Schools
Hammends,G. Teaching of Agriculture
Handbook of Agriculture. Ludhiana: PAU.
ICAR Handbook of Agriculture. New Delhi: Govt. of India.
Sharma, R.C. Modern Science Teaching.
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF COMMERCE
Total Marks: 50
External Theory: 40
Objectives:
To acquire a conceptual understanding of the nature of commerce
To acquire the knowledge of different activities organized by commerce
associations
To develop an appreciation towards the role of commerce in daily life
To develop an understanding of planning daily lessons and unit lessons
To explore the use and relevance of different learning resources in learning
different contents in commerce
To reflect upon his/her own experimental knowledge in the process of becoming
a commerce teacher
Course Content:
Unit 1: Lesson Planning
a) Unit Analysis, Content Analysis and Task Analysis: Concept and uses.
b) Lesson planning: concept, steps for preparation, need and importance.
Construction of lesson plans- ICT based, Diary based, test based and model
based.
84
c) Unit plan- Steps, format, advantages of unit planning; Difference between Unit
Plan and Lesson Plan.
Unit II: Learning Resources
a) Commerce Text book: Need and importance, Criterion for evaluation of text
books.
b) Commerce club or association activities school bank-school co-operative society.
c) Commerce laboratory- teacher’s diary, records and registers to be maintained,
equipment, essentials and desirable
Unit III: Qualities and Professional Ethics of Commerce Teacher
d) Qualities of a Commerce teacher, concept and Need of professional
development of commerce teacher.
a) Need and Importance of in service teacher training of commerce teachers.
b) Ethics in teaching of commerce.
Unit IV: Basic Concepts of Commerce
a) Forms of business ownership: Sole Proprietor, Partnership, Joint stock
companies and co-operative societies -Meaning, features, advantages and
limitations;
b) Multinational companies- meaning, features, advantages and limitations.
c) Concept of Book-keeping and Accountancy, Accounting procedure.
d) Final Accounts- objectives of preparing financial statements, Trading A/C, Profit
and Loss A/C, Balance Sheet.
1) Dummy filling of Bank forms
2) Participation in discussion on any economic topic/ budget/ act and prepare a
report.
Suggested Readings:
Aggarwal (2008) Teaching of Commerce: A Practical Approach (2nd ed) UP: Vikas
Publishing House Pvt. Ltd.
Bhatia & Bhatia, (2000). The Principles and Methods of Teaching, Delhi: Doaba House
Kochhar, S.K., (1997) Methods and Techniques of Teaching, Sterling Publishers Pvt.
Ltd.
Chauhan S.S (2008) Innovations in Teaching Learning Process. UP: Vikas Publishing
House Pvt. Ltd.
Dhand, H (2009). Techniques of Teaching, New Delhi: APH Publishing Corporation
Sharma, R.N. (2008) Principles and Techniques of Education. New Delhi: APH
Publishing Corporation.
85
Siddiqui, M.H. (2009). Techniques of Classroom Teaching. New Delhi APH Publishing
Corporation
Singh, Y.K. (2009) Teaching of Commerce. New Delhi: APH Publishing Corporation.
of 2 marks.
P-2.1 & P-2.2
PEDAGOGY OF COMPUTER SCIENCE

Total Marks: 50
External Theory: 40
Objectives:
To develop an understanding of the content in computer science

To develop the understanding of resources for teaching computer science.
To develop the understanding of the various curricular activities in the teaching of
computer science.
To develop an understanding of evaluation and the concept of E-learning
Course Content:
UNIT-I: Basic Content
a) Network of Computers: Concept and its Types
b) Internet – Meaning and its relevance in TLP
c) WWW: World Wide Web - browsing and search engines,
d) E-mail – Meaning, Creation & its importance;
UNIT-II: Resources for Teaching Computer Science
a) Text Books – Qualities of good computer science text book, Role of text book in teaching
computer science & Criteria for evaluation of computer science text book.
b) Computer Science Lab – Need for planning the computer laboratory, special features of
computer laboratory, Essential infrastructure.
UNIT-III: Curricular Activities
a) Computer Science Club-Meaning, Objectives, Organization, activities & importance;
b) Computer Science Quiz, Computer Science Exhibition, Science Fair, Objectives
Organization & Importance;
c) Quality & Professional Competencies of Computer Science Teacher.
86
UNIT-IV: E-Learning and Evaluation in Computer Science

a) E-Learning: -Concept, Meaning, Characteristics and Types:
i. Off-line Learning (Meaning, Importance)
ii. On-line Learning-(Synchronous and Asynchronous)
b) Difference between Measurement and Evaluation, Concept of Evaluation and its
Importance.
c) E-Evaluation: Concept, importance and role of computer in evaluation.
d) Blue print of Question Paper in Computer Science.
1) Create a Blog
2) Lesson plan using computer
3) Organize computer quiz/seminar
Suggested Readings:
Intel (2003). Intel Innovation in Education, Intel, Teach to the Future-Students Work
Book.
Kumar Hemant, R.Lal Publisher, Meerut.
Kumar, Sunil ( 2017), Teaching of Computer Science, ISBN 978-93-82181-12-5 GBD
Publications, Gurusar Sadhar
Agarwal J. C. (2006). Essential of educational technology. Teaching and Learning. New
Delhi: Vikas Publishing House Pvt. Ltd.
Goel H.K. (2005). Teaching of Computer Science. New Delhi: RL. Lall Book Depot.
Haseen Taj. (2006). Educational Technology,H.P.Bhargava Book House, Agra
Haseen Taj. (2008), Current challenges in Education. Neelkamal publications pvt., ltd.
Hyderabad
Kochhar, S.K. (1992). Methods and techniques of teaching. New Delhi: Sterling
Krishnamurthy, R. C. (2003). Educational Technology: Expanding our vision. Delhi:
Authors Press.
Mohanty, L. (2006). ICT strategies of schools. New Delhi: Sage Publication.
Sambath, K., Paneerselvam, A., & Santhanam, S. (2006). Introduction of educational
technology. New Delhi: Sterling Publishers Pvt. Ltd.
Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet
Publications.
Sharma, R.A. (2008). Technological foundation of education. Meerut: R. Lall Books.
Depot.
87
Singh, Y.K. (2009). Teaching Practice. New Delhi: APH Publishing Corporation.
Stephen, M. A., & Stanley, R. (1985). Computer instruction: Methods and development.
NJ: Prentice Hall.
Stone, E. (1996). How to use Microsoft access. Californi: Emergy ville.
Vanaja, M. (2006). Educational Technology. Hyderabad: Neelkamal Publications Pvt.
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF ECONOMICS
Total Marks: 50
External Theory: 40
Objectives:
To acquire the conceptual understanding of pedagogic planning
To enable the students frame behavioural objectives
To acquire basic skills of lesson planning
To sensitize the students about various types of learning material, resources and
teaching aids
To enable the pupil teachers to implement assessment and evaluation tools and
techniques
To reflect on the content areas listed in curriculum
Course Content:
Unit I: Pedagogic planning
a) Blooms revised taxonomy of writing behavioral objectives in context of
Economics lesson Planning
b) Concept, Need and importance of a lesson plan, Approaches of lesson plan:
Herbartian lesson plan, RCEM approach and Constructivist approach
c) Planning for teaching Economics – Annual plan, Unit plan, Daily Lesson plan and
Short/Diary Lesson plan.
Unit II: Teaching Learning Material
a) Importance and classification of teaching learning material with special reference
to Edgar Dale’s Cone of Experiences
88
b) Charts, Graphs, Models – Working & Still, Specimens & Objects, Multimedia in
Economics teaching
c) Learning Resource : Primary and Secondary
Unit – III: Assessment and Evaluation
a) Concept, importance and tools of Evaluation
b) Peer assessment; use of Rubrics and Portfolio in assessment of Economics
c) Open-book tests: Strengths and limitations.
Unit – IV: Content from NCERT Text books
a) Globalization and Indian Economy
b) Consumer Rights
c) Food security in India

1. Conducting survey in a locality with references to any economic activity.
2. Debate on the state of Indian economy.
Suggested Readings:
Aggarwal, J.C. (2005). Teaching of Economics - A Practical Appraoch. Agra: Vinod
Pustak Mandir.
Arora, P.N. (1985). Evaluation in Economics. New Delhi: NCERT.
Dhillon, S. and Chopra, K. (2002).Teaching of Economics. Ludhiana: Kalyani
Publishers.
Kanwar, B.S. (1973). Teaching of Economics. Ludhiana: Prakash Brothers.
Lee, N. (Ed.) (1975). Teaching Economics. London: Heinemann Educational Books.
Mittal, R.L., ArthShastar Da Adhiapan. Patiala: Punjabi University Press.
Robinson, K. and Wulson, R. (Eds.) (1977).Extending Economics within the Curriculum.
London: Routledge
Kegan Paul. Sexena, N.R.; Mishra, B.K. and Mohanty, R.K. (2004).Teaching of
Economics. Merrut: R. Lall Book Depot.
Sharma, Seema (2004). Modern Teaching Economics. New Delhi: Anmol Publication
Pvt. Ltd.
Siddiqui, M.H. (2004). Teaching of Economics. New Delhi: Asish Publishing House.
89
Singh, Yogesh (2005). Aratha Shaster Sikshan. New Delhi: Ashish Publication.
Yadav, Amita (2005). Teaching of Economics. New Delhi: Publication Pvt. Ltd.
National Curriculum Frame Work 2005, NCERT, New Delhi.
Heller, F. (1986).The use and abuse of Social Sciences, London: Sage Publications,
1986.
Kochhar, S.K. (1986).Methods and Techniques of Teaching. New Delhi : Sterling
Kaur Manminder (2010), Teaching of Economics, Ludhiana: Tandon Publications
Singh, Tirath, Arjinder;Pargat Singh (2014). Teaching of Economics, Jalandhar: SG
Publication.
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF ENGLISH
Total Marks: 50
External Theory: 40
Objectives:
To provide knowledge about various forms of Literature and methods of
Teaching English.
To enhance teaching skills of the students
To enable the students to prepare teaching aids and their uses
To provide knowledge about preparation of lesson plan
To develop evaluative skills of the students.
Course Content:
UNIT I: Teaching Skills
a) Poetry-Objectives, Methods and Steps of teaching Poetry.
90
b) Prose- Objectives, Methods and Steps of teaching Prose.

c) Grammar-Objectives, Types, Methods (Inductive and Deductive Methods),
Importance, Steps of teaching Grammar.
UNIT II: Lesson Planning and Language Teacher
a) Lesson Planning-Meaning, Types, Objectives and Importance.
b) Writing Lesson Plan- Poem, Story. Essay, Grammar, Prose
c) Language Teacher-Qualities, Present Status of English Teacher and Suggestion for
improvement.
UNIT III: Audio-Visual Aids and Evaluation
a) Audio Visual Aids (Types, Importance, Uses), Language Laboratory (It’s set up and
Uses).
b) Types of Examination-Oral and Written (Objective Type, Short Answer Type and
Essay type) Principles of good question paper, Defects in present Examination
System and Suggestions for improvement.
c) Evaluation of Language Skills-Concept, Difference between Test and Examination,
Continuous and Comprehensive Evaluation, Evaluation Techniques.
UNIT IV: Grammar
a) Composition-Paragraph Writing, Letter Writing, Notice Writing, Dialogue Writing.
b) Idioms, Proverbs
c) Reported Speech, Voice
1. Preparation of Annual Question Paper.
2. Action Research(Speaking and Writing Errors)
Suggested Readings:
Balasubramaniam, T. (1981). A Textbook of English Phonetics for Indian Students.
Mumbai: Macmillan India Ltd.
Bhatia, K.K. (2006). Teaching and Learning English as a Foreign Language. New Delhi:
Kalyani Publishers.
Bhatia, K.K. & Kaur, Navneet. (2015). Teaching and Learning English as a Foreign
Language. Ludhiana: Kalyani Publishers.
Doff, A. (1988). Teach English: A Training Course for Teachers. Cambridge: The British
Council and Cambridge University Press.
Kohli, A.L. (1999). Techniques of Teaching English. New Delhi: Dhanpat Rai and
Company.
91
Sachdeva, M.S. (2007). Teaching of English. Patiala: Twenty First Century Publications.
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF FINE ARTS
Total Marks: 50
External Theory: 40
Objectives: To enable student teachers to:

Learn and understand the correlation of fine arts with other subjects.
Develop the skill of using text books-availability, criteria for selection etc.
Develop the Aesthetic sense.
To prepare lesson plan for teaching fine arts.
Develop imagination and sense of appreciation of arts and interest in teaching
Knowledge about various elements and importance of six limbs in fine arts.
Course Content:
UNIT-I: Lesson Planning and Audio-Visual Aids
a) Lesson planning to teach: (Micro/Macro/ICT Based, Diary Based/ Test Based/
Model based)
• Line
• Colour
• Design
• Still Life
• Poster
b) Audio-Visual Aids in teaching of Fine Arts.
c) Teaching the Art classes (art at Primary level, elementary level & Higher
Classes) (Art according to the stages of development in children)
UNIT-II: Significance of Fine Arts

a) Significance of Fine Arts& its correlation with other school subjects.
b) Importance of Field trips and Excursions in Fine Arts.
c) Use of Textbooks in teaching Fine Arts: Theoretical part and criteria of selection.
Reference books and supplementary readings.
d) Contributions of Artists: Jamini Roy, Raja Ravi Verma, M.F. Hussain,
Abanindranath Tagore
92
UNIT-III: Professional Development of Arts Teacher

a) Qualities and professional competencies of a fine arts teacher.
b) Still Life (concept, Principles of still life)
c) Composition
d) Appreciation of art.
UNIT-IV: Content
a) Elements of Art.
b) Six limbs of Indian Art (Shadanga).
c) Fine Arts & Society.
d) Creativity and Imagination in art
Sessional Work:
1. One Canvas size 20”X22”
2. Best out of waste (one)
3. Six Sheets (Any medium)- 2- Portraits, 2- Land Scape, 2 Flower Painting
Suggested Readings:
Brown, Percy (1953). Indian Painting, Calcutta.
Chawla, S.S. (1986). Teaching of Art. Patiala: Publication Bureau, Punjabi University.
Harriet, Goldstein (1964). Art in Everyday Life. Calcutta: Oxford and IBH Publishing
Company.
Jaswani, K.K., Teaching and Appreciation of Art in Schools.
LowenfeldViktor .Creative and Mental Growth.
Margaret, Marie Deneck (1976). Indian Art. London: The Himalata Publication.
Sharma, L.C., History of Art, Goel Publishing House, Meerut.
Read, Herbert. Education through art [paperback].
Shelar, Sanjay. Still Life. Jyotsna Prakashan.
of 2 marks.
93
P-2.1 & P-2.2

