TAMIL NADU TEACHERS EDUCATION UNIVERSITY

Syllabus for M.Ed. Degree Programme

M.Ed., FIRST YEAR (2015-16)

I – THEORY COMPONENTS

Sl. No. Course Code COURSES MARKS

PERSPECTIVE COURSES Internal External Total

Historical and Political Economy of

1. FPHPE 30 70 100
Education in India

2. FPAEP Advanced Educational Psychology 30 70 100

3. FPCDD Curriculum Design and Development 30 70 100

TOOL COURSE
4. FTBER Basics in Educational Research 30 70 100
TEACHER EDUCATION COURSE
Teacher Education in India:
5. FTEEL 30 70 100
Elementary Level
SPECIALISATION: CORE COURSE

Structure, Status and Issues in

6. FSCSE 30 70 100
Secondary Education

SPECIALISATION: THEMATIC COURSE

(Choose anyone of the following courses)

7. FSTEE Early Childhood Care and Education

8. FSTWS Women Studies 30 70 100

9. FSTET Advanced Educational Technology

TOTAL 210 490 700

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., FIRST YEAR

II – PRACTICUM COMPONENTS

Sl. No ACTIVITIES MARKS

Field Immersion with Co-operative Schools (2 Weeks):

(The prospective Teacher Educators shall be present in the co-
operative schools concerned to the Teacher Education Institutions
1. and prepare Reflective reports upon the administration, curriculum 50
transaction, mode of evaluation and student – teachers’ curricular
and co-curricular activities. The report of the same has to be
submitted during the Practical Examinations).

Field Visit (2 Weeks):

The prospective teacher educators shall visit and write reflective
2. reports on anyone of the Teacher Education Institutions that are
engaged in developing innovative curriculum and pedagogic 75
practice, educational policy planning, educational management and
administration etc.

Dissertation Preliminary Work:

Problem identification; tool/instrument selection/ construction;
3. conduct of pilot study related to the title of dissertation of the 75
prospective teacher- educators and the same should be submitted as
a record during the Practical Examinations.

Communication Skills I: Expository Writing

The Prospective Teacher – Educators shall write the conceptual
4. framework related to the problem/topic chosen for the dissertation 50
and present it in the form of seminars for discussions and
suggestions. The record of the same need to be submitted during the
Practical Examination.

Self – Development : Yoga

The Prospective Teacher – Educators shall demonstrate and conduct
5. five sessions of yoga teaching to practice Yoga by the students of
the cooperative schools. Proceeding of these activities has to be 50
recorded and the same has to be submitted on the days of Practical
Examinations.

TOTAL 300

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., SECOND YEAR (2016-17)

I – THEORY COMPONENTS

Course
Sl. No. COURSES MARKS
Code

PERSPECTIVE COURSES Internal External Total

Philosophical and Sociological

1. SPPSE 30 70 100
Perspectives in Education

2. SPATI Advanced Techniques of Instruction 30 70 100

TOOL COURSE
Advanced Educational Research and
3. STAER 30 70 100
Statistics
TEACHER EDUCATION COURSE
Teacher Education in India:
4. STESL Secondary and Higher Secondary 30 70 100
Level
SPECIALISATION: CORE COURSE
Curriculum, Pedagogy and
5. SSCCA 30 70 100
Assessment at Secondary Level

SPECIALISATION: THEMATIC COURSE

(Choose anyone of the following courses)

Education for Differently Abled

6. SSTED
Learners
Planning, Administration and
7. SSTAM Management of Secondary and Higher 30 70 100
Secondary Education
8. SSTHE Trends in Indian Higher Education

TOTAL 180 420 600

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., SECOND YEAR

II – PRACTICUM COMPONENTS
Sl. No.
ACTIVITIES MARKS
a) Dissertation: (The dissertation includes: Appropriate title/topic,
statement of the problem; scope and limitations; objectives; operational
definitions of variables; need and importance of the study; review of 100
related studies; method of study; analysis and interpretation of data;
1.
results, discussion and conclusion; bibliography and appendices).
b) Viva-Voce: (The prospective teacher educators shall submit the data
sheets, master table, analysis output and the completed dissertation 50
during the Vive-voce examinations).
a) Field based Internship in the Cooperative School (1 Week): (The
prospective teacher educators shall observe the teaching and other co-
curricular activities both at level I & II of student - teachers in the 50
cooperative schools and submit their Reflective records on the same
during the practical examinations).
b) Field based Internship in the Teacher Education Institution (3
Weeks): Each prospective teacher educators should be attached with
their Parent Teacher Education Institution or anyone of the Teacher
2. Education Institution for field immersion for a period of 3 weeks
continuously to undertake the following activities. The prospective
teacher educators shall be engaged handling 12 classes during the field 75
immersion @ 4 classes per week in their Parent Teacher Education
Institution or nearby Teacher Education Institutions attached with
TNTEU, offering B.Ed., course. Each prospective teacher educators
should submit their field attachment appraisal reports duly endorsed by
the mentor as well as by the Head of the Institutions, where he/she is
attached with and the same need to be submitted at the time of Practical
examinations.
Communication Skills II: Academic Writing
(Publication of minimum ONE Research article (Full paper) related to
3. the dissertation topic of the prospective teacher educators in Educational 75
Journals and the same need to be appended in the M.Ed., dissertation).
Hands on Training: (The prospective teacher educators shall prepare a
master table based on the data collected and the data shall be statistically
4. 50
analyzed using any software. The output of the data has to be submitted
during the Practical examinations).
TOTAL 400

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FPHPE
HISTORICAL AND POLITICAL ECONOMY OF EDUCATION IN
INDIA

OBJECTIVES:
At the end of the course, the prospective teacher-educators will be able to:
 acquire knowledge on education and its agencies;
 develop understanding about the educational system of ancient India;
 develop understanding about the educational system of medieval India;
 list out the educational contributions of Christian Missionaries and the East India
Company;
 analyse the major recommendations of various educational committees and
commissions during the British rule;
 develop understanding about the educational provisions spelt out in the Indian
constitution;
 analyse the major recommendations of various educational committees and
commissions after Indian independence;
 recognise the important role of education in promoting nationalism and international
understanding;
 examine the Indian political policy of education; and
 critically evaluate the changing economic policy in developing education.

UNIT – I: EDUCATION AND ITS AGENCIES

Education: Concept – Meaning – Definition; Aims of Education; Functions of Education;

Forms of Education: Formal, Non-formal and Informal; Agencies of Education: Formal, Non-
formal and Informal agencies of education.

UNIT – II: EDUCATION IN ANCIENT INDIA

Vedic System of Education and its Educational implications – Buddhist System of Education
and its educational implications – Jain System of Education and its educational implications.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT – III: EDUCATION IN MEDIEVAL INDIA

Indigenous Education: Nature, Types and its implications – Islamic Education: Nature, Types
and its implications.

UNIT – IV: EDUCATION UNDER THE EAST INDIA COMPANY

Educational contributions of The Portuguese, The Dutch, The French, The Danish and The
English Christian Missionaries – Educational contributions of the East India Company:
Charter Act (1813), Charter Act (1833), Macaulay’s Minutes (1835), Wood’s Despatch (1854).

UNIT – V: EDUCATION UNDER THE BRITISH RULE

Hunter Commission (1881-1882) – Indian Universities Commission (1902) – Indian

Universities Act (1904) – Sadler Commission (1917-1919) – Hartog Committee (1928-1929) –
Abbot-Wood Report (1936-1937) – Wardha Scheme of Basic Education (1937) – Sargent Plan
(1944).

UNIT – VI: EDUCATION PROVISIONS IN INDIAN CONSTITUTION

Preamble of the Constitution – Seventh Schedule of the Constitution: Central List, State List
and Concurrent List – Directive Principles of State Policy and Education – Constitutional
Amendments on Education – Right to Education Act (2009).

UNIT – VII: DEVELOPMENT OF EDUCATION IN INDEPENDENT INDIA

Radhakrishanan Commission (1948–1949) – Mudaliar Commission (1952-1953) –

Kothari Commission (1964-1966) – New Policy of Education (1968,1986) – Revised National
Policy of Education and Programme of Action (1992) – Yashpal Committee (1993) –
Chadurvedi Committee (1993) – Ambani-Birla Committee (2000) – National Knowledge
Commission (2006).

UNIT – VIII: EDUCATION FOR NATIONAL INTEGRATION AND

INTERNATIONAL UNDERSTANDING

Nationalism: Concept, Meaning, Education and Nationalism - National and Emotional

Integration: Concept, Meaning, Factors affecting national integration, Emotional Integration
Committee (1961), Education and National Integration - Inter-cultural Integration: Concept,
Meaning, Development of inter-cultural understanding - International Understanding: Concept,

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Meaning, Factors affecting international understanding, Education and International

Understanding.

UNIT – IX: POLITICAL POLICY OF EDUCATION IN INDIA

Education for the elite group – Education for Democracy, Secularism and Socialism –
Education for Social Change and Modernization - Education for Knowledge Economy –
Brain Drain and Brain Gain – National Skill Development Mission - Education for Human
Resource Development.

