Uniform Curriculum Structure

for
Two-Year [Link]. Programme
in West Bengal

following
NCTE Regulations, 2014

Prepared by
The Curriculum Committee
Constituted by the
HIGHER EDUCATION DEPARTMENT
Government of West Bengal
Bikash Bhavan, Salt Lake, Kolkata - 700091
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Regulations for Two-Year [Link]. Programme

in West Bengal
following
NCTE Regulations, 2014

In exercise of the powers conferred by the Government of West Bengal (Memo No.329-
Edn(CS)/EE/10M-16/15 dated 6th April, 2015), the Curriculum Committee hereby makes
the following Regulations:
These regulations shall be called the Regulations (for the [Link]. Programme), with effect
from [Link] shall apply to every candidate applying for admission, registration, conduct
and conferment of the [Link]. degree within the jurisdiction of this State i.e. West Bengal.
Admissions, registrations, and conferment of [Link]. Degree shall be guided by these
regulations.
1. Course Structure:
The duration of this program is two academic years consisting of four semesters. The
academic year shall commence from July 1st of every year. Each semester is roughly of 6
months duration including regular classes, assignments, practice teaching, and
examinations. The program structure is as follows:

[Link] ACADEMIC CALENDAR

Semester Duration (Tentative) Activities

I 1st July to 31st December (1st Year)
• 1st July to 15th December Theory Class, Assignments and
EPC 1
• 16th December to 31st December Examination: Theory, Assignments
and EPC 1 Practical
II 1st January to 30th June (1st Year)
• 1st January to 15th April Theory Class, Assignments and
EPC 2
• 16th April to 15th May Teaching Internship (No External
Evaluation)
• 16th May to 16th June Discussion with the Teacher
Educators and other Co-curricular
activities
• 16th June to 30th June Examination: Theory, Assignments
and EPC 2 Practical

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 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Semester Duration (Tentative) Activities

III 1st July to 31st December (2nd Year)
• 1st July to 15th August Theory Class, Orientation in College
for Pedagogy files of School subjects
and Internship Teaching Skills.
• 16th August to 15th December Four months school Internship
• 16th December to 31st December Evaluation of School Internship
IV 1st January to 30th June (2nd Year)
• 1st January to 15th April Theory Class
• 16th April to 15th June Field work including optional course-
EPC 3 and EPC 4
• 16th June to 30th June Examination: Theory, Assignments
and EPC 3 and EPC 4 Practical

2. Admission criteria for [Link]. Programme:

Any candidate who has obtained 50% marks in Bachelor Degree /Master's Degree in
Science/Social Science /Humanities or Bachelor's in Engineering or Technology with
specialization in Science and Mathematics with 55% marks are eligible for admission in
[Link] Programme. For admission, the Institution follows the prevalent rules as prescribed
by The NCTE Regulations, 2014(published in The Gazette of India: Extraordinary, Part -
III, Sec-4, dated 01.12.2014). Mode of admission is based on the total score obtained from
his/her Secondary, H.S, Graduation and Post-Graduation.
Relaxation of the percentage of marks for reserved category candidate will be as per
State Govt. rules. Intake capacity is as per NCTE, State Govt. & other statutory bodies.

3. Registration:
As per University guidelines.

16
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Uniform Curriculum Structure and Examination

Pattern for Two-Year [Link]. Programme in West
Bengal following NCTE Regulations, 2014
MARKS

Marks (Credit)
Engagements
with the Field
COURSE
& COURSE NAME

Teaching
CODE

Theory

Class

Hour
SEMESTER-I
Course-I (1.1.1) Childhood and Growing Up 50+50 25 100+25 64+32
(1st & 2nd half) (4+1)
Course-II (1.1.2) Contemporary India and Education 50+50 25 100+25 64+32
(1st & 2nd half) (4+1)
Course-IV (1.1.4) Language across the Curriculum 50 50 50+50 32+64
(2+2)
Course-V (1.1.5) Understanding Discipline and Subjects 50 50 50+50 32+64
(2+2)
CourseEPC-1 Reading and Reflecting on Texts 25 25 25+25 16+32
(1.1EPC1) (1+1)
TOTAL 325 175 500 208+224
(13+7)
Full Marks: 500 (Credit : 20)

SEMESTER-II
Course-III (1.2.3) Learning and Teaching (1st & 2nd half) 50+50 25 100+25 64+32
(4+1)
Course-VII-(A) Pedagogy of a School Subject Part-I 50 50 50+50 32+64
(1.2.7A) (2+2)
Course-VIII-(A) Knowledge and Curriculum- Part-I 50 25 50+25 32+32
(1.2.8A) (2+1)
Course-IX (1.2.9) Assessment for Learning (1st & 2nd half) 50+50 50 100+50 64+64
(4+2)
CourseEPC-2 Drama and Arts in Education 25 25 25+25 16+32
(1.2EPC2) (1+1)
TOTAL 325 175 500 208+224
(13+7)
Full Marks: 500 (Credit : 20)

SEMESTER-III
Course-VII-(B) Pedagogy of a School Subject- Part-II 50 100 50+100 32+128
(1.3.7B) (2+4)
School Internship 350 350 (14) 448
TOTAL 50 450 500 32+576
(2+18)
Full Marks: 500 (Credit : 20)

17
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014
MARKS

Marks (Credit)
Engagements
with the Field
COURSE
& COURSE NAME

Teaching
CODE

Theory

Class

Hour
SEMESTER-IV
Course-VI (1.4.6) Gender, School and Society 50 25 50+25 32+32
(2+1)
Course-VIII(B) Knowledge and Curriculum- Part-II 50 25 50+25 32+32
(1.4.8B) (2+1)
Course-X (1.4.10) Creating an Inclusive School 50 25 50+25 32+32
(2+1)
Course-XI (1.4.11) Vocational/Work Education 50 25 50+25 32+32
Optional (2+1)
Course-XI (1.4.11) Health and Physical Education 50 25 50+25 32+32
Optional (2+1)
Course-XI (1.4.11) Peace Education 50 25 50+25 32+32
Optional (2+1)
Course-XI (1.4.11) Guidance and Counselling 50 25 50+25 32+32
Optional (2+1)
Course-XI (1.4.11) Environmental and Population 50 25 50+25 32+32
Optional Education (2+1)
Course-XI (1.4.11) Yoga Education 50 25 50+25 32+32
Optional (2+1)
Course EPC-3 Critical Understanding of ICT 50 50 50+50 32+64
(1.4EPC3) (2+2)
Course EPC-4 Understanding the Self 50 50 50+50 32+64
(1.4EPC4) (2+2)
TOTAL 300 200 500 192+256
(12+8)
Full Marks: 500 (Credit : 20)
Total Marks: 2000 (Credit : 80)

Note:
b) *Optional Courses can be from among the following-Vocational/Work Education, Health and Physical Education,
Peace Education, Guidance and Counselling, and Environmental and Population Education, Yoga Education.
c) Course codes are abbreviated in the following manner:
1st Digit -Course
2nd Digit - Semester
3rd Digit/ Digits - Course No.
Example: 1.4.11 - 1([Link]).4 (4th Semester). 11(Course No. XI).

• Semester means effective teaching work of 16 weeks excluding admission and semester end examination
period.
• One credit of teaching activities means one hour effective teaching of theory course in each week for 16
weeks: Total 16 hours teaching per credit.
• One credit for Practicum / Field work / Internship means two hour effective work in each week for 16 weeks.
Total 32 hours of practicum per credit.

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 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Semester-Wise Details
Curriculum and Assessment Pattern
1st YEAR
Semester - I: Full Marks 500 (Credit - 20)
Class Internal External
Course Course Name Marks Credit Teaching Internship Assessment Assessment
Code Hours Weightage Weightage
(in %) (in %)
1.1.1 Childhood and Growing Up 50+50 4 64 - 30 70
1.1.2 Contemporary India and Education 50+50 4 64 - 30 70
1.1.4 Language across the Curriculum 50 2 32 - 30 70
1.1.5 Understanding Disciplines 50 2 32 - 30 70
and Subjects
1.1. Reading and Reflecting on Text 25 1 16 - 100 00
EPC1
Practicum/Hands on/ Students/Activity /Seminar/Workshop/etc.
Engagement with the Field (Credit-7) (Marks = 175) ( 224 Hours)
Childhood and Growing Up (Credit-1= 25 Marks)
Contemporary India and Education (Credit-1=25 marks)
Language across the Curriculum (Credit-2=50 marks)
Understanding Disciplines and Subjects (Credit-2=50 Marks)
Reading and Reflecting on Text (Credit1 =25 Marks)
NOTE: All practical activities will have both Internal as well as ExternalAssessment
(Internal-60%, External-40%)

Semester - II : Full Marks 500 (Credit - 20)

Class Internal External

Course Course Name Marks Credit Teaching Internship Assessment Assessment
Code Hours Weightage Weightage
(in %) (in %)
1.2.3 Learning and Teaching 50+50 4 64 - 30 70
1.2.7a Pedagogy of a School Subject- I 50 2 32 - 30 70
1.2.8a Knowledge and Curriculum- I 50 2 32 - 30 70
1.2.9 Assessment for Learning 50+50 4 64 - 30 70
1.2. Drama and Art in Education 25 1 16 - 100 00
EPC2
Practicum/Hands on/ Students/Activity /Seminar/Workshop/etc.
Engagement with Field (Credit-7) (Marks = 175) ( 224Hours)
Learning and Teaching (Credit -1 = Marks 25)
Pedagogy of a School Subject- I (Credit-2 =Marks 50)
Knowledge and Curriculum- I (Credit-1 =Marks 25)
Assessment for Learning (Credit-2 =Marks 50)
Drama and Art in Education (Credit-1= Marks 25)
NOTE: All practical activities will have both Internal as well as External Assessment
(Internal-60%, External-40%)

19
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014
2nd YEAR
Semester - III: Full Marks 500 (Credit - 20)
Class Internal External
Course Course Name Marks Credit Teaching Internship Assessment Assessment
Code Hours Weightage Weightage
(in %) (in %)
1.3.7b Pedagogy of a School Subject -II 50 2 32 30 70
School Internship 350 14 - 448 50 50
Practicum/Hands on/ Students/Activity /Seminar/Workshop/etc.
Engagement with the Field (Credits-4) (Marks = 100) ( 128 Hours)
Pedagogy of a school Subject (Credit-1 = Marks 25)
Community-based Activities (Credit-3 = Marks 75)
NOTE: All practical activities will have both Internal as well as External Assessment
(Internal-60%, External-40%)

Semester - IV: Full Marks 500 (Credit - 20)

Class Internal External

Course Course Name Marks Credit Teaching Internship Assessment Assessment
Code Hours Weightage Weightage
(in %) (in %)
1.4.6 Gender School and Society 50 2 32 - 30 70
1.4.8b Knowledge and Curriculum -II 50 2 32 - 30 70
1.4.10 Creating an Inclusive School 50 2 32 - 30 70
1.4.11 Optional Course* 50 2 32 - 30 70
1.4. Critical Understanding of ICT 50 2 32 - 30 70
EPC3
1.4. Understanding the Self 50 2 32 - 30 70
EPC4
Practicum/Hands on/ Students/Activity /Seminar/Workshop/etc.
Engagement with Field (Credit8) (Marks = 200) ( 256 Hours)
Gender School and Society (Credit 1= Marks 25)
Knowledge and Curriculum -II (Credit 1 = Marks 25)
Creating an Inclusive School (Credit 1= Marks 25)
Optional Course* (Credit 1 = Marks 25)
Critical Understanding of ICT (Credit 2 = Marks 50)
Understanding the Self (Credit 2= Marks 50)
NOTE: All practical activities will have both Internal as well as External Assessment
(Internal-60%, External-40%)
*The Optional Courses are :
[Link]/Work Education
2. Health and Physical Education
3. Peace Education
4. Guidance and Counselling
5. Environmental and Population Education
6. Yoga Education

4. Examination policy:
a. Pattern of questions for theoretical examination:
(For 50 marks)
2 marks X 5 Objective type questions (Out of 7) = 10 marks
5 marks X 6 Short type/Short note questions (Out of 8) = 30 marks

20
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014
10 marks X 1 Essay type question (Out of 3) = 10 marks
(For 25 Marks)
2 marks X 5 Objective type questions (Out of 7) = 10 marks
5 marks X 3 Short type/Short note questions (Out of 5) = 15 marks
b. The Semester examination will be conducted in the combination of Semester I/III
along with Semester II/IV (Supplementary) in December and Semester II/IV along
with Semester I/III (Supplementary) in June of the year.
c. Spot evaluation procedures are to be followed for examining the theory course in
respective semester and the result for each semester is to be published before
commencement of following semester.
d. A candidate shall have to clear his [Link] course of studies within the Six (6)
consecutive chances (i.e within three year from his/her date of admission).
e. A candidate shall have to secure 40% marks separately in each course of each
Semester to be declared as successful in [Link]. Examination.
f. A Candidate shall have to secure the requisite pass marks (40%) in the theory
paper / practicum/ viva (in each module) separately.
g. A candidate who fails to secure 40% marks in one or two courses in a semester
shall be declared as supplementary candidate in that semester.
h. A candidate who fails to secure 40% marks in more than two courses in a semester
shall be declared as failed in that semester.
i. A candidate if failed in a particular semester shall have to appear the whole
semester. In case the candidate passes in practicum and viva-voce in any Semester
examination then his /her practicum/ viva-voce marks may be carried forward.
j. A candidate who has duly filled in his examination form and paid the fees, but
remain absent in any course(s) of any of the semester examinations will be deemed
to have failed in that/those course(s).
k. If any candidate does not enrol himself for appearing at any Semester examination
he/she shall be deemed to have lost one chance.
l. A supplementary candidate shall have to clear his/her back course(s) within two
more consecutive chances such that his/her total number of appearance in all the
semester never be more than six(as stated in 4 b).
m. In any stage it is found that the candidate cannot complete all the semesters within
stipulated six chances, immediately the candidate will be declared as Disqualified
(DSQ) candidate and the candidate shall have to leave or discontinue the course.
n. After appearing at any Semester examination, a candidate may opt for cancellation
of his/her enrolment at the said examination for which he has to write to the
Controller of Examinations through the Head of the Institution to which he is
attached within 15 (fifteen) days of completion of theory examination as well as
before the publication of the result.
o. Each candidate appearing in the [Link]. examination shall submit the examination
form duly filled in together with prescribed fees within stipulated time period
before each semester.
p. A candidate should get enrolled /registered for the first semester examination. If
enrolment/registration is not possible owing to shortage of attendance beyond
condonation limit / rules prescribed OR belated joining OR on medical grounds,
such candidates are not permitted to proceed to the next semester. Such candidates
shall redo the semester in the subsequent term of that semester as a regular student;
however, a student of first semester shall be admitted in the second semester, if
he/she has successfully kept the term in first semester.
21
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014
q. The proposed curriculum of B. Ed. programme as per NCTE Regulations, 2014
shall replace the existing content and structure of [Link]. Programme.
r. Notwithstanding anything covered in the above regulations, Hon'ble Vice
Chancellor shall have the authority to exercise his/her decretory power from time
to time.
5. School Internship:
• No external evaluation during the Internship of one month (2nd semester)
• In 3rd Semester 150 marks to be awarded by University appointed External
Examiner.
• Internal Evaluation 150 marks ( Method teacher-100, Principal / Head of the
Institution-50)
• Files/report [Link] external and internal examiners shall sign the files
and evaluation will be made by them with equal weightage.
Seven point grading system for evaluation is adopted, which is as follows:

Performance % Letter Grade Grade Points

Outstanding 90-100 O 10
Excellent 80-89.99 A 9
Very Good 70-79.99 B 8
Good 60-69.99 C 7
Average 50-59.99 D 6
Fair 40-49.99 E 5
Failed Below 40 F 0

6. Duration of Examination:
In written examination for [Link]., all 50 marks paper will be of two hours and all 25
marks paper will be of one hour duration.
7. Medium of instructions & writing in examination:
In all the examinations, question papers shall be framed bilingually (except Language
method)and answers should be written in English or Bengali (except Language).
8. Eligibility for appearing semester exams:
As per University & NCTE guidelines.
Condonation: Student must have 75% of attendance in each course for appearing the
examination. Students who have 74% to 65% of attendance shall apply for
Condonation in the prescribed form with the prescribed fee. Students who have 64%
to 50% of attendance shall apply for Condonation in prescribed form with the
prescribed fee along with the Medical Certificate/ any other certificate with reasonable
ground. Students who have below 50% of attendance are not eligible to appear for
the examination.
• In addition to the above clause, for [Link]., to be eligible for filling up forms of 4th
semester examination candidate should complete 16 weeks of internship
programme.
• Submission of all the components of internal assessment (assignments, projects
etc.) is the essential precondition for appearing semester end examinations under
normal circumstances.