PEDAGOGY OF GEOGRAPHY
Total Marks: 50
External Theory: 40
Objectives: After completion of the course, the student teachers will be able to-
Understanding the concept of pedagogic planning in teaching Geography.
Prepare Geography Lesson plans of different types & based upon different
approaches.
Gain insight into the general aims and specific objectives of teaching Geography.
Select and use appropriate learning resources in teaching Geography.
Realize Geography teacher’s role as a facilitator in enhancing Geography
learning in the real classroom situation.
Set Geography Labs in schools and make effective use of the Geography
laboratory Equipments.
Professionally develop them by participating in subject related conferences,
seminars, workshops and projects.
Course Content:
Unit I: Pedagogic Planning
a) Lesson Planning: Concept, Importance and Approaches of lesson planning:
Herbartian Approach, RCEM approach and Constructivist approach.
b) Writing behavioural objectives in context of Geography Lesson plans.
c) Types of Lesson Planning (Macro, Micro, ICT-based, Test-based, Models of
Teaching based and Diary Lessons) and their limitations.
Unit II: Learning Resources in Geography

a) Geography Text books – Need, importance and Characteristics of good quality
Geography text books and Reference books.
b) Geography lab: Plan, Need and importance of Geography laboratory at
secondary level for teachers and students.
c) Equipments for Geography laboratory: Selection, purchase and maintenance.
Unit – III: Evaluation and Professional Development
a) Evaluation: Concept, Importance and Use Continuous and comprehensive
evaluation in Geography.
94
b) Geography teacher: Eligibility/ qualification, Professional Competencies and

qualities required for becoming an ideal Geography teacher.
c) Professional development of Geography teachers: Participation in In-service
training programmes, conferences, seminars, workshops, projects and role of
National Association of Geographers of India in professional development of
Geography teachers.
UNIT IV: Content Area and Pedagogical Analysis
a) Landform features formed by Rivers, Glaciers and Wind.

b) India: Climate, Vegetation & Relief.
c) Drainage pattern of India.
1. Preparation of one ICT based Geography Lesson Plan.
2. Writing report about the use of Topographic maps in Geography teaching at
secondary level.
3. Class seminar on any environmental issue of your local area or country.
4. Writing report about Metrological equipment.
Suggested Readings:
Aggarwal, D.D. (2000). Modern Method of Teaching Geography. New Delhi: Sarup &
Sons Publisher.
Arora, K.L. (1989). Teaching of Geography. Ludhiana: Prakash Brothers (in Punjabi,
English, Hindi).
Basha, S.A. Salim (2004). Method of Teaching of Geography (Hindi). Delhi: A.P.H.
Publisher.
Bining, Arthur, C., and Bining, David, H., Teaching Geography in Secondary Schools,
McGraw, Hill Book Company, Inc., New York
Brar, J.S. (2001). Teaching of Geography. Ludhiana: Hind Publisher.
Broadman David (1985). New Directions in Geography Education. Fehur Press,
London: Philadiphla.
Ch. Orely, R.J. (1970). Frontiers in Geography Teaching. London: Mathews and Co.
Ltd.
Curriculum Frame Work 2005, NCERT, New Delhi.
Srivastva, Kanti. Mohan Geography Teaching. Agra: Sahitya Prakshan.
95
James Fleming: The Teaching of Geography in Secondary School. Longman Green and
Co., London
Kaul, A.K., "Why and How of Geography Teaching. Ludhiana: Vinod Publisher.
Kochhar, S.K. (1986). Methods and Techniques of Teaching Geography. New Delhi:
Sterling Publishers Pvt. Ltd.
Rao, M.S. (1999). Teaching of Geography. New Delhi: Anmol Publisher Pvt. Ltd.
Shaida, B.D. and Sharma, J.C. (2010). Teaching of Geography. Jallandhar: Dhanpat
Rai & Sons.
Siddiqui, Mujibul Hassan (2004). Teaching of Geography. New Delhi: A.P.H. Publisher.
Singh, R.P. (2004). Teaching of Geography. Meerut: R. Lall Book Depot.
Verma, J.P. (1960). Bhugol Adhyan. Agra: Vinod Pustak Mandir.
Verma, O.P. (1984). Geography Teaching. New Delhi: Sterling Publication Ltd.
Yogesh, K. Singh (2004). Teaching of Geography (Hindi). Delhi: A.P.H. Publisher.
Zaidi, S.M., Modern Teaching of Geography. New Delhi: Anmol Publisher.
of 2 marks.
96
P-2.1 & P-2.2
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www.hindistudent.com
www.youtube.com/watch?v=iKaa8RKDV2Q
www.youtube.com/watch?v=UYpXWQHqrEc
of 2 marks.
98
P-2.1 & P-2.2

Pedagogy of History
Total Marks: 50
External Theory: 40
Objectives:
To develop an understanding about planning in teaching of history.
To acquire basic knowledge and skills to analyze and transact the historical
issues
To sensitize and equip student teachers to handle historical issues.
To develop an understanding about the need of equipments in teaching of history
To develop an understanding about different ways of assessing learner’s
performance
Course Content:
1. Concept, Need and importance of a lesson plan and its approaches (Herbartian
Approach, RCEM approach and Constructivist approach)
2. Planning for teaching of History – Annual plan, Unit plan, Lesson plan and
3. Writing ICT based, Model based, and Test based lesson plan.
Unit II: Teacher, Text book, laboratory
1. History Teacher- Qualities and qualification, and Role. Professional development-
Concept, need and ways, Role of ICSSR and NCERT.
2. History Text Book- Meaning, Features (of good text book), and Importance (For
teacher and students).
3. History Room: Need and Importance, Equipments required, and management of the
room.
Unit – III: Assessment and Evaluation in History Education
1. Peer assessment, use of Rubrics and Portfolio in assessment of History.
2. Open-book tests- Strengths and limitations, Techniques of evaluating student’s
answer books/Assessing project work.
3. Construction of an Achievement test.
1. Revolt of 1857, Rowlett Act, Jallianwala Bagh Massacre.
2. Non-Cooperation, Civil-Disobedience, Quit India Movement.
1. Collection of Newspaper cuttings related to history issues
2. Prepare a class Test based on a school class history syllabus.
3. CClass seminar on any historical event.
Suggested Readings:
Aggarwal, J.C. (1997). Teaching of History: A Practical Approach. Guwahati: Eastern
Book House.
Ballord. M. (1979). New Movement in Study Teaching of History. London: Temple
Smith.
99
Bhatia, R.L. (2005). Contemporary Teaching of History. Delhi: Surjit Publications.

Burston, W.H. & Green, C.W. (Eds.) (1962). Handbook for History Teachers. London:
Methuen Educational.
Choudhury, K.P. (1995). Effective Teaching of History in India: A Handbook for History
Teachers. New Delhi: NCERT.
Dash, B.N. (2004). Teaching of History: Modern Methods. New Delhi: A.P.H. Publishing
Corporation.
Elton, G.R. (1967). The Practice of History. London: Methuen.
Ghate, V.D. (1962). The Teaching of History. Calcutta: Oxford University Press.
Ghate, V.D. (1973): Teaching of History. Calcutta: Oxford University Press.
Johnson, H. (1962). Teaching of History. New York: Macmillan.
Kochhar, S.K. (1985). Teaching of History. New Delhi: Sterling Publishers.
NCERT A Handbook for History Teachers. New Delhi: NCERT.
NCERT and state textbooks of History at secondary level.
NCERT, (1970). Teaching History in secondary school publication, Delhi
Pathak, S.P. (2007). Teaching of History. New Delhi: Kanishka Publications.
Shaida, B.D. (1996). Teaching of History: A Practical Approach. New Delhi: Dhanpat
Rai & Sons.
Singh, D.R., (1959). The Teaching of History and Civics. Jullandar: University press.
Singh, R.R. (2004). Teaching of History. Meerut: R. Lall Book Depot.
Singh, Y.K. (2007). Teaching of History, Modern Methods. New Delhi: A.P.H.
Srinivas, M. (2004). Methods of Teaching History. New Delhi: Discovery Publishing
House.
Steele, I. (1976). Developments in History Teaching. London: Open Books.
Tyagi, G. (2006). Teaching of History. Agra: Radha Prakashan Mandir.
Vajeshwari, R. (1973). A Handbook for History Teacher. Bombay; Allied Publishers.
Yadav, N. (1994). Teaching of History. New Delhi: Anmol Publications
100
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF HOME SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
To understand and use appropriate learning resources in Home Science.
To organize Co – curricular activities in Home Science.
To acquaint themselves with the organization of Home Science department and
its maintenance.
To write unit plans and lesson plans for effective teaching in Home Science.
To prepare as well as select suitable instructional aids in teaching Home
Science.
To understand the qualities and competencies of Home Science teacher.
Course Content:
Unit – I: Learning Resources
(a) Learning resources in Home Science –Text Books, reference books, journals, e-
resources and community Resources
(b) Learning beyond classroom – Importance, planning and organization of co-
curricular activities –Home Science club, exhibitions and excursions
(c) Practical work in Home Science – Need, importance and its organization
Unit – II: Pedagogic Planning
(a) Organization of Home Science department – Importance and principles.
(b) Selection, purchase and maintenance of equipment’s and furnishings for
Home Science laboratory. Upkeep and Management of Home Science
department
(c) Lesson planning and Unit planning in Home Science, Meaning, Importance,
essentials and steps (Herbartian approach and constructive approach) of lesson
planning
Unit – III: Instructional Material
(a) Meaning, importance, classification, selection and use of various instructional
aids in Home Science
(b) Professional competencies and professional development of Home Science
teacher, teacher as a
Researcher and facilitator
Unit – IV: Content
(a) Home Science and Environmental Issues
101
(b) Home Science and Sustainable Development

(c) Identification and properties of fibres-Silk, Cotton, Wool and Nylon
(d) Savings and Investments
1. Analysis of Mid-Day Meal in a School
2. Develop any two print material or design on a piece of cloth.
3. Organize a talk in a rural/ slum setting on conservation of fuel, water and
electricity at home and write a report of the same.
Suggested Readings:
Begum, Fahmeeda (2006) Modern Teaching of Home Science. Anmol Publications,
New Delhi.
Bhargava, Priya (2004) Teaching of Home Science. Commonwealth Publishers, New
Delhi.
Chandra, Arvinda, Shah, Anupama and Joshi, Uma 1995) Fundamentals of
Teaching of Home Science. Sterling Publisher, New Delhi.
Das, R. R. and Ray, Binita (1985) Teaching of Home Science Sterling Publishers,
New Delhi.
Kapoor, Ritu (1994) Teaching of Home Science. Parkash Book Depot, Ludhiana.
Mago, Neelam: Teaching of Home Science. Tandon Publications, Ludhiana.
Seshaiah, Ponnana Rama (2004). Methods of Teaching Home Science. Discovery
Publishing House, New Delhi.
Sharma, Shaloo (2002) Modern Methods of Teaching Home Science. Sarup & Sons,
New Delhi.
Siddiqui, Mujibul Hasan (2007). Teaching of Home Science. A.P.H. Publishing
Corporation, New Delhi.
Yadav, Seema (1994) Teaching of Home Science. Anmol Publications, New Delhi.
Sharma, B.L. and Sabena, B.M. (2012). Teaching of Home Science. R. Lall Book
Depot, Meerut.
Grover, Meenu (2012). Teaching of Home Science, Saurabh Publishing House, New
Delhi.
of 2 marks.
102
P-2.1 & P-2.2

PEDAGOGY OF LIFE SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
After completion of the course, the student teachers will be able to
Write unit plans and lesson plans for effective teaching learning in Life Science.
Organise co-curricular activities related to Science
Organise practical work and improvise Life Science apparatus
Construct appropriate assessment tools for evaluating learning of life science.
Construct a blue print of question paper in Life Science.
Join various platforms to bring professional growth
Course Content:
Unit–I: Instructional Planning and Evaluation
a) Unit planning and Lesson planning: Meaning, importance and Types
b) Preparation of lesson plans: ICT based, Diary format, model based (inquiry
training, concept attainment, inductive thinking)
c) Evaluating learning in Life Science: concept, types, steps and importance;
Choice based Credit System.
Unit-II: Learning Beyond the Classrooms
a) Setting up Biology Laboratory at Senior Secondary Stage: Selection, purchase
and maintenance of apparatus and equipment in it, First aid in laboratory.
Improvising apparatus and low cost experiments in Life Science
b) Learning Beyond the classrooms: Importance, planning and organising co-
curricular activities – Science clubs, science fair, Excursions and field visits.
c) Organizing and evaluating practical work in Life Science.
Unit –III: Professional Development and Ethics
a) Life science teacher: Qualifications, Qualities, Role in nurturing creativity
b) Professional development: Meaning, professional development programmes
c) Ethics of life science teacher, role of reflective practices in professional
development.
Unit–IV: Course Content and Pedagogical Analysis
a) Micro-organisms and diseases (bacteria and virus)
b) Effect of population and human growth on environment
c) Human Circulatory system
d) Human Nervous system
103
e) Pedagogical analysis of the topics: environmental pollution, levels of organization.