UNIT – X: ECONOMICS OF EDUCATION

Financing of Education in Ancient and Medieval Period: Individual Contributions (Guru

Dhakshanai), Religious Charities (Hinduism, Buddhism, Jainism, Islam and Christianity) –
Philanthropic Contributions (Rulers and Individuals) – Grant-in-aid System of East India
Company – Financing of Education in Free India: Public (Union and State Governments) and
Private Funding, Public-Private Partnership Funding – Five Year Plans and Educational
Development: Welfare Economic Approach (Public Funding) – New Economic Policy and
Education: Privatization of Education, Internationalization of Education (Exporting and
Importing of Education).

SUGGESTED ACTIVITIES:

1. Visit any one the formal or non-formal agencies of education and submit a report on the
mode of its functioning.
2. Conduct a debate on “Success of Implementing Right to Education Act rests with the
Government Machineries or Common People”. Submit a report on the outcome of the
debate.
3. Conduct a Seminar on “Role of Education in Nation Building Activities”. Submit a
report on the major aspects of the same.
4. Collect the data and present a report on the changing educational policies since Indian
independence.
5. Conduct a debate on “Brain Drain and Brain Gain” in the Indian context.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

SUGGESTED READINGS:

Agarwal, Pawan (2009). Indian higher education – Envisioning the future. New Delhi: Sage
Publications.

Aggarwal, J. C. (1995). Teacher and education in India. New Delhi: Vikas Publishing House.

Aggarwal, J. C. (2009). Recent developments and trends in education. Delhi: Shipra

Publications.

Aggarwal, J. C. (2010). Educational reforms in India for the 21st century (4th Revised Edition).
Delhi: Shipra Publications.

Aggarwal, J. C. (2011). Education policy in India - 1992 and review2000 and 2005 (3rd
Reprint) Delhi: Shipra Publications.

Aggarwal, J. C. (2013). Basic ideas in education (Reprint). Delhi: Shipra Publications.

Biswas, A. & Agarwal, S.P. (1994). Development of education in India – A historical survey of
educational documents before and after independence. New Delhi: Concept Publishing
Company.

Chand, Jagadish. (2007). Education in India during British period. Delhi: Anshah Publishing
House.

Chand, Jagadish. (2007). Education in India after independence. Delhi: Anshah Publishing
House.

Chandra, S.S., et al. (2008). Indian Education Development, Problems, Issues and Trends,
Meerut: R.Lal Book Depot.

Gupta, Asha. (2010). Educational in the 21st century – Looking beyond university. Shipra
Publications.

Gupta, Rainu. (2010). Philosophical, sociological and economic bases of education. Ludhiana:
Tandon Publications.

Gupta, S. (2011). Education in emerging India. Delhi: Shipra Publications.

Haq, Ehsanul. (2011). Education polity and society. Delhi: Shipra Publications.

Kolhatkar, M.R. (2012). Survey of higher education (1947-2007). New Delhi: Concept
Publishing Company.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Lal & Sinha. (2011). Development of Indian education and its problems. Meerut: R.Lal Book
Depot.

Mishra, Lokanath. (2013). Internationalization of higher education – Access and quality

(Edited). Delhi: Shipra Publications.

Mohanty, Jaganath. (2011). Dynamics of educational thoughts and practices. Delhi: Shipra
Publications.

Narayan Dash, Biranchi. (2004, First Edition). Teacher and education in the emerging Indian
society. Hyderabad: Neelkamal Publications.

Prasad, Janardan. (2009). Education and society. New Delhi: Kanishka Publications.

Ramesh, Ghanta & Dash, B.N. (2004 First Edition). Foundations of education. Hyderabad:
Neelkamal Publications.

Seema, Sharma. (2004). History of education. New Delhi: Anmol Publications.

Shashi, Prabha Sharma. (2006). Basic principles of education. New Delhi. Kanishka
Publishers.

Shukla, K.K. et al. (2011). Development of education system in India. Meerut: R.Lal Book
Depot.

Sunil, Chavan . (2004). Education for All. New Delhi: Rajat Publications.

Suresh, Bhatnagar & Madhu, Mullick. (2008). Development of Educational System in India.
Meerut: R.Lal Book Depot.

Swaroop, Saxena. N.R. (2008). Theory of education. Meerut: R.Lal Book Depot.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FPAEP
ADVANCED EDUCATIONAL PSYCHOLOGY

OBJECTIVES:

At the end of the course, the prospective teacher-educators will be able to:

 understand the various schools and methods of psychology;

 understand adolescent’s growth, development and their problems;
 acquaint with the significance of learning and the various theories of learning;
 understand the biogenic and sociogenic motives and different theories of motivation;
 understand the concepts and theories of intelligence and creativity;
 understand the theories of personality and its measurement;
 identify the different types of adjustment mechanisms;
 differentiate the concepts mental health and mental hygiene;
 describe the various types of groups and leadership styles; and
 familiarize with various psychological testing procedures.

UNIT - I: SCHOOLS AND METHODS OF PSYCHOLOGY

Educational Psychology: Nature, Meaning and Scope - Major Schools of Psychology:

Structuralism, Functionalism, Behaviourism, Constructivism, Psycho-analysis, Gestalt
Psychology and Humanistic Psychology - Methods of Psychology: Introspection, Descriptive
Observation, Case Study, Survey, Experimental and Developmental.

UNIT - II: GROWTH AND DEVELOPMENT

Growth and Development: Concept and Stages - Development: Dimensions - Methods of

Study – Developmental Tasks - Factors influencing Development: Genetic, Biological,
Physical and Environmental - Theories of Development: Psycho-analytic Theory of Freud and
Erikson - Behavioural Theory of Albert Bandura - Cognitive Theory of Jean Piaget, Kohlberg
and Havighurts.

UNIT - III: LEARNING

Learning: Meaning, Definitions and Importance – Theories of Learning: Behavioral Theory:

Bandura’s Social Learning Theory - Cognitive Theory: Gagne’s Theory and Bruner’s Theory -
Developmental Theory: Vogotsky’s Theory - Constructivist Theory: Kolb’s Theory -

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Humanistic Theory: Carl Rogers Theory - Field Theory: Kurt Lewin’s Theory - Information
Processing Theory: Donald Norman - Programmed Learning: Principles and Types.

UNIT - IV: MOTIVATION AND SELF – REGULATION

Motivation: Meaning – Biogenic and Sociogenic motives – Approaches: Behavioural,

Humanistic, Cognitive and Socio-cultural – Theories: Maslow, Vrooms Expectancy Model
and Mclellands - Level of Aspiration: Zeigarnik effect – Self-Regulation: Meaning - Factors
influencing self-regulation - Theory and process.

UNIT – V: INTELLIGENCE AND CREATIVITY

Intelligence: Definitions, nature, neurological foundation, genetic and environmental

influences – Approaches, types and concept of IQ - Theories: Two Factor Theory, Multifactor
Theory, Group factor Theory, Triarchic Theory, Multiple Intelligence Theory, Burt Vernon’s
Hierarchy Theory, Catell Theory, Caroll Theory, PASS (Planning, Attention - Arousal,
Simultaneous and Successive) Theory and its Educational Implications – Measurement of
Intelligence: Issues and Approaches – Psychometric tests, Biological measures, Brain size,
Volume and related measures – Chronometric approach.

Creativity: Nature - Factors affecting creativity: Genetic, Neurobiological and Socio-cultural

Theories: Psychoanalytical, Eysenck’s Theory, Addition Theory and Humanistic Theory –
Models: Geneplore, Graham Wall’s, and MG Taylor Model - Creativity in Education:
Programmes and Strategies – Problem Solving.

UNIT - VI: PERSONALITY

Personality: Meaning and definitions – Determinants: Genetic, Social and Cultural - Theories:
Type Theory, Trait Theory, Psycho-analytic Theory, Phenomenological Theory, Learning
Theory, Social Behaviouristic Theory and Rotter’s Expectancy – Reinforcement Model -
Measuring Personality: Subjective, Objective methods – Projective techniques.

UNIT - VII: ADJUSTMENT

Adjustment: Meaning and process – Mechanisms – Adjustment problems of children and

adolescents – Maladjustment Causes: Physical, Emotional, Social and Mental – Remedial
Measures – Stress Management - Exceptional Children: Meaning, definition and types -
Education for gifted and backward children.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT – VIII: MENTAL HEALTH AND HYGIENE

Mental Health: Concept – Mental Health status of Indian Children – Strategies for
strengthening mental health of students and teachers - Mental Hygiene: Concept and
importance - Student’s Unrest and Conflict: Nature, Causes, Conflict Resolution and
Management.

UNIT – IX: GROUP DYNAMICS

Group Dynamics and Teams: Types of Groups - Dynamics of Informal and Formal groups –
Group relationship in the class - Teams: Characteristics, Types, Team building, Team
effectiveness – Leadership: Nature, Styles, Role and Activities - Theories: Trait, Exchange,
Contingency and Path-Goal.

UNIT – X: PSYCHOLOGICAL MEASUREMENT

Concept of Evaluation, Measurement and Assessment – Psychological tests: Nature,

characteristics and types – Norm Referenced Tests – Criterion Referenced Tests –
Characteristics – Types of Standardized Tests: Achievement Tests, Diagnostic Tests and
Aptitude Tests - Issues in standardized testing.

