CURRICULUM FRAMEWORK:

B.ED. PROGRAMME

Dr. S. P. SharmaPrincipal,

L. N. K. College of Education

Patan

Dr. S. H. TandelAsst. Professor,

Dept. of Education,H. N. G. Uni.,

Patan

National Advisory Committee on Learning Without Burden (1993)

Professor Yash PalThe report of the committee, entitled "Learning without Burden", is now regarded as a seminal document in Indian education.

National Advisory Committee on Learning Without Burden (1993)

Learning

National Advisory Committee on Learning Without Burden (1993)

Internship model of teacher education

• Supervised teaching in a school under mentor teachers.

Involvement of teachers in Curriculum and Textbook Preparation

National Curriculum Framework (2005)

Tagore's essay, Civilization and Progress, Quote

• ‘Creative Spirit’ and ‘Generous Joy’ are key in childhood, both of which can be distorted by an unthinking adult world.

NCF (2005) Concerns of Teacher Education

Knowledge

Treated as

‘given’

Embedded in

curriculum

Accepted without question

No engagement & Critical

examination of Curriculum

NCF (2005) Concerns of Teacher Education

No recognition of centrality of language

Little scope to reflect on experiences

Disciplinary knowledge independent of pedagogy

NCF (2005) Concerns of Teacher Education

Repeated ‘practice’ of isolated lessons

No link between learning theories and teaching methods

No opportunity to examine biases and beliefs

NCF (2005) Concerns of Teacher Education

No link with practical work and ground realities

Evaluation is information-oriented, quantitative & lack comprehensiveness

No evaluation of attitudes, dispositions, habits and interest

Absence of professional preparation of teacher educators

Process based NCFTE-2009

Understanding

Learner

Process based NCFTE-2009

Conceptual Knowledge

Process based NCFTE-2009

Knowledge generation

Process based NCFTE-2009

Student Engage

Process based NCFTE-2009

Team work

Process based NCFTE-2009

Learning “spaces” to examine students’ own position in society

Structured “space” to revisit, examine & challenge (mis)conceptions of Knowledge

Long duration of professional education in integrated form

Process based NCFTE-2009

School Internship

Flexible Formats

Larger frames

Concept web-

charts

Reflective journal

Transacting a process-based curriculum to develop reflective teacher

Teaching the Adult Learner

Bringing the Learners’ Own Experiences Center- Stage

Engagement with Theoretical Concepts and Frameworks

Training to be Reflective Practitioners

Theory-practice Dialectic

Meaningful Internship and School Experience

Curriculum Framework of Two-Year B.Ed. Programme (Curricular Areas)

Perspectives in

Education

Curriculum and Pedagogic

Studies

Engagement with the

Field

Perspectives in EducationCourse 1Childhood and Growing UpCourse 2 Contemporary India and

EducationCourse 3 Learning and TeachingCourse 6 Gender, School and

Society (1/2)Course 8 Knowledge and CurriculumCourse 10 Creating an Inclusive

School (1/2)

Curriculum and Pedagogic Studies

Course 4Language across the Curriculum (1/2)

Course 5 Understanding Disciplines and Subjects (1/2)

Course 7(a &b)Pedagogy of a School Subject

Course 9 Assessment for Learning

Course 11 Optional Course*(1/2)

Engagement with the Field – the Self, the Child, Community and School

Tasks and Assignments that run through all the courses as indicated in the year wise distribution of the syllabus

School InternshipCourses on Enhancing Professional Capacities

(EPC) Course EPC 1:Reading and Reflecting on Texts

(1/2) Course EPC 2:Drama and Art in Education (1/2) Course EPC 3: Critical Understanding of ICT

(1/2) Course EPC 4: Understanding the Self (1/2)