- A
1. Study of community resource in life science and prepare the report on any one
(Zoo, Sea Shore Life, Botanical Garden, Zoological garden, Science Park,
Science Centre, National laboratory, etc).
2. Construction of any two improvised apparatus.
3. Preparation of herbarium of medicinal plants.(any 10 plants)
Suggested Readings:
Ahmad, J. (2011). Teaching of Biological Sciences PHI
Das, R.C. 2012, Science teaching in schools, Sterling Publishers Pvt Ltd., New Delhi.
Ediger,M.(2007).School Science Education,Discovery Publishing House, New Delhi
Kohli, V.K. (2006). How to Teach Science.Ambala: Vivek Pub.2006.
Lakshmi,G.D.(2004).Methods of teaching Life Sciences, Discovery Publishing House,
New Delhi.
Liversidge,T;Cochrane,M. Kerfoot,B. & Thomson,J. 2010, Teaching Science, SAGE
Pub. India Pvt. Ltd., New Delhi.
Mangal, S.K. (1997). Teaching of Science.Arya Book Depot, New Delhi.
Radha,M.(2007).Innovative Science Teaching ,Prentice Hall of India Pvt Ltd. Delhi.
Ramakrishna,A. 2012, Methodology of Teaching Life Science; Dorling Kindersley(India)
Pvt Ltd.
Delhi: Doaba House.
of 2 marks.
104
P-2.1 & P-2.2

PEDAGOGY OF MATHEMATICS
Total Marks: 50
External Theory: 40
Objectives:
To develop an understanding about pedagogical planning in teaching
mathematics
To appreciate the need of developing different types of lesson plans
To develop the ability to understand the learner’s strengths and weaknesses in
mathematics
To develop the skill of designing and using mathematics laboratory
To develop an understanding in basic concepts of mathematics
To develop an understanding about professional development and ethics of
mathematics teachers
Course Content:
UNIT I: PLANNING FOR TEACHING-LEARNING MATHEMATICS

Unit planning- Meaning and Characteristics
Lesson Planning- Meaning, Need and Importance, steps for preparation and
construction of lesson plans
Types of Lesson Plan: Diary format, ICT based, test based and model based
lesson plans
UNIT II: EXPLORING LEARNERS
a) Identifying learner’s strength and weaknesses; Activities enriching mathematics
learning – assisting learning,
b) Development of interest and attitudes towards mathematics;
c) Cultivating learner’s sensitivity like intuition, probing and developing confidence;
Unit III: MATHEMATICS FOR ALL

a) Mathematics club and Laboratory: importance and functioning at school level
b) Recreational activities—games, puzzles and riddles in mathematics, stimulating
creativity and inventiveness in mathematics.
c) Teaching Aids in mathematics: Concept, Characteristics and types
UNIT IV: PROFESSIONAL DEVELOPMENT OF MATHEMATICS TEACHERS

a) Qualities of mathematics teacher: general, specific and professional
b) Professional development of mathematics teachers-participation in conferences,
seminars, workshops, projects; Journals and other resource materials in
mathematics education, role of reflections in professional development.
c) i) Number System: Natural Number, Whole Number, Integers, Rational Number,
Irrational Number and Operations with Numbers; ii) Polynomial. iii) Equations:
Linear, Simultaneous and Quadratic Equations and their solution; iv) Geometrical
Concepts: Point, Line, Line Segment, Ray, Angle, Triangle; v) Types of Angles,
105
Triangles and quadrilaterals; vi) Trigonometry: Introduction, Trigonometric ratios

identity, height and distances; vii) Probability; viii) Sequence and series; ix)
Mensuration.
Sessional Work:
- Any One of the following:
1. Organize a Group puzzles activity and write report on it.
2. Preparation and demonstration of teaching model
3. Organize and write a report on at least two mathematics club activities
Suggested Readings:
Anthony, Glende and Walshaw, Margaret (2009). Effective Pedagogy in Mathematics.
Gonnet Imprimeur, 01300 Belley, France.
Arora, S.K. (2000). How to Teach Mathematics. New Delhi: Sterling Publishers Pvt. Ltd.
Gakhar, S.C. and Jaidka, M.L. (2003). Teaching of Mathematics. Panipat: M/s N.M.
Publishers.
Hukum, Avtar Ram and Singh, V.P. (2005). A Handbook for Designing Mathematics
Laboratory in Schools. New Delhi: NCERT.
Mangal, S. K. (2007). Teaching of Mathematics. New Delhi: Arya Book Depot
N.C.E.R.T. Text Books 6th to 10th Standard.
National Focus on Teaching of Mathematics. Publication Department by the Secretary,
National Council of Educational Reseach and Training, Sri Aurobindo Marg, New Delhi
110016.
Padagogy of Mathematics: Textbook for two year B.Ed Course. Publication Department
by the Secretary, National Council of Educational Reseach and Training, Sri Aurobindo
Marg, New Delhi 110016.
Shankaran & Gupta, H. N. (1984). Content-cum-Methodology of Teaching Mathematics.
New Delhi: NCERT
Siddiqui, Hasan. Mujibul (2005). Teaching of Mathematics. New Delhi: A.P.H Publishing
co-operation.
Sidhu, K.S. (1998). Teaching of Mathematics. New Delhi: Sterling Publication Pvt. Ltd.
Thomas, A. S. (1993). Mathematics for Elementary Teachers (An Interactive Approach).
Florida: HBJ Publishers
Websites
http:// www.ncert.nic.in
http://rse.Sage pub.com
106
http://www.edfac.unimelb.ed.ac
http://www.eric.ed.gov
http://www.merga.net.au
http://ling.Springerimages.com
http://www.ibe.unesco.org
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF MUSIC
Total Marks: 50
External Theory: 40
Objectives:
To enable student teacher to understand the importance aims and objectives of
teaching of Indian Music.
To provide knowledge of different methods and techni
To equip with various types of Ragas and different talas.
To enable student teachers to organise competitions.
To develop understanding & aesthetic sense in student.
Course Content:
UNIT-I
(a) Instruments for learning of music- variety, simple introduction of instruments.
(b) Knowledge of Notation & Rhythm (c) Settings of Music Room (Vocal and
Instrumental)
UNIT-II
(a) Music & Music
(b) The effect of music on behaviour, activity & Fatigue
107
UNIT-III
(a) Knowledge of swaras, division of swaras in measures of shruti.
(b) Qualities of a Music Teacher - Singer, Vadak, Vagyakar
UNIT-IV
(a) Description of following Ragas -malkauns, Bhairav, Yaman, Bhupali.
(b) Notation of fast khayal/Rajakhani gat of the following Ragas: Malkauns, Bhairvi,
Bhairav, Yaman & Bhupali Internal
Sessional work:
1) Demonstarion of any two musical skills by the candidate.
2) Prepare a group of students for a musical show/ cultural activity.
Khanna, Jyoti (2015).
Sangeet Adhyapan. Ludhiana: Tandon Publications.
Saryu Kalekar - Teaching of Music Panna Lal Madare - Teaching of Music.
of 2 marks.
108
P-2.1 & P-2.2

PEDAGOGY OF PHYSICAL EDUCATION
Total Marks: 50
External Theory: 40
Objectives:
Make the teaching of Physical Education More interesting and innovative
To describe the relationship of Physical Education with other subjects
To understand the importance of Physical Education text book
To know balance diet good food habits and common communicable
diseases.
Unit-I: Lesson Planning
a) Lesson Plan: Meaning, need and importance and steps of lesson plan.
b) Types of lesson plan: General lesson plan, diary lesson plan, ICT lesson plan,
test based lesson plan, and model based lesson plan.
c) Construction of lesson plan: General and specific.
Unit-II: Resource Material
a) Text Book: Meaning, need and importance.
b) Class Management: Meaning and importance. Factors affecting class
management.
c) Motivation: concept, importance and types.
Unit-III: Professional Development of Teacher
a) Qualifications, Qualities and responsible of Physical Education teacher.
b) Athletic Meet meaning importance and role of Physical Education teacher in
organizing athletic meet at school level.
c) Role of Physical Education teacher developing national integration and
international understanding among people.
Unit-IV: Content
a) Balance Diet: meaning, function of food, and good food habits, elements of
balance diet and malnutrition.
b) Communicable diseases: mode of transmission, common symptoms and
Chickenpox, Typhoid, Malaria, Measles, Hepatitis (A, B and C).
c) Rules and regulations: Volleyball, Kho-Kho and Badminton.

a) Project of calculating BMI of 5 person and writing report.
b) Writing and performing any three type yoga asanas.
c) Marking of 400 metre track.
109
Suggested Readings:
Atwal & Kansal, (2003). A Textbook of Health, Physical Education and Sports.
Jalandhar: A.P. Publisher.
Brar, R.S., Rathi, N.K., & Gill, M. K. (2004). Creative Teaching of Physical Education.
Ludhiana: Kalyani Publishers.
Brar, T.S. (2002). Officiating Techniques in Track and Field. Gwalior: Bhargava Press.
Bucher, C.A., (1964). Foundations of Physical Education. New York: Mosby and
Company.
Kamlesh, M.L. (1983). Psychology in Physical Education and Sports. New Delhi:
Metropolitan Book Company.
Kenney, W.L., Willmore, J., & Costall, D. (2017). Physiology of Sports and Exercise (6th
Ed.). Champaign IL: Human Kinetics Language Book Society.
Malik, N. & Malik, R. (2005). Health and Physical Education. Gurusar Sadhar: Gurursar
Book Depot Publications.
Manjul, J.U.S., (1965). School Swasthya Shiksha. Agra: Universal Publisher
Sandhu, S.S. (2013). Teaching of Physical Education. Ludhiana: Chetna Parkashan.
Singh, A., Bains, J., Gill, J.S., & Brar, R.S. (2016). Essentials of Physical Education
(5th Ed.). Ludhiana: Kalyani Publishers.
Thomas, J.P. (1967). Organizations of Physical Education. Madras: Gnanodaya Press.
Voltmeter, F.V., & Esslinger, A.E. (1964). The Organisation and Administration of
Physical Education (3rd Ed.). Bombay: The Times of India Press.
of 2 marks.
110
P-2.1 & P-2.2

PEDAGOGY OF PHYSICAL SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
• Write lesson plans for effective teaching in Physical Science.
• Select and use appropriate learning resources in Physical Science.
• Organize practical work and improvise Physical Science apparatus
• Understand the intricacies and significance of evaluation in Physical science.
• Join various platforms to bring professional growth.
Course Content:
UNIT–I: Planning for Effective Teaching
(a)Lesson Planning: Concept, Importance, Approaches (Herbartian approach and
Constructivist approach), Types (Macro, Micro, ICT-based, Test-based, Models
of Teaching based and Diary Lessons) and their limitations,
(b)Learning Beyond the classrooms- Importance, planning and organizing co-
curricular activities – Science clubs, science museum, science fair, Excursions.
(c) Practical work in physical science- Need, importance and planning/organization.
Unit II: Learning Resources in Physical Science
(a) Text books- Need, Importance and evaluation criteria; Reference books,
Journals, e-resources: Need, Importance.
(b) Designing laboratories of Physics and Chemistry- Need and Importance of
laboratory for teachers and students, Design of Physics and Chemistry labs.
(c) Selection, purchase and maintenance of apparatus and equipment in laboratory,
First aid in laboratory, Development of science kits, improvising apparatus and
low cost experiments in Physical Science.
UNIT III: Evaluation and Professional Development
(a) Evaluating Learning in Physical Science-Concept, need, types (Formative,
Summative and Diagnostic) and Process.
(b) Teacher Evaluation in Physical Science: Concept, Need and Types (Peer and
Student Evaluation).
(c) Physical Science teacher- Need and Importance, Professional Competencies
and Professional Development Programmes, Role of Teacher as a facilitator.
UNIT IV: Content Area and Pedagogical Analysis
a) Force, Motion and Energy: Concept, Types and Application
b) Reflection and Refraction: Concept, Laws and Application ,
111
c) Atomic Structure (Bohr’s Model) and Periodic Table (Trends in groups & periods).
d) Chemical Bonding: Concept, Types and applications.
1) Preparation of any two lesson plans of Physics/Chemistry.
2) Study of e-resource in physical science and prepare the report.
3) Construction of any two improvised apparatus/ low cost demonstration activities.
Suggested Readings:
Davar ,M.(2012).Teaching of Science. New Delhi: PHI Learning Private Limted.
NCERT.
Joshi S.R. (2007). Teaching of Science . New Delhi: APH Publishing Corporation.
Kohli , V.K. (2006). How to Teach Science. Ambala: Vivek Pub.2006.
Developing as a Reflective Secondary Teacher. New Delhi: SAGE Publications India
Private Limited.
Delhi: Doaba House.
Deep Pub.
112
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF POLITICAL SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
To develop an understanding about planning in teaching of political science.
To acquire basic knowledge and skills to analyze and transact the political issues
To sensitize and equip student teachers to handle political issues.
To develop an understanding about the need of equipments in teaching of
political science
To develop an understanding about different ways of assessing learner’s
performance in political science
Course Content:
1. Concept, Need and importance of a lesson plan and its approaches (Herbartian
2. Planning for teaching of Political Science/Civics – Annual plan, Unit plan, Lesson
plan and Short/Diary Lesson plan.
3. Writing ICT based, Model based, and Test based lesson plan.

1. Political Science/Civics Teacher-Qualities and qualification, and Role. Professional
development- Concept, need and ways, Role of ICSSR and NCERT.
2. Political Science/Civics Text Book- Meaning, Features (of good text book), and
Importance (For teacher and students).
3. Political Science/Civics Room: Need and Importance, Equipments required, and
management of the room.
Unit III: Assessment and Evaluation in Political Science/Civics Education

1. Peer assessment, use of Rubrics and Portfolio in assessment of Political
Science/Civics.
2. Open-book tests- Strengths and limitations, Techniques of evaluating student’s
3. Construction of an Achievement test.
113
Unit IV: Content from NCERT Text books

1. Structure of UNO
2. Steps in Electoral Process Internal practical Critical evaluation of existing text book
of political Science at Senior Secondary school level
-Any two of the following:
• Observation of recorded ICT based lesson of social studies prepared by student
teacher with lesson of edusat, educomp
• Prepare an Open Book Test
Suggested Readings:
Aggarwal, J.C. Teaching of Political Science and Civics. New Delhi: Vikas Publication.
Chopra, J.K. (2005). Teaching of Political Science. Commonwealth Publishers, New
Delhi, 2005.
Faria, B.L., Indian Political System.
Kashyap, Subash, Indian Constitutions.
Preston, R.C., Teaching of World Understanding.
Preston, Ralph C. (1959). Teaching Social Studies in the Elementary School. New York:
Rinehart and Company. 72
Shaida, B.D. (1962). Teaching of Political Science. Jalandhar: PanjabKitabGhar, 1962
Singh, Gurmit (2008). SamajikAdhain da Adhiapan. Ludhiana: ChetnaParkashan.
Singh, R.L., Teaching of History of Civics. Syed, M.H. (2004). Modern Teaching of
Civics/Political Science. New Delhi: Anmol Publications
of 2 marks.
114
P-2.1 & P-2.2

PEDAGOGY OF PUBLIC ADMINISTRATION
Total Marks: 50
External Theory: 40
Objectives:
To develop ability to organize curriculum of Public Administration.
To acquaint the pupil-teachers with different audio-visual aids.
To acquaint the pupil-teachers with recent trends in Public Administration.
Preparation and effective use of teaching aids.
Preparation and effective use of teaching aids.
To acquaint the pupil-teachers with different audio-visual aids.
To develop proper understanding of modern concepts and tools of Evaluation.
UNIT-I Curriculum Construction
a) Principles of constructing curriculum of public administration.
b) Approaches of organization of public administration curriculum.
(i) Unit (ii) Concentric (iii) Topical
c) Role of public administration in developing national integration and
internationalism.
UNIT-II: Learning Resources
a) Text-books; importance and qualities, supplementary material.
b) Public administration room−Importance, equipment.
c) Teaching aids: Meaning, importance and types. Use of chalk board, charts,
pictures, OHP, TV, films, computer radio, maps, globes, graphs, Edgar Dale’s Cone
of learning experiences.
UNIT-III: Public Administration Teacher and Evaluation
a) Critical analysis of public administration syllabus at the senior secondary stage.
b) Teacher of public administration−Importance, qualities and competence.
c) Evaluation- Types of test items and development of achievement test in Public
Administration.
UNIT-IV: Educational and Health Administration
a) Concept and Principles of Educational Administration.
b) Health Administration: Primary, secondary and tertiary health services.
Sessional Work:
Critical analysis of present state of public administration in india-views, reviews and
latest trends.
115
Suggested Readings:
Basu, Rumki. Introduction to Public Administration; Structure, Process and Behaviour.
Calcutta: World Press.
Goel, S.L., Health Care Administration. New Delhi: Sterling Publishers.
Luxmi Kanth, M., Public Administration. New Delhi: Tata Mcgraw Hills.
Maheswari, S.R., Public Administration. Agra: Laxmi Narayan Aggrawal.
Sapru, R.K. (2001). Indian Administration. Ludhiana: Kalyani Publishers.
Shaida, B.D. (1962). Teaching of Political Science. Jalandhar: Panjab Kitab Ghar, 1962.
Singh, R.L., Teaching of History and Civics.
of 2 marks.
116
P-2.1 & P-2.2