22
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014
9. Promotion to the next semester:
The student will automatically be promoted to the next and subsequent semester
immediately after completion of one semester course irrespective of the performance
at the examination concerned provided he/ she has appeared in the preceding semester
examinations or filled up the form for that particular semester examination.
10. Rules for Review:
Candidates seeking review may apply to the Institution in a prescribed form along
with requisite fees within 7 working days from the date of issue of mark-sheet subject
to the following conditions:
a. Application for review shall be restricted to theoretical papers only, and no
application for re-examination in any practical / oral / internal assessment /
dissertation / project/ seminar/field work, etc. , shall be entertained.
b. A candidate will have the option of getting his answer scripts reviewed in not
more than one full paper or not more than two half papers of a semester if he
secures at least 40% of the total marks in remaining papers/half papers of that
semester.
c. In case marks awarded in a paper on review exceeds the original marks obtained
by more than 15% of the total marks in the paper or falls more than 15% of the
original marks in the paper, the script will be referred to a third examiner and the
candidate will be awarded based on the average of the best two of the marks
awarded by the two examiners.
11. Rules and procedure for providing the Photocopy(ies) of assessed
answer book/s:
a. The facility of showing Photo copy/ies of assessed answer-book/s to the examinee
is extended with a view to bring transparency in the examination system and
ensure its credibility.
b. This facility shall be applicable for theory papers only.
c. The prescribed application form for showing Photocopy/ies of answer books shall
have to be filled and signed by the applicant examinee only.
d. Collection & submission of application form along with requisite fees should be
within seven working days from the declaration of results
12. Supplementary Examination:
12.1. If a candidate is unsuccessful at the examination on account of failure to secure
pass marks or unfit for appearing the examination for unforeseen situation, there
will be a provision of supplementary examination. If the candidate obtains pass
marks in the subject(s) at the supplementary examination he/she shall be declared
to have passed the examination as a whole. For seeking supplementary
examination candidate should apply to the Controller of Examinations, in a
prescribed form along with requisite fees.
12.2. If a candidate is unsuccessful at the 1st semester examination he/she can apply
for supplementary examination held during 3rd semester examination provided
he has obtained at least 40% marks in the aggregate of other theoretical papers
(Passed) excluding the marks of failed subjects. If the candidate is unsuccessful at
the 2nd semester examination then he/she can apply for appearing in the 4th
semester examination. If he/she passed in it he/she shall be declared to have passed
the examination as a whole without losing his/her year but he/she shall lose his/
her rank of merit.
12.3. If a candidate is again unsuccessful in 1st semester supplementary examination

23
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014
then he/she can apply for appearing next semester examination and if he/she
passes in it he/she shall be declared to pass the examination as a whole and his/
her rank of merit shall be lost.
12.4. If a candidate is again unsuccessful in the first supplementary examination he/
she will apply for appearing supplementary examination which will be held along
with: 1st sem. Examination in next session for 1st semester Course/papers and
2nd semester Examination in next session for 2nd sem. Course/papers.
12.5. The candidate shall be required to clear all back papers within three academic
years from the year of the admission into the programme. If however, those who
fail to clear within the above period, they shall be required to appear all the papers
in subsequent years as per the rules and regulation prevalent during that period
but their internal assessment marks shall be carried over.
12.6. If a candidate is unsuccessful in any practical papers in first semester examination
he/she can apply for supplementary examination held along with next semester
end examination. His/Her previous semester end examination marks (Theory)
shall be carried over.
• Rules for the Tabulation of Results (One mark deficiency rule):
If a candidate fails in any course (Theory/ practicum/ viva voice) by 1 mark only
then he/she shall be awarded that deficient mark to pass the examination and
that shall not be shown in the mark-sheet but shall be shown in the Tabulation
Rolls by adding (+) 1 mark to the Course/ Practicum / Viva-voce score.
The candidates who have failed in one or more subjects for deficiency of one
mark only or missed to obtain 60% (1st class) or 55% in aggregate(in all the
semesters)by one mark only, be given one mark and allowed to pass in the subject/
s or be placed in the aforesaid status. One mark should be added by plus sign in
the subject/s or in the aggregate in the tabulation sheet but in the mark-sheet only
totalized marks should be shown. The same shall be applicable for SC/ST
candidates only, who have missed to obtain 50% marks in aggregate by one mark
only.
13. Issuance of Degree:
After declaration of final result of the [Link]. programme each successful candidate
shall receive a Degree/Certificate in prescribed format with the seal and signature of
the Vice-Chancellor of the University.
14. Revision of regulation and Curriculum:
The competent authority may from time to time revise, amend and change the
regulations and the curriculum, if found necessary.
15. Discipline:
• All students shall be required to conduct themselves in a manner befitting the
students of a national institution of high reputation, within and outside the
precincts of the institution.
• Unsocial activities like ragging in any form shall not be permitted within or outside
the precincts of the institution and the students found indulging in them shall be
dealt with severely and dismissed from the institution.

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 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

COURSE DETAILS
SEMESTER-I

Theory Engagement Credit 4+1

Course-I Childhood and With the Field
(1.1.1) Growing Up
50+50 25 Class Hours 64+32
1st Half Development and its Characteristics
The student teachers will be able to :-
1. Understand the concept of growth and development and stages of
development with special reference to the stage of adolescence.
Objectives 2. Know about the developmental characteristics
3. Be aware of influence of heredity, environment including socio cultural
factors on developmental process
4. Develop the skills of applying the principles of development in improving
the teaching learning process.
COURSE CONTENT / SYLLABUS
Growth and developmental pattern of learners:
• Concept of growth and development
• General characteristics of Growth and Development 7 hrs.
Unit I • Stages and sequence of Growth and Development
• Social factors that affect growth and development-poverty, lack
of opportunities, deprivation, disrupted family, poor
neighborhood, poor housing
Stages of development:
• Different stages of development- infancy, childhood, adolescence,
Adulthood.
Unit II • Adolescence- Physical development, Emotional development, 7 hrs.
Cognitive development.
• Needs and problems of adolescents, their guidance and
counseling
Different types of Development:
• Cognitive development- Piaget's theory and its educational
implications.
Unit III
• Psycho-sexual development - Freud's Theory. 7 hrs.
• Psycho social development - Erikson's theory of psychosocial
development.
• Moral and pro social development- Kohlberg's theory
• Development of self-concept and personal identity
• Communication and speech development- paralinguistic and
linguistic stages of development.
Individual differences:
• Role of heredity, environment including physical and socio
Unit IV cultural factors, 5 hrs.
• Nutrition,
• Child rearing practices and Family.

25
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+1

Course-I Childhood and With the Field
(1.1.1) Growing Up
50+50 25 Class Hours 64+32
Development of personality: 6 hrs.
• Concept of Personality,types and traits of personality,
Unit V • Trait theories ( Eysenck and Cattell's 16 factor, Five factor)
• Measurement of personality (Self-report and projective
techniques).
1. Berk, L. E. (2005). Development through life span. 6th ed. Pearson.
2. Berk ,L. E ( 2006 ) Child development. Pearson and Allyn.
3. Ray, Sushil. (2012). Shiksha manovidya. Kolkata : Soma Book Agency.
4. Ghosh, Arun: Shiksha?shrai Monobigyan.
5. Sengupta, Pramodbandhu & Sharma, Prasanta: Shiksha manobigyan.
6. Rogoff, B., et. al. (1995). Development through participation in socio-
cultural activity. New Directions for Child and Adolescence
Development. Vol. 67; 45-65.
7. Saraswati, T. S. (1999). Adult child continuity in India: Is adolescence a
Suggested myth or an emerging reality? In T. S. Saraswati, (Ed). Culture,
Readings socialization and human development: Theory, research and
applications in India. New Delhi: Sage.
8. Chakraborty,U (2014) Bises Chahida Sampanna Shisu O
Antarbhuktimulak Shiksha,Aaheli Publishers.
9. Sharma, N. (2003). Understanding adolescence. NBT. India.
10. Sternberg, R. J. (2013). Intelligence, competence, and expertise. In A. J.
Elliot & C. S. Dweck, (Eds). Handbook of competence and motivation.
Guildford Publications.
11. Chakraborty Pranab Kumar (2006). Siksha Monobijnaner Ruprekha. K.
Chakraborty Publications. Kolkata.
12. Chakraborty Sonali (2009). Sikshar Monosttawik Vitti. B. B. Kundu
Publications. Kolkata.
13. Chakroborty P. K., Sarkar Bijan (2014), Shikhon O Monobidya, Aaheli
Publisher
14. Ghosh Sanat Kumar (2010). Nirdeshanamulak Monovidya. Classics
Books.
15. Mondal Bhimchandra (2015). Adhunik Siksha Monovidyar Ruprekha.
Rita Book Agency
2nd Half Aspects of Development
The student teachers will be able to :-
1. Know about various aspects related to development.
2. Acquainted with theories, types and factors of motivation, attention and
interest.
Objectives 3. Understand the nature of intelligence and know various theories related
to it.
4. Develop skills for identifying and nurturing creativity.

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 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+1

Course-I Childhood and With the Field
(1.1.1) Growing Up
50+50 25 Class Hours 64+32
COURSE CONTENT /SYLLABUS
Various aspects related to development:
• Instincts and Emotions 6 hrs.
Unit I • Emotional Intelligence
• Attitude and attachment
Motivation:
• Extrinsic and Intrinsic Motivation
7 hrs.
• Theories of Motivation-Maslow, Weiner and McClelland.
Unit II
• Factors affecting Motivation -Self Efficacy, Locus of Control,
Anxiety, Curiosity and their classroom implications.
Attention and Interest:
• Concept of attention, determinants of attention and their class 6 hrs.
Unit III room application
• Attention span and its fluctuation, distraction Interest and its
relation with attention
Intelligence:
• Concept and nature, its distribution across population
• Factor theories of intelligence (Guilford, Thurston and Gardner's 7 hrs.
theory of Multiple Intelligence,)
Unit IV • Measurement of intelligence (Verbal and non-verbal tests of
intelligence)
• Intelligence quotient and education
Creativity:
• Concept of creativity 6 hrs.
Unit V
• The components of creativity
• Its identification and nurturance.
Any one of the following :- 32
i. Observe the various age group children (Early childhood, Later hrs
childhood, Adolescent) in various situations like in the
classroom, playground, at home, with parents, friends, siblings
Engagement
and list down the characteristics of them in physical, social,
with Field /
emotional and intellectual domain.
Practicum
ii. List down different maladjusted behaviours of adolescents
Mode of
which you could identify from the classroom and out-side
classroom. Take interview of a few and try to understand the
factors that may be responsible for their behaviour.
iii. Visit a school (Practice Teaching) and find out the different
measures/activities taken by school or teachers for healthy
mental health of the children by interviewing school teachers.
iv. Development of Question Box activities (can be carried out by
student trainees during practice teaching).
(a) To provide authentic information on physical, physiological

27
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+1

Course-I Childhood and With the Field
(1.1.1) Growing Up
50+50 25 Class Hours 64+32

and psychological changes and development during adolescence and

interpersonal relationship issues pertaining to adolescents.
(b) To list down the instances of peer pressure which may have harmful
consequences for the students and the ways adopted by them to face
or cope with these unfavourable situations. (Smoking, injecting drug
etc.)
v. Find out the plug-in points from your school subjects and link it with
the components of Adolescence Education. Also plan out
supplementary co-curricular activities for the same.
vi. Observe some successful individuals and list down the behavioural
characteristics which impress you.
vii. Take interview of five low achievers and five high achievers and find
out their ways of learning.
viii. List down few (classroom) learning situations involving insightful
learning.
Transaction Lecture, Discussion, Case Study, Experiments, Problem solving, Audio-
Video, Film Show.
1. Bhatia, H. R. (1973). Elements of Educational Psychology, 5th edition,
Orient Longman.
2. Bigge, M. L. (1982). Learning Theories for Teachers, (4th edition). New
York, Harper and Row Publishers, P.P. 89-90.
3. Chauhan S. S. (2004). Advanced educational psychology. New Delhi
:Vikas Publishing House.
Suggested 4. Mangal, S. K. (2008). Advanced educational psychology. New Delhi :
Readings Prentice Hall of India.
5. Snowman, J. and Biehler, R. (2002). Psychology applied to teaching. New
York : Houghton Mifflin.
6. Woolfolk A. R. (1995). Educational psychology. 6th ed. Boston: Allyn &
Bacon.
7. Ghosh Sanat Kumar (2014). Sikshar Monostatwik Vitti. Classics Books.
8. Skinner, E. C. (1984). Educational Psychology-4th Edition. New Delhi:
Prentice Hall of India Pvt. Ltd.

Theory Engagement Credit 4+1

Course-II Contemporary With the Field
(1.1.2) India and Education
50+50 25 Class Hours 64+32
1st Half Education in Post-Independent India
The student teachers will be able to :-
1. Understand the various constitutional provisions
2. Develop the knowledge about the recommendations of various
Objectives
commissions and National Policies of Education.
3. Examine the problems and solutions of elementary and secondary
education and find out probable solution.
28
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+1

Course-II Childhood and With the Field
(1.1.2) Growing Up
50+50 25 Class Hours 64+32

4. Acquire the skill to eradicate inequality, discrimination and

Objectives marginalization in education.
5. Develop an idea about National Values.
COURSE CONTENT /SYLLABUS
Educational provision in the Constitution of India:
• Fundamental Rights
Unit I • Directive Principles of State Policy
• Fundamental Duties 7 hrs.
• Centre-State Relationship
• Language Issues
Recommendations of various commissions after independence:
• Indian University Commission(1948-49)
Unit II • Secondary Education Commission(1952-53) 8 hrs.
• Indian Education Commission(1964-66)
• National Policy of Education(1986,1992)
Equalization and universalization of Elementary and Secondary
Education:
Unit III • Concept
• Problems 5 hrs.
• Probable solutions
Inequality, Discrimination and Marginalization in education:
• Concept
Unit IV
• Causes
6 hrs.
• Probable solutions
National Values:
• Concept
Unit V • Characteristics
6 hrs.
• Relevance in education
• Relation with international understanding.
1. Banerjee, J. P (2010) History of Education in India, Kolkata.
2. Chaube, S. P (2008) History and Problems of Indian Education, Agarwal
Publications, Agra
Suggested 3. Chaudhry, N.K(2012)Indian Constitution and Education, SHIPRA
Publications, New Delhi
Readings
4. Chakraborty, A & Islam, N (2014) SiksharItihas O Sampratik
Ghatanaprabaha, Classique Books, Kolkata
5. Ghosh, R (2014) Yuge Yuge Bharater Siksha, Soma Book Agency, Kolkata
6. Sharma, R. N (2010) History of Education in India, Atlantic, New Delhi
7. Thakur, D. K. & Haque S. H (2010) Adhunik Bharatersikshar Dhara,
Rita Book Agency, Kolkata

29
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+1

Course-II Childhood and With the Field
(1.1.2) Growing Up
50+50 25 Class Hours 64+32
8. Mukhopadhyay, D, Sarkar, B and Halder, T (2014) Bharoter chalaman
Ghatanabali, Aaheli Publishers, Kolkata.
Suggested
9. Halder, K. & Nath, I (2014) Bharotyer shikshar Samprotik Bisoy. K.
Readings Chakraborti Publications,Kolkata.
10. Tarafdar, M (2012) Swadhin Bharater Siksha Bikasher Dhara, K.
Chakroborty Publications, Kolkata
2nd Half Policy Framework for Education in India
The student Teachers will be able to :-
1. Understand the policy framework for Education in India
2. Understand the contemporary issues in education
Objectives 2. Develop the knowledge about various policies on education
3. Examine the role and functions of different monitoring agencies of
education
4. Understand community participation and development in education
5. Acquire skill to develop educational planning and management.
COURSE CONTENT /SYLLABUS
Contemporary issues of education:
• Unemployment
7 hrs.
Unit I • Poverty
• Population explosion
• Student unrest
Policies on education:
• SSA 7 hrs.
• RTE (2009)
Unit II • NCF (2005)
• NKC(2009)
• RMSA
• NCF-TE (2009)
Monitoring agencies:
• UGC
• NAAC
• NCTE 6 hrs.

