B.ed 2 Years Course -B.ed course structure-NCTE Norms

This document presents the course structure for the NCTE Two-year B.Ed. Programme and outlines the nature of experiences to be offered to the student-teachers to make them reflective practitioners. The course structure offers a comprehensive coverage of themes and rigorous field engagement with the child, school and community. The programme is comprised of three broad inter-related curricular areas – I) Perspectives in Education, II) Curriculum and Pedagogic Studies, and III) Engagement with the Field. All the courses include in-built field-based units of study and projects along with theoretical inputs from an interdisciplinary perspective. Engagement with the Field is the curricular component that is meant to holistically link all the courses across the programme, while it also includes special courses for Enhancing Professional Capacities (EPC) of the student teachers. Transaction of the courses is to be done using a variety of approaches, such as, case studies, group presentations, projects, discussions on reflective journals, observations of children, and interactions with the community in multiple socio cultural environments.
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The programme shall comprise three broad curricular areas – Perspectives in Education, Curriculum and Pedagogic Studies, and Engagement with the Field. The courses under each of these areas are as follows:

I. Perspectives in Education:
Perspectives in Education includes courses in the study of childhood, child development and adolescence, contemporary India and education, theoretical foundations of knowledge and curriculum, teaching and learning, gender in the context of school and society, and inclusive education. The following are the six courses to be transacted in the two year period, under the curricular area of Perspectives in Education:

1.Course 1 Childhood and Growing Up
2.Course 2 Contemporary India and Education
3.Course 3 Learning and Teaching
4.Course 6 Gender, School and Society (1/2)
5.Engagement with the Field
6.Perspectives in Education Curriculum and Pedagogic Studies
7.Course 8 Knowledge and Curriculum
8.Course 10 Creating an Inclusive School (1/2)

The course on ‘Childhood and Growing up’ shall enable student-teachers to engage with studies on Indian society and education, acquire conceptual tools of sociological analysis and hands-on experience of engaging with diverse communities, children and schools. The course on ‘Contemporary India and Education’ shall develop a conceptual understanding about issues of diversity, inequality and marginalization in Indian society and the implications for education, with analyses of significant policy debates in Indian education. The course on ‘Teaching and Learning’ will focus on aspects of social emotional development; self and identity, and cognition and learning. ‘Knowledge and Curriculum’ shall address the theoretical foundations of school knowledge from historical, philosophical and sociological perspectives, with critical analysis of curricular aims and contexts, and the relationship between curriculum, policy and learning. The course on ‘Creating an Inclusive School’ shall develop an understanding of the cultures, policies and practices that need to be addressed in order to create an inclusive school.

II. Curriculum and Pedagogic Studies

Curriculum and Pedagogic Studies offers a study of the nature of disciplines, critical understanding of the school curriculum; pedagogy as the integration of knowledge about the learner, the discipline and the societal context of learning, and research relating to different aspects of young children’s learning. The design of the programme would enable students to specialize in one subject area, at one/ two levels of school. The courses under the curricular area of ‘Curriculum and Pedagogic Studies’ for the two year period include:

1.Course 4 Language across the Curriculum (1/2)
2.Course 5 Understanding Disciplines and Subjects (1/2)
3.Course 7(a &b) Pedagogy of a School Subject
4.Course 9 Assessment for Learning
5.Course 11 Optional Course*(1/2)

These courses shall aim to develop in students an understanding of the curriculum, linking school knowledge with community life. A variety of investigative projects, that link with curricular area III given below, shall be included to reconstruct

concepts from subject knowledge though appropriate pedagogic processes that communicates meaningfully with children. Optional courses will be offered in areas such as Vocational/Work Education, Health and Physical Education, Peace Education, Guidance and Counselling, or an additional pedagogy course (in another subject at the secondary level or the same subject at the higher secondary level).

ANNUAL DISTRIBUTION OF THE COURSES



(Semester wise distribution of the courses is attached as Appendix 1)
Year 1

1.Course 1 Childhood and Growing Up 100 marks
2.Course 2 Contemporary India and Education 100 marks
3.Course 3 Learning and Teaching 100 marks
4.Course 4 Language across the Curriculum (1/2) 50 marks
5.Course 5 Understanding Disciplines and Subjects (1/2) 50 marks
6.Course 6 Gender, School and Society (1/2) 50 marks
7.Course 7a Pedagogy of a School Subject –Part I (1/2) 50 marks
8.Course EPC 1 Reading and Reflecting on Texts (1/2) 50 marks
9.Course EPC 2 Drama and Art in Education (1/2) 50 marks
10.Course EPC 3 Critical Understanding of ICT (1/2) 50 marks
11.Engagement with the Field: Tasks and Assignments for Courses 1-6 & 7a
Total- 650 marks

Year 2

1.Course 7b Pedagogy of a School Subject – Part II (1/2) 50 marks
2.Course 8 Knowledge and Curriculum 100 marks
3.Course 9 Assessment for Learning 100 marks
4.Course 10 Creating an Inclusive School (1/2) 50 marks
5.Course 11 Optional Course* (1/2) 50 marks
6.Course EPC 4 Understanding the Self (1/2) 50 marks
7.2-Year B.Ed Curriculum 5
8.School Internship 250 marks
9.Engagement with the Field: Tasks and Assignments for Courses 7b & 8-10 _________
Total- 650 marks


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