PEDAGOGY OF PUNJABI
(Font : Amrit)
Total Marks: 50
External Theory: 40
T[d/F
1. ftfdnkoEh nfXnkfgek B{z ;kfjs d/ ftfGzB o{gK ns/ nfXnkgB Yzrk pko/ ikDekoh d/Dk .
2. Gk;ak nfXnkgB ftZu ftnkeoB d/ wjZst s'A ikD{ eotkT[Dk .
3. tZy tZy nfXnkgB e";abK ftZu fBg[zB eoBk.
4. ;jkfJe ;wZroh d/ fBowkD ns/ gq:'r eoB d/ :'r pDkT[Dk .
5. gkm :'iBk fBowkD d/ :'r pDkT[Dk .
6. w[bKeD dh :'rsk dk ftek; eoBk .
nfXnkgB :[rsK
GkFD, ftuko-tNKdok, ezw ;"gDhnK, ;ot/yD, gkmKso-fefonktK, ftFb/FD, nfGnk;, ohftT{, ;??whBko ns/
gkm gqdoFB .
gkm ;wZroh
fJekJh 1
1. eftsk dh f;Zfynk - gfoGk;ak, T[d/;a nfXnkgB dhnK ftXhnK
2. tkose dh f;Zfynk - T[d/;a, nfXnkgB d/ uoB ns/ ftXhnK
3. ftnkeoB dh f;Zfynk - T[d/;a, fe;wK, wjZst ns/ ftXhnK
fJekJh 2
1. gkm :'iBk - noE, fe;wK ns/ r[D
2. gkm :'iBk dh fsnkoh - eftsk, ejkDh, fBpzX, ftnkeoB, tkose
3. Gk;ak f;Zfynk dk nfXnkgB - r[D, toswkB ;fEsh s/ ;[Xko bJh ;[Mkn
fJekJh 3
1. fdq;aNh ;o's ;jkfJe ;kXB - wjZst, fe;wK ns/ T[g:'r
2. gqhfynk dhnK fe;wK - w"fye, fbysh (fBpzXkswe, t;s{fB;aN, bx{ T[Zso), w"i{dk gqhfynk gqDkbh ftZu
d';a ns/ ;[Xko bJh ;[Mkn, nkdo;a gq;aB–T[Zso d/ fBowkD d/ f;XKs.
3. Gk;aK e';abK dk w[bKeD - w[bKeD dh XkoBk, gqhfynk ns/ w[bKeD ftZu nzso, w[bKeD d/ ;kXB.
fJekJh 4
4. ouBk - g?oQk ouBk, fuZmh gZso, ;ztkd, ;{uBk .
5. w[jkto/ ns/ ny"sK
6. ekoe ns/ tku (fe;wK)
117
gq:'fre ekoi (nzdo{Bh)

1. ;bkBk gq;aB gZso dk fBowkD
2. Gk;ak j[BoK Bkb ;pzXs fefonkswe y'i (T[ukoB ns/ fbyD dh rbshnK)
;jkfJe g[;seK
1. fJzdod/t Bzdok - nkX[fBe gzikph nfXnkgB NzvB gpfb;aoi
2. ;[yftzdo f;zx ;/y'A ns/ wBdhg e"o ;/y"A - gzikph Gk;ak dk nfXnkgB efbnkDh gpfb;aoi
3. vk nwoihs e"o - gzikph nfXnkgB ;{ohnk gpfb;aoi
4. i;tzs f;zx iZ; - wks Gk;ak dh f;Zfynk ftXh wfjskp f;zx (fBT{ p[Ze ezgBh )
5. ih ph f;zx - r[ow[Zyh fbgh dk iBw ns/ ftek; gzikp :{Bhtof;Nh, uzvhrVQ
6. gzikph Gk;ak ftnkoeB ns/ pDso gzikph :{Bhtof;Nh, gfNnkbk
of 2 marks.
118
P-2.1 & P-2.2
laLd`r f’k{k.k (ZPEDAGOGY OF SANSKRIT) ( Kruti Dev 010)

Total Marks: 50
External Theory: 40
mÌs’; %&
Hkkoh f’k{kdksa dks &
lkfgR; dh fofHkUu fo/kkvksa o f’k{k.k izfØz;kvksa dk Kku djokukA
Hkk"kk;h dkS’kyksa esa n{krk iznku djukA
Lkgk;d f’k{k.k lkexzh ds fuekZ.k o iz;ksx ds ;ksX; cukukA
ikB& fuekZ.k ;kstuk dk Kku iznku djukA
ewY;kadu dh ;ksX;rk fodflr djukA
bdkbZ &A
d½ dfork f’k{k.k& mÌs’;] lksiku rFkk fof/k;k¡A
[k½ x| f’k{k.k& mÌs’;] lksiku rFkk fof/k;k¡A
x½ O;kdj.k f’k{k.k& egÙo] mÌs’;] lksiku rFkk fof/k;k¡A
bdkbZ AA
?k½ ikB&;kstuk % vFkZ] izdkj] mÌs’;] rFkk xq.kA
M-½ ikB&;kstuk ys[ku % dfork] dgkuh] fucU/k] O;kdj.k] x|A
p½ laLd`r v/;kid ds xq.k] orZeku fLFkfr o lq/kkj ds mik; A
bdkbZ AAA
N½ n`’;&JO; lkexzh % izdkj] egÙo o mi;ksxA
t½ ijh{kk iz.kkyh ds izdkj % ¿ ekSf[kd o fyf[kr ¼ fucU/kkRed] y/kqÙkj] oLrqfu"B½ À] iz’u i= fuekZ.k
ds fl)kUr]ijh{kk iz.kkyh ds nks"k o lq/kkj ds mik; A
>½ Hkk"kk dkS’kyksa dk ewY;kadu & /kkj.kk] ewY;kadu dh rduhd] ijh{kk o ewY;kadu esa vUrjA
119
bdkbZ AV
¥½ jpuk & x|ka’k] i=] lwpuk] o lEoknA
V½ ’yksd o lwfDr;k¡A
B½ dkjd] okP; ifjorZuA
çk;ksfxd dk;Z %&

1- okf"kZd iz’u &i= dk fuekZ.kA
2- fØ;kRed vuqlU?kku ¼ mPpkj.k o ys[ku dh v’kqf);k¡A
lUnHkZ iqLrd lwph % &

pkScs] fot; ukjk;.k ¼2002½laLd`r f'k{k.k fof/k]mÙkj izns’k fgUnh laLFkku y[kuÅA
ik.Ms] vkj-,l- ¼2000½ laLd`r f'k{k.k] vkxjk% fouksn iqLrd efUnj
ik.Ms;] jke 'kqDy ¼2008½-laLd`r f'k{k.k] vkxjk% fouksn iqLrd efUnjA
feÙky] lUrks"k ¼2002½-laLd`r f'k{k.k] esjB% vkj yky cqd fMiks
feJ] izHkk'kadj ¼1979½- laLd`r&f'k{k.k% p.Mhx<+] gfj;k.k xzUFk vdkneh A
jk"Vªh; 'kSf{kd vuqla/kku vkSj izf'k{k.k] ¼twu 2009½ % jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005] Hkkjrh;
Hkk"kkvksa dk f'k{k.k] jk"Vªh; Qksdl lewg dk vk/kkj i=
lQk;k] j?kqukFk¼2000½- laLd`r&f'k{k.k] p.Mhx<% gfj;k.kk lkfgR; vdkneh
flag] ,l- Mh- ,oe~ 'kekZ ¼1999½- laLd`r f'k{k.k] vkxjk% jk/kk izdk'ku eaMhA
'kkL=h ,oe~ 'kkL=h ¼2000½laLd`r f'k{k.k] t;iqj% jktLFkku izdk'kuA
'kekZ] uUnjke] 2007 % laLd`r &f'k{k.k] lkfgR; pfUnzdk] izdk'ku] t;iqj
of 2 marks.
120
P-2.1 & P-2.2

PEDAGOGY OF SCIENCE
Total Marks: 50
External Theory: 40
Objectives:
Plan lessons for effective teaching in science.
Organize various co-curricular activities in science.
Organize practical work and improvise science apparatus.
Develop insight into various learning resources in science.
Understand evaluation and Construct blue print of a question paper.
Analyze the content pedagogically.
Course Content:
UNIT -I: Planning for Effective Teaching
a) Lesson Planning: Concept, Importance, Approaches (Herbartian approach and
Constructivist approach), Types (Macro, Micro, ICT-based, Test-based, Models
of Teaching based and Diary Lessons) and their limitations,
b) Learning Beyond the classrooms- Importance, planning and organizing co-
curricular activities – Science clubs, science museum, science fair, Excursions.
c) Practical work in science- Need, importance and planning/organization.
UNIT –II: Learning Resources in Science
a) Text books- Need, Importance and evaluation criteria;
b) Designing laboratories - Need and Importance of laboratory for teachers and
students, Design of Science laboratory.
c) Selection, purchase and maintenance of apparatus and equipment in laboratory,
First aid in laboratory, Development of science kits, improvising apparatus and
low cost experiments/ demonstrations in Science.
UNIT-III: Evaluation and Professional Development
a) Evaluation in Science: Concept, need, types (Formative, Summative and
Diagnostic) and Process. Preparing blue print of a question paper.
b) Teacher Evaluation in Science: Concept, Need and Types (Peer and Student
Evaluation).
c) Professional Development: Need, Importance, Professional Competencies and
Programmes for Science Teacher; Role of Teacher as a facilitator.
UNIT-IV: Content Area and Pedagogical Analysis
a) Metals and Non-Metals –Physical and Chemical properties.
b) Environmental Problems- Global warming, greenhouse effect, acid rain, ozone
121
layer depletion.
c) Force, Motion and Energy: Concept, Types and Application
d) Periodic Table: Development, Significance and Trends across groups & periods
of Periodic Table.
1) Preparation of a blue print and construction of test items for Achievement test in
science
2) Construction of any one improvised apparatus
3) Critical evaluation of a science text book.
Suggested Readings
Davar, M. (2012).Teaching of Science. New Delhi: PHI Learning Private Limited.
NCERT.
Joshi S.R. (2007). Teaching of Science. New Delhi: APH Publishing Corporation.
Kohli, V.K. (2006). How to Teach Science. Ambala: Vivek Pub.2006.
Developing as a Reflective Secondary Teacher. New Delhi: SAGE Publications Indi
Private Limited.
Delhi: Doaba House.
Deep Pub.
of 2 marks.
122
P-2.1 & P-2.2

PEDAGOGY OF SOCIAL STUDIES
Total Marks: 50
External Theory: 40
Objectives:
To acquaint the pupil teachers with Plan lessons, Units based on different
approaches to facilitate learning of Social Studies.
Realize her/his role as facilitator in enhancing Social Studies learning in the real
Course Content:
Concept, Need and importance of a lesson plan and its approaches (Herbartian
Planning for teaching of Social Studies – Annual plan, Unit plan, Lesson plan and
Writing ICT based, Model based, and Test based lesson plan.

Social Studies Teacher-Qualities and qualification, and Role. Professional
development- Concept, need and ways, Role of ICSSR and NCERT.
Social Studies Text Book- Meaning, Features (of good text book), and
Importance (For teacher and students).
Social Studies Room: Need and Importance, Equipments required, and
management of the room.
Unit – III: Assessment and Evaluation in Social Studies Education

a) Peer assessment, use of Rubrics and Portfolio in assessment of Social Studies.
b) Open-book tests- Strengths and limitations, Techniques of evaluating student’s
c) Construction of an Achievement test.

a) Constitutional Design
b) Agriculture and National Economy
c) Globalization and Indian Economy, Consumer rights

123
• Observation of recorded ICT based lesson of social studies prepared by student

teacher with lesson of edusat, educomp
• Prepare an Open Book Test
Suggested Readings:
Bining, A.C. & Bining, D.H. (1952). Teaching Social Studies in Secondary Schools. New
York: McGraw, Hill Book Company, Inc.
Dash, B.N. (2006).Content-cum-Method of Teaching of Social Studies. New Delhi:
Kalyani Publication.
Fleming J. (1949). The Teaching of Social Studies in Secondary School. London:
Longman Green and Co.
Heller, F. (1986). The use and abuse of Social Sciences. London: Sage Publications.
Hemming, J. (1953). The Teaching of Social Studies in Secondary Schools. London:
Longman Green and Company
Kochhar, S.K. (1986). Methods and Techniques of Teaching. New Delhi: Sterling
Kochhar, S.K.; (1968). The Teaching of Social Studies. New Delhi: Sterling Publisher
Pvt. Ltd.
Mofatt, M.R. (1955). Social Studies Instruction. New York: Prentice Hall.
National Curriculum Frame Work (2005). New Delhi: NCERT.
Pathak, R.P. (2012). Teaching of Social Studies. New Delhi: Pearson.
Preston, R.C. & Herman (1974). Social Studies in the Elementary School. New York:
Rhinehart and Company.
Sansanwal, D.N. & Tyagi, S.K. (2006). Multiple Discriminant Type Item. MERI Journal of
Education, 1(1), 18-25.
Shaida, B.D. (1962). Teaching of Social Studies. Jalandhar: Panjab Kitab Ghar.
Singh, G. (2007). Teaching of Social Studies. Ludhiana: Kalyani Publishers.
124

Taneja, V.K. (1992). Teaching of Social Studies. Ludhiana: Vinod Publication.
Trigg, R. (1985). Understanding Social Studies. New York: Basics Black Well.
Wesley, E.B. (1951). Teaching of Social Studies. Boston: D.C. Herth and Co.
of 2 marks.
P-2.1 & P-2.2

PEDAGOGY OF SOCIOLOGY
Total Marks: 50
External Theory: 40
OBJECTIVES
1. To develop an understanding and Knowledge pupil teachers concerning
curriculum organization of sociology
2. To understand the approaches of curriculum of sociology.
3. To acquaint the pupil-teachers with recent trends in sociology
4. To develop national and international understanding in teaching & Sociology
5. To develop proper understanding of different techniques of evaluation.
6. To develop concept of social group and social mobility.
UNIT-I: Construction of Curriculum
1. Principle for the construction and thematic organization of sociology curriculum.
2. Approaches of organization of Sociology curriculum.
(a) Unit (b) Concentric (c) Topical
3. Critical analysis of Sociology syllabus at the Senior Secondary Stage.
UNIT-II:
1. Brief Contributions of Social Thinkers:
Max Weber, Karl Marx, Jean Jacous Rousseau
2. Teacher of Sociology – Importance, qualities and competence.
3. Sociology room – Importance, equipments.
125
UNIT-III: Recent Trends

