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Course
Curriculum:
4 COMPULSORY PAPERS : EACH PAPER CARRIES 100 MARKS : TOTAL = 400
Marks
PAPER - I PHILOSOPHICAL & SOCIOLOGICAL FOUNDATION OF EDUCATION
AND CURRICULUM STUDIES
PAPER - II PSYCHOLOGY OF TEACHING & LEARNING AND EVALUATION
PAPER - III INSTRUCTIONAL METHODS, SCHOOL MANAGEMENT AND GUIDANCE-
COUNSELLING
PAPER IV EDUCATION IN MODERN INDIA
PAPER V & VI CONTENT-BASED-METHODOLOGY OF TEACHING (any two)
100 + 100 = 200 Marks
(1)BENGALI, (2) HINDI, (3) ENGLISH, (4) SANSKRIT, (5) HISTORY, (6)
MATHEMATICS, (7) PHYSICAL SCIENCE, (8) BIOLOGICAL SCIENCE (9) GEOGRAPHY,
(10) WORK EDUCATION, (11) BOOK KEEPING, (12) MUSIC, (13) ECONOMICS
& CIVICS, (14) LOGIC, (15) PSYCHOLOGY.
PAPER VII SPECIAL PAPER : (Any one from the following list) = 100
Marks
(1) MENTAL & EDUCATIONAL MEASUREMENT, (2) MENTAL HYGIENE, (3)
EDUCATIONAL TECHNOLOGY, (4) NON-FORMAL & ADULT EDUCATION,
(5) EDUCATION OF CHILDREN WITH SPECIAL NEEDS, (6) COMPUTER EDUCATION,
(7) ENVIRONMENTAL EDUCATION.
PAPER VIII & TEACHING PRACTICAL OR PAPER IX TEACHING &
LABORATORY PRACTICAL = 200 Marks
PAPER X SESSIONAL ACTIVITIES ( PRACTICAL) = 200 Marks
*MICRO TEACHING - 20 Marks *PSYCHOLOGICAL TEST ADMINISTRATION (30
Marks) *INTERNSHIP IN SCHOOL (40 Marks) *PRACTICAL ASSIGNMENT ON
SPECIAL PAPER (20 Marks) * PREPARATION OF TEACHING MATERIALS &
TEACHING AIDS (20 Marks) *OBJECTIVE TEST CONSTRUCTION (30 Marks)
* PARTICIPATORY COCURRICULAR ACTIVITIES (10 Marks)
* COMMUNITY SERVICE (20 Marks) * PHYSICAL EDUCATION (10 Marks)
GRAND TOTAL = 1100 Marks
Curriculum
Objectives
GENERAL
OBJECTIVE :
To prepare professionally competent persons for teaching in Secondary
and Higher Secondary Schools of our Country.
SPECIFIC
OBJECTIVES :
1. To set goals and translate them into content-performance objectives
based on content areas of curriculum in consideration of the Philosophical,
Sociological and Psychological theories & practices.
2. To develop competencies relevant to stage specific pedagogy and
curriculum.
3. To develop competency in using suitable learning theories and
related principles in class teaching.
4. To choose and use the most appropriate method of class teaching.
5. To utilize community resources as educational inputs.
6. To develop facilities in using different types of classroom questions
depending on requirements of teaching.
7. To foster creative thinking among pupils.
8. To develop skills for guidance and counselling.
9. To become acquainted with the characteristics and problems of
adolescent learners.
10. To design and develop objective-based evaluation tools for specific
content areas.
11. To obtain and analyse examination results for meaningful interpretation.
12. To provide feedback to learners for improvement of their learning
in specific subject fields.
13. To procure feedback for improvement of the teaching system.
14. To promote and maintain a good physical & mental health.
15. To develop communication skills and use modern information technology
for school activities.
16. To become aware of the current policies and practices in Secondary
and Higher Secondary Education.
17. To become acquainted with action research in specific subject
fields of education.
18. To develop and practise consultancy services for the Secondary
and Higher Secondary Education system of the country.
19. To motivate for getting involved in social work and community
service.
JVCE's B.Ed. Programme lays special emphasis on utilisation of
community resources, fostering creative thinking guidance and counselling
skills, using feedback for controlling and improving learning, improving
communication skills, using information technology in training,
acquainting trainees with action research, helping learners through
consultancy services and motivating trainees for social work. These
are some of the important features of innovation in the objectives
of our college.
| Promotion of Creative Teaching : Teaching strategies
adopted by Jadavpur Vidyapith College of Education offer adequate
provisions for fieldwork, working with the community and work
education besides conventional classroom teaching with lecture
and discussion. In laboratory and workshop instruction, Lab
Sheets and Job Sheets developed by the college are used. The
major focus is on experiential learning. Brainstorming procedures,
Role-playing techniques, Questioning strategies, Play-way and
Activity methods are mostly used depending on the requirements
of the situation. Some of the innovations in creative teaching
are cooperative learning, participatory learning, integrated
and experiential analysis, school based internship during practice
teaching, work education and working with the community. |
|
| Innovations in Curriculum Design : Formal teacher education
is traditionally focused on "learning to know" and
to a lesser extent on "learning to do". Delors Commission
recommended two other pillars of education - "learning
to be" and "learning to live together". JVCE
has implemented these four concepts in its integral system of
teacher education and has at the same time introduced some innovations
in the following areas : |
|
| Teaching Practical : Teaching practical is organised
in different practising schools in the locality in two blocks
each of 15 days duration. In an inter vening period of 10 days
between the two blocks, trainees practise simulating teaching
in the college class room under the supervision of the teachers
of relevant subjects. Trainees are required to deliver at least
30 lessons in two method subjects. They prepare lesson plans
following the format suggested by the college and get them approved
by the concerned teachers before delivery of the lessons. All
the lessons delivered during practice teaching are supervised
either by the college teachers or the cooperating teachers of
the practising schools. Peer supervision is also encouraged
and all supervision reports are used for providing necessary
guidance to trainees for their improvement. The experiences
gained in the first block are utilised by the trainees for planning
for creative and innovative teaching in the second block of
practice teaching. |
|
| Micro-Teaching : Before the trainees are sent to different
schools for practical teaching programme, they are required
to practise and improve a few important teaching skills in micro-teaching
sessions. The teacher educators of the college explain the purpose
of the skills and demonstrate the skills by exhibiting the necessary
teaching behaviours. Trainees are divided into small groups
and each group separately practises the particular teaching
skill. When one trainee practises a skill, other trainees in
the group act as students and provide feedback afterwards. The
trainee gradually improves his performance on the basis of the
peer feedback and the feedback provided by the teacher educator.
