M.Ed. Semester II-

602 Philosophical Foundations of Education

Unit I: Philosophy of Education- Its nature and function
 Education as a disciplinary ,interdisciplinary and multidisciplinary field.
 Functions of Philosophy: Speculative ,Analytic, Prescriptive.
 Philosophical Methods used in Education: Analysis, Synthesis, Induction, Deduction, Dialectical.
 Fundamental Philosophical Domains-Epistemology, Metaphysics, Axiology
 Indian Philosophy and Education: – Axiology and Education: Critical appreciation of the contribution made by Upanishads, Bhagavad Gita, Buddhism, Jainism, Christianity, Islam ,Sikhism, and to Education in terms of value development. Commonality of all religions in terms of human values.

Unit II: Epistemology and Metaphysics of Education
 Knowledge-Its meaning, nature, types.
 Methods of acquiring valid knowledge with respect to Nyaya & Yoga.
 Concept of human nature and its relation with society.
 Impact of philosophical suppositions on education made by some prominent schools of Indian philosophies viz Vedanta & Sankhaya.

Unit III: Recent Philosophical approaches to Education
 Realism
 Logical Positivism
 Existentialism
 Phenomenology
 Humanism
 Critique of the Scientific Method in the context of Education

Unit IV: Thinkers and their contributions to Education
Vivekananda, M.K Gandhi, Aurobindo Ghose, Jiddu Krishnamurti, B.R Ambedkar, Madan Mohan Malviya, Rousseau, John Dewey, Immanuel Kant, Jean Paul Sartre, Henry Giroux.

References:

  1. Giroux Henry (2011) On Critical Pedagogy, Continuum Press.
  2. Noddings Nel (2012) Philosophy of Education, West View Press.
  3. Paulo Freire (1996) Pedagogy of the Oppressed, Penguin Books.
  4. Brubacher (1950) Modern Philosophies of Education, McGraw Hill Book Co. New York
  5. Gallnick D.M. & Chinn P.C. (1994) Multicultural Education in Pluralistic Society; N.Y. Merrill.
  6. International Education Commision Report (1997-98) Delors’ Commision, UNESCO
  7. Kilpatrick W. (1967) Source book in Philosophies of Education an Introduction, MacMillan Company New York.
  8. Navratham R. (1958): New frontiers in east-west Philosophies of Education Orient, Bombay.
  9. Park Joe (1968) Selected readings in the Philosophy of Education, The Macmillan Co. London.
  10. Ross J. (1977) Groundwork of Educational Theory, Oxford University Press, Calcutta.Readings by Aurobindo, JP Naik, David Carr, Sartre.

604 Sociology of Education

Unit I: Education and Sociology

  • Need to understand education with sociological perspectives.
  • Concept of sociology of education in contemporary scenario.
  • Scope of sociology of education.
  • Education, Culture and Socialization.
  • Education as a sub system of social system.
  • Education as a sub system of social system.

Unit II: Education and Social Structure

  • Concept of social unity, unity and diversity of caste, class, religion, human language, gender in society with specific reference to Indian society with respect to living together.
  • Concept of social equity and justice.
  • Concept of Equality of Educational Opportunity.
  • Relationship of education and social justice.
  • Concept of inclusive education, inclusive schools and inclusive class rooms.

Unit III: Education, National Integration and International Understanding

  • Education and politics.
  • Education and globalization.
  • Core values of Indian constitution and their inculcation.

Unit IV: Education and Social Change

  • Concept of social change, Education for sustainable development..
  • Education as a means of social change: scope and limitations.
  • Education for modernization, effect of liberalization-privatization-globalization (LPG).
  • Education for gender equity.

References:

  1. Ambasht, N.K.(1971). A Critical Study of Tribal Education. New Delhi: S. Chand & Company.
  2. Gore M.S. (1967) Papers in the Sociology: Education in India, NCERT, New Delhi.
  3. Gore M.S. (1994) Indian Education: Structure & Process Rawat Publications, New Delhi.
  4. Ruhela S.P. (1970) Sociological Foundation of Education in Contemporary India, Dhanpat Rai, Delhi.
  5. Shepard Jon M. (1981) Sociology, West Publishing Co.St. Paul.
  6. Shukla Sureshchandra (1985) Sociological Perspectives in Education A Reader, Chanakya Publication, Delhi.