1. Recent trends in teaching of Sociology international understanding.
2. Role of Sociology in developing national integration and internationalism.
3. Concept, importance & types of Evaluation of Sociology Purpose of evaluation in
Sociology, Formative and summative evaluation, their silent features, remedial teaching.
UNIT-IV:
1. Social groups – Meaning, characteristics and classification.
2. Social mobility – Meaning, types, factors.
Sessional Work:
1. Preparing blue-print and writing objective based test items.
2. Prepare a project report on a Western Thinker
Bottomors, T.B. (1975). Introduction to Sociology. Bombay: Blackie and Dans.
Dharma, R.N. (2001). Samajshastra Ka Sidhant. New Delhi: Atlantic Publishers.
Giddens, Anthony (2001). Sociology: A Textbook for the Nineties. London: Polity.
Jha, Jainendra Kumar (Ed.) (2001). Encyclopaedia of Teaching of Sociology. Institute
for Sustainable Development.
Rao, Shankar, C.N. (2005). Sociology- Primary Principles. New Delhi: S.C. Chand and
Company Ltd.
Shaida, B.D. (1962). Teaching of Political Science. Jalandhar: Panjab Kitab Ghar, 1962.
Singh, R.L., Teaching of History of Civics.
of 2 marks.
126
EPC-2.1
WORK EXPERIENCE PROGRAMME - CANDLE MAKING
Total Marks: 25
Objectives:
To provide hands on experience and develop dignity of work
To develop sense of organization and aesthetic sense in students
To provide opportunities for creative expression
To enable them to make different types of candles
Course Content:
(1) Wax- Introduction of different types of wax.
(2) Basic requirements of candle making
(3) Procedure of candle making
(5) Safety measures in candle making.
Sessional Work:
Preparation and decoration of ten candles of different shapes. (10 marks)
Books Suggested: Khanna, Sunil. Candle Making, Chandigarh: Triveni Publications.
EPC-2.1
WORK EXPERIENCE PROGRAMME - CLAY MODELLING
Total Marks: 25
Objectives:
Development of creativity and imagination.
Develop a sense of beauty.
Develop a sense of organization and an aesthetic sense in them.
To prepare /improve teaching aids for effective teaching learning.
Learn to handle and display teaching material.
Course Content:
To prepare a file and any 10 items of the following:
i. Dancing Figure
ii. Mother and child
iii. Man in resting pose
iv. Any animal
v. Animal in action
vi. Labourer in action
vii. Mountain
127
viii. Carry capture (Cartoon)

ix. Political Leader
x. Any Player
xi. Any face (Man, Woman, Child)
xii. One educational model in teaching subject is compulsory.
EPC-2.1
WORK EXPERIENCE PROGRAMME - GARDENING
Total Marks: 25
Course Content
a) Gardening: Meaning and Importance
b) Soil: Types and Fertility
c) Manures and Fertilizers- Farm yard Manure, Green Manure, Nitrogenous, Phosphate
and Potassic Fertilizers.
d) Parts of a typical Flowering Plant
e) Seed Germination
f) Gardening Tools and Equipments
g) Methods of Irrigation
h) Weeds: Important Weeds of Crops and their Control
i) Growing of Important Crops like Brinjal, Onion, Cabbage, Cauliflower, Spinach
and Radish.
j) Procedure for Potting a Plant
Sessional Work:
a) Preparation of a lawn/flowerbed/kitchen garden
b) Potting the Plants
c) Collection of Seeds and Leaves
d) Preparation of Practical Note Book
128
EPC-2.1
WORK EXPERIENCE PROGRAMME - - HOME CRAFT
Total Marks: 25
Objectives
I. To provide hands on experience and develop dgnity for work.
ii. To develop sense of organization and aesthetic sense in students. Hi. To provide
opportunities for creative expression
Iv. To acquaint the students with different methods of cooking
Course Content:
(A) Table setting for different meals: Breakfast. Lunch, Dinner and evening tea.
Table Manners
(B) Different methods of cooking
Cooking of any 5 recipes (Indian. Mexican. Italian. Chinese)
(C) Making one sample each of the following embroidery stitches:
Satin stitch
French knot
Chain stitch
Stem stitch
Lazy dizzy
(D) Construction of any two utility items (Apron. Chapati, Wnp4s, Multi-purpose
hangings)
Books suggested:
Mehta. Nita (2009). Low Calorie Cooking for the Indian Kitchen, New Delhi:
Variety Book Depot
Mehta Nita (2004) Mexican: cooking for the Indian Kitchen. New Delhl:$110 Publishers
Chin, Leann and Crocker, Betty (1990) Betty Crocker'sx new Chinese Cook Book.
Macmillan
129
EPC-2.1
WORK EXPERIENCE PROGRAMME - INTERIOR DECORATION
Total Marks: 25
To prepare any seven out of the following:
i. Making and arranging flowers of paper and cloth (Minium three (3) types).
ii. Using waste articles for preparation of decorative items.
iii. Wall hanging for decoration (glass painting mural making etc.)
iv. Paper mashing work.
v. Collage making for preparing any innovative item (using any material). Fabric
painting
vi. Pot painting
vii. Floor decoration (Rangoli, Alpna, paper cutting etc. minimum 2’x2’)
viii. Tile painting and decoration (minimum 1’x1’)
Sessional Work:
Preparation of any one item using the concept of modern art/abstract art. (Canvas
board, hard board, drawing sheet etc.)
A compulsory album depicting different colour schemes (Monochromatic, harmonium,
contrasting etc.), utilization of space/corners in relation of size of rooms, kitchen,
drawing room, children’s room etc.) (Any (10) sheets).
EPC-2.1
WORK EXPERIENCE PROGRAMME - PHOTOGRAPHY
Total Marks: 25
Creative Photography on the following topics (Eight Photographs)
(i) Outdoor photography in Natural Light
(ii) Wildlife.
(iii) Sports (action photography).
(iv) New coverage.
(v) Nature study (Flowers, Birds, Trees, Sunrise, Sunset etc).
(vi) Indian Culture
(vii) Art photography
Books Suggested:
1. Barbara and John, Upton Photography, Uttle Brown and Co., 1980.
2. Michael Langford, Advanced Photography, London: Focal Press, 1988.
130
EPC-2.2
ICT PRACTICAL
Total Marks: 25
Objectives: The practical course will enable the student teachers to-
• Demonstrate understanding of the main components of the computer hardware
in use.
• Use various digital technologies (hardware and software) for creating resources
and Providing learning experiences for all types of learners (including differently
abled)
• Understand features of MS office and their operations.
• Develop skill in using MS-Word, PowerPoint and Spreadsheet
• Integrate technology with classroom teaching learning strategies
Course Content
• Preparation of Resume
• Preparation of result sheet using spreadsheet
• Make two Presentations of your teaching subjects
• Develop an educational blog
Sessional Work:
Create e-mail id or social site page
EPC-2.3
PARTICIPATION IN SPORTS AND YOGA
Total Marks: 25
1. Safety measures on road signs, in school, in swimming pool and playfields.
2. Participation in the college athletic meet
3. Preparing the layout of any three athletic field events
a) Shot-put
b) Discus throw
c) Javelin throw
d) Long jump
e) High jump
External practical and viva will be held by the external examiner.
131
EPC-2.4
PRE-INTERNSHIP
Duration: 2 weeks
Preparation of Report – 15
Presentation / sharing of the report- 10
Course Details:
Two weeks Pre-internship shall be carried out during the second semester in
local/nearby school. For this, the student teachers may be attached to Government,
Private, Urban, Rural, Special Schools (KVs, JNVs, Sainik Schools, meritorious schools,
etc. affiliated to PSEB/CBSE/ICSE. Approximately 10 to 12 student teachers may be
attached in one school for the purpose.
A student teacher (or a group of student teachers) needs to visit at least two types of
schools: in the first week to one type of school; and in the second week to another type
of school. The college will organize at least two demonstration lessons in each
school subject before sending the student teachers to schools. The supervising
teacher from the parent institute will orient the Principal and faculty of the school about
the whole school observation/experience programme. During this programme, the
student teachers shall observe the following:
1. The teaching learning process in the real classroom, use of multimedia, student
participation, classroom management. .The student teachers shall observe teaching
learning process for which they may use observation schedules. The institute shall
develop these schedules; and orient the student teachers on the process of observation
as well as use of the schedules.
2. Evaluation procedures used in the school

a) Types of evaluation
b) Maintenance of examination records
3. Library resources
4. Types of Grants and Scholarships received by school
5. Record of any one stock register
6. Visit to innovative centre of pedagogy and learning/ educational resource centre.
7. Reflections on school experiences (local schools visited)

At the end of the programme, student teachers shall be required to develop a detailed
report of the local school as well as of the innovative school/ educational resource
centre separately and share with the school and present the same in the parent
Institute.
132
SEMESTER III
F-4.1
GENDER, SCHOOL AND SOCIETY
Total Marks: 50
External Theory: 40
Objectives:
The course content aims at enabling students to
Develop basic understanding of key concepts Gender bias, gender stereotype,
empowerment, equity and equality, patriarchy, masculinity and feminism.
Learn about the gender issues in school curriculum, text books and pedagogical
processes in the classroom and its interaction with class, caste, religion and
region.
Understand the role of education in ensuring gender equity and equality.
Appreciate the policy initiatives taken in relation to gender issues.
Course Content:
Unit-I: Key Concepts in Gender
a) Conceptual foundations : Sex and Gender , Gender biases, gender equality and
Gender stereotypes
b) Concepts of Patriarchy, Masculinity and Feminism
Unit-II: School and Gender Education
a) Gender bias in schooling and textbooks, curricular choices and hidden
curriculum. (Teacher attitudes, classroom interaction and peer culture).
b) Schooling of girls: Inequalities and resistances, issues of access, retention and
exclusion
Unit-III: Gender and Society
a) Gender Identities and socialization practices in family, school, other formal and
informal organizations.
b) Role of education in dealing with social Issues: Domestic violence against
women, female foeticide and infanticide and dowry.
Unit-IV: Gender Issues
a) Gender equity and equality in India in relation to caste, class, religion, disability
and region. (rural, urban and tribal areas);
b) Policy initiatives for Gender equality and women empowerment in India
Sessional Work:
- Any one from the following:
1. Preparing analytical report on gender issues in print or electronic media.
133
2. Development of a project on the organizational climate of two schools single sex

and co-educational school.
3. Analysis of textual materials from the perspective of gender bias and stereotype
4. Post screening analysis of the films on gender issues.
Suggested Readings:
Bandyopadhyay, Madhumita and Subrahmanian, Ramya (2008). Gender Equity in
Education: A Review of Trends and Factors. Project Report. Consortium for Research
on Education Access, Transitions and Equity (CREATE), Falmer, UK
Beasley, Chris. 1999. What is Feminism: An Introduction to Feminist Theory. Sage:

New Delhi
Bhattacharjee, Nandini (1999). Through the looking-glass: Gender Socialisation in a

Primary School in T. S. Saraswathi (ed.) Culture, Socialization and Human
Development: Theory, Research and Applications in India. Sage: New Delhi.
Chanana, Karuna. 1988 Socialization, Education and Women. Nehru Memorial Museum
and Library: New Delhi
Ganesh, K. 1999. ‘Patrilineal Structure and Agency of Women: Issues in Gendered

Socialization’ in T. S. Saraswathi (ed.), Culture, Socialization and Human
DevelopmentDelhi: Sage Publication India Pvt. Ltd.
Geetha, V . (2007). Gender. Stree: Calcutta.
Ghai, Anita (2008). Gender and Inclusive education at all levels In Ved Prakash & K.
Biswal (ed.) Perspectives on education and development: Revising Education
commission and after, National University of Educational Planning and Administration:
New Delhi.
Government of India. 1975 a. Towards Equality: Report of the Committee on the Status
of Women in India (Delhi: Department of Social Welfare, Government of India)
Government of India. (1994). The Girl Child and the Family: An Action Research Study.
Department of Women and Child Development Delhi: HRD Ministry, Government of
India
Kumar, Krishna. 2010. ‘Culture, State and Girls: An Educational Perspective’ Economic
and Political Weekly Vol. XLV No. 17 April 24.
Inglehart, Ronald (2003). Rising Tide Gender Equality and Cultural change around the
World. Cambridge: Press Syndicate of the University of Cambridge.
Lips, Hilary M. (1989) Sex and Gender an Introduction, California: Mountain view,
Mayfield Publishing Company.
134
Macdonald, M. (1980). Schooling and the Reproduction of Class and Gender Relations.
In L.B-arton. R. Meighan and S.Walker, (Eds.) Schooling, Ideology and the curriculum,
Lewes. UK : The Falmer Press. 29-49.
Manjrekar, N. (2003), ‘Contemporary Challenges to Women’s Education : Towards an

elusive goal?’ Economical and Political Weekly, 38 (43), 4577-4582.
National Council of Educational Research and Training (2006) : Gender issues in

Education, National Focus Group, Position Paper New Delhi, NCERT.
Page, Elspeth (2009). Exploring the Bias Gender and Stereotyping in Secondary
Schools. United Kingdom: Commonwealth Secretariat, Marlborough House, Pall Mall,
London, SWIY SHX.
Ramachandran, Bimala. (2004). Gender and Social Equity in Education : Hierarchies of

Access. New Delhi : Sage.
Ramachandran, Vimala (2009). Mid Decade Assessment towards Gender Equality in

