B.Ed. Syllabus - Semester III

SEMESTER – III

PAS1-P3:     PEDAGOGY OF ECONOMICS

Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course the student teachers will be able to

·         sensitize student teachers on various learning resources;

·         conduct action research and disseminate the results;

·         equip students with recent developments in Information and Communication Technology.

UNIT-I: Learning Resources

Maintenance of Economics Classroom –Economics laboratory, and its effective use, recreational activities - Participation in Economics decision making activities. Economics department library:  Need and importance of Economics library - prerequisites of economic library -Hints for effective use of library. Contents of Economics library Instructional materials, text book - periodicals, journals, reference materials, technical documents – surveys.  Economics Club: Concept, aims and establishment, activities, importance, requirement and different activities. 

UNIT-II: Action Research

Action Research- Meaning, need for classroom research- difference between action research and fundamental research- steps in action research- journaling the results of classroom research.

UNIT-III:Information and Communication Technology and Cybernetics in Education

ICT: meaning- growth and origin of ICT - traditional and modern ICT, application of ICT  in –teaching.  Cybernetics- meaning- definition- theory and mechanism- use in the development of instrumental design- application in Economics Education- advantages and disadvantages.

References:

·         Alka Kalra. Efficient School Management and Role of Principles. New Delhi: A.P.H.Publishing Corporation.

·         Anitha Yadav. (2003). Teaching of Economics. New Delhi: Anmol publication.

·         Balaguruswamy, E., & Sharma, K.D. (1982). Computer in Education and Training. New Delhi: NIIT.

·         Bloom, Benjamin. (1974) Taxonomy of educational objectives, cognitive domain. longman Green.

·         Chakraborty, A. K. (2004). Principle & practice of education. Meerut: R.Lall Books Depot. NIEPA.

·         Chauhan, S.S. (2008). Innovations in teaching learning process.  New Delhi: Vikas publishing House Pvt. Ltd.

·         Edgar Dale. Audio-Visual Methods in Teaching. Newyork:  Thy Dryden Press.

·         Mangal, S.K., & Mangal, S. (2005). Essentials of Educational Technology and Management.  Meerut: Loyal Book depot.

·         Pathak, R.P. and Jagdeesh Chaudhary. (2012). Educational Technology, New Delhi: Anmol Publishers.

·         Sharma, R.A.(2008). Technological Foundation of Education. Meerut: R. Lal Book Dept.

·         Singh, Y.K. (2009). Teaching Practice. New Delhi: APH Publishing Corporation.

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SEMESTER – III

PAS1-P3:     PEDAGOGY OF ENGLISH

                                                 Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course, the student-teachers will be able to

1.      identify the skills needed to organize various co-curricular activities;

2.      recall the qualities and roles of a teacher of English for performing varied duties;

3.      develop knowledge of the lexical usage

4.      know about the formation of words

5.      acquaint with the qualities of a good English teacher and ways of professional development.

6.      analyse an English text book

UNIT-I:Types of English Language Courses

English for global Purpose-English for specific (or special) purpose(ESP)_ English for Business Communication- English for Science and Technology (EST)- English for Academic Purpose(EAP)- English for Occupational Purpose(EOP)- Remedial English Courses.

UNIT-II:   Concepts of English language.

Concepts: Different ways in which various concepts are expressed – model Auxiliaries and other expressions. Command, requests, invitations, instructions, suggestions, prohibitions, permission, probability and likelihood, possibility, obligation, necessity, purpose and result, cause, reasons, comparison and contrast, conditions and suppositions.

UNIT-III:The English Text Book and The English Teacher

The components of an English Text book –Prose, Poetry, Non- Detail and Grammar.-The criteria of a good text book.-Critical Analysis of the text book - English teacher-Qualification and Qualities of an English Teacher - Professional organization, Professional growth and Development of Teacher.

References:

·         Baruah.T.C. (2005).The English Teacher’s Handbook. New Delhi: Sterling Publishers Private Limited.

·         Bharathi, T., Hariprasad, M., & Prakasam,V (Ed). (2005). Personality Development and Communicative English. Hyderabad: Neelkamal Publications Pvt. Ltd.

·         Bhatia, K.K. (1991). New Techniques of Teaching English as a foreign language. Jalandhar: New Academic Publishing Company.