JVCE is trying to acquire needed equipment for providing video
feedback to improve the effectiveness of micro-teaching sessions.
Necessary Behavioural Check Lists for different skills have
been developed by the college for organising micro-teaching
sessions. |
|
| Internship in school : During practice teaching each
trainee is required to function as a regular teacher of the
school performing all the activities of a regular teacher e.g.
taking attendance, teaching the subject, planning for teaching,
administering class tests, evaluating tests and assignments,
maintaining school records and providing guidance to students.
Trainees are required to submit reports about their activities
during school internship. |
|
| Practical Assignments in Special Studies Paper : The
college offers facilities for special studies in three subject
areas, namely, "Mental and Educational Measurement",
"Mental Hygiene" and "Non-Formal and Adult Education".
Assignments on "Psychological Test Administration and Interpretation
of Test Results", "Case Studies" and "Locality
Surveys" are submitted by the trainees before final examination. |
|
| Objective Test Construction : Trainees design and construct
achievement tests in two method subjects indicating the specific
objectives to which the test items are related. They administer
the tests on students during practice teaching in schools and
interpret the results. |
|
| Psychological Test Administration : All trainees are
required to administer psychological and creativity tests on
students they teach during practice teaching. The test results
are presented in the form of a report to the school as well
as to the college. |
|
| Preparation of Teaching-Learning Materials : It is
an essential feature of practice teaching that the trainees
will prepare teaching-learning materials for the topic which
they will teach in the schools. They learn how to prepare handouts,
gapped handouts, self-instructional materials, study guides,
advance organisers, Concept Maps in their method subjects and
how to use them during teaching. |
|
| Participatory Co-Curricular Activities : Each trainee
has to participate at least in five different co-curricular
activities. The college has facilities to organise co-curricular
activities in the areas of Music, Dance, Drama, Debate, Quiz,
Blood Donation, Educational Visits, Seminar, Workshop, Observance
of Teachers Day, International Literary and Language Day, Campus
cleaning and SUPW. |
|
| Participation in Extension Lectures : Every Sunday
evening over the year, National Council of Education, Bengal
invites eminent educationists to give talks on different subjects
and students of JVCE who participate in these programmes enlarge
and enrich their knowledge of various subjects and improve their
communication skills as well. |
|
| Community Service : Establishing linkage and relationship
with the community is an important practice of the college,
"Locality Survey on Community Health and Education"
and "Educating Illiterates" are the common programmes
with the community which are organised by the trainees. JVCE
also organises a few awareness programmes for protection and
conservation of environment. |
|
| Physical Education : Trainees participate and contribute
in Workshops, Games and Sports and in activities such as simple
Yogic exercises for inculcation of desired habits, attitudes
and values, these programmes being generally organised by the
college in collaboration with the Physical Education Department
of Jadavpur University. |
|
| Evaluation : JVCE under Jadavpur University uses internal
and external assessment system for evaluation of trainees' performance
in theoretical and practical programmes employing formative
and summative testing procedures. The college has introduced
peer evaluation techniques in practice teaching for providing
feedback and improving teaching skills. The evaluation system
is based on objectives of organising different programmes. |
|
| Learner Centred Paradigm : JVCE encourages participatory
interactions (using FIACS) between teachers and trainees, self-initiated
learning under the guidance of the teacher, unusual responses,
flexible class schedules, success experiences with no fear of
failure and undue criticism. Trainees organise exhibitions of
teaching-learning materials and teaching aids in different subjects.
|
|
| ICT for Inventive Learning : It is a common practice
with JVCE to use OHP with properly designed transparencies for
teaching different subjects. JVCE has facilities to use Video
Cassettes, CDs, internet and e-learning in classroom teaching.
The College is also planning to introduce online courses in
certain subject areas. Online facilities will be utilised in
microteaching to get access to advanced models of teaching skills.
It will be useful to organise teacher education programme with
structured content materials, teaching aids, audio video cassettes,
multimedia, CD-ROMs sharing information through networking in
collaborative and participative methods. |
|
| Action Research : Teacher educators of JVCE undertake
action research programmes for solving problems encountered
by them in the areas of instruction, evaluation, content-based
methodology, self-learning materials development, teaching aids,
interaction strategies, lab instruction, error analysis, use
and impact of electronic technology-based resources like internet,
CD-ROMs, Web, text book evaluation and curriculum related software
development. |
|
| Value-Based Involvement in and for the Community : JVCE
organises community awareness programmes on different social
and educational issues. Blood donation camps are regularly organised
where trainees and community people voluntarily participate.
Awareness programmes for prevention of drug addiction for the
community people have provided good results. Science and education
exhibitions attract local school children and teachers alike.
Value profiles for best trainee, best teacher, best practice
teaching school and best instructional materials encourage trainees
and motivate them to participate in all the programmes organised
by the College. |
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