Unit III • NUEPA

• NCERT
• IASE
• CTE
• SCERT
• DIET
Community participation and development:
Unit IV • Women education 6 hrs.
• Dalit education

30
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+1

Course-II Childhood and With the Field
(1.1.2) Growing Up
50+50 25 Class Hours 64+32
• Tribal education
Unit IV • Adult and Continuing Education 6 hrs.
• Distance and Open Education
• Government initiatives towards educational policies
Educational Planning and Management:
• Educational Planning
• Institutional Planning 6 hrs.
Unit V
• Leadership
• Administrative structure of Secondary Education
• Quality Management
• Supervision
Any one of the following :-
i. Study the impact of Right to Education Act on schools
Engagement ii. Critical Analysis of Different Committees and Commissions on
with Field / Education
Practicum iii. Study of Educational Process in Private Schools
iv. Planning and Implementation of Activities -
• Eco-Club, 32 hrs
• instructional material to inculcate values,
• field visit to vocational institutes to make reports,
• awareness development about population explosion in rural /
slum areas,
• creating awareness among SC/ST students about various
schemes and scholarships available to them,
• survey of schools to see the implementation of various
incentives of government to equalize educational opportunities
• Preparing a presentation on rich cultural heritage of India
Mode of
Lectures, discussions, assignments, films on educational thinkers
Transaction
1. Aggrawal, J. C. (2010). Educational administration and management.
New Delhi : Vikas Pub. House.
2. Ahuja, R. (2013) Social problems in India. New Delhi : Rawat
Publications.
3. Chakraborty, D. K. (2010). Sikshay byabsthapana o parikalpana. Kolkata
Suggested : K. Chakraborty Publications.
Readings 4. Dash, B. N. (2013). School organization, administration and
management. New Delhi : Neelkamal Publications.
5. Mohanty, J. (2012). Educational administration, management and school
organization. New Delhi : Deep & Deep Publications.
6. Pal, D. et al. (2014) Siksha byabsthapana. Kolkata : Rita Book Agency.
7. Sing, R. P. (2007). Educational finance and the planning challenge. New
Delhi : Kanishka Publishers.

31
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+1

Course-II Childhood and With the Field
(1.1.2) Growing Up
50+50 25 Class Hours 64+32

8. Mondal & Kar (2012). Sikshay Byabasthapona o Prjukti vidya, Rita Book.
Suggested 9. Bhatia, K. & Bhatia, B. (1983). The philosophical and Sociological
Readings foundation of Education. New Delhi : Doaba House.
10. Siddiqui, M. H. (2009). Philosophical and Sociological foundation of
Education. APH Publishing Corporation, APM Publication Corporation,
New Delhi.

Theory Engagement Credit 2+2

Course-IV Language across With the Field
(1.1.4) the Curriculum
50 50 Class Hours 32+64

The student teachers will be able to :-

1. Understand nature, function and role of language across the curriculum
2. Acquaint with obstacles in language usage while using the language and
Objectives ways to overcome them.
3. Understand importance and use of first and second language,
multilingualism and impact of culture.
4. Acquire knowledge about the communication process and verbal and
nonverbal communication skills.
5. Familiarize the students with of barriers to (Listening, Speaking, Reading,
Writing) LSRW skills and activities for developing these skills
COURSE COURSE CONTENT
CONTENT /SYLLABUS
/ SYLLABUS
Theoretical Background of Language Usage:
• Language - Meaning and Concept
• Functions of Language 7 hrs.
Unit I • Role of Language across Curriculum
• A brief historical background of language development.
• Theories of language development - Bloomfield, Chomsky, Saussure
• Theoretical understanding of Multilingualism.
Understanding the Language Background:
Unit II • Understanding home language and school language. 7 hrs.
• Power dynamics of 'standard' language vs. 'home language'.
• Dialects.
Different Strategies for Language Development:
Unit III • Nature of classroom discourse.
6 hrs.
• Develop strategies for using language in the classroom - oral and written
• Discussion as a tool for learning.
Language Interaction in the classroom:
• Nature of questioning in the classroom.
Unit IV • Types of questions - Teachers' role. 6 hrs.
• Multicultural classroom - Teachers' role.
Nature of Reading Comprehension in the Content Areas:
Unit V • Reading proficiency in the content areas - Social Sciences, Sciences, 6 hrs.
Mathematics.

32
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 2+2

Course-IV Language across With the Field
(1.1.4) the Curriculum
50 50 Class Hours 32+64
• Schema Theory.
Unit V 6 hrs.
• Different Texts - Expository, Narrative, Transactional. Reflexive.
Any two of the following :-
i. School Visit to Find out Communication Problem/Apprehension
Engagement in Students
with Field / ii. Designing Games and Exercises for Developing Listening,
Practicum Speaking, Reading and Writing Skills 64 hrs.
iii. Assignments on Developing Writing Skills- Summary, Letter,
Paragraph, Essays, Speech
iv. Assignments on Developing Speaking Skills - Oral Presentations,
Debate, Elocution, Discussion, Brain-storming
v. Assignments on Developing Listening Skills - Listening to speech,
directions
Lecture, discussion, exercises, assignments, language games
Mode of
In pedagogy of school subjects, illustrations on content based methodology
Transaction
may be provided
1. Bennett, W.A. (1969). Aspects of language and language teaching.
London : Cambridge University Press
2. Braden, K. (2006). Task based language education: From theory to
practice. London: Cambridge University Press.
3. Britton, James. (1973). Language and learning. London : Penguin Books.
4. Byrnes, Heidi (2006). Advanced language learning: The contribution of
Suggested Halliday and Vygotsky. Continuum International Publishing Group.
Readings 5. Pearson, J. C. et al. (2011). Human Communication. (4th ed.). New York:
McGraw Hill Companies Inc.
6. Floyd, K. (2009). Interpersonal Communication. New York: McGraw
Hill Companies Inc.
7. Fromkin, V, Rodman, R &Hyms, N. (2011). Introduction to Language.
(9th ed.). Canada: Cengage Learning.
8. Akmajian, A. et al. (2010). Linguistics: Introduction to Language and
Communication. (6thed.). Cambridge: MIT Press.
9. Fasold, R. &Connor-Linton, J. (2013). An Introduction to Language and
Linguistics. (6th ed.). Cambridge: Cambridge University Press.

Understanding Theory Engagement Credit 2+2

Course-V With the Field
Discipline and
(1.1.5)
Subjects 50 50 Class Hours 32+64

The student teachers will be able to :-

• Understand the basis of knowledge and branches of emerging knowledge.
Objectives
• Understand the emergence of various disciplines
• Develop among the teacher trainees an understanding of science as a
discipline.

33
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Understanding Theory Engagement Credit 2+2

Course-V With the Field
Discipline and
(1.1.5)
Subjects 50 50 Class Hours 32+64
• Understand nature of Mathematics as a discipline.
• Develop among the teacher trainees an understanding of language as a
Objectives discipline.
• Develop among the teacher trainees an understanding of social science
as a discipline.
COURSE CONTENT / SYLLABUS
Discipline and Subject:
• Education as Inter-disciplinary Field of Study
• Nature and Characteristics of a Discipline
Unit I • Emergence of Various Disciplines from Education 6 hrs.
• Merger of Various Disciplines into Education
• Interrelation and Interdependence amongst Various School
Subjects
Science as a Subject and Discipline:
• Nature and history of science
• Scientific method; a critical view
• Knowledge, understanding and science 6 hrs.
• The socio cultural perspective and the ethical consideration
Unit II
• Science as a discipline, place of scientific knowledge in the schema
of school curriculum
• Study of emergence of school science in relation to the social
political and intellectual and historical context.
• Curriculum syllabus and textbooks ; the paradigm shifts in the
discipline , the changing notion of scientific knowledge and the
need to redefine school science
Language as a Subject and Discipline:
• Centrality of language in education
• Role of language in children's intellectual development and
learning 6 hrs.
Unit III • Language in the school curriculum; aims issues and debates
• Policy issues and language at school
• Language as a Medium of Communication
• Phases of Language Development
Mathematics as a Subject and Discipline:
• Nature and History of Mathematics
7 hrs.
Unit IV • Place of Mathematics in School Curriculum
• Mathematics in Day-to-day life
• Relationship of Mathematics with Other Subjects
Social Science as a Subject and Discipline:
Unit V • Nature and Philosophy of Social Science 7 hrs.
• Social Science as an Area of Study

34
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Understanding Theory Engagement Credit 2+2

Course-V With the Field
Discipline and
(1.1.5)
Subjects 50 50 Class Hours 32+64

• Need of Studying Social Science through Interdisciplinary 7 hrs.

Unit V Perspectives
• Place and Relevance of Social Science in School Curriculum
Any two of the following :-
Engagement i. Policy analysis National curriculum frame works
with Field / ii. Identification of core, hidden, null and latent curriculum in
textbooks. 64 hrs.
Practicum
iii. Review of the books for constructing an activity curriculum.
Group discussion, lecture-cum -discussion, pair and share , group work,
Mode of panel discussion, symposium, assignments, field visits and sharing of
Transaction experiences
In pedagogy of school subjects, illustrations on content based methodology
may be provided
1. National Curriculum Frame Work. 2005. New Delhi: NCERT.
2. National Curriculum Frame Work Teacher Education. 2009. New Delhi
: NCTE.
3. Purkait, B. R. (2010). Milestones of ancient, mediaeval education in India.
Kolkata: New Central Book Agency.
4. Purkait, B. R. (2010). Milestones in modern Indian education. Kolkata:
New Central Book Agency.
Suggested 5. Mukhopadhyay, Nrisingha Prasad. Ancient Indian education
Readings 6. Mukherjee, R. K. Ancient Indian education.
7. Chakravarti, U. (1998). Rewriting history: The life and times of Pandita
Ramabai. Zubaan.
8. Ghosh, S. C. (2007). History of education in India. Rawat Pub.
9. Sidhu, K. B. (1974). The Teaching of Mathematics. New Delhi: Sterling
Pub. (p). Ltd.
10. Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpat
rai publishing comp.
11. Binning A.C. & Binning A.H. : Teaching Social Studies in Secondary
Schools, New York, McGraw Hill & Co.

Course Theory Engagement Credit 1+1

Reading and With the Field
EPC -1
Reflecting on Texts
(1.1EPC1) 25 25 Class Hours 16+32

The student teachers will be able to :-

• Understand the meaning, process, importance and characteristics of
reading.
Objectives
• Understand and apply different levels, types, techniques and methods
of reading.
• Acquaint with the skills of reading different types of texts.

35
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course Theory Engagement Credit 1+1

Reading and With the Field
EPC -1
Reflecting on Texts
(1.1EPC1) 25 25 Class Hours 16+32
• Develop different types of reading skills through various activities and
met cognition
Objectives
• Learn the skills of reading comprehension and to enhance vocabulary.
• Acquaint with the problems of reading across curriculum
COURSE CONTENT / SYLLABUS
Introduction to Reading:
• Reading - Meaning and Process 3 hrs.
Unit I
• Importance of Reading across Curriculum
• Characteristics of Reading
Reading Skills:
• Levels of Reading- literal, interpretative, critical and creative 3 hrs.
Unit II • Types of Reading - intensive and extensive reading, Oral &Silent
Reading
• Reading Techniques - Skimming and Scanning.
• Methodology of Reading
Reading the Text:
• Types of Texts - Narrative, expository, descriptive, suggestive, 4 hrs.
Unit III
empirical, conceptual, ethnography, policy documents, field notes
• Importance of Different Texts in Curriculum
Developing Reading Skills:
• Developing Critical Reading Skills
Unit IV • Developing Reflective Skills
• Activities for Developing Reading Skills 3 hrs.
• Developing Metacognition for Reading
Reading Comprehension:
• Developing Reading Comprehension 3 hrs.
Unit V
• Developing Vocabulary for Reading
• Problems of Reading
Any one of the following :-
i. Divide the class in small group and provide different kinds of 32 hrs.
texts and instruct them to read and reflect according to the nature
Engagement
of text
with Field /
Practicum ii. Divide the group and provide one text and suggest students to
make different interpretations
iii. Design vocabulary games to enhance your vocabulary
iv. Read the text and provide a five words summary to each
paragraph
v. Reading and comprehension exercises
vi. Skim through the text and give suitable title to the text
[Link] given text in stipulated time and summarize it in 6/7
lines with a suitable title.

36
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course Theory Engagement Credit 1+1

Reading and With the Field
EPC -1
Reflecting on Texts
(1.1EPC1) 25 25 Class Hours 16+32
Mode of Lecture, Discussion, Exercises, Games, round table study circle, Reflective
Transaction questioning, Creative literary activities, journaling, writing diary etc
1.
Bright, J. A., and McGregor, G. P. (1970). Teaching English as a Second
Language. ELBS: Longman.
2. Doff, A. (1988). Teach English: Training Course for Teachers. Cambridge:
Cambridge University Press.
3. Hill, L. A., and Dobbyn, M. A. (1979). Training Course, Trainer's Book.
London: Cassell.
4. Hubbard, P., and Hywel, J. et al. (1983). A Training Course for TEFL.
Oxford University Press..
5. Mukalel, J. C. (1998). Approaches to English Language Teaching. New
Suggested Delhi: Discovery Publishing house.
Readings 6. Mukalel, J. C. (1998). Creative Approaches to Classroom Teaching. New
Delhi: Discovery Publishing house.
7. Mukalel, J. C., and Ahmed, S. B. (1984). Teaching English in India. New
Delhi: Arya Book Depot.
8. Nagaraj, G. (1996). English Language Teaching Approaches, Methods
and Techniques. Calcutta: Orient Longman.
9. Richard, J., and Theodore, S., and Rodgers, T. S. (1968). Approaches
and Methods in Language. Cambridge University Press.
10. Venkateswaran, S. (1995). Principles of Teaching English. New Delhi:
Vikas Publishing House.
11. Willis, J. (1981). Teaching English through English ELBS. England:
Longman Ltd.