Education. Project Report, Published by NUEPA, 17-B, Sri AurobondoMarg, New Delhi-
110016.
Ridgeway, Cecilia L. and Correll, Shelley J. 2004. ‘Unpacking the Gender System: A
Theoretical Perspective on Gender Beliefs and Social Relations’, Gender and Society,
Vol. 18, No. 4 Aug.
UNESCO. (2003). EFA Global Monitoring Report : Gender and Education for All : The
Leap to Equality.
UNESCO. (2004). EFA Global Monitoring Report : Education for All : The Quality
Imperative.
United Nations Girls Education Initiative (UNGEI), New York, (2012) Gender Analysis in
Education : A Conceptual Overview, Available at http://www.ungei.org
of 2 marks.
135
F-4.2
GUIDANCE AND COUNSELING
Total Marks: 50
External Theory: 40
Objectives:
To help the pupil teachers to understand the meaning, aims and objectives,
principles and scope of guidance.
To acquaint them with various services of guidance.
To enable them to differentiate between guidance and counselling.
To help the pupil teachers to understand counselling and its various approaches
To enable the pupil teachers to understand their students by applying testing and
non-testing techniques.
To help them to organize guidance and counseling cell in the school.
To acquaint them with the methods of Job analysis
To acquaint the pupil teachers with recent trends in guidance and counselling
and guidance need of Indian adolescents
Course Content:
UNIT-I: Understanding Guidance and Counselling
a) Meaning, need, principles, objectives and scope of Guidance.
b) Types of Guidance: Educational, Vocational and Personal Guidance.
c) Counselling – Meaning, Assumptions, and purposes, Difference between Guidance
and Counselling.
UNIT-II: Guidance and Counselling Services
a) Guidance services: occupational information service, placement service and follow
up service.
b) Organization of Guidance and Counselling services at secondary and senior
secondary level, problems faced in organization of the programme in Indian schools.
c) Role of Counsellor, Headmaster and teacher in Guidance.
UNIT-III: Techniques for Understanding the Individual
a) Testing techniques- intelligence, interest, aptitude and achievement tests
b) Non- testing techniques- cumulative record cards, interview, and case study.
c) Job Analysis- Meaning, purpose and methods.
UNIT-IV: Approaches, Recent Trends, Guidance Needs
a) Directive, non-directive and eclectic approaches to Counselling
b) Recent trends in guidance and counselling
c) Guidance needs of Indian adolescents
136
Sessional Work:
1) Prepare a profile of a student by assessing his/her achievement, aptitude,
interest, personality
2) Prepare one power point presentation of any career talk and deliver it in the
adjacent school in the community.
Suggested Readings:
Aggarwal, J.C. (1989). Educational & Vocational Guidance and Counseling. Jalandhar:
Doaba House
Asch, M. (2000). Principles of Guidance and Counseling. New Delhi: Sarup and Sons.
Bhatia, K.K. (2000). Principles of Guidance and Counseling. Ludhiana: Kalyani
Publishers.
Bhatnagar, A. & Gupta, N. (1999). Guidance and Counseling, Vol.1&2: A practical
approach. New Delhi, Vikas publishers.
Gibson, R.L. & Mitchell, M.H. (2003). Introduction to Counseling and Guidance. New
Delhi, Pearson Education.
Jones, R.N. (2000). Introduction to Counseling Skills: Text and Activities. New Delhi,
Sage Publications.
Kinra, A.K. (2008). Guidance and Counselling. New Delhi: Pearson Longman
Seligman, L. (1994). Developmental Career Counseling and Assessment. (2nd Ed.).
London Sage Publications.
Pandey, K.P. (2000). Educational and Vocational Guidance in India. Varanasi:
VishwaVidyalayaPrakashan.
Rathus, S.A. & Nevied, J.S. (1980). Adjustment and growth: The challenge of life. New
York: Rinehart and Winston.
Robinson (2005). Principles and Procedures in Student Counselling. New York: Harper
& Row.
Safaya, B.N. (2002). Guidance and Counselling. Chandigarh: Abhishek Publications.
Sharma, R.A. (2008). Fundamentals of Guidance and Counselling. Meerut: R. Lall Book
Depot.
Sharma, T.C. (2002). Modern Methods of Guidance and Counselling. New Delhi: Sarup
and Sons.
Shertzer, B. & Stone, S.C. (1974). Fundamentals of Counselling. London:
HougtonMissli.
Sidhu, H.S. (2012). Guidance and Counselling. Patiala: Twenty First Century
Publication.
137
Sodhi, T.S. &Suri, S.P. (1999). Guidance and Counselling. Patiala: Bawa Publication
Starng, R. (2005). Counselling Techniques in Colleges and Secondary Schools. New
York: Harper and Brothers.
of 2 marks.
F-4.3
INCLUSIVE SCHOOL
Total Marks: 50
External Theory: 40
Objectives:
To understand Diversity, Disability and Inclusion
To inculcate healthy attitude towards inclusive school.
To use different teaching strategies for inclusive education
To understand the role of teachers, parents and community for supporting
inclusion
To understand the recommendation of various polices.
Course Content:
Unit-I: Understanding Inclusion in Education
a) Definition, concept, need and its importance of inclusive school
b) Historical perspectives on education of children with diverse needs.
c) Difference between special , integrated and inclusive education , barriers in
inclusive education
Unit-II: Understanding Children with Diverse Needs
a) Concept and classification of CWDN (Physical, Social, Psychological, Cultural
and Economic diversity)
b) Learning disabilities – Concept, identification and educational programme
(Dyslexia, Dysgraphia, Discalculia)
c) Sensory Impairment –Definition, identification and educational programme
(Visual, hearing)
138
Unit-III: Initiatives to Promote Inclusive Education

a) Innovative practices and strategies for promoting inclusive education.
b) Assistive technology in inclusive education in special reference to computer
accessibility
c) Role of administration, teacher, parents and community in inclusive School
Unit-VI: Policy Perspective
a) United Nation convention on the rights of persons with disabilities
(UNCRPD)2006
b) Role of Rehabilitation Council of India in inclusive education.
c) Inclusive education in RTE 2010
- Any two of the following:-
a) Report on a visit to school practicing inclusion / Special School.
b) Prepare a case study on any of the categories (mentioned above) of children with
diverse needs.
Suggested Readings:
Ainscow, M. (1999). Understanding the Development of Inclusive Schools. London:
Falmer
Alur, M. (2002). Introduction in Hegarty, S & Alur M (Eds.), Education and Children with
Special Needs: From Segregation to Inclusion. New Delhi: Sage Publications.
Archer L, Hutchings M. and Ross A (2003). Higher Education and Social Class Issues
of Exclusion and Inclusion. London: Routledge Falmer Taylor and Francis Group.
Balsara, Maitraya. (2011). Inclusive Education for Special Children. Delhi: Kanishka
Bartlett, L.D. and Weisentein, G.R. (2003).Successful Inclusion for Educational Leaders.
New Jersey: Prentice Hall.
Bender, W. N. (1995) Identification and Teaching Strategies for Learning Disabilities.
New York: Allyn & Bacon.
Chadha, A. (2002) A guide to educating children with Learning Disabilities. New Delhi:
Vikas publication.
Ghai, A. (2002). Disability in the Indian Context: Post-Colonial Perspectives, In M.
Corker and T. Shakespeare (Eds.) Disability/Post-modernity. Embodying Disability
Theory (88- 100). London: Continuum.
Jha, M.M. (2002). School without Walls: Inclusive Education for All. New
Delhi:Madhuban Educational Books.
Mangal, S.K. (2002). Advanced Educational Psychology. New Delhi: Prentice Hall of
India.
139
Mukhopadhyay Sudesh (2005). Inclusive Education in the Context of EFA, In Mithu Alur
& Michael Bach, Inclusive Education from Rhetoric to Reality, Viva Books Ltd, New
Delhi.
Narayan, J. (2003) Educating Children with Learning Problems in Regular Schools,
Secunderabad: NIMH.
Panda, K.C. (2001). Education of Exceptional Children. New Delhi: Vikas Publishing
House Pvt. Ltd.
Sharma, Yogendra K. (2014) Inclusive education. New Delhi: Kaniksha Publishers
www.mhrd.gov.in
https://www.un.org
www.ascd.org
www.education.vic.gov.in
www.rehabcouncil.nic.in
of 2 marks.
140
F-4.4
UNDERSTANDING THE SELF
Total Marks: 50
External Theory: 40
Objectives:
To enable the student teacher to discover oneself.
To develop holistic and integrated understanding of the human self and
personality.
To develop positive thinking among student teachers.
To encourage future teachers to develop the capacity for self-regulation and
conflict resolution.
To help student teachers develop the capacity for sensitivity, effective ways of
communication to establish peace and harmony.
To equip student teachers with skills for empathic listening and self-expression
To evolve as a progressive and flexible teacher.
Course Content:
Unit-I: Understanding and Development of Self
a) Defining the self (awareness & acceptance), self-perception theory and
determinants of self.
b) Self-esteem : Concept, techniques for development of self esteem
c) Self-realization : Concept and importance
Unit-II: Social Process and Exploring Self
a) Factors affecting self-identity: Family, Culture, Gender, Religion & Language.
b) Role of individual self in development of society
c) Role of positive thinking in self-development.
Unit-III: Social Influence and Role of Education
a) The influence of peer group, media, technology and globalization on identity
formation.
b) Schooling as a process of identity formation: Developing national, secular and
humanistic identity.
c) Constructive role of education in moving towards peaceful living.
Unit- IV: Techniques for Self-Regulation
a) Development of self through meditation, yoga, values and spirituality.
b) Conflicts: Concept and Resolving intrapersonal and interpersonal conflicts
c) Empathic listening- understanding and appreciating divergent points of view.
141
Sessional Work:
1) Critically evaluate oneself as a ‘Prospective teacher’ (Self-Appraisal Report)
2) Self-expression through diary writing/self-reflecting journal
3) SWOC Analysis of self (Strengths, Weaknesses, Opportunities and Challenges)
Suggested Readings:
Dalal, A.S. (2001). Our many selves. Pondicherry, India: Sri Aurobindo Ashram.
Dayal, L.H. (2005). Hints for Self-Culture. New Delhi: Jaico Publishing House
Frankl, V. (1946). Man’s search for meaning. New York : Pocket Books.
Joshi, K. (ed) (2005). The Aim of Life. Auroville, India: Saiier.
Krishnamurti, J. (1953). Education and the significance of life, Ojai, California. USA :
Krishnamurti Foundation Trust.
Walk with me : A guide for inspiring citizenship action (2006), New Delhi : Pravah Pub.
Wilson, T.D. (2002). Stranger to ourselves: Discovering the adaptive coconscious
Harvard University Press.
Chatterjee, D. (1998). Leading consciously, M.A, USA: Butterworth-Heinemann.
Csikzentmihalyi, M. (1993). The Evolving Self: A Psychology for the Third Millennium,
New York : Harper Collins.
Dalal, A.S. (1987). Living Within, Pondicherry, India: Sri Aurobindo Ashram Trust.
Gibran, K. (1996). The Prophet, Calcutta, India: Rupa & Co.
Haldar, B. (2006). A Life Less Ordinary, New Delhi : Penguin Books. Translated by
Urvashi Butalia.
Joshi, P. (2006). Negotiating Identity : Voices of Children with Disabilities in Regular
Schools. Contemporary Education Dialogue. 3 (2), 1175-195.
NCERT, (2006). Education for Peace, Position Paper. New Delhi: NCERT.
Walk with Me: A Guide for Inspiring Citizenship Action. (2006). New Delhi: Pravah Pub
of 2 marks.
142
F-4.5
READING AND REFLECTING ON TEXT
Total Marks: 50
External Theory: 40
Objective:
• To promote an understanding of language characteristics of learners,
language usage.
• To enable the students to understand socio-cultural aspects of language
learning, language as a process and the functional use of language across
the curriculum.
• To enable to read, analyze and reflect on variety of texts.
• To develop meta-cognitive awareness to become conscious about thinking
processes.
• To enable to write with a sense of purpose.
• To enable student teachers to enhance their capacities as readers and
writers
Course Content
UNIT-I: Language and Learning
a) General Principles of language learning, Role of Language as a means of
construction of reality and gaining experiences
b) Role of home and school language in classroom instructions
c) Multilingualism : Concept and techniques
UNIT-II: Linguistic and Reading Skills
a) Development of language and linguistic skills, Discussion and questioning as
tools of language learning
b) Mechanics of Reading- Environment, Posture and Skills involved in Reading.
c) Special study of reading: cognitive basis of reading, analysis of the tasks
involved in reading, motivation to read, stages of learning to read, reading ability
UNIT-III: Scope & Nature of Reading

a) Components and levels of Reading Comprehensions (Lexical, Literal,
Interpretive, Applied and Affective).
b) Methods and Importance of Reading Types of reading: Aloud and silent reading,
Intensive and Extensive reading.
c) Reflective Reading- Concept, Components and factors
Unit –IV: Evaluation of Reading Skills

a) Evaluation of Reading skills with special reference to test of rates of reading-
(Time limit methods & amount limit method)
b) Developing Skills and Techniques for searching Information from reference
sources
143
c) Problems faced by children in reading - causes and remedies

Sessional work (Internal)
1) Developing a reading test on school students for miscue analysis.
2) Analysis of any language text book.
3) Analysis of two articles/editorials/advertisements from a newspaper/Magazine
etc.
4) Writing a book review and critically analyzing the contents and language of the
text.
Suggested Readings:
Halliday, M. A. K. (1978), Language as Social Semiotic: the social interpretation of
language and meaning, Edward Arnold: London.
Trudgill, P. (1992), Introducing language and society. London: Penguin.
Wardhaugh, R. (1986), Introduction to Sociolinguistics (2nd ed.), Cambridge: Blackwell
Reid, T. B. (1956), "Linguistics, structuralism, philology", Archivum Linguisticum
Swales, J. (1990), Genre Analysis. English in Academic and Research Settings,
Cambridge: Cambridge University Press.
Alan Robinson H.(Ed.)( 1964): Meeting Individual Difference in Reading, The University
of Chicago Press Chicago.
Blanton,W.E. Faee (Ed.) (1976): Measuring reading performance International Reading
Association,New York,.
Dechant,E.V. (1964): Improving the Teaching of Reading, Prentice Hall Englewood
cliff’s,Inc..
EK Wall E.E. (1971)., Diagnosis and Remediation of the disabled Readers, Allyn and
Bacon,Bostan,
Hanter, L.E. (1964): Improving Reading in secondary schools, Macmillan Co. New
York,.
Kaur, B. (2017) Language Across the Curriculum, First Ed.,Patiala:21st Century
Publications
Shri Vastav B.P. -(1971); The Teaching of Reading.BhartiPublishers,new delhi
https://en.wikipedia.org/wiki/Register_(sociolinguistics)
www.genconnection.com/English/ap/LanguageRegisters.htm
www.edmondschools.net/Portals/3/docs/LanguageRegisters.pdf
of 2 marks.
144
E-4.1 & 4.2