606 Curriculum Studies in Education

Unit I: Curriculum-Meaning and Foundations
 Concept of Curriculum, syllabus, programme of study, courses of study, domains of curriculum, curriculum objectives, course content, teaching learning experiences, evaluation.
 Curriculum as a field of study and its evolution
 Foundations of the curriculum: philosophical, sociological, psychological, and historical.
 Types of Curriculum with special reference to Hidden Curriculum.
 Social reconstructionist curriculum: purpose, characteristics, role of teacher Humanistic Curriculum: Purpose, Characteristics, Role Teacher and Implications for Pedagogical practice, the class room.
 Curriculum change (Determinants and the role of a teacher)

Unit II: Curriculum Planning and Designing
 Curricula objectives: Sources and Formulation.
 Curriculum Planning Framework: Need and Relevance
 Brief overview of Curriculum Planning Frameworks in India with reference to NCFSE-2000, NCF-2005 and NCFTE 2009.
 Approaches to Curriculum Development-Subject centred, Learner centred, Community centred.
 Principles of Curriculum Development

Unit III: Curriculum Transaction
 Concept of instruction, instructional design and instructional media.
 Role of Communication in Effective Curriculum Transactions (Verbal and Non Verbal)
 Qualities and Competences of a Teacher to engage as a critical Pedagogue.
 Factors influencing Curriculum Transaction
 Approaches for Curriculum Transaction: Collaborative Learning, Cooperative Learning, Team Teaching.

Unit IV: Assessment and Evaluation:
 Curriculum Evaluation: Concept and Purpose
 Types: Formative and Summative
 Norm-referenced and Criterion -referenced.
 Continuous Comprehensive Evaluation
 Transparency and Objectivity in Evaluation  Techniques of Curriculum Assessment and Evaluation
(i) Types of questions
(ii) Portfolios
(iii) Rubrics
(iv) Self-Assessment
(v) Peer Assessment
(vi) Content analysis
(vii) Grading
(viii) Computer Assisted Assessment

References:

  1. Dewey, J. (1966). The Child and the Curriculum. The University of Chicago Press.
  2. Diamond Robert M. (1986) Designing and Improving Courses in Higher Education: A Systematic Approach, California, Jossey-Bass Inc. Publication.
  3. Joseph, P.B. et al; (2000): Cultures of Curriculum (studies in Curriculum Theory). New York. Teacher College Press.
  4. Oliva, Peter F. (1988) Developing the Curriculum. Scott, and Foresman and Co.
  5. Reddy, B. (2007): Principles of curriculum planning and development.
  6. NCERT (2000). National Curriculum Framework for School Education, NCERT, New Delhi.
  7. NCERT (2005). National Curriculum Framework-2005, NCERT, Sri Aurobindo Marg, New Delhi.
  8. Arora, G.L. (1984): Reflections on Curriculum. NCERT.
  9. Dewey, John (1966). The Child and the Curriculum. The University of Chicago Press.
  10. McKernan, James (2007): Curriculum and Imagination: Process, Theory, Pedagogy and Action Research. Routledge. U.K.

608 Teacher Education

Unit I: Teacher Education in India: Historical Perspective
 Teacher Education – Concept, aims and scope; Need and significance of Teacher Education, Aims & Objectives of Teacher Education at various levels.
 Teacher Education in the Post-Independence Period
 Approaches to Teacher Education
 Recent Trends in Teacher Education and present scenario.

Unit II: Teacher Education Programmes and Institutions in India
 Teacher Education Programmes in India.
 Institutions and Agencies of Teacher Education its monitoring and implementation.
 Centrally Sponsored Schemes in Teacher Education-IASE, DIETs etc.
 Pre-service and In-service Teacher Education in India: Need, concept, objectives and techniques.

Unit III: Teacher Education Curriculum and Transaction
 Analysis of Teacher Education Curriculum at different stages Pre-primary, Elementary, Secondary and Higher Education: Approaches to Teacher Education – consecutive and integrated. NCFTE (2009) as prescribed by NCTE.
 Qualities of a good teacher- teaching skills.
 Competency-based teacher education: Quality assurance in teacher education.
 Initial and Continuing Education of Teachers and Teacher Educators.

Unit IV: Teacher Education through Open and Distance Learning- Innovations and Research in Teacher Education
 Open and Distance Learning: Need, Scope, Types and Characteristics.
 Use of Training Technology and Media& ICT in teacher education.
 Innovative Programmes for continuous professional development of school teachers
 Research in Teacher Education and scope of Action Research in teacher education.
 New development in teacher education: study of futuristic, innovations, experiments and researches in teacher education.

References:

  1. Gupta Arun K.(1984). Teacher Education: Current & Prospects New Delhi, Sterling Publications
  2. India, Ministry of Education; Report of the Education Commission (1964-66) Education & Nationaldevelopment New Delhi publication division 1966.
  3. Kochar S.K.(1985). Methods & techniques of teaching 2nd & rev & enlarged edition, New Delhi, Sterling Publishers.
  4. NCF (2000), NCF (2005). NCERT Publication, New Delhi.
  5. UNESCO(1976). Regional office for Education in Asia, Bangkok, Exploring, New dimensionsin Teacher Education, Bangkok.
  6. UNESCO(1981). A System approach to teaching & learning procedures a guide for teacherEducators, Paris: UNESCO.
  7. Upasani N.K (1988). Effective college Teaching, Mumbai S.N.D.T Women’s University.
  8. Upasani N.K. (1988). Planning for better learning Mumbai, S.N.D.T. Women’s University.