·         Dash,B.N. (2004). Teaching of English. New Delhi: Dominant Publishers and Distributors.

·         Ediger,Maris.W., Dutt, Bulusu Surya Venkata., & Rao, Digumarti Bhaskara. (2003).Teaching English successfully. Delhi: Discovery Publishing House.

·         Hariprasad,M. (2004).Communicative English. New Delhi: Neelkamal Publications.

·         Jayanthi,N.L.N.(2004). Teaching of English. New Delhi: Neelkamal Publications.

·         Kochhar,S.K.(2007).Methods and Techniques of Teaching. New Delhi: Sterling Publishers Pvt. Ltd.

·         Kohli,A.L. (1992).Techniques of teaching English. Delhi: Dhanpat Rai and Sons.

·         Mangal,S.K., & Mangal,Uma.(2011).Essentials of Educational Technolog. New Delhi:PHI Learning private Limited.

·         Mowla,Shaikh. (2006).Methods of teaching English. Delhi: Neelkamal Publications.

·         Sharma, K.L. (1970).Methods of teaching English in India. Agra: Lakshmi Narain Agarwal Educational Publishers.

·         Sharma, S.P. (2013). Teaching English- Applications and Lesson Plans. New Delhi: Kanishka Publishers.

·         Singh, Rajinder. (2007).Teaching of English. Delhi: Lotus Press

·         Singh, Y.K. (2012). Teaching of English. New Delhi: APH Publishing Corporation.

·         Vallabi,J.E.(2012).Teaching of English-Principles and Practices, Hyderabad:Neelkamal Publications Pvt. Ltd.

·         Vanaja, M. (2010). Elements of Educational Technology. Hyderabad: Neelkamal Publications Pvt. Ltd.

·         Venugopal Rao,K. (2004).Methods of Teaching English. Delhi: Neelkamal Publications.

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SEMESTER – III

PAS1-P3:     PEDAGOGY OF MATHEMATICS

                Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives :On completion of the course, the student-teachers will be able to

1.      integrate various learning resources;

2.      conduct action research and disseminate the results;

3.      equip students with recent developments in mathematics.

UNIT-I: Learning Resources in Mathematics

Library as a Learning Resource - Library Management and Use of Library books as learning resources  Learning beyond textbooks – other sources of learning; Types of learning resources - Print Resources: Textbooks, Workbooks, Self-instructional materials and Supplementary reading material.  Audio Resources: Educational Radio Broadcast and Audio Programmes, Audio CD- Visual Resources: non projected visual resources (Graph, map, chart, poster, models and materials) - Projected visual resources (Still Visuals such as Slide, Transparency and Film Strip. Moving Visuals such as Film, Video etc) - Organizing mathematics laboratory - its uses.

UNIT-II: Action research

Action Research- Meaning, need for classroom research- difference between action research and fundamental research- steps in action research- journaling the results of classroom research.

UNIT-III: ICT and Cybernetics in Education

ICT meaning- growth and origin of ICT - traditional and modern ICT - application of ICT in –teaching.  Cybernetics- meaning- definition- theory and mechanism- use in the development of instrumental design- its application in Mathematics education- advantages and limitations.

References:

·         Aggarwal,J.C.(2008).Teaching of Mathematics. Uttar Pradesh:Vikas publishing House Pvt Ltd.

·         Bagyanathan,D.(2007).Teaching of Mathematics.Chennai:Tamil Nadu Text Book Society.

·         Bhatia,K.K.(2001).Foundations of Teaching Learning Process. Ludhiana:Tandon Publication.

·         Bishop,G.D.(1965).Teaching Mathematics in Secondary School. London: Collins publication.

·         Bolt,B.(2003).Mathematical Pandora's box. NewDelhi:Cambridge University press.

·         Boyer, Carl B. (1969). A History of Mathematics. New York, WileyPublications.

·         Butter,C.H. (1965).The Teaching of Secondary Mathematics.London:McGraw Hill book company.

·         Driscoll, M.(1999). Fostering Algebraic Thinking: A Guide for teachers, grades 5-10. Portsmouth, NH: Heinemann Publications.

·         Ediger,M.,&BhaskaraRao, D.B.(2004).Teaching Mathematics Successfully. New Delhi: Discovery Publishing House.

·         Goel, Amit. (2006). Learn and Teach Mathematics. Delhi: Authors press.