SEMESTER-II
Learning Theory Engagement Credit 4+1
Course-III
and With the Field
(1.2.3)
Teaching 50+50 25 Class Hours 64+32
1st Half Learning
The student teachers will be able to :-
1. Understand the range of cognitive capacities among learners.
2. Reflect on their own implicit understanding of the nature and kinds of
Objectives learning.
3. Gain an understanding of different theoretical perspectives on learning
4. Demonstrate his/her understanding of different skills at different phases
of instruction
COURSE CONTENT / SYLLABUS
Understanding Learning:
Unit I • Nature of learning: learning as a process and learning as an 7 hrs.
outcome

37
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Learning Theory Engagement Credit 4+1

Course-III
and With the Field
(1.2.3)
Teaching 50+50 25 Class Hours 64+32
• Types of learning: factual, associations, conceptual, procedural,
generalizations, Principles and rules.
Unit I • Remembering and Forgetting - Factors of remembering - 7 hrs.
encoding, storage and retrieval. Information processing approach;
Causes of forgetting; Strategies for effective memorization.
Factors Influencing Learning:
• Concept, nature and types of motivation - intrinsic, extrinsic and
achievement.
6 hrs.
Unit II • Role of teacher in addressing various factors influencing learning-
a few strategies - cooperative learning, peer tutoring, collaborative
learning.
Learning Paradigms:
• Behavioristic Learning- Concept of connectionism (Thorndike)
and conditioning (Pavlov & Skinner) and their educational
implications.
• Cognitive Learning - Concept of Gestalt and its educational
implications; Discovery learning (Bruner), Cognitive 7 hrs.
Constructivist Learning (Piaget)
Unit III
• Social Cognitive Learning - Concept (Bandura), nature and
implications. Teacher as role model.
• Social Constructivist Learning - Concept of Vygotsky, nature and
implications.
• Humanistic Viewpoint of Learning - Carl Rogers (Self Concept
Theory)
Transfer of learning:
Unit IV • Concept, Importance, Nature and Types of Transfer of Learning 6 hrs.
• Theories of Transfer of Learning
• Methods of enhancing Transfer of Learning
Organization of Learning Experiences: Issues and Concerns:
7 hrs.
• Role of school - Guidance, Mental health, Co-curricular activities.
Unit V • Strategies for organizing learning for diverse learners-
Brainstorming, Within class grouping, Remedial teaching,
Enrichment programme
1. Mangal, S.K. (2002). Essentials of teaching learning and information
technology. Ludhiyana: Tandon Publishers.
2. Mangal,S.K. (2006). Advanced educational psychology. New Delhi:
Prentice hall of India.
Suggested 3. Mohanty. (1992). Educational technology. New Delhi: Deep and Deep
Readings Publications.
4. Roy, Sushil. Siksha manobidya. Kolkata :Soma Book Agency.
5. Vygotsky, L. (1997). Interaction between learning and development. In
M. Gauvain & M. Cole, (Eds). Readings on the development of children.
New York: W. H. Freeman & Co.

38
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Learning Theory Engagement Credit 4+1

Course-III
and With the Field
(1.2.3)
Teaching 50+50 25 Class Hours 64+32

6. Chatterjee, Kaushik. (2012). Siksha prajuktibidya. Kolkata : Rita

publication.
7. Maity N. C., Ganguly Amlan (2014), Nibir Shikkhoner Monostattya,
Suggested Aaheli Publisher
Readings 8. Kumar, K. (2004). What is worth teaching? 3rd ed. Orient Black Swan.
9. Holt, J. (19964). How children fail? Rev. ed. Penguin.
10. Hall, C & Hall, E. (2003). Human relations in education. Routledge.
2nd Half Teaching for Learning
The student teachers will be able to :-
1. Understand the process of teaching
Objectives 2. Understand and efficiently used different models of teaching.
3. Engage in teaching with proper approach.
4. Develop skills required for teaching
COURSE CONTENT / SYLLABUS
Understanding Teaching:
• Teaching: Concepts, definition, nature and characteristics factors
Unit I affecting teaching. 6 hrs.
• Relation between Teaching, Instruction and Training.
• Maxims of teaching. Role of teacher in effective teaching.
Models of Teaching:
Unit II • Concept Attainment Model (CAM) 6 hrs.
• Advance Organizer Model (AOM)
• Inquiry Training Model (ITM)
Task of Teaching:
• Task of teaching: meaning, definition and variables in teaching
6 hrs.
Unit III task.
• Phases of teaching task: pre - active, inter-active and post-active.
• Essentials of effective teaching
Levels & Approaches of Teaching:
• Levels of Teaching: memory, understanding and reflective levels
of teaching
Unit IV • Approaches to Instruction: Constructivist approach to teaching, 7 hrs.
Cooperative and Group Discussion, Games, Debate, Quiz and
Seminar.
• Programmed Instruction (PI) & Computer Assisted Instruction
(CAI)
Skills of Teaching :
Unit V • Skills of Teaching: Concepts, definition. 7 hrs.
• Micro-teaching: Meaning and Procedure

39
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Learning Theory Engagement Credit 4+1

Course-III
and With the Field
(1.2.3)
Teaching 50+50 25 Class Hours 64+32

• Developing Teaching skills: Introducing the lesson, Questioning,

Unit V Use of teaching aids, Reinforcement and Illustration. 7 hrs.
• Modification of Teacher Behavior-Flanders Interaction Analysis
of Category System (FIACS).

Engagement Any one of the following :-

with Field / • Micro/ Simulated Teaching Practical 32 hrs.
(5 lessons on any 5 skills)
Practicum
• Presentation of Innovative Teaching
Mode of Lecture, discussion, project work, field trip, assignment, seminar etc.
Transaction
1. Aggarwal, J. C. (2001). Principles, methods and techniques of teaching.
Delhi: Vikas Pub House.
2. Bower, G. M. (1986). The Psychology of learning and motivation.
Academic Press.
3. Chauhan, S. S. (2000). Advanced educational psychology. New Delhi. :
Vikas Publishing House.
4. Pal,Debasish et al. (2012). Sikhaner manostatwa. Kolkata : Rita Book
Agency.
5. DeCecco, J, P. & Crawford, W. (1977). Psychology of learning and
Suggested instruction. New Delhi: Prentice hall of India
Readings 6. Sen, Molay Kumar. Siksha prajuktibigyan. Kolkata : Soma Book Agency.
7. Mete, Jayanta, Deb, Ruma & Ghosh, Birajlakshi: Bikash oshikhaner
manostatwa. Kolkata : Rita Book Agency.
8. Joyce, M. & Others. (1992). Models of teaching. New York: Holt Rinehart
and Winston.
9. Sarkar, B (2014) Shikharthi O [Link] Publishrers,Kolkata.
10. Nayak, A. K. (2002) Classroom teaching A.P.H
11. Ohles, J. F. (1970). Introduction to Teaching. New York: Random House,
INC.
12. Siddiqui, Mujibul Hasan(2005) Techniques of classroom teaching A.P.H

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
Pedagogy of
Language Bengali, English, Sanskrit, Hindi, Urdu & Arabic
Teaching
The student teachers will be able to :-
1. Merit effective and constructive acquaintance with the basic foundations
Objectives of Language teaching in India and West Bengal
2. Acquire practical expertise in pedagogical analysis and develop
behavioural competencies in teaching skills

40
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+3

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
3. Apply principles abstracted from the study of various methods and
approaches as regards purpose and procedure of planning lesson
4. Work out and practice strategies for teaching language skills and
communication skills
5. Credit working acquaintance with concepts of language learning
Objectives assessment
6. Turn in to resourceful user of different kinds of Language Test
7. Become efficient in construction of Test and Test Items
8. Explore and experience various resources for target language learning
9. Try out various means of organizing various resources for target
Language Learning.
COURSE CONTENT / SYLLABUS
Foundations of Language Teaching:
• Historical background and present status of language teaching
in India.
• Origin of different languages (At least two including
1stLanguage)
• Significance of Mother tongue/ Target Language
Unit I • Concept of 1st Language, 2nd Language and 3rd Language in
6 hrs.
West Bengal
• Relation between language and dialect.
• Language position and importance in Secondary School
Curriculum in West Bengal.
• Analysis of the objectives of teaching language at secondary level
in West Bengal.
• Aims and objectives of Language Teaching.
Strategies of Language Teaching: (As per language concerned):
• Theories of Language Teaching
• Concept and importance of pedagogical analysis of language.
• Language Teaching Skills
Unit II 7 hrs.
• Lesson Plan: definition, characteristics, importance
• Behavioural/Instructional objectives of Language Teaching
• Teaching strategies for Language
• Relevance of Teaching Model for Language Teaching
Brief overview of Methods &Approaches of Language Teaching
(As per language concerned):
• Methods and Approaches of Language Teaching:
Unit III ❏ Concept, Characteristics, Procedure, Importance and 7 hrs.
Limitations.
• Approaches to Language Teaching:
Teaching different content areas- objectives, importance and
procedure:

41
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+3

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
❏ Prose,
❏ Poetry,
Unit III ❏ Drama 7 hrs.
❏ Grammar,
❏ Composition
• Spelling mistake - causes and method of correction
Assessment of Language Teaching:
• Assessment (elementary concepts of Evaluation and
Measurement).
• Achievement Test
Unit IV • Properties (elements) and Areas (aspects) of a language Test. 6 hrs.
• Principles for constructing a Language Test.
• Characteristics of a good Test - usability, reliability, validity.
• Construction of a language question paper including general
instruction with nature of options, overall coverage and marking
scheme.
Learning Resources in Language Teaching:
• Meaning, type, functions, preparation and utilization of learning
resources in language: Text Books, Models, Charts, Pictures,
Reference Books, Computer Assisted Learning.
Unit V • Language Laboratory - Component, planning, developing 6 hrs.
required activities and organizing for use.
• Designing Learning activities: School Magazine, School Debating
Society, Dramatization
• Designing Language Games in grammatical context of language.
• Creative writing: composition, short story, poem (on given clues
or independently).
Any two of the following :-
• Speech and Speech Mechanism
• Word Formation
Engagement • Syntax
with Field / • Phonetic Transcription
64 hrs.
Practicum • Identifying General and Specific Objectives with Learning
Outcome
• Task analysis and Content Analysis
• Developing Instructional (Teaching Learning) Material
• Planning Instructions
Mode of Lecture, discussion, project work, field trip, assignment, seminar etc.
Transaction

Suggested 1. Bright, J. A &McGragor, G. P. (1978). Teaching English as a second

Readings language. London : ELBS & Longman.

42
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+3

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
2. Brumfit, C J & Johnson, K. (1978). The Communicative approach to
language teaching. Oxford : OUP,
3. Carrol, J B. (1953). The Study of Language. Massachusets : Harvard
University Press.
4. Heaton, J B. (1982). Language testing. London : Modern English
Publications Ltd.
5. Heaton, J. B. (1991). Writing English language tests. Hongkong: ELBS.
6. Hornby, A. S. Oxford advanced learner's dictionary of current English,
Oxford : OUP.
7. Howatt, A. P. R. (1984). A History of English language teaching Oxford :
OUP.
8. Johnson, J: The Communicative Approach to Language Teaching, OUP,
Oxford, 1979.
9. Johnson, K. (1982). Communicative syllabus design and methodology.
Suggested Oxford : Pergamon Press.
Readings 10. Ur, P. (1996). Grammar practice activities - A Practical guide for teachers.
Cambridge : CUP.
11. Ur, P & Wright, A: Five-minute Activities- A Resource Book for Language
Teachers. Cambridge : CUP.
12. Verma, S. K. (1994). Teaching English as a Second Language in [Link]
R K Agnihotri & A L Khanna (Eds). Second Language acquisition. New
Delhi,
13. Weir, C. (1993). Understanding and Developing Language Test. New
Delhi : Prentice Hall International Ltd.
14. Widdowson, H. (1978). Teaching language as Communication. Oxford :
OUP.
15. Raha Sujata, Basu Baisaly (2014), Bangla Sikhon Porikrama, Aaheli
Publisher
16. Das.G, Choudhury. N, (2014) Nabarupe Sanskrit Shikshan Padhati, Aaheli
Publishers ,Kolkata
17. Das Gita, Chowdhury Nivedita (2014), Nabarupe Sanskrit Shikkhan
Poddhoti, Aaheli Publisher
18. Sharma, R A (1983): Technology of Teaching, International Publishing
House, Meerut.
19. Sardar Sudhakar (2014), Thoughts & Practicein Teaching English, Aaheli
Publisher

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64

Pedagogy of
History, Geography, Political Science, Economics, Education,
Social Science
Commerce, Sociology, Philosophy, Music, Fine Arts, Psychology
Teaching

43
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
The student teachers will be able to :-
1. Appreciate the significance of teaching Social Science.
Objectives 2. Be acquainted with the approaches & Methods of Teaching Social Science.
3. Be used to the application of knowledge and skills in Social Science.
4. Be acquainted with various practical aspects of Social Science.
COURSE CONTENT / SYLLABUS
Foundation of Social Science Teaching:
• Aims and objectives of Social Science Teaching.
Unit I • Social Science Curriculum, Values of Social Science Teaching.
• Inter relationship of various branches of Social Science 6 hrs.
• Innovations in Social Science teaching
• Inculcation of National Integrity through social science teaching.
Strategies of Social Science Teaching:
• Features, Limitations and comparison of different methods
• Lecture Method,
• Interactive Method
Unit II • Demonstration- observation method, 7 hrs.
• Regional Method
• Heuristic Method,
• Project Method
• CAI
Learning Resource in Social Science Teaching:
• Meaning, type and importance of Learning Resources.
• Quality of good Social Science text book. 6 hrs.
Unit III
• Teaching aids in Social Science.
• Improvisation of Teaching Aids.
• Planning and organization of Social Science Laboratory
Social Science Teacher:
Unit IV 6 hrs.
• Qualifications and qualities of Social Science Teachers.
• Professional growth of Social Science Teacher.
Evaluation in Social Science Education:
Unit V • Evaluation devices, evaluation programme in social studies 7 hrs.
• Competency based evaluation, continuous and comprehensive
evaluation; formative and summative evaluation, diagnose and
remediation; construction of assessment tools like achievement
test.
Any two of the following :-
Engagement ➣ Visit to
with Field / • Historical Places 64 hrs.
Practicum • Ecological Places

44
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
• Commercial Places
• Political Places
Engagement ➣ Organization of Programmes
with Field / • Environment Awareness 64 hrs.
Practicum • Social Awareness
• Election Awareness
• Blood donation
• Exhibition
• Demonstration of Lab-based activities wherever applicable
Mode of Lecture, discussion, project work, field trip, assignment, seminar,
Transaction Demonstration etc.
1. Arora, G. L (1988), Curriculum and Quality in Education, NCERT, New
Delhi.
2. Binning and Binning. (1952). Teaching Social Studies in Secondary
Schools. New York : McGraw Hills.
3. David Lambert and David Balderstone (2000). Learning to Teach
Geography in Secondary School: A Companion to School Experience.
Falmer, London : Routledge.
4. Kent,Ashley. (2001). Reflective Practice in Geography Teaching. Paul
Suggested Chapman Educational Publishing, Ltd.
Readings 5. Pathak,Avijit. (2002). Social Implications of Schooling: Knowledge,
Pedagogy and Consciousness. New Delhi : Rainbow Publishers.
6. Singer, Alan J. (2003). Social Studies for Secondary Schools: Teaching to
learn, learning to teach, Lawrence Erlbaum Associates, Mahwah, New
Jersey.
7. HalderTarini(2014),Itihas-Niti,PoddhotiOKausal,AaheliPublisher
8. Konli, A.S. (1996). Teaching of Social Studies, Anmol Publications Pvt.
Ltd., New Delhi.
9. Bhattacharya, S. & Darji, D.R. (1996) Teaching of Social Studies in Indian
Schools, Acharya Book Depot, Baroda.
10. Mete Jayanta, Dasgupta Jayarati (2014), Adhunik Bhugol Shikkhan
Poddhoti,AaheliPublisher
Course- Theory Engagement Credit 2+2
Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
Pedagogy of
Science Physical Science, Life Science, Computer Science & Application
Teaching

The student teachers will be able to :-

Objectives 1. Appreciate the significance of teaching Science.
2. Be acquainted with the Approaches & Methods of Teaching Science.

45
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
3. Be used to the application of scientific knowledge and skills.
Objectives
4. Be acquainted with various practical aspects of science.
COURSE CONTENT / SYLLABUS
Foundation of science Teaching:
• Aims and objectives of science Teaching.
• Science Curriculum, Values of Science Teaching. 7 hrs.
Unit I
• Inter relationship of various branches of science.
• Scientific aptitude and attitude
• Innovations in science teaching
Strategies of Science Teaching:
• Features, Limitations and comparison of different methods
• Lecture Method,
• Demonstration method, 8 hrs.
Unit II
• Heuristic Method,
• Laboratory Method,
• Project Method
• CAI
• Problem Solving Method.
Planning of Science Laboratory:
• Importance of Science Laboratory
Unit III 5 hrs.
• Organization / Planning a Science Laboratory.
• Equipment of Science Laboratory.
Learning Resource in science Teaching:
• Meaning, type and importance of Learning Resources.
Unit IV 6 hrs.
• Quality of good Science text book.
• Teaching aids in Science.
• Improvisation of Teaching Aids.
The Science Teacher:
Unit V 6 hrs.
• Qualifications and qualities of Science Teachers.
• Professional growth of Science Teacher.
Any two of the following :-
Engagement • Preparation of lesson/unit plan by following different methods
of teaching. 64 hrs.
with Field /
Practicum • Preparation of materials & programmes to inculcate scientific
attitude.
• Script writing for Radio/TV/Video on science topics.
• Demonstration of Science Experiments.
Mode of Lecture, discussion, demonstration, project work, field trip, presentation
Transaction by students, seminar etc.