DISTANCE EDUCATION & LIFE LONG LEARNING
Total Marks: 50
External Theory: 40
Objectives:
To acquaint the student teachers with the concept, need and potential of
Distance Education and Open learning.
To help them understand the opportunities and challenges in the field of Distance
education and open learning.
To enable them to appreciate and use the methods and techniques of Distance
education/open learning in the emerging knowledge society.
To enable the student teachers to develop an understanding of the meaning and
concept of Life Long Learning.
To impart knowledge to student teachers about the problems and difficulties
coming in the way of achieving full literacy in the country.
To prepare them to create awareness among illiterate adults for their
development.
To acquaint the student teachers with chief characteristics of an adult learner,
different methods and evaluation of Life Long Learning.
To enlighten the student teachers about the Life Long Learning policies of the
country.
Unit-1 Distance Education - Introduction, Concept and History
a. Distance Education & Open Learning Concept, Need and Characteristics.
b. Distance Education in Independent India: Achievements and Challenges, NPE-
86 (relating to DEOL).
c. Distance Education at Different Levels: School level, Higher Education
&Vocational Education with examples of course being offered.
Unit-II Learner Support Services in Distance education
a. Learner Support Services: Meaning, Need and importance.
b. DDE's & State Open Universities: Need, Importance and Functions.
c. Print and Multimedia/Online Learner Support Services for DEOL: Study Material,
AV Aids and Websites/Webpage, Tele/Video Conferencing.
Unit –III Life Long Learning
a. Concept, aims and objectives of Life Long Learning.
b. Need and Importance of Life Long Learning for the development of an individual
for social change
c. Problems and suggestive measures for Life Long Learning.
Unit-IV Programme for Life Long Learning
a. Various programmes of Life Long Learning in India with special reference to ;
NAEP, NPE & NLM
b. Adult learner- characteristics, problems and motivation
c. Lifelong teaching- Different methods, Role of Mass Media.
Evaluation of Life Long Learning
145
Sessional Work:
1) Preparing a project report on the functioning of any one DEOL system at
school/higher education/ vocational level.
2) Field based project work
3) Assignment, seminar and overall performance
Suggested Readings:
Anand, S.P. (1979). University without Walls-Correspondence Education in India. New Delhi:
Vikas Publishing House.
Bahanagar, S. (1997). Distance Education-A system under Stress. New Delhi: Concept
Publishing House.
Bandhu, D. (1994). Distance Education in India. Jammu: Vinod Publisher & Distributiors.
Kumar, Anil (1997). Learner Performance in Distance Education. New Delhi: Commonwealth
Publishers.
Madhavan, K. and Roy, M. (2001). Role of Distance education in Developing Countries. Ambala
Cantt: The Indian Publications.
Rai, Amarnath (2005). Distance Education. New Delhi: Author Press.
Rai, D.P.; Bajpai, R.P. and Singh, N. (2007). Management and Services of Distance Education.
New Delhi: APH Publishers.
Raj, Shalini (2004). Distance Education. New Delhi: Sarup & Sons.
Ramanujam, P.R. (2007). Distance Open Learning-Challenges of Developing Countries. New
Delhi: Shipra Publications.
Rao, V.K. (2010). Distance Education. New Delhi: APH Publishing Corporation.
Sharma, B.M. (1994). Distance Education. New Delhi: Commonwealth Publishers.
Singh, U.K. (1996). Distance Education. New Delhi: Discovery Publications.
Chopra, Rita (1993). Adult Education. Bombay: Himalaya Publishing House.
Kundu, C.L. (1987). Adult Education Principles: Practice & Prospects. New Delhi: Sterling
Ministry of Education (1987). Adult Education Research- Future Directions.
Prasad, Rajinder (2008). Adult Education. New Delhi: APH Publishing Corporation.
Singh, A.K. (1988). A Micro Analysis of Adult Education in India. New Delhi: National Book
Organisation.
Sodhi, T.S. and Multani (1989). Comparative Studies in Adult Education. Ambala: The
Association Publishers.
Thakur, Devendra (1980). Adult Education and Mass Literacy. New Delhi: Deep & Deep
Publications.
Thrope, Mary & Grangeon, David (1987). Open Learning for Adults. U.K.: Longman Groups.
Tiwari, B.N. (1980). Adult Education and Libraries. Allahabad: Vohra Publishers and
Distributors.
of 2 marks.
146
E-4.1 & 4.2

E- EDUCATION RESOURCE DEVELOPMENT
Total Marks: 50
External Theory: 40
Objectives:
To introduce the student teachers to the concept of systems and its Application in
Information Management.
To familiarize the student teachers with the concepts and practice of e-
communication, e-learning and e-education.
To acquaint the student teachers with the elementary theory and practice of
multimedia—graphics, audio and video processing.
To assist the student teachers to design and develop e-education resources and
e-education management on the existing portals.
Unit –I E -Education and Multimedia
a. E- Education: Introduction, Need and Importance. Benefits of E-Education in
contrast with traditional method.
b. Multimedia: Concept, types and implications of multimedia in teaching learning
process.
c. Systems: Concept, Elements, types, SDLC (System Development Life Cycle).
Unit-II-Designing Electronic Content
a. Electronic content (E- content): Designing and development
b. Different formats of E-content development in context with the popularity and
their designing
c. Evaluation of students through E-content/resources/tools. Using E-content
mobile on mobile devices
Unit-III E-Content Development Tools
a. Images : Imaging Devices (Scanner and Digital Camera ) Steps to Scan a picture
and the availability of formats
b. Audio : Equipments, formats, Steps to record and edit an audio
c. Video : Equipments, formats, Steps to record and edit a video
Unit –IV Internet and Virtual Learning Environments
a. Internet: Basics, Web browser, application of internet in education and
learning internet protocols.
b. Virtual Learning Environment : Concept, elements, popular virtual systems
available and their usage
c. Freeware, open source, proprietary source & public domain
Sessional Work:
1) Recording and editing of three audio files in different formats.
2) Digitize at least 10 images in at least three formats using a scanner.
3) Recording and editing of at least three video clips of approximately five minutes
duration.
147
Suggested Readings:
Campbell, Katy (2004). E-ffective Writing for E-Learning
Environments.U.S.A.:Information Science Publishing (an imprint of Idea Group Inc.).
Holmes, Bryn and Garderner, John (2006). E-Learning Concepts and Practices.
London: SAGE Publications Ltd.
Pawlowski, Jan Martin (2006). Hanbook on Quality and Standardisation in E-
Learning. New York: Springer Heidelberg
of 2 marks.
E-4.1 & 4.2

ENVIRONMENTAL EDUCATION
Total Marks: 50
External Theory: 40
Objectives:
• To acquaint the student teachers with the concept of Environment and Ecology.
• To create awareness and generate interest of student teachers in Environmental
Education.
• To provide knowledge to the student teachers about Pollution and its control.
• To sensitize student teachers towards Global Environmental Problems.
• To sensitize student teachers towards need of Conservation of Natural
resources.
• To develop desirable attitude, values and respect for the environment.
• To acquaint the student teachers with the initiative of government and local
bodies in environmental conservation.
UNIT I: Environmental Education
a. Concept of Environment, Components of Environment, Ecology, Biosphere,
Concept of Population and Community, Eco System.
b. Environmental Education: Concept, Objectives, need & importance, Principles of
Environmental Education.
148
c. Programmes for School, Strengthening Environmental Education in School

System
UNIT II: Eco System and Natural Resources

a. Concept of Ecosystem: Biotic and Abiotic factors, Food Chain, Food Web and
Flow of Energy.
b. Major Ecosystems of the World (Tropical forests, Grasslands and
Freshwater).
c. Conservation of Natural Resources: Concept of Conservation and need of its
sensitization, Classification of Natural Resources and Conservation of water,
soil, air and Endangered Species.
UNIT III: Environmental Hazards and Disaster Management
a) Environmental Pollution: Types, Effects and Control
b) Global Environmental Issues: Global Warming, Climatic Change, Ozone layer
depletion, Deforestation.
c) Disaster Management: Phases (Before, during and after the disaster)
in Earthquake, Fire and Floods.
UNIT IV: Efforts towards Environmental Awareness
a) Environmental Projects: Ganga Action Plan, Save Tiger Project, UNO’s Agenda
21 (section ii).
b) Rain Water harvesting, Eco Schools, Eco tourism, Environmental Ethics
c) Environmental Education: Multidisciplinary and Interdisciplinary approach, Role
of Mass Media in Environmental Education
Sessional Work:
1. Carrying out any one Environmental Awareness Activity of the following:
2. Preparing a Scrap File along with suggestions of student-teacher related to
Environmental Problems.
3. Carrying out a Project on Environment and preparing its detailed report.
Suggested Readings:
Dani, H.M. (1996). Environmental Education. Chandigarh: Panjab University Publication
Bureau.
Kaur, A. (2003). Scientific Approach to Environmental Education: Ludhiana, Tandon
Publications.
Khoshoo, T.N. (1999). Environmental Concerns and Strategies. New Delhi: Ashish
Publication House.
Kohli, V.K and Kohli, Vikas (1995). Environmental Pollution and Management. Ambala:
Vivek Publishers.
Trivedi, P.R. (2000). Encyclopedia of Environmental Pollution Planning and
Conservation. I-VI, New Delhi: A.P.H. Co.
149
Website: www.unep.org
of 2 marks.
E-4.1 & 4.2

HEALTH AND PHYSICAL EDUCATION
Total Marks: 50
External Theory: 40
Objectives:
To enable the student teachers to develop an understanding about Health &
Physical Education.
To create awareness on different aspects of health and fitness among student-
teachers.
To understand meaning, concept, aims and objectives of Health and Physical
Education in school curriculum.
To learn good health habits: acquire knowledge of common communicable
diseases.
To understand the nature of injuries and to take care during emergencies and
provide first aid.
To understand the diet modification in the treatment of under-weight and obesity.
To clearly understand concept of recreation and how to organize recreational
games.
To understand various Yoga Asanas and techniques.
UNIT-I: Concept, Aims and Objectives

a) Health Education: Concept, Aims and objectives, importance and principles of
Health Education in School Curriculum.
b) Physical Education: Concept, aims and objectives, need and importance of
Physical Education in school curriculum.
c) School Health Programmes: Health services, Health supervision and Health
instruction.
UNIT-II: Nutrition, Health Problems and Diseases
a) Nutrition: Functions of food and food habits, elements of a balanced diet and
malnutrition.
150
b) Contemporary health problems and prevention: Drug abuse, Alcoholism,

Smoking, Obesity, Stress and Depression.
c) Communicable diseases: mode of transmission, common symptoms and
prevention of spread of Aids, Hepatitis (A, B and C) Chickenpox, Typhoid.
UNIT-III: First Aid, Posture and Yoga
a) First Aid: Concept, need, importance and principles of first aid, first aid kit.
b) Posture: meaning and importance of good posture, common postural deformities:
causes, preventive measures, remedial exercises.
c) Yoga: Concept, types, need and importance, benefits of specific yoga asanas
with their techniques (Surya Namaskar, Tad Asana, Padma Asana, Chakra
Asana, Dhanus Asana)
Unit –IV: Layout of Grounds and Athletic Meet
a) Recreation: Concept, importance of recreation programme in school curriculum
and how to organize a recreation game in school.
b) Layout of the grounds with rules and regulations of the following games:
Badminton, Volleyball and Kho-Kho
c) Athletic meet – Meaning, Need and Importance, Organization of athletic meet at
school level.
Sessional Work:
1. Project on calculating BMI of 5 persons and write a report.
2. Practice and perform any three yoga asanas.
3. Three types of Sports Ground.
Suggested Readings:
Dambrosa, D., & Robert, D. (1993). Prevention and treatment and running injuries. New
Jersey: Slack Incorpor Road.
Dhanajoy, S., & Seema, K. (2007). Lesson planning: Teaching methods and class
management in physical education. New Delhi: Khal Sahitya Kendra.
Eriksson, O.B. (1990)/ Sports medicine, health and medication. Enfield: Guninness
Publishing Road.
Hedge, (1997). How to maintain good health, New Delhi: UBPSD Publishers.
Kanele., B.S., & Kumar, C.P. (1996). Text book on health and physical education,
Ludhiana: Kalyana Publishers.
Krishna, G. (1993). The purpose of yoga. New Delhi : UBS Publishers Ltd.
Ramachandran, L.t., & Dharmalingam. (1993). Health Education, A new approach, New
Delhi: Vikas Publishers Ltd.
Malik, Neeru and Malik, Rakesh (2005). Health and Physical Education, Gurusar
Sadhar: GBD Publications.
Mangal, S.K. (2005)/ Health and Physical Education, Ludhiana: Tandon Publication
Book Market.
151
Nash T.N. (2006). Health and Physical Education, Hyderabad: Nilkamal Publishers.
Prasad, Y.V. (2006). Method of teaching Physical Education, New Delhi: Discovery
Publishing House. Sachdeva, M.S. (2006). School Organization, Administration and
Management, Ludhiana: Dandon Publication, Chandra, S., Sothi, & Krishnan. P. (2005).
Health Education and Physical Education. Delhi: Surjeet Publications.
Reema, K. (1996). Physical fitness. New Delhi:Khel Sahitya Sports Publication.
Sandhu, S.S. (2008), Health and Physical Education, Ludhiana: Chetna Parkashan.
Tiwari, O.P. (2002). Asana: Why and how, India: Kanalyadhama.
of 2 marks.
E-4.1 & 4.2

HUMAN RIGHTS AND PEACE EDUCATION
Total Marks: 50
External Theory: 40
Objectives:
To acquaint students with human rights and peace education
To realize the importance and need of peace education , human rights and child
rights
To develop attitudes for resolving conflicts at personal and social level through
education
To orient curricular and educational processes to promote peace
To counter the negative influence of media and local community to weed out
negative effects by influencing parents, families and local community.
To understand challenges to world peace
UNIT I: Human Rights in existing scenario
a) Need and Importance of human rights in existing social scenario
b) Human Rights Education: Meaning, Need and Scope
c) History of Human Rights
152
UNIT II: Agencies of Human Rights Education

a) Agencies of Human Rights Education – School, Family , Community, Teacher
b) Role of Education in promoting Human Rights
c) Role of Different Govt. and Non Govt. organization in human rights educations
UNIT III: Understanding Peace as Dynamic Social Reality
a) Meaning, concept, need and scope of peace education
b) Aims & objectives of peace education
c) Challenges to peace and role of education for world peace and international
understanding
UNIT IV: Orienting Education for Peace Building
a) Teaching approaches to peace education, Peace education in NPE (1986) ,NCF-
2005
b) Constitutional provisions vis-à-vis peace values
c) Role of UNO, IAEWP in promoting peace education
Sessional Work:
1. Formation of Human rights and peace club & write a report on activities.
2. Prepare a report on the contribution of Human rights activists and Nobel peace
prize winners
Suggested Readings:
Adams. D (Ed) (1997) UNESCO and a culture of Peace: Promoting a Global
Movement. Paris UNESCO.
Haseen, T. (2005) National Concerns and Education, Neelkamal Publications Pvt.
Ltd.
Haseen, T. (2005) Current challenges in Education, Neelkamal Publications Pvt. Ltd.
Bhargava, M. and Haseen, T. (2006). Glimpses of Higher Education, Rakhi
Prakashan, Agra-2
http://www.un.org/cyberschoolbus/peace/content.htm
Singh, A.P. & Singh, P (2017). Peace Education. Ludhiana: Tondon Brothers.
of 2 marks.
153
4.1 & 4.2

LIFE SKILLS EDUCATION
Total Marks: 50
External Theory: 40
Objectives:
To acquaint students with the concept and importance of Life Skills
To acquaint students with the role of education in developing life skills
To develop attitude of students towards developing life skills through education
To integrate life skills with the teaching learning process
Unit I: Life Skills and Life Skills Education
a) Life Skills – Concept, need and Importance
b) Life Skills Education-Concept, Need and Importance for Teacher
c) Core Life Skills as prescribed by W.H.O.
Unit II: Life Skills and Education
a) Skill of effective communication : Concept, need and importance teachers
b) Skill of Problem solving and decision making : Concept and Importance for
Educationists
c) Skill of Critical and Creative thinking
Unit III: Enhancing Life Skills
a) Livelihood Skills and Life Skills
b) Ways and means of enhancing Life Skills among students
c) Key issues and concerns of adolescents for life Skills education in emerging
Indian context
Unit IV: Integration of Life Skills
a) Self-Awareness, empathy and learning to live together
b) Coping stress and emotions as life skills
c) Skill of building Inter Personal relationships : Importance for teachers and
integration with teaching learning process
Sessional Work:
1) Workshop on core life skills
2) Case study / Story telling / debate on core life skills
154
of 2 marks.
E-4.1 & 4.2