·         Grouws, D.A. (1992). Handbook of Research on Mathematics Teaching and Learning. New York: Macmillan Publishing.

·         Gupta H.N.,& Shankaran V. (1984). Content cum Methodology of Teaching Mathematics. New Delhi: NCERT.

·         Hoglum,L. (1967). Mathematics for the Million. London: Pan Books Limited.

·         Iyengar, K.N. (1964).Teaching of Mathematics. New Delhi: A Universal Publication.

·         James,  Anice. (2005). Teaching of Mathematics. New Delhi: Neelkamal Publication.

·         Joyce,  well.(2004).Models of Teaching.  London: Prentice hall of India.

·         Kapur S.K. (2005).Learn and Teach Vedic Mathematics. New Delhi: Lotus Publication.

·         Kulshreshtha, Teaching of Mathematics.London: R. Lal and Sons.

·         Kumar Sudhir, Teaching of Mathematics.New Delhi: Anmol Publications.

·         Land,F.W.(1966). New approaches to Mathematics Teaching. New Delhi: MacMillan and St.Martin's press. .

·         Mangal S.K. (2013).Teaching of Mathematics.Ludhiana:  Tandon publications.

·         Mangal,S.K.,&Mangal,S.(2005). Essentials of Educational Technology and Management. Meerut: Loyal book depot.

·         Muijs, Daniel.,& Reynolds, David. (2005). Effective Teaching: Evidence and Practice.London: Sage Publication.

·         Nickson, Marilyn. (2000).Teaching and Learning Mathematics: A Guide to Recent Research and Its Applications. New York: Continuum Press.

·         Nunes, T., &  Bryant, P. ((1997). Learning and Teaching Mathematics: An International Perspective. London: Psychology Press.

·         Parthasarathy,N. (1961). KanithamKarpithal. Chennai: The South India SaivaSidhantha works. .

·         Pratap,N.(2008).Teaching of Mathematics. Meerut:R.Lall Books depot.

·         Schwartz,  James E.(1994). Essentials of Classroom Teaching Elementary Mathematics. London: Allyn and  Bacon Publication.

·         Sharan,R., &Sharma,M. (2006).Teaching of Mathematics, New Delhi: APH Publishing Corporation.

·         Sharma,R.A. (2008).Technological Foundations of Education. Meerut:R.Lall Books Depot.

·         Siddizui, M.H.(2005).Teaching of Mathematics.New Delhi: APH Publishing Corporation.

·         Sidhu,K.S. (2006).Teaching of Mathematics. New Delhi: Sterling Publishers private limited.

·         Singh,M. (2006).Modern Teaching of Mathematics. New Delhi: Anmol Publications Pvt. Ltd.

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SEMESTER – III

PAS1-P3:     PEDAGOGY OF PHYSICAL SCIENCE

                Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course, the student-teachers will be able to

1.      List and classify the various learning resources to support effective teaching;

2.      execute  action research and disseminate the results;

3.      understand  the recent developments.

UNIT-I: Learning Resources

Physics and Chemistry Laboratory- Structure and Design- Organization and maintenance of Physical Science Laboratory- Maintenance of various Registers: Accession, Consumable, Non-consumable, Issue and Breakage Registers-Storage of Apparatus and Chemicals. Science Textbooks- Qualities of a good Science textbook- Science Library: Encyclopedias, Dictionaries, Magazines, Journals, Activity books, Science fiction, Science learning books. Web-based Learning- Multimedia, use of the Internet, e-learning, Tele and Video conferencing.

UNIT-II: Action research

 Action Research- Meaning, need for classroom research- difference between action research and fundamental research- steps in action research- journaling the results of classroom research.

UNIT-III:   ICT and Cybernetics in Education

ICT meaning- growth and origin of ICT - traditional and modern ICT, application of ICT  in teaching.  Cybernetics- meaning- definition- theory and mechanism- use in the development of instrumental design- application in Physical Science Education- advantages and disadvantages.

References:

·         Anderson, R.D et. al.(1992). Issues of Curriculum Reform in Science, Mathematics and Higher Order Thinking- Across the Disciplines- The Curriculum Reform Project. U.S.A.: University of Colorado.

·         Carin.,&  Sund.R. (1989). Teaching Modern Science. U.S.A : Merill Publishing Co.