46
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
1. Gupta, S. K. (1991). Teaching of Physical Science in secondary schools.
New Delhi: Sterling Publications
2. Nag, S. (2015). Teaching of Life [Link] :Rita Publications.
3. Sharma, R. C (1999). Modern Science Teaching. New Delhi:
DhanpatRaiPublcation Co.
4. Vaidea, N. (1996). Science Teaching for 21st Century. New Delhi. Deep
& Deep Publication.
5. De,K.K (2010) Bhoutabignye sikshak o Siksharti,Soma Publishers,
Suggested Kolkata
Readings 6. Pal, S. Nagchowdhury, D. P., Ganguly, A. Haowladar, M. (2014) Jiban
Biggyan Shikhshaner tattwa O Proyog, Aaheli Publishers, Kolkata
7. Pandey, P. (2014). Teaching of Computer Studies. Belur, Kolkata :
RKMSM
8. Amin, J. A. (2011). Training science teachers through activities; towards
constructivism. USA: Lap -lambert publishing house.
9. Harlen, W. and Elstgeest, J. (1992). UNESCO Sourcebook for Science in
the Primary School: A Workshop Approach to Teacher Education.
UNESCO.
10. JanaP.K.,BhatS.C.(2014),VautobigyanShikkhan,AaheliPublisher

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
Pedagogy of
Mathematics Mathematics
Teaching
The student teachers will be able to :-
1. Understand the nature of Mathematics and Mathematics education
2. Know the Objectives of teaching Mathematics and the principles of the
Objectives preparation of relevant curriculum and text books.
3. Understand Teaching methodologies in Mathematics education.
4. Apply Mathematics education in cross-cultural perspectives.
5. Understand the Assessment and evaluation in the teaching learning of
Mathematics.
COURSE CONTENT / SYLLABUS
Nature and Theoretical aspects of Mathematics Education:
• The nature of Mathematics
• Correlation of Mathematics with other disciplines
Unit I • Scope of Mathematics education 7 hrs.
• Values of teaching Mathematics
• History of Mathematics in India
• Teaching-learning of Mathematics from the view point of Skinner,
Piaget, Bruner, Vygotsky & Dienes

47
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64
Aims and objectives of teaching Mathematics and preparation of
relevant curriculum and text books: 7 hrs.
• Aims and objectives of teaching mathematics at upper primary
Unit II
stage, secondary stage and higher secondary stage.
• Principles of curriculum construction
• Principles of text book preparation
Mathematics Teacher and Teaching learning process in
Mathematics:
• Teaching methods in mathematics- e.g. Inductive & Deductive
Method, Method of analysis and synthesis, Project method,
Mathematical induction, Heuristic method, Problem Solving
Method. 7 hrs.
Unit III
• Learning Resources in relation to Teaching of mathematics with
special reference to calculator and computer.
• Pedagogical analysis and lesson planning.
• Qualities and professional growth of Mathematics teacher.
Mathematics education in a cross-cultural perspective:
• Anxiety associated with learning of Mathematics
Unit IV • Maths laboratory 5 hrs.
• Maths club
• Connecting mathematics to the environment
• Management of learning of slow and gifted learners
Assessment and Evaluation:
• Assessment and evaluation-meaning, scope & Types
Unit V • Different types of test items 6 hrs.
• Techniques of Evaluation in Mathematics
• Basic principles of construction of test items
• Continuous and Comprehensive Evaluation (CCE)
Any two of the following :
• Write an essay on nature of Mathematics and contribution of
Indian Mathematicians.
• Preparation of various teaching aids.
Engagement
with Field / • Preparation of programmed learning material for selected Units 64 hrs.
Practicum in Mathematics.
• Evaluation of Mathematics text book.
• Construction of various types of test items.
• Construction of achievement and diagnostic tests.
• Identify the slow learners, low achievers and high achievers in
Mathematics from the classroom during practice teaching. (Case
study)
• Conducting of Action Research for selected problems.

48
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+2

Pedagogy of a School With the Field
VII-(A)
Subject Part-I
(1.2.7A) 50 50 Class Hours 32+64

• Development and tryout of Teaching-learning strategy for

teaching of particular Mathematical concepts.
• Use of Computer in Teaching of Mathematics.
• Use of Mathematics activities for recreation.
• Development and use of Mathematics laboratory.
• Prepare mathematical activities in the context of socio-cultural
aspects.
Mode of Lecture, lecture cum Discussion, project work, Demonstration of A. V. Aid,
Transaction Action Research, Visit, Group work and its Presentation
1. Teaching of Modern Mathematics - S.M. Agarwal
2. Anice, J. (2008). Methods of Teaching Mathematics. New Delhi:
Neelkamal Publications.
3. Butler, C. H., Wren F. L. and Banks, J. H. (1971). The teaching of Secondary
Mathematics. New York : McGraw Hill.
4. Coney, T. J., Davis, G. J., and Hen Derson, K. B. (1975). Dynamics
of Teaching Secondary School Mathematics. Boston: Houghton—
Mifflin co.
5. Ediger, M., and Rao, B. (2000). Teaching Mathematics successfully. New
Delhi: Discovery Publishing House.
Suggested
Readings 6. Kidd, P. K., Myers, S. S., Cilley David, M. (1970). The Laboratory
Approach to Mathematics. Chicago: Science Research Associates Inc.
7. Kinney, L. B., and Purdy, C. R. (1965). Teaching of Mathematics in
Secondary School. New York; Holt, Rinchart and Winston.
8. Koehler, M. J. & Mishra, P. (2008). Introducing technological pedagogical
content knowledge. In AACTE Committee on Innovation and
Technology (Eds)., Handbook of technological pedagogical content
knowledge (TPACK) for educators . New York: Routledge.
9. Pramanik Surapati (2014), Adhunik GanitShikhan O Shikkhon, Aaheli
Publisher
10. Kolb, J. R., and Bassler, O. C. (1979). Learning to teach secondary School
Mathematics. London: In text Educational Pub.
11. Kothari, R. G., and Mistry, H. S. (2012). Diagnosis of Learning Difficulties
on Fractions and Decimals: A study on the students of upper primary
schools. Germany: Lambert Academic Publishers.

Course- Theory Engagement Credit 2+1

Knowledge and With the Field
VIII-(A)
Curriculum- Part-I
(1.2.8A) 50 25 Class Hours 32+32

The student teachers will be able to :-

Objectives 1. Introduce themselves to perspectives in education focusing on
epistemological, philosophical and sociological bases of education.

49
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+1

Knowledge and With the Field
VIII-(A)
Curriculum- Part-I
(1.2.8A) 50 25 Class Hours 32+32
2. Distinguish between knowledge and skill, teaching and training,
knowledge and information and reason and belief.
Objectives 3. Understand education in relation to constitutional goal, social issues and
modern values.
4. Understand the concept, scope and objectives of education.
5. Of Realize the concepts of curriculum and syllabi.
6. Design curriculum in the context school experiences, evaluation, power,
ideology, process and practice & its transactional modes.

COURSE CONTENT / SYLLABUS

Epistemological bases of Education:
• Meaning of epistemology with reference to the process of
knowledge building and generation.
Unit I • Distinction and relationship between: 6 hrs.
! Knowledge and skill.
! Teaching and training.
! Knowledge and information.
! Reason and belief.

Philosophical Foundation of Education:

• Significance of Philosophy in Education.
Unit II • Brief account of the tenets of the following philosophers of 7 hrs.
education -Swami Vivekananda, Gandhi, Tagore, Aurobindo,
Dewey, Plato and Freire.
• Relevance of the philosophy of the aforesaid philosophers
in Indian education with regard to activity, discovery and
dialogue.
Sociological Bases of Education:
Unit III • Constitutional goal for Indian Education.
• Social issues in education -Globalization, multiculturalism,
7 hrs.
secularism, education for sustainable development.
• Nationalism, universalism and secularism - their interrelationship
with education.
• Illiteracy, poverty, socially disadvantaged groups gender
inequality.
Concepts and Scope of Education:
• Four pillars of education.
• Aims of education: Personal, Social, Economic and National
6 hrs.
Unit IV Development.
• Education for generation, conservation and transmission of
knowledge.
• Agencies of education: home, school, community and media.

50
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course- Theory Engagement Credit 2+1

Knowledge and With the Field
VIII-(A)
Curriculum- Part-I
(1.2.8A) 50 25 Class Hours 32+32
• Types of education: formal, non-formal, informal and role of their 6 hrs.
Unit IV
agencies.
Dynamics of Curriculum Development:
• Determinants of curriculum development
Unit V 6 hrs.
• Theories of curriculum development
• Stage Specific Curriculum-Pre-primary, Primary, Secondary,
Higher Secondary
• Curriculum reforms in India; National Curriculum Frameworks
Any one of the following :-
Engagement • Policy analysis National Curriculum Frame works. 32 hrs.
with Field / • Identification of core, hidden, null and latent curriculum in
Practicum textbooks.
• Designing an activity based curriculum.
• Analysis of School Curriculum at different stages
Mode of Group discussion, lecture-cum-discussion, pair and share, group work, panel
Transaction discussion, symposium, assignments, school visits and sharing of experiences
1. Bruner, J. S. (1960 / 1977). The Process of education. Cambridge :
Harward University Press.
2. Edgerton, Susan Huddleston. (1997). Translating the curriculum:
Multiculturalism into the Cultural Studies. London : Routledge.
3. Etta, R. Hollins (1996) : Transforming curriculum for a culturally Diverse
Society. New Jersey: Lawrence, Erlbaum Associates Publishers.
4. MHRD, GOI, National policy on education.
5. NCERT. (2005). National curriculum framework.
Suggested 6. Noddings, Nel. (2007). Critical lessons: what our schools should teach.
Readings
Cambridge : Cambridge University Press.
7. Bhatt, H. (2010). The diary of school teacher. An Azim Premji University
Pub.
8. Batra, P. (2005). Voice and agency of teachers: Missing link in National
Curriculum 2005. Economic and Political Weekly. 43 (47)- 47(56).
9. Chakraborty Pranab Kumar (2012). Pathakram Niti o Nirman. Classic
Books Publishers. Kolkata.
10. Tarafdar, M (2013) Sikshashrayi Samajbigyan, [Link]
Publications, Kolkata.
11. Aggrawal, J. C., & Gupta, S. (2005). Curriculum Development. New
Delhi: Shipra Publisher.
12. Erickson, H.L.(2007) concept based curriculum and instruction for the
thinking classroom California; Corwin press.

51
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+2

Course-IX Assessment for With the Field
(1.2.9) Learning
50+50 50 Class Hours 64+64

1st Half Assessment of the Learning Process

The student teachers will be able to :-
• Get basic knowledge of assessment for learning.
• Know the process of evaluation and it uses.
Objectives • Write educational objectives.
• Know different techniques of evaluation, tools of evaluation and their
uses.
• Know different characteristics of instruments of evaluation.
• Know different types of teacher made tests and will construct them.
• Compute simple statistics to assess the learning.
COURSE CONTENT / SYLLABUS
Concept of Evaluation and Assessment:
Unit I • Meaning of Test, Measurement, Assessment and Evaluation 6 hrs.
• Distinguish among Measurement, Assessment and Evaluation
• Nature and purpose of Evaluation
Approaches and Techniques of Evaluation and Criteria of
Assessment Procedure:
• Approaches-Formative and Summative; NRT and CRT
Unit II • Techniques- observational, self-reporting, psychological and 7 hrs.
Educational tests
• Validity- Meaning, Types and Measurement
• Reliability - Meaning, Types and Measurement
• Norm and Usability
Psychological Test:
• Meaning and concept
Unit III • Preliminary idea about - Intelligence test, Aptitude test, Interest 7 hrs.
Inventory, Attitude test, Creativity and Personality
• Achievement test- meaning, characteristics, steps for construction
and uses
• Diagnostic and prognostic test
Evaluation:
• Types of Tests; Written Test, Oral Test, NRT, CRT, Summative
Test, Formative Test, Diagnostic Test.
• Scoring and Grading, Analysis of Score and Its Interpretation 7 hrs.
Unit IV a) Tabulation of data.
b) Graphical (Histogram, frequency Polygon)
c) Central Tendency (Mean, Median Mode)
d) Deviation - Standard.
Problem - Learner:
Unit V 5 hrs.
• Problem - Learner; Concept and Types,

52
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+2

Course-IX Assessment for With the Field
(1.2.9) Learning
50+50 50 Class Hours 64+64
• Identification of Problem - Learner; Observation, Case Study,
Unit V Socio-Metric & Testing (Educational and Psychological) 5 hrs.
Techniques/.
• Remedial Measures - Guidance & Counseling, Life-Skill Training.
1. Statistics in Psychology and Education - S. K. Mangal
2. Ebel, R.L. and Fresbie, D.A. (2009). Essentials of Educational
Measurement. New Delhi: PHI Learning PVT. LTD.
3. Garrett, H.E. (2008). Statistics in Psychology and Education. Delhi: Surjeet
Suggested Publication.
Readings 4. Gupta, S. K. (1994). Applied Statistics for Education. Mittal Publications.
5. Mehta, S. J., and Shah, I. K. (1982). Educational Evaluation. Ahmedabad:
Anand Prakashan (Gujarati).
6. Chakraborty Pranab Kumar (2010). Vidyalaya Sikshay Mulyayan. B. B.
Kundu and Grandsons. Kolkata.
7. Bhat S. C., Jana P. K. (2014), Shikkher Parimap O Mullyaner Gurutto
Aaheli Publisher
2nd Half Assessment of the Learning System
The student teachers will be able to :-
1. Understand different aspects of the complexities of the learning system.
2. Know various school records designed for specific purposes.
3. Understand the relationship between school and the community.
Objectives 4. Acquire knowledge about physical, infrastructural and human resources
available in the schools.
5. Understand the curricular process in the school.
6. Evaluate the school effectiveness and other functional aspects of the
schools.
7. Explore the students support services available and achievements of the
schools.
COURSE CONTENT / SYLLABUS
Infrastructural facilities:
• Rooms (types and numbers),
• Classroom furniture,
Unit I • Sanitation facility, 6 hrs.
• Drinking water,
• Playground etc.
• Library
Human Resource:
• Teaching staff (Full Time + Part Time + Para teacher)
Unit II • Non -Teaching staff
6 hrs.
• Students:- Boys / Girls / SC / ST / OBC / Minority / Special Needs
Children.
• Teacher-student Ratio.

53
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+2

Course-IX Assessment for With the Field
(1.2.9) Learning
50+50 50 Class Hours 64+64
Management & Record Maintenance:
• Managing Committee
• Committees for Academic Purposes
• Different Committees
• Fee Structure,
Unit III 7 hrs.
• Number of units/ School hour/ time table / periods
• Students participation - student Self - Government.
• Records:
❖ Accounts related
❖ Staff related
❖ Student related
❖ Curriculum related

Special Service Provided:

• Mid-Day Meal
• Book bank for poor students
Unit IV • Tutorial for weaker students
7 hrs.
• Remedial teaching
• Parent Teacher Association
• Staff Welfare Service
• Health Programme
• Conducting Talent Search Examination
• Providing Scholarship
School Community relationship:
• Community involvement in decision making.
Unit V • Community Contribution to school 6 hrs.
• Meeting with community members
• School response to parents.
Any two of the following :-
• Writing educational objectives, learning experience and
corresponding evaluation techniques, General and specific
objectives
• Framing measurable and non-measurable learning outcomes
• Determining the objectivity given an answer key
Engagement • Determining the objectivity of a tool
with Field / • Finding out the content validity of the given question paper
64 hrs.
Practicum • Designing Rating scale, Questionnaire, Interview Schedule in a
given a topic
• Framing Different types of questions
• Preparation of Blue Print and a question paper
• Prepare graphs and use statistics for analysis of test result

54
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 4+2

Course-IX Assessment for With the Field
(1.2.9) Learning
50+50 50 Class Hours 64+64
1. School Planning and Management - T. K. D. Nair
2. School Organization& Management - J. Prasad
3. Educational Management - J. C. Agarwal
Suggested 4. School Management - S. K. Kochar
Readings 5. Sengupta, Madhumala, Nag, Subir and others. (2014). Educational
Management. Kolkata: Rita Book Agency.
6. Evaluation Framework for Govt., Govt. aided and Govt. sponsored
Secondary Schools in India (2015) Ramakrishna Mission
Sikshanamandira, Belur Math, Howrah.