SUGGESTED ACTIVITIES:

1. Visit a Mental Healing Institute nearer to you and prepare a detailed report about the
various Mental Health Programmes offered to the Mentally Retarded Adolescents.
2. Observe and list out the developmental characteristics of a sample of 5 students at
secondary level.
3. Conduct a Case Study of adolescent learners with deviant behaviour.
4. Identify the learning difficulties of the student in any school subject at secondary level
through administration of a diagnostic test and develop a module for remedial
instructions.
5. Analyse the merits and demerits of the various methods of assessing the personality.

SUGGESTED READINGS:

Anastasi, A. (1980). Psychological teaching. London: MacMillan.

APS’s. (1996). Diagnostic ans statistical manual (IV). New Delhi: Jaypee Brothers.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Ausubel and Robinson, F.G. (1969). School learning – An Introduction to educational

psychology. New York: Holt, Rinchart & Winston Inc.

Baron, R. A. and Byrne, D. (2003). Social psychology (10th Edn.). New Delhi: Prentice Hall.

Bee, H. and Boyed, D. (2002). Life span development. Boston MA: Allyn & Baccon.

Bernard, H.W. (1972). Psychology of learning and teaching (3rd Edn.). New Delhi: McGraw-
Hill Company.

Bigge, M.L. and Hunt, M.P. (1962). Psychological foundation in education. New York:
Harper& Brothers.

Dandapani, S. (2001). A textbook of advanced educational psychology (2nd Edn.). New Delhi:
Anmol Publications.

Dash, M. (1997). Education of exceptional children. New Delhi: Atlantic Publishers.

Garrett, H.E. (1981). Fundamental statistics in psychology and education. Bombay: Vakils
Publishers.

Guilford, J.P. (1954). Psychometric method (2nd Edn.). New Delhi: McGraw Hill Publications.

Henson, K.T. and Eller, B.F. (1999). Educational psychology for effective teaching. USA:
Wordswoth Publishing.

Laura, E. Berk. (2003). Child development. New Delhi: Pearson Education.

Mangal, S.K. (2007). Essentials of educational psychology. New Delhi: Prentice Hall of India.

Maslow, A. (1968). Some educational implications of humanistic psychology. Harvard

Educational Review Vol. IV.

Mazur. (1989). Learning and Behaviour. New Delhi: Prentice Hall of India.

Moshin. (1984). Research methodology in behavioural scicence. New Delhi: Pearson

Education.

Pringle, M.K. and Verma, V.P. (1974). Advances in educational psychology. London:
University of London Press.

Santrock John, W. (2001). Educational psychology. Boston: McGraw Hill.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Saraswathi, T.S. (1999). Cultural socialization and human development theory, research and
applications in India. New Delhi: Sage Publications.

Singh, A.K. (1986). Tests, measurements and research methods in behavioual sciences. New
Delhi: Tata McGraw Hill.

Snodgrass, J.G., Berger, G.L. and Haydon, M. (1985). Human experimental psychology. New
York: Oxford.

Spinthal, N. and Sinthal, R.C. (1990). Educational psychology (5th Edn.). New York: McGraw
Hill.

Stenberg, R.J. (1982). Advances in the psychology of human intelligence (Vol. I). New Jersey:
Erlbaum.

Torrance, E.P. (1965). Rewarding creative behaviour. New Jersey: Prentice Hall.

Wordsworth, B.J. (1989). Piaget’s theory of cognitive and affective development. New York:
Longman.

Winer, B.J. (1971). Statistical principles and experimental design. Kogakusha: McGraw Hill.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FPCDD
CURRICULUM DESIGN AND DEVELOPMENT

OBJECTIVES:
At the end of the course, the prospective teacher-educators will be able to:

 acquire the knowledge of the concepts, principles, types and theories of

curriculum development;
 understand the determinants of curriculum design;
 comprehend the basic consideration, trends and issues in curriculum planning;
 understand phases of curriculum process;
 recognise the models of curriculum development;
 analyse the approaches of curriculum organization;
 understand the models of curriculum implementation;
 understand the modes of curriculum transaction;
 recognise the various forms and approaches of curriculum evaluation and
 comprehend the strategies and models of curriculum change and innovations.

UNIT - I: THE NATURE OF CURRICULUM

Meaning and Concept of Curriculum - Definition of curriculum: Curriculum as a Plan,

Curriculum as an Experience, Curriculum as an Objective and Curriculum as a Subject Matter
– Elements of Curriculum – Constituents of Curriculum – Correlates of curriculum – Types of
Curriculum: Open Curriculum, Hidden Curriculum, Informal Curriculum, Actual Curriculum
and Extra–Mural Curriculum – Principles of Curriculum Construction – Theories of
Curriculum Development – Different ways of Approaching Curriculum Theory – Curriculum
and Syllabus.

UNIT - II: DETERMINANTS OF CURRICULUM

National Aspirations and Needs – Cultural and Social Change – Factors influencing
Curriculum : Political, Social, Economic, Technological, Environmental Factors – Changes in
Values – Value System – Foundations of Curriculum: Philosophical, Sociological and
Psychological Foundations of Curriculum .

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT - III: CONSIDERATION FOR CURRICULUM PLANNING

Nature of Discipline and Curriculum Planning – Basic Considerations in Curriculum Planning:

Developmental Considerations, Social Considerations, Economic Considerations,
Environmental Considerations, Institutional Considerations, and Teacher-related
Considerations – Issues in Curriculum Development: Traditional Curriculum, Modern
Curriculum, Irrelevant Curriculum Intentional Curriculum, Learned Curriculum and Emerging
Curriculum - Future directions for Curriculum Development.

UNIT - IV: PROCESS OF CURRICULUM DEVELOPMENT

Phases of Curriculum process: Need assessment, Formulation of aims, goals and objectives,
Selection of content, Selection of learning experience - Vertical and horizontal organization of
content and learning experience, and Evaluation

UNIT - V: MODELS OF CURRICULUM DEVELOPMENT

Technical Scientific Models: Tyler’s Model, Hilda Taba’s Model, Saylor and Alexander’s
Model, Goodlad’s Model, Hunkin’s Model and Miller and Seller’s Model. Non-Technical -
Non-Scientific Models: Kohl and Holt’s Model, Fantini’s Model and Rogers Model.

UNIT - VI: APPROACHES OF CURRICULUM ORGANIZATION

Subject- Centred Designs: Subject design, Discipline design, Broad field design and
Correlation design – Learner-Centred designs: Child-Centred design, Experience-Centred
design, Romantic design and Humanistic design – Problem-Centred Design: Life-Situation
design, Core design and Social Reconstruction design – Sources of Curriculum Design.

UNIT - VII: CURRICULUM IMPLEMENTATION

Definition of Curriculum Implementation – Models of Curriculum Implementation:

Overcoming Resistance to Change (ORC) Model, Leadership Obstacle Course (LOC) Model,
Linkage Model, Organizational Development (OD) Model, and Rand Change Agent (RCA)
Model – Factors influencing Curriculum Implementation

UNIT - VIII: CURRICULUM TRANSACTION

Meaning and Definition of Curriculum Transaction – Main Components of Curriculum

transaction: Bases of Curriculum Transaction, Teaching-Learning Process and Creating an
Effective Environment – Effective Teaching – Factors influencing effective teaching - Lesson

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Planning and Preparation: Need, Techniques and Format for Lesson Planning, Teacher’s
Diaries, Planning and Use of Teaching Aids – Actual Classroom Teaching: Observing
Classroom Teaching, Teaching styles and behaviour, Student’s Participation in the Teaching
Learning Process, Classroom practices – Effective Guidance and Supervision of Classroom
Practices – Role of ICT in Curriculum Transaction – Role of Teachers in Curriculum
Transaction.

UNIT - IX: CURRICULUM EVALUATION

Concept, Definition, Need, Importance and Sources of Curriculum Evaluation – Approaches of

Curriculum Evaluation: Bureaucratic, Autocratic, Democratic, Norm-referenced and Criterion
– referenced Evaluation – Qualitative and Quantitative Evaluation – Functions of Curriculum
Evaluation – Forms of Evaluation: Formative and Summative Evaluation – Focuses of
Evaluation – Methods of Curriculum Evaluation: Evaluation during curriculum development
and Evaluation during curriculum implementation – Continuous and Comprehensive
Evaluation – Models of Curriculum Evaluation: Tyler’s Objectives-Centred Model –
Stufflebeam’s CIPP Model and Robert Stake’s Congruence – Contingency Model.

UNIT - X: CHANGE AND INNOVATIONS IN CURRICULUM

Patterns of Curriculum Designing: Centralised and Decentralised Curriculum Designing –

Levels of Curriculum Designing – Advantage and Limitations of Centralised and Decentralised
Curriculum Designing – Curriculum Change and Innovations - Context of Curriculum
Change and Innovations – Strategies and Models for Curriculum Change and Innovations –
Planning and Executing the Change.

SUGGESTED ACTIVITIES:

1. Prepare a report on different ways of approaching curriculum theory.

2. Prepare a list of factors influencing curriculum.

3. Prepare a report on various issues in curriculum development.

4. Conduct debate on various approaches of curriculum organization and submit a report on

merits and demerits of the same.