·         Chauhan, S.S. (1985). Innovation in Teaching and Learning Process. New Delhi: Vikas Publishing House.

·         Falvery, P., Holbrook, J.,& Conian, D. (1994). Assessing Students. Hongkong: Longman Publications.

·         Gupta,S.K.(1985). Training of Physical Science in Secondary Schools. New Delhi: Sterling Publication (Pvt) Limited.

·         Harms, N., & Yager, R. (1981). What Research Says to the Science Teacher? Vol. 3, U.S.A: National Science Teachers Association.

·         Heiss, Oboum.,& Hoffman.(1961).Modern Science Teaching. New York: Macmillan & Co, Limited.

·         Husen, T., & Keeves, J.P., (Ed.). (1991). Issues in Science Education. London: Pergamon Press.

·         Jenkins, E.W. (2000). Innovations in Science and Technology Education. Vol. VII, Paris: UNESCO.

·         Joseph. (1966). The Teaching of Science. London: Harvard University Press.

·         Khana, S.D., Sexena, V.R. Lamba, T.P., & Murthy, V. (1976). Technology of Teaching. Doaba Publishing House.

·         Mangal S.K.,& Uma Mangal. (1999). Essentials of Educational Technology. New Delhi: PHI Learning (P) Ltd.

·         Natrajan,C. (Ed.). (1997). Activity Based Foundation Course on Science Technology and Society. Mumbai: Homi Bhaba Centre for Science Education.

·         Nayak.  (2003). Teaching of Physics. New Delhi: APH Publications.

·         Owen, C.B. (1966). Method of Science Mastery. English Language Society and Macmillan Company Limited.

·         Pandey. (2003). Major Issues in Science Teaching. New Delhi: Sumit Publications.

·         Paneerselvam, A., & Rajendiran,K. (2005). Teaching of Physical Science. Chennai: Shantha Publication.

·         PanneerSelvam, A. (1976). Teaching of Physical Science (Tamil). Chennai: Government of Tamil Nadu.

·         Popham, W.J. (2010). Classroom Assessment: What teachers need to know (6th ed.). New York: Prentice Hall.

·         Radha Mohan. (2007). Innovative Science Teaching for Physical Science Teachers. New Delhi: Prentice Hall of India Private Limited.

·         Rao, C.S.(1968). Science Teachers Handbook. American Peace Crops.

·         Sampath,K.(1981). Introduction to Education Technology. Sterling Publishers.

·         Sharma, P.C. (2006). Modern Science Teaching. New Delhi: Dhanpat Rai Publications,

·         Sharma, R.C. (2009). Modern Science Teaching. Meerut: Dhanpat Rai and Sons.

·         Siddiqui & Siddiqui. (1985).Teaching of Science Today and Tomorrow. New Delhi: Doals House.

·         Sonika Rajan. (2012). Methodology of Teaching Science. New Delhi:Dorling Kindersley (India) Pvt.Ltd.

·         Thurber,W.A., & Collette,A.T.(1964). Teaching Science in Today's Secondary School. New Delhi: Prentice Hall of India Private Limited.

·         Williams, B., (1999). Internet for Teachers. London: John Wiley & Sons.

·         Yadav, M.S. (2003). Teaching of Science. New Delhi: Anmol Publications.

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SEMESTER – III

PAS1-P3:     PEDAGOGY OF BIOLOGICAL SCIENCE

Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course, the student-teachers will be able to

1.      understand various learning resources to support effective teaching;

2.      undertake action research and disseminate the results;

3.      motivate students with recent developments.

                           

UNIT-I: Learning Resources

Introduction-Biology and Zoology Laboratory-Structure and design-Organization and maintenance of Biological Science Laboratory - Maintenance of various registers -        Improvised  Apparatus-Science Text book, Qualities of a good science text book- Science Library-Web Based learning- Multimedia, Use of the internet, e-learning, Tele and Video-Conferencing.

UNIT-II: Action research

Action Research- Meaning, need for classroom research- difference between action research and fundamental research- steps in action research- journaling the results of classroom research.

UNIT-III:   ICT and Cybernetics in Education

ICT meaning- growth and origin of ICT - traditional and modern ICT application of ICT  in teaching.  Cybernetics- meaning- definition- theory and mechanism- use in the development of instrumental design- application in Biological Science education- advantages and disadvantages.