Course Theory Engagement Credit 1+1

EPC-2 Drama and Arts in With the Field
(1.2EPC2) Education
25 25 Class Hours 16+32

The student teachers will be able to :-

• Understand the use of 'Drama' as Pedagogy.
• Use 'Role play' technique in the teaching learning process.
Objectives • Understand the importance of dramatic way of presentation.
• Integrate singing method in teaching learning process.
• Understand various 'Dance forms' and their integration in educational
practices.
• Use art of drawing and painting in teaching learning process.
• Develop creativity through different creative art forms.
• Understand the efficacy of different art forms in education.
COURSE CONTENT / SYLLABUS
Drama and its Fundamentals :
• Drama as a tool of learning
• Different Forms of Drama
• Role play and Simulation
Unit I • Use of Drama for Educational and social change (Street play, 3 hrs.
Dramatization of a lesson)
• Use of Drama Techniques in the Classroom: voice and speech,
mime and movements, improvisation, skills of observation,
imitation and presentation
Music ( Gayan and Vadan ):
• Sur, Taal and Laya (Sargam)
• Vocal - Folk songs, Poems, Prayers 3 hrs.
Unit II • Singing along with "Karaoke"
• Composition of Songs, Poems, Prayers
• Integration of Gayan and Vadan in Educational practices

55
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course Theory Engagement Credit 1+1

EPC-2 Drama and Arts in With the Field
(1.2EPC2) Education
25 25 Class Hours 16+32

The Art of Dance:

Unit III • Various Dance Forms - Bharat Natyam, Kathakali, Folk dance: 3 hrs.
Garba, Bhavai, Bhangada, Bihu and various other dances.
• Integration of Dance in educational practices
(Action songs, Nritya Natika )
Drawing and Painting:
• Colours, Strokes and Sketching- understanding of various means
and perspectives
Unit IV • Different forms of painting- Worli art, Madhubani art, Glass 3 hrs.
painting, Fabric painting and various forms of painting
• Use of Drawing and Painting in Education -Chart making, Poster
making, match-stick drawing and other forms
Creative Art:
• Creative writing -Story writing, Poetry writing
• Model making - Clay modeling, Origami, Puppet making 4 hrs.
Unit V • Decorative Art - Rangoli, Ikebana, Wall painting (Mural)
• Designing - Computer graphics, CD Cover, Book cover, Collage
work
• The use of different art forms in Education
Any one of the following :
• Develop a script of any lesson in any subject of your choice to
perform a Play / Drama.
• Develop a script for the street play focusing on "Girl's education
and Women empowerment".
• Prepare a script of Bhavai based on some Socio-political issues.
• Prepare a pictorial monograph on "Various folk dance of Gujarat".
Engagement • Prepare a pictorial monograph on "Various Dance forms in India".
with Field /
Practicum • Prepare a calendar chart on "Various Musical Instruments in
India". 32 hrs.
• Develop an Audio CD based on newly composed Poems of
Gujarati / Hindi language.
• Prepare some useful, productive and decorative models out of
the west materials.
• Visit the Faculty of Performing Arts in your city and prepare a
detailed report on its multifarious functioning.
• Organize a competition on some Decorative / Performing Art
forms in the school during your School Internship programme
and prepare a report on it.
• Organize a workshop on some selected Creative Art forms in the
school during your School Internship programme and prepare a
report on it.

56
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Course Theory Engagement Credit 1+1

EPC-2 Drama and Arts in With the Field
(1.2EPC2) Education
25 25 Class Hours 16+32

Engagement • Develop a creative design based on your choice for CD Cover or

with Field / Book cover. 32 hrs.
Practicum • Develop a design or picture based on collage work.

Mode of Lecture, Lecture cum discussion, Workshop schedule, Slide / Film show,
Transaction Project work, Demonstration, Visit , Group work and its Presentation

1. Theory of Drama by [Link]

2. Natya Kala by Dhirubhai Thakar
3. Natya lekhan by Dhananjay Thakar
4. Natak desh videsman by Hasmukh Baradi
5. Gujarati theatre no Itihas by Baradi Hasmukh
6. Acting is Believing by Charls [Link]
Suggested
7. Art of Speech by Kethlin Rich
Readings
8. Natya Sahity na swaroopo by Nanda kumar pathak
9. Bhavai by Sudahaben Desai
10. Bhavai by Krishnakant Kadkiya
11. Natya Manjari saurabh by [Link]
12. Kramik Pustak Malika by Pt. Bhatkhande
13. Abhinav Geet Manjari by Ratanjankar
14. NCERT, (2006). Position Paper by National Focus Group on Arts, Music,
Dance and Theatre

SEMESTER-III
Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
Pedagogy of
Language English, Bengali, Sanskrit, Hindi, Urdu & Arabic
Teaching

The student teachers will be able to :-

1. Design appropriate teaching - learning strategy/approach suited to
particular content.
Objectives 2. Be at home with the principles of constructing content analysis of school
curriculum.
3. Use ICT and various teaching aids in teaching of Languages.
4. Understand the historical development of Language Teaching.
5. Develop various skills related to language learning.
6. Prepare a blueprint before entering into a class.

57
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
COURSE CONTENT / SYLLABUS
Pedagogical Analysis:
• Concepts and Methods of Pedagogical Analysis;
• The Pedagogical knowledge of the content from various classes
(Class -VI to VIII, IX-X,XI- XII) on the following items :
■ Breaking of Unit into Sub-unit with no. of Periods;
Unit I ■ Previous knowledge;
6 hrs.
■ Instructional Objectives in behavioural terms;
■ Sub-unit wise concepts
■ Teaching- Learning Strategies
■ Use of teaching aids
■ Blueprint for criterion reference test Items.
Teaching Skill (As per concerned subject):
• Micro Teaching and Micro Lesson
Unit II • Simulated Teaching 7 hrs.
• Integrated Teaching/ Teaching in classroom situation.
Lesson Planning:
• Concept, Importance and Types
Unit III • Steps of Lesson Planning 7 hrs.
• Qualities of Good Lesson Plan
Activities in Language :
• Fair and Exhibition,
• Field Trips / Excursion,
• Debate,
Unit IV 6 hrs.
• Wall & Annual Magazine
• Sahitya Sabha
• Use of ICT
• Use of Dictionary, Encyclopaedia and Thesaurus
Assessment of Teaching-Learning Material on Language:
Unit V • Text book review and analysis / e-book Review
6 hrs.
• Teaching learning material on Language learning
Any one of the following :-
• Identify the slow learners, low achievers and high achievers in
Engagement
Language from the classroom during practice teaching. (Case 32 hrs.
with Field /
study)
Practicum
• Conducting of Action Research for selected problems.
• Development and tryout of Teaching-learning strategy for
teaching of particular Language concepts.
• Development and use of Language laboratory.

58
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
* Community-based Activities 96 hrs.
(vide details at the end of Semester-III syllabus)
Mode of Lecture, lecture cum Discussion, project work, Demonstration of A. V. Aid,
Transaction Action Research, Visit, Group work and its Presentation
1. Bennett, W. A. (1969). Aspects of Language and Language Teaching.
Cambridge: Cambridge University Press.
2. Braden K (2006). Task Based Language Education: From Theory to
Practice. Cambridge: Cambridge University Press.
3. Britton James (1973). Language and Learning. London: Penguine Books.
Suggested
4. Hill, L.A. and Dobbyn, M.A. Training Course, Trainer's Book, Cassell,
Readings
London, 1979.
5. Richard J. and Theodore S. Rodgers T.S. Approaches and Methods in
Language, Cambridge University Press, 1986.
6. Wilkins, D.A. Linguistics in Language Teaching, Edward Arnold, London,
196. Mukalel, J.C. Creative Approaches to Classroom Teaching, Discovery
Publishing house, New Delhi, 1998
7. Ryburn W.N. : Suggestions for the teaching of Mother tongue in India,
Oxford University Press, Mumbai.
8. Mukerjee, S.N. : Rashtra Bhasha Ki Shiksha, Acharya Book Depot, Baroda,
1965.

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
Pedagogy of
Social Science History, Geography, Political Science, Economics, Education,
Teaching Commerce,Sociology, Philosophy, Musc, Fine Arts, Psychology

The student teachers will be able to :-

1. Be aware of teaching & learning of the subject concern.
2. Examine critically the major concept, ideas, principles & values relating
Objectives the subject concern.
3. Engage the students into the methods of Teaching & learning the subject.
4. Provide the students authentic historical knowledge with the proposed
content & make them to be component to do pedagogical analysis of the
subject.
COURSE CONTENT / SYLLABUS
Pedagogical Analysis:
• Concepts and Methods of Pedagogical Analysis;
Unit I 6 hrs.
• The Pedagogical knowledge of the content from various classes
(Class -VI to VIII, IX-X, XI- XII) on the following items :

59
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
❍ Breaking of Unit into Sub-unit with no. of Periods;
❍ Previous knowledge;
❍ Instructional Objectives in behavioural terms;
Unit I ❍ Sub-unit wise concepts 6 hrs.
❍ Teaching- Learning Strategies
❍ Use of teaching aids
❍ Blueprint for criterion reference test Items.
Teaching Skill (As per concerned subject):
Unit II • Micro Teaching and Micro Lesson 7 hrs.
• Simulated Teaching;
• Integrated Teaching/ Teaching in classroom situation.
Lesson Planning:
• Concept, Importance and Types;
Unit III
• Steps of Lesson Planning. 7 hrs.
• Qualities of Good Lesson Plan;
Activities in Social Science:
• Fair and Exhibition,
Unit IV • Field Trips / Excursion, 6 hrs.
• Debate,
• Wall & Annual Magazine and
• Subject Club
Assessment of Social science learning:
• Concept of Assessment and Evaluation; 6 hrs.
Unit V
• Achievement Test
• Text book Review
Any one of the following :
Engagement • Preparation of Lesson Plan
with Field / • Preparation of Achievement Test 32 hrs.
Practicum • Development of skill of map
• Development of skill of time line
• Project
• Case Study
* Community-based Activities
96 hrs.
(vide details at the end of Semester-III syllabus)

Mode of Transaction Lecture, Discussion, Demonstration, Fieldtrip,

Mode of Presentation by students
Transaction In pedagogy of school subjects, illustrations on content based methodology
may be provided

60
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
1.
Alan J Singer (2003). Social Studies for Secondary Schools: Teaching to
Learn, Learning to Teach. L E Association. New Jersey.
2. Arora. GL. (1988) Curriculum and Quality in Education. NCERT. New
Delhi.
3. Agrawal, J.C. Teaching of Social Studies, Vikas Publishing House, New
Delhi.
4. Binning, A.C. : Teaching Social Studies in Secondary Schools, McGraw
Suggested
Hill and Co., New York.
Readings
5. Bhattacharya, S. & Darji, D.R. : Teaching of Social Studies in Indian
Schools, Acharya Book Depot, Baroda, 1966.
6. Desai, D.B. : Samaj Vidyana Shikhan, Balgovind Prakashan, Ahmedabad.
7. Greene, H.A., Jozgensen, A.N. Gerberi, J.R. : Measurement and
Evaluation in the Secondary School, Mongmans, Green and Co., New
York, 1959.
8. Mathias, Paul : The Teacher's Handbooks for Social Studies, Blandford
Press, London, 1973.
9. Mehlinger. Howard, D. (ed.) : UNESCO, Handbook for the Teaching
of Social Studies, Gareem Helm, London, UNESCO, 1981.
10. The Association of Teachers of Social Studies : Handbook for Social
Studies Teaching, Holt, Rinchart and Winston, INC, New York, 1967.
11. Konli, A.S. (1996). Teaching of Social Studies, Anmol Publications Pvt.
Ltd., New Delhi.

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
Pedagogy of
Science Life Science, Physical Science, Computer Science and Application
Teaching
The student teachers will be able to :
1. Be aware of teaching & learning of the subject concerned.
2. Examine critically the major concept, ideas, principles & values relating
Objectives to the subject concerned.
3. Engage the students into the methods of Teaching & learning the subject.
4. Make them competent to do the pedagogical analysis of the subjects
concerned.
COURSE CONTENT / SYLLABUS
Pedagogical Analysis:
Unit I • Concepts and Methods of Pedagogical Analysis; 6 hrs.
• The Pedagogical knowledge of the content from various classes
(Class -VI to VIII, IX-X,XI- XII) on the following items:

61
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
❍ Breaking of Unit into Sub-unit with no. of Periods;
❍ Previous knowledge;
Unit I ❍ Instructional Objectives in behavioural terms; 6 hrs.
❍ Sub-unit wise concepts
❍ Teaching- Learning Strategies
❍ Use of teaching aids
❍ Blueprint for criterion reference test Items.
Lesson Planning:
7 hrs.
Unit II • Concept and importance.
• Qualities of good lesson plan.
• Steps of lesson planning.
Teaching skills:
• Micro-teaching 7 hrs.
Unit III
• Simulated Teaching.
• Teaching in class room situation
• Laboratory practical based demonstration skill.
Assessment of Science Learning:
• Concept of assessment and evaluation;
• Concepts of Achievement Test and Identification of Test Items
6 hrs.
Unit IV under various criterion like knowledge, understanding and
application and skill.
• Construction of achievement tests and their administration.
• Preparation of a continuous and comprehensive evaluation plan
for a particular class (VI to XII).
Practicum & Activities in Science:
• Importance of science activities
Unit V • Planning & Organization of Field Trip, Project Work, Science 6 hrs.
Quiz, Excursion, Science Exhibition, Science Fair, Science
Exhibition, Aquarium, Bird Watching etc.
• Formation and activities of Science club in school.
Any one of the following :
Engagement • Analysis of Science Textbook.
with Field / • Survey of Science Laboratory in a school. 32 hrs.
Practicum • Evolving suitable technique(s) to evaluate laboratory work.
• Visit to Community Science Centre, Nature Park and Science City
* Community-based Activities
(vide details at the end of Semester-III syllabus) 96 hrs.