5. Prepare a report on factors influencing effective teaching and learning.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

SUGGESTED READINGS:

Aggarwal, J.C. (1990). Curriculum Reform in India – World Overviews, Doba World
Education Series – 3. Delhi: Doba House, Book Seller and Pubisher.

Aggarwal, Deepak. (2007). Curriculum development: Concept, methods and techniques. New
Delhi: Book Enclave.

Orstein, A.C and Hunkins, F.P (1988). Curriculum: Foundations, principles and issues. New
Jersey: Prentice Hall International

Arora, G.L. (1984). Reflections on curriculum. New Delhi:NCERT.

Chauhan, S.S. (1993). Innovations in the teaching learning process, New Delhi: Vikas
Publishing House.

Chikumbu, T.J and Makamure, R. (2000). Curriculum theory, design and assignment (Module
13). Canada: The Common wealth of Learning.

Dewey, John. (1996). The child and the curriculum, Chicago: The University of Chicago Press.

Diamond Robert, M. (1986). Designing and improving courses in higher education: A

systematic approach, California: Jossey – Bass Inc. Publication.

Doll Ronald, C. (1986). Curriculum improvement: Decision making process. London: Allyon
and Bacon Inc.

Erickson, H.L. (2002). Concept based curriculum and instruction: Teaching beyond the facts.
California: Corsion Press Inc.

Glatthorn, A.A. Boschee, F., and Whiteheed, B.M. (2009). Curriculum leadership: Strategies
for development and implementation. New Delhi: Sage Publications.

Joseph,P.B et al. (2000). Cultures of curriculum (Studies in Curriculum Theory). NewYork:

Teachers College Press.

Julian C. Stanley and Kenneth D.Hopkings. (1978). Education and evaluation. New Delhi:
Prentice Hall of India.

McKernan, James. (2007). Curriculum and imagination: Process, theory, pedagogy and action
research. London: Routledge.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Ciddldwood, D. and Burton, N. (2010). Managing the curriculum, New Delhi: Sage
Publications.

Saylor, G.J. and Alexander, W. (1965). Planning curriculum for school, New York: Holt
Richard and Winston Inc.

Sterling, G . Callahan .(1958). Successful teaching in secondary schools, Brigham: Young

University.

Taba, Hilda.(1962). Curriculum development: Theory and practice, New York: Harcourt
Brace, Jovanovich Inc.

Tanner, D. and Tanner, L.N. (1975). Curriculum development: Theory and practice, New
York: MacMillan.

Wrightstrane Justman, Robbins. (1964). Evaluation in modern education, New Delhi: Eurasia
Publishing House.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FTBER

BASICS IN EDUCATIONAL RESEARCH

OBJECTIVES

At the end of the course, the perspective teacher-educators will be able to:

 acquire knowledge of research in the field of education;

 write a research proposal;
 describe the nature, characteristics, types, advantages and limitations of quantitative and
qualitative research;
 acquire skills to select appropriate population and sampling techniques;
 acquire skills to construct suitable tests and tools;
 differentiate the population and sampling;
 understand the different types of errors in research;
 familiarize with agencies of research;
 develop the skills of selecting a research problem in education and formulate hypotheses; and
 write a research report.

UNIT – I: NATURE OF EDUCATIONAL RESEARCH

Research; Meaning and Definition – Scope and Need for Educational Research – Characteristics of
Educational Research – Classification of Educational Research – Functions of Educational Research –
Nature of Educational Research.

UNIT – II: RESEARCH PROPOSAL

Meaning of Research Proposal – Need of Research Proposal – Introduction – Statement of the Problem
– Review of Related Literature – Methodology: Objectives, Hypothesis, Sampling, Tools, Procedures
for Treating Data, Bibliography, Time Schedule, Budget Schedule.

UNIT – III: QUANTITATIVE RESEARCH

Introduction – Characteristics of Quantitative Research – Major Types of Quantitative Research:

Descriptive Survey Research, Correlation Research, Causal-comparative Research and Experimental
Research - Advantages and Limitations of Quantitative Research.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT – IV: QUALITATIVE RESEARCH

Introduction - Characteristics of Qualitative Research – Major Types of Qualitative Research:

Phenomenology, Document or Content Analysis, Ethnography, Case studies, Genetic Studies and
Grounded theory - Advantages and Limitations of Qualitative Research.

UNIT – V: KINDS OF EDUCATIONAL RESEARCH

Basic Research, Applied Research and Action Research - Meaning and Definition of Action Research –
Characteristics of Action Research – Objectives of Action Research – Value of Action Research –
Methodology of Action Research.

UNIT – VI: TOOLS OF RESEARCH

Meaning of Research Tool - Criteria for Selection of Tools – Factors related to Construction of Tools –
Classification of Tools: Psychological Tests: General Mental Ability or Intelligence, Aptitudes,
Creativity, Achievement, Personality Traits and Adjustment, Interest and Values - Inquiry Forms:
Questionnaire, Schedule, Check List, Rating Scale, Score Card and Attitude Scale (Thurstone method
and Likert method)- Observation – Interview - Socio-metric Techniques: Sociogram, Sociometric
matrix, Guess-who technique and Social distance scale – Charateristics of Research Tools: Reliability,
Validity and Objectivity – Standardization of Tests, Pilot Study and General procedure for Item
analysis- Ethical issues in Conducting research.

UNIT – VII: POPULATION AND SAMPLING

Meaning and Definitions of Population and Sampling – Types of Sampling: Probability Sampling;
Characteristics of Probability Sampling, Types of Probability Sampling – Non-Probability Sampling,
Characteristics of Non-Probability Sampling, Types of Non-Probability Sampling - Errors in Sampling
– Size of Sample – Application of Sampling Technique in Research.

UNIT – VIII: ERRORS IN RESEARCH

Introduction – Types of Errors in Research: Theoretical Errors, Methodological Errors, Sampling

Errors, Measurement Errors, Statistical Errors, Interpretation Errors, Inferential Errors and Reporting
Errors.

UNIT –IX: RESEARCH REPORT

Title Page: Title, Author’s name and Institutional Affiliation, Running Head- Abstract – Introduction:
Statement of the Problem, Background/Review of Literature – Purpose and Rationale/ Hypothesis –
Design of the Study: Apparatus or Instrumentation, Procedure – Analysis and Interpretation of the data:
Tables and figures, Statistical Presentation – Summary, Conclusions and Discussion: Support and

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Nonsupport of hypotheses, Practical and Theoretical Implications – Reference Section: Bibliography –

Appendix – Author Note.

UNIT – X: AGENCIES IN EDUCATIONAL RESEARCH

Need and Importance of Agencies in Educational Research – Role of Different Agencies: MHRD,
UGC, NCERT, NCTE, ICSSR, ICHR, ICPR, SCERT’s, State Ministries of Education.

SUGGESTED ACTIVITIES:

1. Prepare a model Research Proposal.

2. Prepare a tool for your study and find out validity and reliability.

3. Participate and Present the paper in workshop, Seminar and Conferences.

4. Prepare a model Research Report.

5. Submit an Action Research Report.

SUGGESTED READINGS:

Agarwal. L.P. (2007). Modern educational research. New Delhi: Dominant Publishers.

Bhandarkar, P.L. Wilkinson, T.S., and Laldas, D.K., (2004). Methodology and techniques of social
research. Mumbai: Himalaya Publishing House.

Best, J.W. and Kahn, J.V. (2006). Research in education. 10th ed., Delhi: PHI Learning.

Chandra, S.S and Sharma, R.K. (2007). Research in education. New Delhi: Atlantic Publishers.

Keeves, Jhon.P, (1998). Educational research methodology and measurement. An International Hand
Book, Oxford: Pergamon Press.

Kothari, C.R. (1998). Quantitative techniques. New Delhi: Vikas Publishing House.

Kumar, (1999). Research methodology. Agra: Lakshmi Narayan Agarwal Ltd.,

Kulbir.S.S. (2002). Methodology of research in education. New Delhi: Sterling Publications.

Lokesh Koul, (2009). Methodological of educational research. 4th ed., New Delhi: Vikas Publishing
house.
Munirudin, Qurishic, (2005). Educational research. New Delhi: Anmol Publications.
Purohit.P.N. (2003). Educational research tools and techniques. Jaipur: Mangal Deep Publications.
Radha Mohan, (2006). Research methods in education. Hydradbad: Neelkamal Publications.
Ravi Prakash, (2003). Problems of educational research. New Delhi: Common Wealth Publications.

22
TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FTEEL
TEACHER EDUCATION IN INDIA: ELEMENTARY LEVEL

OBJECTIVES:

At the end of the course, the prospective teacher-educators will be able to:

 acquire the knowledge on the origin of teacher education programme in the Indian
context;
 develop the understanding about the development of elementary teacher education
system in India;
 Comprehend the structure of elementary teacher education in India;
 compare and contrast the salient features of elementary teacher education programmes
of UK, USA, Japan, Germany and India;
 analyse the elementary teacher education curriculum and its transaction modes;
 list out the District, State, National and International organizations related to
elementary teacher education;
 critically evaluate the major issues in elementary teacher education;
 take a stock of the elementary school teachers satus and the avenues for their
professional growth;
 recognize the various modes of evaluation adopted in elementary teacher education
programme; and
 develop research attitude in teacher education.