References:

·         Aggarwal .D.D. (2008).Modern Method of Teaching Biology. New Delhi: Karanpaper backs.

·         Arulselvi, E. (2007).Teaching of Science. Chennai: Saradha Publication.

·         Bhandala, Chadha.,& Khanna. (1985).Teaching Of Science.New Delhi: PrakashBrothers Educational Publishers.

·         Bhatnakar,A.D. (2004). Teaching of Science. Meerut: Surya Publications.

·         Buffaloe, Neal.,&Throneberry, J. B. (1972). Principles of Biologyteaching. New Delhi: Prentice – Hall of India Limited.

·         Frost Jenny.,& Turner Tony. (2005).Learning to teach Science inSecondary school.New York:  Routledge Palmer Publication.

·         Garrett. (1979). Statistics in Psychology and Education. Bombay: Vakils, Feffer and Simons Ltd.

·         Green, T. L. (1965). The teaching of biology in tropical secondary schools. London: Oxford University Press.

·         Harms, N., &Yager, R. (1981). What research says to the scienceteacher (Vol. 3). Washingdon: National Science Teachers Association.

·         Heiss. E. D., Obown, S., &Hoftman, C. W. (1961). Modern scienceteaching.New Delhi: Macmillian Company Press.

·         Khana, S.D,et al. (1976). Technology of science teaching.New Delhi: Doaba House. Natrajan, C. (1997). Activity based foundation course on sciencetechnology and society. Mumbai: Homi Bhaba Centre for Science Education.

·         Korde.,& Sawant.(1980).Science and Scientific Method.New Delhi: Himalaya Publishing House.

·         Passi, B. K. (1976). Becoming a Better Teacher: Micro teaching approach. Ahemedabad: Sahitya Mudranalaya.

·         Prasad Janardhan. (1999).Practical aspects in Teaching of Science. New Delhi: Kanishka Publication.

·         Saunders, H. N. (1967). The teaching of general science in tropicalsecondary school. London: Oxford University Press.

·         Sharma, Jagdish. (2006).Models of Teaching Science. Jaipur: Raj Publishing House.

·         Veena Rani Pandey. (2004).Major Issues in Science Teaching. Summit Enterprises.

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SEMESTER – III

PAS1-P3:     PEDAGOGY OF COMPUTER SCIENCE

Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course, the student-teachers will be able to

                       

1.      know the importance of various learning resources;

2.      conduct action research and disseminate the results;

3.      equip students with recent developments in Information and communication technology.

UNIT-I: Learning resources

Introduction – Need for planning a computer laboratory – Planning and maintenance of a computer laboratory – Special features of a computer laboratory – essential infrastructure – lab management – organization of practical’s for pupils – maintenance of records – discipline rules in the laboratory for the teacher and laboratory staff – rules for the students in the laboratory – cybercrime – clubs – Computer Science Textbook : Meaning – Qualities of good computer science text book – use of text book in and outside the classroom – criteria for evaluation of computer science textbook – value of the computer science library.

UNIT-II: Action research

Action Research- Meaning, need for classroom research- difference between action research and fundamental research- steps in action research- journaling the results of classroom research.

UNIT-III:   ICT and Cybernetics in Education

ICT meaning- growth and origin of ICT - traditional and modern ICT application of ICT  in –teaching.  Cybernetics- meaning- definition- theory and mechanism- use in the development of instrumental design- application in Computer Science Education- advantages and disadvantages.

References:

·         Agarwal J. C. (2006). Essential of Educational Technology:Teaching and learning. New Delhi: Vikas Publishing House Pvt. Ltd.

·         Alexis, M. L. (2001). Computer for every one. New Delhi: Vikas Publishing house Ltd.

·         Allison, L. J., and  Chris, P. (2007). Preparing for blended e-learning. UK: Routledge.

·         Bennett, S., Marsh, D., & Killen, C., (2008). Handbook of online education continuum. New York: International Publishing group.

·         Chauhan, S. S. (1985). Innovations in teaching learning process. New Delhi: Vikas Publishing house Ltd.

·         Goel, H. K. ( 2005). Teaching of Computer Science. New Delhi: R.Lall Book Depot.

·         Krishnamurthy, R. C. (2003). Educational technology: Expanding our vision. Delhi: Authors Press.

·         Harley, H. (2007). The internet: Complete reference. New Delhi: Tata McGrow Hill Pub.co., Ltd.