62
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)

Mode of Lecture, Discussion, Demonstration, Fieldtrip, Presentation by students

Transaction In pedagogy of school subjects, illustrations on content based methodology
may be provided
1. Nag, S.(2012) Teaching of Life Science,Rita Publication,Kolkata
2. Nagchowdhury, D. P., Pal, S., Ganguly, A., Haowladar, M. (2014)
Jiban Biggyan Shikhshaner tattwa O Proyog, Aaheli Publishers,
Kolkata.
3. Joyce, B. and Weil, M. (2009). Models of teaching. USA: Pearson higher
education.
4. Sharma, R. C. (2006). Modern Science Teaching. New Delhi: Dhanpat
rai publishing comp.
Suggested 5. Vaidya, N. (2003). Science teaching for the 21st century. New Delhi: Deep
Readings and Deep.
6. NCERT. (2006). Position paper on 'Teaching of Science'. New Delhi:
NCERT.
7. Prasad, J. (1999). Practical aspects in teaching of science. New Delhi:
Kanishka Publication
8. Teaching of Biological Science - Jasim Ahmad
9. Modern Teaching of Life Science - S.M. Zaidi
10. Teaching of Life Science - Pramila Sharme
11. Methods of Teaching Life Science - PHI Publication
12. Innovative Science Teaching for Physical Science Teacher- Radhamohan
13. Modern Science teaching - R.C. Sharma
14. Teaching of Computer Studies - PranayPandey

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
Pedagogy of
Mathematics Mathematics Education
Teaching
The student teachers will be able to :-
1. Know about Mathematics curriculum and text-book preparation
2. Know how does practical activities associated with mathematical concepts
Objectives 3. Understand about assessment and evaluation related to mathematics
teaching-learning.
4. Apply the concept pedagogical analysis of mathematics content of school
level mathematics curriculum and lesson planning
5. Understand about simulated and integrated lesson
63
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
COURSE CONTENT / SYLLABUS
Mathematics curriculum and Text-book preparation:
• Review of the existing curriculum of mathematics of West Bengal
Board of Secondary Education in the perspective of the principles
6 hrs.
of curriculum construction and its comparison with that of the
Unit I CBSE.
• Review of the existing text books of mathematics of West Bengal
Board of Secondary Education in the perspective of the principles
of text-book preparation and its comparison with that of the CBSE.
Practical activities associated with Mathematics concepts:
• Performance of the all the practical activities stated in the text
7 hrs.
Unit II books of West Bengal Board of Secondary Education and
preparation of allied teaching-learning materials.
• Co-curricular activities (including Mathematics club and
Mathematics laboratory) in relation to mathematics teaching.
Assessment and Evaluation related to teaching -learning of
Mathematics:
Unit III • Construction of achievement tests and their administration 7 hrs.
• Preparation of a Continuous and Comprehensive Evaluation
• plan for a particular class (VI to X).
Pedagogical Analysis and lesson planning of Mathematics content
of school level:
• Concepts and Methods of Pedagogical Analysis;
Unit IV
• The Pedagogical knowledge of the content from various classes
(Class -VI to VIII, IX-X,XI- XII) on the following items :
❍ Breaking of Unit into Sub-unit with no. of Periods; 6 hrs.
❍ Previous knowledge;
❍ Instructional Objectives in behavioural terms;
❍ Sub-unit wise concepts
❍ Teaching- Learning Strategies
❍ Use of teaching aids
❍ Blueprint for criterion reference test Items.

Simulated and Integrated Lesson:

Unit V
• Simulated Micro Teaching and Integrated Teaching. 6 hrs.
• Teaching in Classroom Environment.
Any one of the following :-
Engagement • Identify the slow learners, low achievers and high achievers in 32 hrs.
with Field / Mathematics from the classroom during practice teaching. (Case
Practicum study)
• Conducting of Action Research for selected problems.

64
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Engagement 2+
Course- Theory Credit
Pedagogy of a School With the Field (1+3)
VII-(B)
Subject Part-II 32+
(1.3.7B) 50 25+75* Class Hours
(32+96)
• Development and tryout of Teaching-learning strategy for
teaching of particular Mathematical concepts.
Engagement 32 hrs.
with Field / • Use of Computer in Teaching of Mathematics.
Practicum • Use of Mathematics activities for recreation.
• Development and use of Mathematics laboratory.
• Prepare mathematical activities in the context of socio-cultural
aspects.
* Community-based Activities 96 hrs.
(vide details at the end of Semester-III syllabus)
Mode of Lecture, Lecture cum Discussion, project work, Demonstration of A. V. Aid,
Transaction Action Research, Visit, Group work and its Presentation

1. Arora, S.K.(2000).How to teach mathematics. New Delhi: Sterling

Publications
2. Kumar,S. &Jaidka, M.L. (2005). Teaching of mathematics .New Delhi :
Anmol Publications
3. Mangal,S.K.(2003). Teaching of mathematics. Ludhiana: Tandon
Publications
4. Sidhu, K.S.(1998). Teaching of mathematics. New Delhi: Sterling
Publications
5. Banerjee,S. GanitsikKhanpaddhati. Kolkata: Rita Publications
6. Ghosh,S. GanitsikKhan .Kolkata:Sova Publications
Suggested 7. Pramanik, S.(2014). Adhunikganitsikhsn o sikshan. Kolkata: Aaheli
Readings Publishers.
8. Anice, J. (2008). Methods of Teaching Mathematics. New Delhi:
Neelkamal Publications.
9. Butler, C. H., Wren F. L. and Banks, J. H. (1971). The teaching of Secondary
Mathematics. New York : McGraw Hill.
10. Coney, T. J., Davis, G. J., and Hen Derson, K. B. (1975). Dynamics of
Teaching Secondary School Mathematics. Boston: Houghton — Mifflin
co.
11. Ediger, M., and Rao, B. (2000). Teaching Mathematics successfully. New
Delhi: Discovery Publishing House.
12. Kidd, P. K., Myers, S. S., Cilley David, M. (1970). The Laboratory
Approach to Mathematics. Chicago: Science Research Associates Inc.
13. Kinney, L. B., and Purdy, C. R. (1965). Teaching of Mathematics in
Secondary School. New York; Holt, Rinchart and Winston.
14. Koehler, M. J. & Mishra, P. (2008). Introducing technological pedagogical
content knowledge. In AACTE Committee on Innovation and
Technology (Eds.), Handbook of technological pedagogical content
knowledge (TPACK) for educators. New York: Rutledge.

65
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 14

SEMESTER With the Field
School Internship
III
— 350 Class Hours 448

• At least 60 lesson plans should be delivered (duly prepared and approved Lesson
Plans by the Teacher Educators)
• During this semester the student teachers are acquainted with the overall conduct of
the school activities and record keeping. It may include morning assembly, class time
table, attendance register, stock register, mid-day meal, conduct of periodical meetings,
purchase and consumption and co-curricular activities.
• Internship, as such, orients and acquaints the student teachers with the overall working
of the school to make him/her fit to conduct himself/ herself in all activities of the
school.
School Internship
(*Community-based activities shall consist of the following)
• Organization of a rally or campaign on any social issue e.g. Polio, HIV, Electoral Rights,
Gender sensitization etc.
• Gardening.
• Cleanliness of the campus and beautification
• Cleaning of furniture
• Assembly
• Community Games
• Cultural Programmes
• SUPW
• Scout & Guide /NSS
• Celebration of National Festivals, Teachers Day etc.
• First Aid
• Aesthetic development activities- decoration of classroom etc.
SEMESTER-IV

Theory Engagement Credit

Course- VI 2+1
Gender, School and With the Field
(1.4.6)
Society
50 25 Class Hours 32+32

The student teachers will be able to :-

1. Develop gender sensitivity among the student teachers.
2. Understand the gender issues faced by the schools.
Objectives
3. Understand the paradigm shift with reference to gender studies.
4. Understand how gender, power and sexuality relate to education (in
terms of access, curriculum and pedagogy).
COURSE CONTENT / SYLLABUS
Gender Issues: Key Concepts:
Unit I • Definition of gender. 6 hrs.
• Difference between gender and sex.

66
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course- VI 2+1
Gender, School and With the Field
(1.4.6)
Society
50 25 Class Hours 32+32

• Social construction of gender.

• Gender including transgender and third gender, sex, patriarchy.
Unit I • Gender bias, gender stereotyping, and empowerment 6 hrs.
• Equity and equality in relation with caste, class, religion, ethnicity,
disability and region.
Gender Studies: Paradigm Shifts:
• Paradigm shift from women's studies
• Historical backdrop: some landmarks on social reform
movements of the 19th and 20th centuries with focus on women's
experiences of education (with special reference to Raja
Unit II Rammohan Roy, Pandit Iswar Chandra Vidyasagar, Swami
Vivekananda, Rabindranath Tagore and Begam Rokeya). 7 hrs.
A. Commissions and committees on women education and
empowerment
B. Policy initiatives (including current laws) for the recognition
of the concept of transgender and third gender.
Gender, Power and Education:
• Gender Identities and Socialization Practices in:
• Family
Unit III 7 hrs.
• Schools
• Other formal and informal organization.
• Schooling of Girls and Women Empowerment
Gender Issues in Curriculum:
• Curriculum and the gender question
• Construction of gender in curriculum framework since
Unit IV Independence: An analysis 6 hrs.
• Gender and the hidden curriculum
• Gender in text and context (textbooks' inter- sectionality with
other disciplines.
• Teacher as an agent of change.
Gender, Sexuality, Sexual Harassment and Abuse:
• Development of sexuality, including primary influences in the
lives of children ( such as gender, body image, role models)
• Sites of conflict: Social and emotional
Unit V • Understanding the importance of addressing sexual harassment 6 hrs.
in family, neighbourhood and other formal and informal
institutions
• Agencies perpetuating violence: Family, school, work place and
media (print and electronic)
• Institutions redressing sexual harassment and abuse.

67
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course- VI 2+1
Gender, School and With the Field
(1.4.6)
Society
50 25 Class Hours 32+32

Any one of the following:

• Visit schools and study the sexual abuse and sexual harassment
cases.
• Textbook analysis for identifying gender issues, gender biases
reflected in it.
• To undertake study of sex ratio and analysis of it state-wise.
Engagement • Develop an awareness programme for female infanticide and
with Field / 32 hrs.
foeticide, child marriages, dowry. Sexual abuse, work place
Practicum harassment in terms of drama, street play, poster, documentary,
power point presentation.
• Prepare presentation on laws related to rape, dowry, re-marriage,
divorce, property inheritance, trafficking etc.
• Debate on women reservation bill.
• Group activities on domestic violence and other personal issues
and its remedies.
• Visits to institutions like WSRC, dowry prohibition cell, women
help line, NGO working for women etc.
Mode of
Lecture, Discussion, Case Study, Field Visits, Problem solving, Film Show
Transaction
1. Basu, R.& Chakraborty, B. (2011). Prasanga: Manabividya. Kolkata :
Urbi Prakashan.
2. Bandarage, A. (1997). Women Population and Global Crisis: A Political
Economic Analysis. London : Zed Books.
3. Nanda, B. P. (2014) Sikhya Ekibhaban, Classiq Books, Kolkata.
4. Boserup, E. (1970). Women's Role in Economic Development. New York
: St. Martins Press.
5. Brock-Utne, B. (1985). Educating for peace: A Feminist Perspective,
New York.
6. Ruddick, S. (1989). Maternal Thinking: Towards a Politics of Peace,
Suggested London.
Readings
7. Di Stefano, C. (1983). 'Masculinity as ideology in political
theory: Hobbesian man considered ', Women's Studies International
Forum, Vol. 6.
8. Elshtain, J.B. (1981). Public man, private woman: woman in social and
political thought, princeton.
9. Grant, R. & Newland, K. (Eds.). (1991). Gender and International
Relations. London.
10. Viswanathan, Nalini. (1997). Women, Gender and Development Reader,
London: Zed Publication.

68
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course- 2+1
Knowledge and With the Field
VIII(B)
Curriculum- Part-II
(1.4.7B) 50 25 Class Hours 32+32

The student teachers will be able to :

1. Realize the concepts of curriculum and syllabi.
Objectives 2. Discover the relationship between power, ideology and curriculum.
3. Design curriculum in the context of school experiences, evaluation,
power, ideology, process and practice & its transactional modes.

COURSE CONTENT / SYLLABUS

Concept of Curriculum:
• Meaning, Characteristics & Types of Curriculum
• Nature & Scope of Curriculum
Unit I
• Necessity of curriculum. 6 hrs.
• Principles of framing curriculum.
• Role of State in curriculum.
• Constitutional values and national culture in curriculum.
Relationship between curriculum and syllabi:
• Relationship between curriculum framework and syllabi.
Unit II 6 hrs.
• Process of translating syllabus into text books.
• Representation and non-representation of various social groups
in curriculum framing.
Designing curriculum, school Experiences and Evaluation:
• Principles of selecting curriculum content.
Unit III • Principles of curriculum development, Highlights of NCFTE
2009-stage-specific and subject -specific objectives of curriculum. 7 hrs.
• Methodology of curriculum transaction.
• Curriculum evaluation (formative, summative, Micro and
Macro).
Power, Ideology and Curriculum:
Unit IV • Relationship between powers, structures of Society and 7 hrs.
knowledge.
• Meritocracy versus elitism in curriculum.
Curriculum as process and practice:
• Inculcation of values, disciplines, rules and reproduction of norms
Unit V in the society.
• Necessity and construction of Time-Table 6 hrs.
• Hidden curriculum and children's resilience.
• Critical Analysis of text books, teachers' handbooks, children's
literature.
Engagement Any one of the following :
with Field / • Textbook analysis 32 hrs.
Practicum

69
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course- 2+1
Knowledge and With the Field
VIII(B)
Curriculum- Part-II
(1.4.7B) 50 25 Class Hours 32+32

Engagement • Visit to DEO, DIET, Schools to find out the role of different
with Field / personnel in curriculum development process. 32 hrs.
Practicum • Evaluation and preparation of a report of existing GSHSEB, IB
and CBSC curriculum at different level.

Mode of Group discussion, Lecture-cum -discussion, pair and share , group work,
Transaction Panel discussion, Symposium, assignments, School visits and sharing of
experiences
1. Ornstein, Allen C. & Francis P. Hunkins. (2003). Curriculum,
foundations, principles and issues.
2. Ornstein, Allen C., Edward F. Pojak& Stacey B. Ornstein. (2006).
Contemporary issues in curriculum. Allyn& Bacon.
3. Slattory (1995).Curriculum development in postmodern Era. (Critical
Education & Practice).
4. Wiles, Jon. (2004). Curriculum essentials- a resource for educators. Allyn
& Bacon
5. Chakraborty, Pranab Kumar (2008) Pathkram Niti o Nirman, Classic
Books Publishers, Kolkata.
6. Panday, M. (2007). Principles of Curriculum Development. New Delhi;
Suggested Rajat Publications
Readings 7. Rajput, J. S. (2004). Encyclopedia of Indian Education. New Delhi:
NCERT.
8. Satyanarayan, P.V. (2004). Curriculum development and management.
New Delhi: DPH.
9. Sharma, R. (2002). Modern methods of Curriculum Organisation. Jaipur:
Book Enclave.
10. Sharma, S. R. (1999). Issues in Curriculum Administration. New Delhi:
Pearl Publishing House.
11. Sockett, H. (1976). Designing the Curriculum. Britain: Pitman Press.
12. Srivastava, H. S. (2006). Curriculum and methods of teaching. New
Delhi: Shipra Publishers.
13. Taba, H. (1962). Curriculum development theory & practice. New York:
Harcourt, Brace & World Inc.
14. Yadav, Y.P. (2006). Fundamentals of Curriculum design. New Delhi; Shri
Sai Printographers

Theory Engagement Credit 2+1

Course-X Creating an Inclusive With the Field
(1.4.10) School
50 25 Class Hours 32+32

The student teachers will be able to :

Objectives
1. Sensitise to the concept of inclusive education and social inclusion

70
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 2+1

Course-X Creating an Inclusive With the Field
(1.4.10) School
50 25 Class Hours 32+32

2. Familiarize with the legal and policy perspectives behind inclusion in

education
3. Understand the types, probable causes, preventive measures and
Objectives characteristics of different types of disability.
4. Understand street children, platform children, and orphans, children born
and brought up in correctional homes, child labour and other
socioeconomically backward children.
5. Know how inclusion can be practiced in mainstream class.
COURSE CONTENT / SYLLABUS
Introduction to inclusive Education:
• Concept & history of special education, integrated education and
inclusive Education & their relation
Unit I
• Philosophical, Sociological, Economical &Humanitarian 6 hrs.
dimensions of inclusive education
• Advantages of inclusive education for the individual and society.
• Factors affecting inclusion.
Legal and policy perspectives:
• Important international declarations / conventions /
proclamations- BMF (1993-2012), recommendations of the
Salamanca Statement and Framework of Action (1994), UNCRPD
(2006).
6 hrs.
Unit II • National initiatives for inclusive education - National Policy on
Education (1968, 1986), Education in the National Policy on
Disability (2006), RTE Act(2009).
• Special role of institutions for the education of children with
disabilities- RCI, National Institute of Different Disabilities.
Defining learners with special needs:
• Understanding differently abled learners - concepts, definitions,
characteristics, classification, causes and preventive measures of
V.I, H.I, SLD, LI
• Preparation for inclusive education - School's readiness for
addressing learner with diverse needs
7 hrs.
Unit III • Case history taking, Assessment of children with diverse needs
(MDPS, BASIC-MR, FACP, VSMS, DDST, UPANAYAN and
related others) to know their profile and to develop individualized
Education Programme (IEP / ITP)
• Identification and overcoming barriers for educational and social
inclusion.
Inclusion in operation:
Unit IV • Class room management and organizations, curricular 6 hrs.
adaptations, lesson planning and development of suitable TLM

71
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 2+1

Course-X Creating an Inclusive With the Field
(1.4.10) School
50 25 Class Hours 32+32

• Pedagogical strategies to respond to individual needs of students:

Cooperative learning strategies in the class room, peer tutoring,
social learning, buddy system, reflective teaching, multisensory
Unit IV 6 hrs.
teaching etc.
• Technological Advancement and its applications - ICT, Adaptive
and Assistive devices, equipment , aids and appliances
Teacher preparation for inclusive school:
• Problems in inclusion in the real class room situations; ways for
overcoming the problems in inclusions.
6 hrs.
• Review of existing educational programmes offered in secondary
Unit V
school (General and Special School).
• Skills and competencies of teachers and teacher educators for
secondary education in inclusive settings.
• Teacher preparation for inclusive education in the light of NCF,
2005.
• Characteristics of inclusive school.
Any one of the following:
• Collection of data regarding children with special needs from
Municipal records.
• Visit to Inclusive Schools and to observe classroom transaction of
any one of such school in Baroda and make a report of the same.
• Identifying one/ two pupils with special needs in the primary
schools and preparing a profile of these pupils.
Engagement
with Field / • Preparation of teaching aids, toys, charts, flash cards for children
Practicum having any one type of disability (Visit to Resource Room). 32 hrs.
• Preparation of Lesson Plan, instruction material for teaching
students with disability in inclusive school.
• Developing list of teaching activities of CWSN in the school.
• Case Study of one main streamed (Inclusive) student [Link]
A) Role of a parent.
B) Role of a teacher: Special School Teacher, General School
Teacher
C) Role of Counsellor.
• Visits to different institutions dealing with different disabilities
and their classroom observation.
Mode of
Lecture, Discussion, Case Study, Field Visits, Problem solving, Film Show
Transaction

1. Apple, M.W., &Beane, J.A. (2006). Democratic schools: Lessons in

powerful education. Eklavya.
Suggested
2. Basu, R.,& Chakraborty, B. (2011). Prasanga: manabividya. Kolkata :
Readings
Urbi Prakashan.