UNIT-I: GENESIS OF TEACHER EDUCATION IN INDIAN CONTEXT

Concept of Teaching, Instruction, Indoctrination and Teacher - Teacher and Teacher

Education: Ancient Period, Medieval Period (Jainism, Buddhism, Islam) and British Period.

UNIT-II: DEVELOPMENT OF ELEMENTARY TEACHER EDUCATION IN FREE

INDIA

Radhakrishnan Commission (1948-49) – Mudaliar Commission (1952-53) – Kothari

Commission (1564-66) - Chattopadhyaya Committee (1983-85) – NPE (1986) – Acharya
Ramamurthy Committee (1990) – Revised NPE (1992) - Yashpal Committee (1993) – NCERT
Committee (2005) – National Knowledge Commission (2006) – NCFTE (2010).

23
TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT-III: STRTUCTURE OF ELEMENTARY TEACHER EDUCATION

Teacher Education: Concept, Objectives and Scope of Teacher Education; Pre-service and In-
service – Structure of Elementary Teacher Education – Salient features of Elementary
Education: Relevance, Flexibility, Integration and Interdisciplinary – Nature and Concept of
Elementary Teacher Education – Objectives of Elementary Teacher Education.

UNIT-IV: COMPARATIVE TEACHER EDUCATION - ELEMENTARY LEVEL

Comparative Education: Concept, Need, Importance and Scope – Comparative Study of

Elementary Teacher Education: UK, USA, Japan, Germany and India.

UNIT-V: ELEMENTARY TEACHER EDUATION CURRICULUM AND

TRANSACTION

Pedagogical Theory – Methodology of Teaching School Subjects – Practice

Teaching/Internship – Other Practical Works – Competency Based and Commitment Oriented
Teacher Education – Curriculum Framework of NCTE Regulations, Norms and Standards
(2014).

UNIT-VI: ORGANISATIONS INVOLVED IN ELEMENTARY TEACHER

EDUCATION

Teacher Education Organizations at Different Levels: Role and Functions of BRCs, CRCs,
DIETs (District level), SIEMAT, SCERT/DTERT (State Level), NCERT, RIEs, NUEPA,
NCTE, RCI (National Level), UNESCO, UNICEF (International Level).

UNIT–VII: MAJOR ISSUES IN ELEMENTARY TEACHER EDUCATION

Admission of Students – Fee Structure – Duration of the Programme – Curriculum and

Pedagogy – Originations of Practice Teaching and relationship with Co-operative Schools –
Supervision of Internship – Facilities at Teacher Education Institutions – Teachers for Student
with diverse needs in Elementary Schools - Quantity and Quality of Elementary Teacher
Education – Privatization of Teacher Education.

UNIT–VIII: STATUS AND PROFESSIONAL GROWTH OF ELEMENTARY

SCHOOL TEACHERS

Socio-economic Status of Teachers – Service Conditions of Teachers – Promotion – Job

Security – Participation in Decision-making Process – Professional Organizations of Teachers:

24
TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Local, National, and International Level and their activities for Professional Growth –In-
service programmes for Elementary School Teachers: Objectives and Strategies.

UNIT–IX: EVALUATION IN ELEMENTARY TEACHER EDUCATION

Evaluation: Concept, Need, and Scope – Assessment of Students Learning: Pedagogical

Theory, Practicum and Teaching Competency - Evaluation Strategies: Formative Vs
Summative, Criterion Vs Norm-referenced, and Internal Vs External evaluations – Structured
Vs Unstructured Evaluation Tools.

UNIT–X: RESEARCH AND INNOVATIONS IN TEACHER EDUCATION

Areas of Research: Teaching Behaviour, Teacher Effectiveness and Approaches to Teaching,

Service Conditions and Job Satisfaction, Quality Maintenance, Practice Teaching and Co-
operation of Practicing Schools, Evaluation Strategies and Comparative Education.

SUGGESTED ACTIVITIES:

1. Prepare a Report based on the visit to anyone of the Elementary Teacher Education
Institutions and critically evaluate the facilities available in the Elementary Teacher
Education.
2. Compare and contrast the Elementary Teacher Education Curriculum and its
Transaction Modes in Tamilnadu with that of any other States of India.
3. Critically evaluate the role of NCTE in promoting Quality in Elementary Teacher
Education Progamme.
4. Prepare a Portfolio to evaluate the prospective teachers of Elementary Teacher
Education Programme.
5. Suggest any Five areas of Elementary Teacher Education for undertaking of Research
Projects.

SUGGESTED READINGS:

Aggarwal, J.C. (1984). Landmark in the history of modern india education. New Delhi: Vikas
Publications.

Balsare Maitraya. (2005). Administration and reorganization in teacher education. New Delhi:
Kanishka Publishers.

Chauraisa, G. (1967). New era in teacher education. New Delhi: Vikas Publications.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Day, C. and J. Sachs, J. (Ed.) (2004). International handbook on the continuing professional
development of teachers. Maidenhead: Brinks Open University Press.

Jaganath Rao, D. (2010). Elementary education in india: Status, issues and concerns. New
Delhi: Viva Boos Publications.

Jagangira, N.K. (1979). Teacher training and teachers effectiveness of teacher educators. New
Delhi: National Publications.

Lokman Ali. (2010). Teacher education. New Delhi: APH Publications

Mohammed Miyan. (2004). Professionalisation of teacher education. New Delhi: Mittal

Publications.

Mohanty, J.N. (1993). Adult and national education. New Delhi: Deep & Deep Publications.

NCTE (1998). Competency based and commitment oriented teacher education for quality
school education: Pre-service education. New Delhi: NCTE.

Ram, S. (1999). Current issues in teacher education. New Delhi: Saurp & Sons Publications.

Singh, U.K and Sundershan K.N. (2005) Teacher education. New Delhi: Discovery Publishing
House.

Srivastava, G.N. (2004). Perspectives in teacher education concept. New Delhi: APH
Publications.

26
TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FSCSE
STRUCTURE, STATUS AND ISSUES IN SECONDARY EDUCATION

OBJECTIVES:

At the end of the course, the prospective teacher-educators will be able to

 trace out the historical perspectives of secondary education in India;

 know the various Boards of secondary and higher secondary education;
 analyse the different types of secondary school system;
 examine the various committees and commissions views on secondary education;
 analyse the quality aspects of the secondary education in India;
 identify the various curriculum framework related to secondary education;
 use the different teaching strategies at secondary level;
 understand the planning and administrative procedure of the secondary schools;
 get familiarized with the issues related to vocational education; and
 compare our secondary education system with other countries.

UNIT-I: HISTORICAL PERSPECTIVES OF SECONDARY EDUCATION IN INDIA

Need, Scope and objectives of Secondary Education – Development of Secondary and Higher
Secondary Education in India: Pre-independence and Post-independence Periods –
Achievements and Failures.

UNIT-II: STRUCTURE OF SECONDARY EDUCATION

The Changing Patterns – Articulation with other Stages of Education and with other Channels
– Structure of different School Boards at Secondary Level: Central Board of Secondary
Education (CBSE), Secondary School Certificate Board (SSC), Indian Certificate of Secondary
Education (ICSE) and State Board - Types of School Education: Government, Govt. Aided and
Private - In-service and Pre-service Teacher Education Institutions at Secondary level.

UNIT-III: EXPERIMENTS IN SECONDARY EDUCATION

Public Schools; Multi-Purpose Schools; Junior Technical Schools; Post-Basic Schools;

Kendriya Vidyalaya Schools (KVS), Navodaya Vidyalaya Schools (NVS) and Sainik Schools
– New Policy Priorities and Programmes in Secondary Education.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT - IV: COMMISSIONS AND COMMITTEES ON SECONDARY EDUCATION

Education in the Concurrent List – Constitutional Provisions related to Education – Secondary

Education Commission (1932-1953); Indian Education Commission (1964-1966); Ishwar Bhai
Patel Committee (1977); Adisehiah Committee (1978); National Policy on Education (1986);
and Programme of Action (1992).

UNIT-V: QUALITY ISSUES IN SECONDARY EDUCATION

Quality: Meaning and Definitions – Enrollment, Dropout and Achievement at Secondary and
Higher Secondary level – Universalization of Secondary Education - Rashtriya Madhyamik
Shiksha Abhiyan (RMSA) – Equalities of Educational Opportunities – Education for Girls,
Disadvantaged, Differently Abled Children and Slow Learners – Global Monitoring Report
(2000 -2015) – NGOs Pratham Report (2014) and UNESCO Report – Strategies for promoting
Access and Achievement at Secondary level.

Unit-VI: CURRICULUM AT SECONDARY LEVEL

Development of New Curriculum: Needs, Strategies, Advanced and Enrichment Programmes -

History of Curriculum Reforms in India: National Curriculum for Elementary and Secondary
Education (1988), NCERT National Curriculum Framework for School Education (2000),
National Curriculum Framework (2005) and National Curriculum Framework for Teacher
Education (2014) – Importance of Mathematics, Humanities and Social Sciences – Work
Experience - Socially Useful Productive Work (SUPW) – Curriculum for Physical Education;
Education of Social, Moral and Spiritual Values – Inclusive Education.