·         John, W. (2007). Learning and teaching using ICT. New Delhi: Learning Matters Ltd.

·         Joyce, Well., (2004). Models of teaching. U.K: Prentice hall of India.

·         Kochhar, S. K. (1992). Methods and techniques of teaching.  New Delhi: Sterling

·         Publishers private limited.                 

·         Kumar, K. L. (1997). Educational technology. New Delhi: Angel International (P) Ltd.

·         Mohanty, L. (2006). ICT strategies for schools. New Delhi: Sage Publication.

·         Norton, P. (1998). Introduction to computers. New Delhi: Tata McGraw Hill Publishing Co Ltd.

·         Oosterhof, A. C. (1990). Classroom applications of educational measurement. Ohio: Merrill Publishing.

·         Sambath, K., Paneerselvam, A., & Santhanam, S. (2006). Introduction of educational technology.  New Delhi: Sterling Publishers Private Limited.

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

·         Sharma, R. C. (1998). Modern science teaching. New Delhi: Dhanpat Raj and Sons.

·         Sharma, R. N. (2008). Principles and Techniques of Education. Delhi: Surjeet Publications.

·         Sidhu, K. S. (2006). Teaching of Mathematics. New Delhi: Sterling Publishers Private Ltd.

·         Singh,Y. K. (2009). Teaching Practice. New Delhi: APH Publishing Corporation.

·         Srinivasan, T. M. (2002). Use of computers and multimedia in education. Jaipur: Aavisakar Publication.

·         Stephen, M. A., & Stanely, R. (1985). Computer based instruction: Methods and development. New Jercy: Prentice Hall.

·         Stone, E. (1996). How to use Microsoft access. California: Emergyville.

·         Vanaja, M. (2006). Educational technology.Hyderabad: Neelkamal Publications Pvt. Ltd.

 

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SEMESTER - III

PAS1-P3:     Pedagogy of History

Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course student teachers will be able to

1. explain the importance of non - scholastic activities in history;
2. implement the purpose of evaluation;
3. appreciate the significance of  planning and teaching history;
4. appreciate the qualities associated with an ideal history teachers;
5. recognize the importance of classroom climate and acquire the required skill for  managing classroom situation effectively;
6. implement the organization of the school plant;

Unit-I: Planning and Teaching of History

Lesson Plan: Meaning, scope, objective and need - Macro teaching –lesson plan, Unit plan, Year plan- Herbartian steps- Format of a typical lesson plan – General Instructional Objectives and Specific Instructional Objectives- Teaching aids, Motivation presentation, Application, Recapitulation and Home Assignment.

UNIT-II: Classroom Management and History Learner 

Classroom Management: Concept – Principles of Classroom management – Factors influencing classroom management – Techniques of classroom management – Flanders Interaction Analysis and Modification of Teacher Behaviour - Introduction, meaning and definition, procedure involved - computer supported collaborative learning, team based learning, group problem solving advantages and limitations -Basic assumptions and features of co-operative learning, obstacles in introducing cooperative learning – Resistance from the teachers, students, authorities and parents  to collaborative learning.

Unit-III: Professionalization of History Teacher and Commitment

Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement:  Teacher commitment as passion – teacher commitment as unit of time outside the contact hours with students- teacher commitment as focus on the individual needs of students. Teacher commitment as  responsibility to impart knowledge, attitudes, values and beliefs- teacher commitment as maintaining ‘ Professional knowledge’ - Teacher commitment as engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitment for teaching professionalization - Role of school teachers in character building:  Teaching for character building- teacher as manager, norm builders, facilitator, maintaining community relations- guidance role - Qualities of effective history teachers: Mastery of the subject, mastering of techniques.

References:

·         Aggarwal, J.C.(1996). Teaching of history. A practical approach. New Delhi: Vikas Publishing House Pvt Ltd.

·         Aggarwal, J.C.(2008). Principles, method and Techniques of teaching. Uttar Pradesh: Vikas Publishing House Pvt Ltd.

·         Baskaran.,& V.Padmapriya.(2007). Kalaithitta valarachi.Chennai:Saratha Publishers.

·         Bloom, Benjamin. (1974).Taxonomy of educational objectives, cognitive domain. Longman Green.