POPULATION EDUCATION
Total Marks: 50
External Theory: 40
Objectives:
• To be aware of population trends in the world
• To understand that population becomes stable when there is little difference
between birth and death rates.
• To develop among themselves a health, rational and scientific attitude toward the
natural phenomena of the birth and death
• To realize that the solution to the problem lies in the acceptance of small family
norms.
• To develop an attitude that would promote living in peace and harmony along the
nature
Course Contents
Unit I: Population Dynamics

a) Concept of Population Education: Objectives, Scope and Approaches of
Population Education, Misconceptions regarding Population education.
b) Effects of Population Growth – Malthus Theory, basic components of
population dynamics – population distribution, structure, fertility , mortality,
migration, sex – ratio, life expectancy.
c) Population Situation in India on the world’s perspective, India’s Population
policy.
Unit II: Populations Growth and its effects
a) Effect of Population Growth on Social Development and Economic Development.
b) Effect of Population Growth on Educational Development and Health and
nutrition
c) Effect of Population Growth on Environmental and Natural Resources
Unit III: Population Control
a) Population equilibrium: Measures of control- clinical and educational approach
b) Family planning and Family welfare programme in India
c) Role of different agencies viz.. Home, School, Community, Govt. and non
Government agencies and mass media population control.
Unit IV: Population Education in School Curriculum
a) Need and problem in curriculum development of population education
155
b) Need of research in population education, role of teachers in population

education programme
c) Integration of Population Concept in different School Subjects, Population
Education through Co-Curricular activities
Sessional Work:
Conducting anyone of the following surveys and preparing a report: Progress in the field
of literacy, Health awareness, AIDS awareness, Environmental awareness, Balanced
Diet, Vaccination, Cleanliness, Number of children.
Suggested Readings:
Aggarwal, S.N. (1985). India’s Population Problems. New Delhi: Tata McGraw Hill Pub.
House.
Parakh, B.S. (1985). Population Education Inception to Institutional. New Delhi: NCERT.
Rao, D.G. (1974). Population Education: A Guide to Curriculum and Teacher Education.
New Delhi: Sterling Publishers, Pvt. Ltd.
Sharma, R.C. (1988). Population Resources, Environmental and Quality of Life: Hand
Book on Population Education. New Delhi: Rai & Sons.
Sodhi T.S. (2006). Population Education. Patiala: Bawa Publications
of 2 marks.
E-4.1 & 4.2

SCHOOL LIBRARY AND INFORMATION SERVICES
Total Marks: 50
External Theory: 40
Objectives:
To enable the student- teachers to develop an understanding of meaning,
concept and nature of school library services.
To impart knowledge to student teachers about the need and importance of
library services in the present school education.
To acquaint them with basic principles of school libraries.
To acquaint and prepare student-teachers for the application of information
technologies in school libraries.
156
Unit I: Aims, Objectives and Importance of School Library

a) Meaning, Aims and Objectives of School Library in Education
b) Need and Importance of School Library in School Education
c) Five Laws of Library Science and their Implications
Unit II: Classification and Cataloguing
a) Library Classification: meaning, need and purpose
b) Library Cataloguing: meaning, objectives and importance
c) Circulation system: Ledger, Browne and Newark system of charging and
discharging
Unit III: Library Accession
a) Accession Register, Library Staff and Qualities of School Librarian
b) Open and Close Access System, Library Rules and Regulations
c) Periodicals : Types, Importance and Uses; Stock verification of Library
Unit IV: Specific Problems of School Library and Role of Teacher in developing
School Library
a) Library centered teaching and role of role of teacher in developing and making
use of library
b) Library period, Reference service, Reference books, Library software, E-Library
c) Specific problems of School Library and their solutions
Sessional Work:
1) To prepare entries of 15 books in the accession register
2) Classification of 15 titles at 3 digit level according to Dewey decimal
Classification (DDC)
3) Important websites for E-books, E-journals and other study material for schools
Suggested Readings:
Devi, Savitri and Johri, Nutan (1986). Bibliographic Reprints: Library Science and
Informatics. New Delhi: NASSDOC
Kaur, Sumeet School Library and Information Services. Ludhiana: Tandon
Publications.
Kumar, Krishana (1997). Library Organization. Vikas Publishing House Pvt Ltd.
Singh, Sewa (1985-1990). Indian Library and Information Science Literature. New
Delhi: Ess Ess Publications.
Singh, Sewa; Vir Malhan, Inder and Arora, R.L. (1971-1980). Indian Library
Literature. New Delhi: Today and Tomorrow's.
Upneja, Sunil K. (2007). School Libray Services. Ludhiana: Tandon Publishers.
Wadhawan, Rajan (2009). School Library Services. Ludhiana: Tandon Publications.
of 2 marks.
157
EPC-4.1
Participation in Community Service/ Cultural Activities/ Educational Tour/Trip
Total Marks: 25
Internal Assessment: 20
Internal Viva Voce: 05
Objectives:
To develop an understanding about social welfare
To develop an attitude towards clean environment
To develop an understanding about national integration
Course Content:
Participation in any three of the following and report writing:
a) One day trip
b) NSS activities
c) NCC
d) Celebration of national days
e) Social Awareness rally
f) Blood Donation
g) Swachh Bharat Abhiyan
h) Social Club
EPC-4.2
COMMUNICATION, EMPLOYABILITY AND RESOURCE DEVELOPMENT SKILL
Total Marks: 25
External Assessment: 20
Internal Assessment: 05
Objectives:
To develop effective communication skills among students teachers
To develop speaking skills among students teachers in front of a small group
To develop skill of article writing for magazine / newspaper
To develop the skill of searching of topic from reference book
To develop the skill of preparing e-learning resources for smart classrooms
Unit –I Communication Skills
a) Communication – Concept and types of communication, overcoming barriers of
communication.
b) Exposure (Native Speaker) to be given to students by using ICT followed by
discussion
c) Narrating/ describing a related account from one’s life experience (in front of a
smaller group) by student teacher.
158
Unit –II Engaging with Journalistic Writing

a) Selection of text from newspaper/magazine, articles on topic of contemporary
issues
b) Analysis of structure of the article by identifying sub heading, keywords,
sequencing of ideas, use of concrete details and statistical representation etc.
c) Writing articles on the topic of interest for college magazine /newspaper /wall
magazine etc.
Unit -III Engaging with Subject related reference books
a) Selecting a specific topic in the related subject area for research from a set of
available reference books.
b) Searching relevant reference books from Library/Internet sources and extract
relevant information in some schematic from (Flow Diagram me/ Mind Map etc.)
c) Making notes on these presentations with display and oral comments to a larger
group
Unit –IV Preparing E-Learning Resources
a) Learning Resources; Development of E –content of (both opted teaching
subjects) using different formats
b) Searching free educational resources on internet and using a virtual learning
environment.
c) Workshop on CV writing and conducting Mock Interviews
Sessional Work:
The students will maintain a record in the form of project file / audio /video recording / E-
content CDs of both teaching subjects and will be evaluated by External examiner
159
SEMESTER –IV
EPC-3.1
SCHOOL INTERNSHIP PROGRAMME
Total marks – 300
Pedagogical subjects (In each Subject)
External-100
Internal-30
Assessment by concerned school – 40
(100 + 30 + 100 + 30 + 40 = 300)
Duration: 16 Week
16 weeks internship shall be carried out in the three phases as described below:
Phase-1 : Pre-Practice Duration: 2 week (In parent institute)
1. Student teachers will learn to write and demonstrate micro, macro, diary,
ICT, test based and teaching model based lesson plans.
2. Every student teacher should go through one week simulated teaching
practice in each teaching subject.
3. Workshop on development of audio visual aids be organized during this
week.
4. Necessary orientation programmes for Mentor Teachers and Heads of the
selected schools be organized by the institute.
Phase-2: Teaching Practice Duration: 14 weeks

The school teaching practice phase can be divided into two blocks. In the first
block of 7 weeks, student teachers may be engaged with students ‘of either Upper
Primary or Secondary classes; and in the second block of 7 weeks in reverse order.
With the permission of higher authorities (DGSE, DEO and school principals) the
convenient small groups of student teachers shall be attached to a school and he/she
shall undertake such duties as are assigned to him / her by the Head Master/Principal of
the school in all school related activities. During this period, he/she shall teach minimum
of 60 lessons in each pedagogic subject under the supervision of the mentor teacher
and respective teacher educators.
Nomination of Mentor Teachers: During the internship different teachers of the
schools may be nominated as mentor teachers. The role of the mentor teacher would
be to share his/her professional experiences, present model lessons, assess student
teachers’ performance, and provide on-site guidance and support during internship.
Identification of supervisors: The faculty members of the parent institute would be
allotted to different schools as supervisors during the internship period. The supervisor
160
shall coordinate the activities of the mentor teachers of the school; and assess student
teachers’ performance, and provide on-site guidance and support during internship at
least twice a week.
Activities for Student teachers: Student teachers shall undertake the following
activities during this period:
Phase I. Planning and Facilitating Teaching Learning
(A) Preparing and delivering 120 lesson plans in two teaching subjects - (60 + 60)
• Macro Lesson Plans-40
• Diary form Lesson Plans- 08
• ICT Based Lesson Plans- 05
• Unit Test Based Lesson Plans- 04 (Preparing blue print & conducting unit tests)
• Lessons Plans based on Models of Teaching - 03
(B) Peer teaching observation - 10 +10 in each subject
(C) Micro lesson plans – 5 + 5 in each subject
(D) Discussion lesson – 02 (one in each teaching subject)
Phase II. Assessment of students’ performance: Assessment record on the basis of

unit tests.
III. Participation in School Activities
• Participation in organizing co-curricular activities i.e. Literary, Dramatics, Fine
arts and sports (any two).
• PTA/PTM/SMC
Records to be submitted by a Pupil teacher:

• Teaching Practice file (Both teaching subjects)
• Assessment record
• Record of Participation/organization of school activities
Phase – III
Post-Practice and Evaluation
Duration: 1 Week
The following activities shall be organized in the Post Practice phase:
Presentation of brief report by each student teacher on his/her internship
experiences.
Inviting feedback from cooperating schools.
161
Evaluation (Total- 300 marks)

The weight age to different components of internship shall be assigned as under:-
• Assessment by concerned teaching subject school mentor teacher and teacher
educator – 40 marks (20+20 in each subject) on assessment performa - A
• Internal assessment on the basis of submitted records and discussion lesson -
30 in each teaching subject (30+30 in each subject =60)
• External assessment: Final Skill- in-Teaching lesson in each subject to be
conducted in the parent college (100+100 in each subject =200) under the
supervision of external Internship Programme Coordinator appointed by the
university.
• Breakup of external evaluation for each teaching subject (100 marks) is as
follows:
Written Lesson - 10 Marks
Presentation - 60 Marks
Teacher Traits - 20 Marks
Teaching aids - 10 Marks
162
Performa-A: Assessment for School Internship

(To be given by Teaching Subject School Mentor Teacher and Teacher Educator
for each Teaching Subject)
Total Marks: 40 (20+20) for two teaching subjects
Teaching Subject:
Name of the Student
Roll No.
Name of the School
Session
Sr.No. Teaching Aspects Marks for Marks

the area Obtained
1. Adherence to school’s rules & regulations 4
(Punctuality, Attendance& General behavior)
2. Organization and participation in morning 4
assembly and co-curricular activities.
3. Development and use of teaching learning 2
material (audio visual aids)
4. Maintenance of School Records & Registers 2
5. Participation in evaluative techniques 4
(Developing question papers, making
marking papers, helping & preparing results
and assigning grades)
6. Use of teaching strategies (knowledge of 4
subject content, methodology, class room
interaction, class control etc)
Total
20
Marks
Signature of School Advisor/Coordinator/Mentor teacher:
Signature of Teacher Educator:
Counter signed by head of the school (along with stamp) Date:
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PANJAB UNIVERSITY, CHANDIGARH-160014 (INDIA)

REGULAR COURSE AND THROUGH CORRESPONDENCE

1.3 Instructions for Paper –Setters, Examiners and students:

F-1.3 Techniques of Teaching 40 10 50

F-2.3 Assessment for Learning 40 10 50

F-2.4 Knowledge, Curriculum and 40 10 50

***Elective Options: (Any two of the following)

Total Marks: 1600

a) Education: meaning, concept- Indian and Western.

UNIT-II: Educational Philosophy

a) Educational Philosophy: meaning, relationship between philosophy and

UNIT-III: Facets of Knowledge

a) Knowledge- Concept, nature and sources of knowledge.

a) Values- Concept, types of values.

Sessional Work (Internal):

Brubacher, J. S. (1969). Modern Philosophies of Education. New Delhi: Tata Mcgraw

Chaube, S.P. (1997). Philosophical and Sociological Foundation of Education. Ravi,

Chaube, S.P. (1981). Philosophical and Sociological Foundations of Education. Agra:

Howard, O. & Sam, C. (1976). Philosophical Foundation of Education. Columbus:

Mathur, S.S. (1997). Philosophical and Sociological Foundations of Education. Agra:

National Council of Teacher Education (1999). Gandhi on Education. New Delhi:

Understand the concept, principles, factors affecting human growth and

(a) Human growth and development- concept, characteristics and difference of

UNIT- II: Learner as a Developing Individual

(a) Relevance and applicability of various theories of development- Piaget

UNIT- III: Learner in Socio-Cultural Perspective

UNIT- IV: Group Behaviour-Implication for Teachers

Sessional Work (Internal)

Radford, J. and Govier, E. (1991). A Text Book of Psychology (2/e). London:

Sprinthall, N.A. and Sprinthall, R.C. (1987). Educational Psychology: A Developmental

Woolfolk, A. (2013). Educational Psychology (9/e). South Asia: Dorling Kindersley

• Preparing and practicing any two micro skills.

Martin, D. J. & Kimberly S. Loomis (2006): Building Teachers: A constructivist approach

To have insight into constitution of India in relation to education.

a) Constitutional provisions – preamble, Fundamental right and Duties and

a) Post- independence era :University Education Commission (1948-49) Secondary

a) Yash Pal Committee Report (1993) ‘Learning without burden’.

Sessional Work (Internal Assessment)

Each student will undertake any one of the following activities:

• Preparing reports on any of the centrally sponsored programmes like Sarv

Aggarwal, J.C. (2013). Landmarks in history of modern Indian education. Vikas

Government of India (1992, 1998). National policy on education, 1986 (modified in

Government of India (1993). Learning without burden. Ministry of Human Resource

Government of India. (1966). Report of the education commission: Education and

Mid Day Meal Programme. available at

NCF-2005 available on www.ncert.ac.in

Rashtrya Madhyamik Shiksha Abhyan. Available at

Rashtrya Uchchtar Shiksha Abhyan (RUSA). Available at

UNIT I: Introduction to Computers

a) An Introduction to Computer, Need, Importance, Nature and Advantages

UNIT II: Elements of Computer

a) Computer hardware fundamentals (anatomy, input devices, output devices,

UNIT III: Operating System

a) Operating system: types and importance (Dos & Windows)

UNIT IV: Internet and Networking

a) Internet: its need and Importance

• Organise seminar/ debates on ICT supported teaching learning strategies

Kumar, Sunil (2017). Understanding of ICT Skill Development, ISBN 978-93-82181-11-