UNIT-VII: TEACHING STRATEGIES AT SECONDARY LEVEL

Techniques of Teaching at Secondary Level: Teaching Models; Group Methods; Team

Teaching; Individualized Instruction; Programmed Instruction; De Bono’s Six Thinking Haps
and Mind Mapping; Co-operative Learning; Brain Based Learning; and Teacher Pupil
Interaction – Reforms in the System of Examination.

UNIT-VIII: PLANNING AND ADMINISTRATION OF SECONDARY EDUCATION

Role of Government in Secondary Education – Central Level Agencies: CABE and NCERT -
State Level Agencies: School Boards of Education and State Council for Educational Research
and Training (SCERT) - Institutional Administration: Staff and Personnel Administration;
Organizational Climate: Teacher Morale; Job Satisfaction – School Budget – Sources of

28
TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Income – School Time-table; Records; Library and Co-curricular Activities – Supervision and
Inspection – Emerging Supervisor and his Problems – Management Innovations in Secondary
School – Community Relationships and Secondary Schools.

UNIT-IX: VOCATIONALISATION OF EDUCATION AT SECONDARY LEVEL

Vocationalisation of Education: Meaning, Need and Objectives – Vocationalisation of

Secondary Education: Management Structure – Organizations for Vocational Education; Joint
Council of Vocational Education (JCVE); Bureau of Vocational Education (BVE); Central
Institute of Vocational Education (CIVE); and State Institute of Vocational Education (SIVE) –
Centrally Sponsored Scheme of Vocationalisation of secondary Education – Challenges in
Vocationalisation of Education – Studies and findings on Vocational Education – Strategies for
furthering Vocationalisation.

UNIT-X: RESEARCH IN SECONDARY EDUCATION

Need for research in Secondary Education – Agencies – Present Trends in India – Compare the
Indian Secondary Education System with USA, UK, Japan and Germany.

SUGGESTED ACTIVITIES:

1. Visit the Government, Govt. Aided and Private Schools in your locality and prepare a
profile of these schools.
2. Prepare a report on the functioning of In-service and Pre-service Teacher Training
Institutions in your locality.
3. Conduct an Action Research about the impact of RMSA Programme in your Block.
4. Conduct an Interview with the students and their parents on problems in studying
Vocational Education Courses at Higher Secondary level.
5. Appraise the Training Programme organized by the SCERT to Secondary School
Teachers in your State.

SUGGESTED READINGS:

Abbey, N. (2003). Pedagogy: The key issue in education, discussion paper parts 1 & 2. New
Delhi: UNICEF.

Agrawal, M. (2004). Curricular reform in schools: The importance of evaluation. Journal of

Curriculum Studies, 36 (3): 361-379.

Anstey, M. (2002). Literate futures: Reading, education. UK: Queensland.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Atkin, J. (1993). How students learn: a framework for effective teaching. IARTV seminar
series no. 22, Feb. Melbourne.

Barry, C.H. and Tye, F. (1973). Running a school. New Delhi: Mc Millan Company of India.

Chambe, S.P. (1965). A survey of educational problems and experiments in india. Allahgabad:
Kitab Mahal.

Gaind and Sharma. (1971). Educational secondary school administration. Agra: Ram Prasad
and Sons.

Govt. of India. (1953). Report of secondary education commission. New Delhi: MHRD.

Govt. of India. (1996). Indian education commission (1964-66). New Delhi: MHRD.

Govt. of India. (2005). Universalization of secondary education commission: Report of the

CABE committee. New Delhi: MHRD.

Govt. of India. (1986). National policy on education. New Delhi: MHRD

Guilford, R. (1971). Special educational needs, London: Routledge and Megan Paul.

Kochhar, S.K. (2000), Secondary school administration. New Delhi: Sterling Publishers.

Lovat, T. J. (2003). The role of the ‘Teacher’ coming of age? Australian Council Deans of
Education, Discussion Paper.

Mahapatra, A. S. (2009). Activity based learning: Effectiveness of ABL under SSA (June 2007
– April 2008). New Delhi: Sage Publications.

Ministry of Human Resource Development. (1992). National policy on education 1986 as

modified in 1992 with programme of action. New Delhi: MHRD.

Murdoch, K., (1998). Classroom connections, strategies for integrated learning. London:
Curtain Publishing.

NCERT. (2005). National curriculum framework. New Delhi: NCERT.

NCERT. (2005). Position paper on teacher education for curricular renewal. New Delhi:
NCERT.

NCTE (2009). National curriculum framework for teacher education. New Delhi: NCERT.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

NCERT (2011). Activity based learning, Tamil Nadu: Programme evaluation report.
www.ssatcfund.org/LinkClick.aspx?fileticket=7p2yXnKaP7 c%3D&tabid=2496.

National Council of Educational Research and Training (NCERT). (2011). Programme

evaluation report of activity based learning. Tamil Nadu, India: NCERT.

Sarangapani P.M., Jain M., Mukhopadhyay R., and Winch, C. (2013). Baseline survey of the
school scenario in some states in the context of RTE: Study of educational quality, school
management and teachers: Andhra Pradesh, Delhi and West Bengal. New Delhi: MHRD
(SSA).

Silver, HF., Strong, R.W., Perini, M.J. (2000). So each may learn – integrating learning styles
and multiple intelligences. New York: ASCD Publications.

Udaya, Sankar. (1976). Exceptional children. New Delhi: Sterling Publishing House.

UNESCO (2006). Teachers and educational quality: monitoring global needs for 2015.
Montreal: UNESCO Publication.

UNICEF (2008). Third party assessment of GOI-UNICEF quality package for primary
education (2003-2007): Final report. New Delhi: UNICEF, India Country Office.

Warwick, David. (Ed.) (1973). Integrated studies in the secondary school, London: University
of London Press.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FSTEE
EARLY CHILDHOOD CARE AND EDUCATION

OBJECTIVES:

At the end of the course, the prospective teacher-educators will be able to,

 know the historical development of early childhood education;

 review the various committees and commissions suggestions on early childhood
education;
 know the different aspects of child development;
 understand the principles involved in the planning of pre-school programmmes;
 know the various management process of the pre-school programmes;
 analyse the methods of teaching to pre-school children;
 find out the behavioural problems of the pre-school children;
 get awareness about the common diseases and ailments of the pre-school children;
 interact and know about the involvement of parents and community regarding the
nutrition and health of the pre-school children; and
 explore the objectives, types and techniques in educating the early childhood education
programmes.

UNIT - I: OVERVIEW OF EARLY CHILDHOOD EDUCATION

Early Childhood Education: Concept, meaning, nature, objectives, need and importance –
Early Childhood Education Movement in India and Abroad – Prominent promoters of Early
Childhood Care and Education: Plato, Rousseau, Montessori, Froebel, Piaget, Tagore, Gandhi,
Aurobindo, Giju Bhai Patel and Tarabai Modak.

UNIT – II: DEVELOPMENT DURING EARLY CHILDHOOD PERIOD

Pattern and Factors influencing the Physical development, Motor development, Emotional
development, Social development, Cognitive development and Language development of the
Pre-school children – Concept development: Importance and learning of various concepts such
as size, shape, colour, weight, time and number.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT – III: COMMITTEES AND COMMISSIONS ON EARLY CHILDHOOD CARE

AND EDUCATION

Sargent Report (1944), Secondary Education Commission (1952-53), Childcare Committee

(1963-64), Indian Education Commission (1964-66), Report of the Study Group (1972),
National Policy on Education (1986), Millennium Development Goals (2000), National Focus
Group on ECCE (2006) and Education for All Global Monitoring Report (2007) – International
Treaties on Agreement relating to ECCE: Declaration of Human Rights (1948), Declaration of
the Rights of the Child (1959), Convention on the Rights of the Child (1989), Salamanca
Statement (1994) and Dakar Framework for Action of Education for All (2000).

UNIT – IV: PLANNING PRE-SCHOOL PROGRMMES

Principles involved in planning Pre-school programmes – Short-term and Long-term planning

– Importance of Rhymes, Songs, Stories, Science exhibitions, Field trips, Puppet shows and
Dramatization – Habit formation: Eating, Sleeping, Dressing and Toilet training.

UNIT – V: MANAGEMENT OF PRE-SCHOOL

Selection of sites – Building requirements – Selection and Care of equipment - Staff Pattern
and Qualifications – Importance of Records and Reports – Budget – Income and Expenditure –
Characteristics and Responsibilities of Pre-school teachers – Need of Parent-teachers
Cooperation – Crèches: Aims, objectives, importance, and types – Organisations working for
Pre-school Education: NIPCCD (National Institute for Co-operative Child Development),
NCERT, ICDS, UNICEF and CARE (Co-operative Assistance and Relief Everywhere).

UNIT VI: METHODS OF TEACHING TO PRE-SCHOOL CHILDREN

Methods: Kindergarten, Montessori and Nursery – Play: Characteristics, theories (early

classical and current theories), Stages and types – Role of play in the overall development of
children.