·         Chauhan, S.S.(2008). Innovations in teaching learning process. Uttar Pradesh: Vikas Publishing House Pvt Ltd.

·         Durplass, J.A.(2009). Teaching elementary social studies. New Delhi: Atlantic Publishers.

·         Geoff, T.(2008). Teaching and learning history.New Delhi: SAGE Publications.

·         Kanammall, Raa. (2007). Varallatru Karpithal. Chennai: Saradha Publishers.

·         Kochhar, S.K. (2003). Teaching of history. New Delhi: Sterling publishing pvt.Ltd.

·         Mangal S.K.,& Uma Mangal. (2011). Teaching of social science.New Delhi: PHI learning Private Limited.

·         Mangal, S.K. & Mangal, S.(2005). Essentials of Education Technology and Management.Meerut: Loyal Book depot.

·         Nagarajan.K. (2008). Curriculum and development. Ram Publishers.

·         NCERT.(1970). Teaching history in secondary school: A handbook for history teacher. New Delhi: NCERT Publication.

·         Rathina sabapathy, P. (2008). Nunnailai Karppithal. Chennai: Santha Pathipagam.

·         Siddiqui,M.H.(2009). Techniques of classroom teaching. New Delhi: APH Publishing Corporation.

·         Singh Y.K.(2009).Teaching of History: Modern methods. New Delhi: APH Publishing Corporation.

·         Singh Y.K.(2009).Teaching practice.New Delhi: APH Publishing Corporation.

·         Thirugnana sampantham.(2007). Varallatru Karpithal muraika.,Chennai: Saradha pathipagam.

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SEMESTER – III

PAS1-P3:     Pedagogy of Geography

Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course student teachers will be able to

1. explain the importance of non - scholastic activities in geography;
2. implement the purpose of evaluation;
3. appreciate the significance of  planning and teaching geography;
4. appreciate the qualities associated with an ideal geography teachers;
5. recognize the importance of classroom climate and acquire the required skill for  managing classroom situation effectively;
6. implement the organization of the school plant;

Unit-I: Co-Pedagogic Activities in Geography

Meaning and Importance of Co-curricular activities – various Co-curricular activities related to geography : Experiments and resources, Collateral reading literacy, Exhibitions, organization of thought provoking programmes like quizzes, word searches, Field trips , Educational tour etc. - School building and design of the school - Play ground, Library, Classrooms, Records and Registers - Role of Headmaster- Parent-Teacher association in maintenance of school - Time Table- Co-curricular activitie - Discipline.

 

UNIT-II: Geography Education and Local and Global Issues

Geography and National Integration - Geography and International Understanding - Geography and Teaching of Chronology, Contemporary affairs and Controversial issues - Individual differences, Language problem in learning - Nature of subjects, Examination and grading system - Teaching and Learning styles - Classroom behavior of Teacher and Learner. Approaches and strategies, Teaching of Current Affairs and Controversial Issues in Geography: Qualities of Geography Teacher.

Unit-III: Professionalization of Geography Teacher and Commitment

Committed teachers, passionate teachers: Dimension of passion associated with teacher commitment and engagement. Teacher commitment as passion:  teacher commitment as unit of time outside the contact hours with students- teacher commitment as focus on the individual needs of students. Teacher commitment as  responsibility to impart knowledge, attitudes, values and beliefs- teacher commitment as maintaining ‘ Professional knowledge’- teacher commitment as  engagement with school and community- importance of teacher commitment for quality enhancement – ways and means of enhancing teacher commitment for teaching - Role of school teachers in character building. Teaching for character building- teacher as manager, norm builders, facilitator, maintaining community relations- guidance role - Qualities of effective geography teachers: Mastery of the subject, mastering of techniques.

References:

·        Arora, M.L..,Teaching of Geography, Prakash Brothers , Ludhiana,1979.

·        Chorley, P.J.Directions in Geography, Mothuen & Co., London, 1973.

·        Garrett , Henry E.and Woodworth, R.S.(1981).Statistics in Psychology and Education, Bombay : Vakils, Febber and Simons Ltd.

·        Gipsill, G.H.,Teaching of Geography, Macmillan, 1966.

·        Passi, B.K.Becoming a Better Teacher, Micro Teaching Approach, Sahitya Mudranalaya, Ahamadabad, 1976.

·        Peter Norton, Introduction to Computers, Tata McGraw Hill Pub.Co.Ltd.,New Delhi, 1998.

·        Rai,B.C.,Method –Teaching of Geography, Prakasan  Kendra, Lucknow, 1984.

·        Sampath , K.A.Pannerselvam, S.Santhanam , Introduction to Educational Technology, Sterling Publishers, 1996.

·        Vedanayagam, E.G.Teaching Technology for College Teachers, Sterling Publishers, 1997.

·        UNESCO Source Book for Geography Teaching, London, Longman’s Green and Company, 1982.

 

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SEMESTER – III

 PAS1-P3:     PEDAGOGY OF COMMERCE AND ACCOUNTANCY

Credits: 3 (2L: 1T: 0P)

Hours: 4/Week

Objectives: On completion of the course the student teachers will be able to

1.      understand the different learning resources employed in teaching of Commerce and  Accountancy;

2.      conduct action research and disseminate the results;

3.      equip students with recent developments.

UNIT-I: Learning Resources in Teaching of Commerce

Educational Technology in learning Commerce and Accountancy – programmed learning – linear and branching – personalized system of instruction – Computer Assisted Instruction (CAI), Computer Manager Learning (CML) – educational broadcasting and telecasting – multimedia, interactive video, tele-lecture – video conferencing – e-tutoring – software in Commerce and Accountancy.

UNIT-II: Action Research

Action Research- Meaning, need for classroom research- difference between action research and fundamental research- steps in action research- journaling the results of classroom research.

UNIT-III: Information and Communication Technology and Cybernetics in Education

ICT meaning- growth and origin of ICT - traditional and modern ICT application of ICT  in –teaching.  Cybernetics- meaning- definition- theory and mechanism- use in the development of instrumental design- application in Economics Education- advantages and disadvantages.Tally systemin Commerce- E-trade, E-Commerce, E-resources in Commerce and Accountancy.

References:

·         Aggarwal, J.C. (2006). Essentials of Educational Technology Teaching and Learning. New Delhi: Vikas Publishing House.

·         Allen, O.C., & Francis P.H. (1988). Curriculum: Foundations, principles and issues. New Jersey: Prentice Hall.

·         Bining A.C.,& Bining D.A. (1962). Teaching of Social Studies in Secondary Schools. New York: Mc Graw Hill.

·         Boynlon, L.O. (1995). Methods of Teaching Book-Keeping. Cincinnatti: South Western Publication Company.

·         Chauhan, S.S. (2008). Innovations in Teaching Learning Process. Uttar Pradesh: Vikas Publishing House Pvt. Ltd.

·         Douglas, Palnford.,& Anderson. (2000). Teaching Business Subjects. New York: Prentice Hall.

·         Edward, F.O., Raymond, W.K., & Ronald J.M. (1971). Programmed Instruction Techniques and Trends. New York: Century Cropts.

·         Head, G.W. (1988). Commerce. London: Heinemann Professional Publishing.

·         Joyce, Well. (2004). Models of Teaching. U.K.: Prentice Hall of India.

·         Khan, M.S. (1982). Commerce Education. New Delhi: Sterling Publishers Private Limited.

·         Kochhar, S.K. (1992). Methods and techniques of teaching. New Delhi: Sterling Publishers Private Limited.

·         Kumar, K.L. (1996). Educational Technology. New Delhi: New Age International Publishers.

·         Mangal, S.K., & Mangal, S. (2005). Essentials of Educational Technology and Management. Meerut: Loyal Book Depot.

·         Nagarajan, K.L. (1997). Principles of Commerce and General Commerce Knowledge. New Delhi: S.Chand & Company Ltd.

·         Pattanshetti, M.M. (1992). Designing and organizing tutorials in colleges and universities. Davangere: You Need Publication.

·         Rao, Seema. (1995). Teaching of Commerce. New Delhi: Anmol Publications Pvt. Ltd.,

·         Saylor, J.G. William, M.A., & Hollis. (1956). Curriculum Planning. New York: Rinehart and Company Inc.

·         Sharma, R.A. (2008). Technological Foundation of education. Meerut: R.Lall Books Depot.

·         Sharma, R.N. (2008). Principles and Techniques of Education. New Delhi: Surjeet Publications.

·         Singh, Y.K. (2009). Teaching of Commerce. New Delhi: APH Publishing Corporation.

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