UNIT VII: BEHAVIOURAL PROBLEMS OF PRE-SCHOOL CHILDREN

Behavioural Problems: Symptoms, causes and prevention of Aggression, Jealousy, Thumb

sucking, Nail biting, Hair pulling, Tantrums, Stealing and Bed wetting.

UNIT VIII: COMMON COMMUNICABLE DISEASES AND AILMENTS OF PRE-

SCHOOL CHILDREN

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Communicable diseases: Symptoms, causes and prevention of Pneumonia, Malaria, Typhoid,

Diphtheria, Measles, Mumps, Chicken pox, Tuberculosis, Conjunctivities and scabies –
Ailments: Symptoms, causes, and care during of Diarrhea, Ear ache, Cold and Cough, Fever,
Vomiting and Teeth problems.

UNIT IX: NUTRITION AND HEALTH OF THE PRE-SCHOOL CHILDREN

Nutrition and Health: Meaning and importance – Balanced Diet – Malnutrition, under nutrition
and over nutrition – Role of Family, Parents, School and Community in promoting Children’s
Health and Nutrition, Government and NGO’s involved in the delivery of nutritional and
health services to children.

UNIT X: EVALUATION OF EARLY CHILDHOOD EDUCATION PROGRAMME

Evaluation: Meaning, objectives, need and significance – Functions, components and

characteristics of Evaluation – Types of evaluation: Summative and Formative, Formal and
Informal and Competency based Evaluation – CCE: Principles and Techniques - Anecdotal
Record, Cumulative Record and Report Card.

SUGGESTED ACTIVITIES

1. Make a resource file on collection of pictures, available materials and articles related to
Early Childhood Education.
2. Visit to ICDS center and observing the ICDS Programme.
3. Prepare a list of equipments essential for a crèche.
4. Prepare a layout of indoor/outdoor arrangement for a Pre-School.
5. Conduct case study of a children with any behavioural Problems.

SUGGESTED READINGS

Aggarwal, J.C and Gupta, S. (2013). Early childhood care and education. Delhi: Shipra
Publications.

Austin, Gilbert R. (1976). Early childhood education: An international perspective. New York:
Academic Press.

Banta, T. (1966). Are these really a montessori method? columbus, Ohio: Ohio Psychological
Association and Ohio Psychiatric Association.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Bloom, Benjamin, S. (1964), Stability and change in human characteristics. New York: John
Wiley & Sons Inc.

Butts, R. Freeman. (1955). A cultural history of western education. New York: McGraw-Hill
Books.

Evans, Ellis, D. (1975). Contemporary influence in early childhood education, New York: Holt
Rinehart and Winston, Inc.

Ganai M.Y. & Sayid, Mohd. (2002). Early child care and education. Srinagar (India): Kashmir
University.

Govt. of India (2005). National plan of action for children. New Delhi: Department of Women
and Child Development.

Issac, S. (1933). Social development in young children, London: Routledge and Kegan Paul.

Joann Brewer. (1995). Introduction to early childhood education. Sydney: Allen & Baren.

George. (1995). Early childhood education. New York: Prentice Hall.

Muralidharan, R. (Ed.) Relating pre-school to primary school. New Delhi: Indian Association
of Pre-School Education.

Muralidharan, R., & Banerji, U. (1969.) A guide for nursery school teachers, New Delhi:
NCERT.

Mishra, R.C. (2005). Early childhood education today. New Delhi: Prentice Hall Publisher.

NCERT (2005). Position paper of the national focus group on early childhood
education, New Delhi: NCERT.

NCTE (2005). Report on ecce teacher education: Curriculum framework and syllabus outline,
New Delhi: NCTE.

NIPCCD (2002). Children in difficult circumstances: Summaries of research. New Delhi:

Resource Centre on Children.

Pugh, G. (1996). Contemporary issues in early years: Working collaboratively for children (2nd
edn.). London: National Children’s Bureau.

See, Carol. (1990). Continuing issues in early childhood education, Ohio: Merrill Publishing
Company.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNICEF and MHRD. (2001). Early childhood care for survival, growth and development.
New Delhi: MHRD.

UNESCO. (1979). New approaches to education of children of pre-school age report of a

regional meeting of experts, Bangkok: UNESCO Regional Office for Education in Asia and
Oceania.

UNESCO (1976). World survey of pre-school education. Paris: UNESCO.

UNESCO (2007). Early childhood care and education. Paris: Strong Foundations.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Course Code: FSTWS

WOMEN STUDIES
OBJECTIVES:

At the end of the course, the prospective teacher-educators will be able to,

 trace out the growth of women movements in India and in Tamil Nadu;
 understand the feminist thinkers’ views on women and their development;
 review the various feminist theories;
 analyse the issues related to women’s education in India;
 evaluate the legal framework for women in India;
 comprehend the various programmes for women development;
 understand the different perspectives of women empowerment;
 comprehend the issues related to women’s health and hygiene; and
 explore the various problems related to conducting research in women studies.

UNIT – I: CONCEPT AND SCOPE OF WOMEN STUDIES

Women Studies: Concept, need and scope – Women studies as an academic discipline –
Women’s Movements: Pre and Post-Independence – Women’s Movement in Tamil Nadu:
Women’s role in Dravidian Movement, Tamil Nadu Women’s Movement Forum (TNWF),
Dalit Women’s Movement, Women’s Movement Against Poverty and Violence (MAPOVT),
Women’s Movement for Reservation – Women’s Organizations and Associations: MHRD,
Indian Association of Women Studies, All India Democratic Association, National
Commission for Women and Self Help Groups (SHG).

UNIT – II: SOCIAL REFORM MOVEMENT IN INDIA AND FEMINIST THINKERS

Contribution of Brahma Samaj. Ariya Samaj and Prarthan Samaj – Feminist Thinkers: Raja
Ram Mohan Roy, Ishwarachandra Vidyasagar, Sarojini Naidu, Durga Bai, Dr. B.R. Ambedkar,
Pandit Rama Bai, Bharathiyar, Bharathidasan and E.V.Ramasamy.

UNIT – III: STATUS OF WOMEN IN INDIA

Position and Status of Women in Indian Society – Sex Ratio: Factors and Consequences of
adverse sex ratio and measures to achieve the balance between the both sexes – Sex Education

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

– Women and Economic Development – Women Participation in Political Process – Women

and Governance in Indian context.

UNIT – IV: WOMEN’S EMPOWERMENT

Gender difference in Personality – Gender and Academic Achievement – Women’s

Empowerment – Women’s Labour Force Participation – Women’s Leadership and
Participation in Management – Role of Women in Protecting the Environment – Women
Entrepreneurship and Participation in Mass-media.

UNIT – V: WOMEN AND HEALTH

Health Status of Women in India: - Social, Economic and Cultural Factors influencing Health –
Maturity, Morbidity and Life Expectancy – Wholistic Approach to women’s health – Health
and Sanitation – New Reproductive Technologies – Birth Control Technologies - National and
International Initiatives on Women’s Health.

UNIT – VI: FEMINISM

Feminism: Objectives, goals and phases of feminist movements – Theories: Liberal Feminism -
Equality, Rationality and Freedom; Marxist Feminism - Production, Class alienation, Marriage
and Family, Black feminism, Dalit feminism, Techno feminism and Cyber feminism; Radical
Feminism - Gender, Patriarchy, Sexuality, Androgymy, Misogamy and Motherhood; Socialist
Feminism - Class and Gender, Divisions of Labour, Masculinity, Feminity, Separation and
Socialisation.

UNIT – VII: INITIATIVES FOR WOMEN’S DVELOPMENT

Women’s Development: Meaning, definitions and scope – Human Development in India (HDI)
– Women’s Development under Five Year Plans: Welfare Perspective (Ist – Vth Plans);
Development Perspective (VIth – VIIth Plans); and Empowerment Perspective (VIIIth Plan and
Onwards) – Women’s Development and International Intervention: International Women’s
Decade, Plan of Action, Maxico (1975); Programme of Action, Copenhagen (1980); Forward
Looking Strategies, Nairobi (1985); Platform for Action, Beijing (1995) and Millennium
Development Goals (2000).

UNIT – VIII: INDIAN LEGAL FRAMEWORK FOR WOMEN

Articles related to Women in Indian Constitution (73rd and 74th Amendments) – Fundamental
Rights – Directive Principles of State Policy – Marriage Registration Act (2005) - Dowry

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Prohibition Act (1961) - The Sexual Harassment of Women at Workplace Prevention

Prohibition and Redressal Act (2013) - Domestic Violence Prohibition Act (2005) - The
Maternity Benefit Act (1961) - Child Marriage Act (2006) – Enforcement Machinery: Policy
and Judiciary, Family Courts, National Commission for Women (NCW), State Commission for
Women (SCM) and Convention on the Elimination of All Forms of Discriminations Against
Women (CEDAW).

UNIT – IX: WOMEN’S EDUCATION IN INDIA

Women’s Education: Vedic, Post-Vedic and Modern Period – Gender Disparity of Women
Enrolment and Dropout in Education at different levels – Essentials of Educating the Girls –
Education and Career Opportunity for Women – Discrimination of Women – State Initiatives:
Mid-Day Meal Scheme, Free Education, Literacy Campaign, Lifelong learning, SSA, RMSA,
RUSA and Right to Education

UNIT – X: RESEARCH IN WOMEN STUDIES

Meaning of Research – Objectives – Motivation for research in women’s studies – Need and
Significance of research in women’s studies – Areas of research in women’s studies –
Problems of research studies – Recent trends in women’s studies.

SUGGESTED ACTIVITIES

1. Visit anyone of the Public Sector Organization nearer to your college and prepare a
detailed report on Women’s Participation on different Cadres in that Organization.
2. Conduct an Action Research about the various Health Problems of Women’s working
in IT Sector.
3. Conduct an Interview with a successful Women Entrepreneur and submit the report in
the form of Power Point Presentations.
4. Give an account of the various Enforcement Machineries available for redressing the
Women’s grievances.
5. Visit anyone of the Self Help Group (SHG) in your locality and list out their activities
for the Empowerment of Women.

SUGGESTED READINGS

Agnes, Flavia, et.al. (2004). Women and law in india. New Delhi: OUP.

Anjani, Kant. (2008). Women and the law. New Delhi: A.P.H Publishing Corporation.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Bharathi, Ray. (2005). Women of india: Colonial and post-colonial periods in history of
sciences and philosophy in indian civilization (vol. ix part - 3). New Delhi: Sage Publications.

Dalbir, Bharathi. (2008). Women and the law. New Delhi: A.P.H Publishing Corporation.

Jayawarden, Kumari. (1986). Feminism and nationalism in the third world. London: Zed
Publishing House.

Leela, Kasthur. (1995). Development, patriarchy and politics: Indian women in the political
process. New Delhi: Centre for Women’s Development studies.

Lena, Dominelli. (2002). Feminist social work theory and practice. New York: Palgrave.

Lotika, Sarkar. (1995). Women’s movement and the legal process. New Delhi: Centre for
Women’s Development Studies.

Monica, Chawla. (2006). Gender justice, women and law in India. New Delhi: Deep and Deep
Publications.

Mukherjee, Roma. (1999). Women, law and free legal aid. New Delhi: Deep and Deep.

Myers, K.A., Anderson, C.D and Risman. (1998). Feminist foundations. London: Sage
Publications.

Kaushik, P.D. (2007) Women rights – Access to justice. New Delhi: Bookwell.

R.C.Mishra, R.C. (2009) Women education. New Delhi: APH Publishing Corporation.

Reina Lewis, Sara Mills. (Ed.) (2003) Feminist postcolonial theory – A reader. Edinberg:
Edinburgh University Press.

Sahai, Shailly. (1986). Social legislation and status of hindu women. Jaipur: Rawat House.

Saxena, Shobha. (1998). Crime against women and protective laws. New Delhi: Deep and
Deep.

Sharma, M.R. (2008). Perspectives on feminism. Jaipur: Ritu Publishing House.

Sharmila, Rege. (2003) (Ed.) Sociology of gender – The challenge of feminist sociological
knowledge. New Delhi: Sage Publications.

Thakur B.S., Binod,C. and Agarwal. (2004). Media utilisation for the development of women
and children. New Delhi: Sage Publications.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNDP. (2000). Human development report. New Delhi: OUP.

Vohra, Roopa, Arun K. Sen. (1986). Status, education and problems of indian women. New
Delhi: Akshat Publications.

Mary John. (2008). Women’s studies in india: A reader. New Delhi: Penguin Publications.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

M.Ed., Degree Programme

Subject Code: FSTET
ADVANCED EDUCATIONAL TECHNOLOGY

OBJECTIVES:

At the end of the course, the prospective teacher-educators will be able to,

 understand the concept and scope and objectives of Educational technology;

 acquire knowledge about behavioural technology;
 understand about instructional technology;
 understand about communication strategies;
 gain knowledge of using teaching aids;
 understand about system approach;
 attain knowledge about e-learning;
 acquire the knowledge about interaction analysis;
 know the instructional applications of Internet and web resources; and
 apply the recent trends of technology in education.

UNIT -1 EDUCATIONAL TECHNOLOGY

Meaning - Definition - Scope and Significance of Educational Technology, Difference between
Technology in Education and Technology of Education, Aims and Objectives of Educational
technology - Approach: Hardware and Software - Difference between Educational Technology
and Instructional Technology - Role of a teacher in Educational Technology.

UNIT- II BEHAVIOURAL TECHNOLOGY

Behavioural technology - Meaning and nature - Micro teaching - Characteristics of micro-

teaching - Meaning and objectives - Different phases of Micro-Teaching - Merits and demerits
of Micro teaching.

UNIT-III INSTRUCTIONAL TECHNOLOGY

Instructional Technology – Meaning and nature-Programmed Instruction – Meaning, nature
and principles - Types of Programmed Instruction – Linear, Branching and Mathematics -
Merits and demerits of Programmed Instruction.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT -IV COMMUNICATION STRATEGIES

Communication - Meaning and nature - Communication in the classroom- Communication
cycle - Types of Communication: Speaking-listening, Visualizing-observing and Writing -
reading - Classroom Communication – Teaching as a process of Communication- Organisation
of Communication - Models of Communication: Linear, interactive and Transactional Model
of Communication.

UNIT- V TEACHING AIDS

Importance of teaching aids - Classification of teaching aids - Principles of selection - Use of

teaching aids.
UNIT -VI SYSTEM APPROACH
Definition of a System - Components of an Instructional System - System approach in
Education – Meaning and objectives - Procedural steps in the System approach – Advantages -
Area of use.
UNIT- VII MULTIMEDIA AND WEB CONTENT

Multimedia Content: Multimedia packages – Critical analysis of multimedia content-

Educational implications of Multi-media use and Interactivity - Websites with Educational
Content - Critically examine the content of websites - Academic and Research content on the
web - Online journals and abstraction services - Online courses - Communication through the
web - Interpersonal communication through e-mail, web forums and chatting groups.

UNIT - VIII INTRODUCTION TO E-LEARNING

Elements of e-learning; e-content, e-book, e-tutoring, e-journal, e-paper and e-library - Virtual
Classroom and Virtual University – Merits and Limitations of e-learning - Language
laboratory- need and operation- Teleconferencing- Video conferencing.

UNIT- IX INTERACTION ANALYSIS

Meaning of Interaction Analysis - Characteristics of Interaction Analysis - Theoretical

Assumptions of Interaction Analysis - Important techniques of Interaction Analysis: Flanders’
Interaction Analysis Categories System (FIACS), Reciprocal Category System (RCS),
Equivalent Talk Categories (ETC), Verbal Interaction Category System (VICS) and Bale’s
Interaction Process Categories (BIPC).

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

UNIT –X RECENT TRENDS IN EDUCATIONAL TECHNOLOGY

Online Learning: MOOC - Video-based tutorials - Flipped classroom - Project based learning-
Mobile learning - Gaming - Social Media for enriching teaching and learning.

SUGGESTED ACTIVITIES

1. Prepare a programmed learning material.

2. Prepare a multi- media package
3. Visit to nearest Radio/FM station/Doordarshan Kendra/local station
4. Prepare e-content on any topic of your choice
5. Prepare FIACS matrix for your classroom interaction.

SUGGESTED READINGS

Adam, D.M. (1985) Computers and teacher training: A practical guide, New York: The
Haworth Pren.

Alexey Semenov, UNESCO, (2005): Information and communication technologies in schools:

A Handbook for Teachers.

Aggarwal, J. C. (2000). Essentials of educational technology. New Delhi: Vikas Publishing

House.

Aggarwal.D.D (2004).Educational technology. NewDelhi: Sarup Publishing House.

Bhattachary, S.P. (1994). Models of teaching. Regency Publications.

Byran, P. (1997). Discover the internet comdex computer. New Delhi: Dream Tech Publishing.

Bharihok, D. (2000). Fundamentals of information technology. New Delhi: Pentagon Press

Crouton, T. E. (1962). Programmed learning and computer based instruction. New York:

McGraw Hill Book Company Inc.

Conrad, Kerri (2001) Instructional design for web – based Training, HRD Press.

Gupta, M., and Arya. (1993). The illustrated computer dictionary. New Delhi: Dream land

Publications.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Lee, William W; Diana L Owens (2001) Multimedia – based instructional design:

Computer – based training.

Mallik, Utpal, et al. (2001): Leaning with computers Level – III. New Delhi: NCERT.

Ramnath Sharma and Chandra, S.S. (2003), Advanced educational technology, New Delhi:
Atlantic publishers and distributors.

Saxena, S. (2000). A first course in computers. New Delhi: Vikas Publishing House.

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
Syllabus for M.Ed. Degree Programme

Question Paper Pattern for M.Ed., Degree Examinations

Duration: 3 Hours

Part Type of Questions No. of Questions Marks

Part - A Very Short Answer 5 (No Choice) 5 × 3 = 15
Part - B Short Answer 5 (Out of 7) 5 × 5 = 25
3 ( with Internal
Part - C Essay Type 3 × 10 = 30
Choice)
TOTAL 70

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