72
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit 2+1

Course-X Creating an Inclusive With the Field
(1.4.10) School
50 25 Class Hours 32+32

3. Carini, P.F. (2001). Valuing the immeasurable. In Starting strong: A

different look at children, schools, and standards (pp. 165-181). New
York: Teachers College Press.
4. Eller, R.G. (1989). Johnny can't talk, either: The perpetuation of the deficit
theory in classrooms. The Reading Teacher.
5. GOI. (1966). Report of the education commission: Education and national
development. New Delhi: Managers of Publications, Ministry of
Education.
6. GOI. (1986). National policy of Education. New Delhi: Managers of
Publications, Ministry of Education.
7. Kothari, R. G, and Mistry, H. S. (2011). Problems of students and Teachers
of the special schools- A study of Gujarat state. Germany: VDM
Publication.
Suggested 8. Meadow, K. P. (1980). Deafruss and child development. Berkley, C.A.:
Readings University of California Press
9. Mithu, A and Michael, B (2005) Inclusive Education: From rhetoric to
Reality, New Delhi: Viva Books Pvt. Ltd.
10. Sinha,D.K. (2014) Some aspects of Inclusive Education, Parichay
Prakasan, Kolkata. Nanda,B.P.(2014) Sikhya Ekibhaban,Classiq Books,
Kolkata.
11. Nanda, B. P. (2014) Sikhya Ekibhaban, Classiq Books, Kolkata.
12. Nanda,B.P.(2012) Challenged Children: Problems and Management.
Ankush Prakashan, Kolkata.
13. Nanda,B.P.(2008) School without walls in 21st Century: From exclusion
to inclusion practices in education. Mittal Publications, New Delhi.
14. Nanda, B.P. and Ghosh, S. (2010) Bishes Sikshar Itihas, Rabindra Bharati
Prakasana, Kolkata.
15. Nanda, B.P. and Zaman, S. S. (2002) Batichrom dharmi Sishu. Mawola
Brothers, Dhaca, Bangladesh

Theory Engagement Credit

Course-XI 2+1
Health and Physical With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

The student teachers will be able to :

• Build a scenario of Health Education in India.
Objectives
• Develop a Knowledge Base of the Most Common and Uncommon
Diseases in India; their Diagnosis & Remediation.
• Learn the Tech Related Health Risks & Learn How to Fix These.

73
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Health and Physical With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

Objectives • Study the Health Education Vision & Mission of India.

COURSE CONTENT / SYLLABUS

Health Education Scenario in India:
• Introduction to the concept of health, significance and importance
• Identity of Educational Institutional Plants: Structure, Infra-
Structure and Environment,
• Emerging Health & Total Quality of the Educational Institutions,
Unit I 6 hrs.
• Status of Health Education in India from Pre-Natal Education
through Higher Education,
• Health & Hygiene, Mess & Toilets, Disease & Dispensary, Work
& Leisure,
• Total Health Quality of Educational Governors, Administrators,
Teachers, Students, Supporters, Libraries, Laboratories,
Classrooms, Halls, Play Fields, Water Tanks, Swimming Pools,
Community Pools, Roads
Most Common & Uncommon diseases in India:
• The most common diseases during the previous decade-
• Heart Diseases, Cancer, HIV/AIDs, Swine Flue, Reproductive
Helpless Health, Osteoporosis, Depression,
Unit II 6 hrs.
• Intentional & Unintentional Injuries, Diabetes, and Obesity,
Uncommon Diseases- Autistic, Cerebral Palsied, Blood Borne
Diseases
• Beta Thal Major, Sickle Cell Anemia, Hemophilia, Diagnosis,
Prevention & Prognosis.
Tech-Related Health Risks & How to Fix Them:
• Identification of the technological health hazards- Smartphone
Stress, Acne caused by the Cell Phones, Blackberry Stress Injuries
to the Thumb, Radiation from the cell phones, Cell Phone Sickness,
Cell Phone & Car Accidents, Allergies & Phones, Crazy Phones,
Unit III
• Computers Causing Wrist Pain, Back & Neck Pain, Decreased
Sperm Count from the WIFI, Laptop Burns, Laptop Headaches,
Sleeping Problems from the Laptops, Decreased attention span 7 hrs.
from using Face-book,
• The Internet Causing Anxiety, Headphone Use leading to
Accidents, Hearing Loss from Headphones, Visual Impairment,
• Death from Social Networking, Environmental Degradation,
Aggression, Social Crimes--- Evolving Controlling & Regulatory
Mechanisms.
Health Issues & Health Education: Vision & Mission:
Unit IV 7 hrs.
• Fast Food Problems, Drinking Water Problems.
74
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Health and Physical With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

• Falling Heart & Brain Entrainment Ratio, Inflated Height Weight

Index,
• High & Low Blood Pressure, Depression & Aggression,
• Adhyatmik Troubles, Adhi- bhoutik Troubles, Adhidaivik
Unit IV Troubles, along with these all sorts of Medical Practices 7 hrs.
• Vision & Mission of Medical Council of India, Health Education
Priorities, and immediate need of Health Education Policy of
India.
• Games, Sports & Athletics, Yoga Education.
First Aid- Principles and Uses:
• Structure and function of human body and the principles of first
aid
• First aid equipment
• Fractures-causes and symptoms and the first aid related to them
Unit V • Muscular sprains causes, symptoms and remedies
• First aid related to haemorrhage, respiratory discomfort 6 hrs.
• First aid related to Natural and artificial carriage of sick and
wounded person
• Treatment of unconsciousness
• Treatment of heat stroke
• General disease affecting in the local area and measures to prevent
them
Any two of the following :
• Surfing to know the diseases in India.
• Preventive & Ameliorative measures for health hazards.
• Playing Games
• Athletics
• Yoga
• Reflective Dialogues on Serials, such as, Satyamev Jayate on
Engagement Health of the People.
with Field / 32 hrs.
• Preparation of inventories on myths on exercises and different
Practicum
type of food
• Make an inventory of energy rich food and nutritious food(locally
available) indicating its health value
• Make an inventory of artificial food and provide critical
observations from health point of view
• Home remedies as health care
• Role of biopolymers(DNA) in health of child
• Medicinal plants and child health
• Strategies for positive thinking and motivation
• Preparation of first aid kit

75
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Health and Physical With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

Mode of
Lecture, discussion, workshop, practical work
Transaction
1. Bhattacharyya, A.K.(2010).Dimensions of Physical Education Principles,
Foundation & Interpretation. Kolkata:Classique Books.
2. Bucher, C.A. Foundation of Physical Education St. Louis: The C.V. Mosby
Co.
3. Bhattacharyya, A.K. &Bhowmick, S. Sarirsiksha. Kolkata:
PaschimbangaRajyaPustakParshad.
Suggested
4. Bandyopadhyay, K. Sarir siksha parichay. Kolkata :Classique Books
Readings
5. Kar, Subhabrata& Mandal, Indranil. (2009). Uchhatara sarir siksha.
Lalkuthipara, Suri, Birbhum :Sarir Siksha Prakashani.
6. Gharote, M.L. Applied YogaKaivalyadhama, S.M.Y.M. Samiti, Lonavla
7. Dasgupta, Rameswar, Yoga Rashmi. Kaivalyadhama, Lonava,
Maharashtra.
8. Kuvalananda, S AsanasKaivalyadhama, Kaivalyadhama, Lonava,
Maharashtra.

Theory Engagement Credit

Course-XI 2+1
Peace & Value With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

The student teachers will be able to :

1. Understand the meaning and role of peace education and value education
Objectives in present context.
2. Understand the components of peace education.
3. Understand different perspectives of peace education.
4. Be acquainted with methods and evaluation of value education.
COURSE CONTENT / SYLLABUS
Peace Education:
• Meaning, Concept, Aims, Objectives, Nature, Scope and
Importance.
Unit I • Barriers of Peace Education - Psychological, Cultural, Political. 6 hrs.
• Factors responsible for disturbing Peace: Unemployment,
terrorism, Exploitation, suppression of individuality, complexes.
• Violence in School, home and society.
• Role of Peace Education in present context.
Social Perspective of Peace Education:
• Justice - Social economics, Cultural and religions
Unit II • Equality - Egalitarianism, Education for all, equal opportunity
6 hrs.
• Critical thinking: Reasoning and applying wisdom cooperation
• Learning to be and learning to live together
• Peace Education in Secondary Education curriculum.
76
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Peace & Value With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

Value Education:
• Meaning, Concept, Nature and Sources of values.
Unit III • Meaning, Concept, Nature and scope of Value Education. 7 hrs.
• Philosophical perspective, psychological perspective and
sociological perspectives of Value Education.
• Values in Indian Constitution and Fundamental Duties of citizens.
General Idea about Values:
• Classification of Values
Personal and social values
a) Intrinsic and extrinsic values on the basis of personal interest
Unit IV 7 hrs.
& social good.
b) Social, moral, spiritual and democratic values on the basis of
expectation of society & one's self inspiration
• Identification of Analysis of emerging issues involving value conflicts
• Design and develop of instructional material for nurturing values
• Characteristics of Instructional material for values.
Methods & Evaluation of Value Education:
• Traditional Methods: Story Telling, Ramleela, Tamasha street play
& folk songs.
• Practical Methods: Survey, role play, value clarification,
Unit V Intellectual discussions 6 hrs.
• Causes of value crisis : material, social, economic, religion evils
and their peaceful solution
• Role of School Every teacher as teacher of values, School
curriculum as value laden
• Moral Dilemma (Dharmsankat) and one's duty towards self and
society.
Any one of the followings:
• Develop / compile stories with values from different sources and
cultures,
Engagement 32 hrs.
• Organize value based co-curricular activities in the classroom
with Field /
and outside the classroom,
Practicum
• Develop value based lesson plans,
• Integrating values in school subjects.
Different kinds of classroom activities like dialogues, reflective writings and
Mode of
presentations, meditation, anecdotes, role play, one act play, story-telling,
Transaction
group activities and group discussion can be used as teaching activities.
1. Nel Noddings. Peace Education: How we come to love and hate war
Suggested 2. J. Delors. (2001). Learning the treasure within.
Readings 3. Page, James, Page, James Smith. Peace Education: Exploring ethical and
philosophical foundations.

77
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Peace & Value With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

4. R. P. Shukla. (2010). Value education and human rights.

5. Bernard Jessie.,The Sociological study of conflict" International
sociological Association, The Nature of conflict, UNESCO Paris (1957)
6. Barash, P. David Approaches to Peace, Oxford University Press, New
York (2000)
7. Galtung, Johan, Peace by Peaceful Means: Peace and conflict,
Development and civilization.
8. Sage Publications, New Delhi, 1996
Suggested 9. Galtung, Johan,The Struggle for Peace Gujarat Vidyapith, Ahmedabad,
Readings 1984
10. Gandhi, M.k., Non-Violence in Peace and War Navajivan Publishing
House, Ahmedabad, 1944
11. Galtung, J., Searching for Peace- The road to TRANSCEND, sterling
Virginia (2003)
12. Harris Ian. M, : "Peace Education" Mc Farland & company, Inc Publisher
London, 1998
13. Howlett, Charles F., John Dewey and Peace Education, Encyclopedia of
Peace Education , Teacher college, Columbia University 2008.

Theory Engagement Credit

Course-XI 2+1
Guidance and With the Field
(1.4.11)
Counselling
Optional 50 25 Class Hours 32+32

The student teachers will be able to :

1. Understand guidance and counselling in details
Objectives
2. Understand the mental health
3. Develop the knowledge about adjustment and maladjustment.
4. Acquire skill to develop tools and techniques.
5. Understand the idea about Abnormal Behaviour and Mental illness.
COURSE CONTENT / SYLLABUS

Overview of Guidance and Counselling:

• Definition & Functions
• Nature & Scope of Guidance and Counselling
Unit I 6 hrs.
• Difference between Guidance & Counselling
• Types of guidance and counselling
• Career & Vocational guidance
• Quality of a good counsellor
Mental Health:
Unit II • Concept 6 hrs.
• Characteristics

78
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Guidance and With the Field
(1.4.11)
Counselling
Optional 50 25 Class Hours 32+32

• Role of home & School

Unit II 6 hrs.
• Mental health of a teacher
Adjustment & Maladjustment:
• Concept
• Purpose
• Techniques
Unit III 7 hrs.
• Criteria of good adjustment
• Causes, Prevention & Remedies of Maladjustment
• Maladjusted behaviours-Truancy, Lying, Timidity, Stealing,
Anxiety, Phobia, Hysteria, OCD, Depression, Suicidal tendency,
Substance Abuse Disorder, Anti-social Behaviour.
Tools &Techniques:
• Concept of Testing & Non-testing tools
Unit IV • Tests to measure-Personality, Attitude, Aptitude, Interest, 7 hrs.
Intelligence, Case study, Questionnaire, Opinionnaire, Interview,
Observation, ARC & CRC.
Abnormal Behavior and Mental illness:
• Meaning & Concept of normality and abnormality
Unit V
• Casual factors of Abnormal Behaviour - Biological & 6 hrs.
Psychological.
• Classification of mental illness (DSM-IV)
Project on:
Engagement Maladjusted behaviour (any one; on the basis of case study)-
32 hrs.
with Field / Truancy, Lying, Timidity, Stealing, Anxiety, Phobia, Hysteria,
Practicum OCD, Depression, Suicidal tendency, Substance Abuse Disorder,
Anti-social Behaviour.
Group discussion, Lecture-cum -discussion, pair and share, group work,
Mode of
Panel discussion, Symposium, assignments, School visits and sharing of
Transaction
experiences
1. [Link], R. (2010). Guidance and counselling. New Delhi : Shipra
Publications.
2. Ghosh, S. K. (2012). Sikshay sangati apasangati o nirdesana. Kolkata :
Classique Books.
Suggested 3. Gibson, R. L. & Mitchel, M. H. (2006). Introduction to counselling and
Readings guidance. New Delhi: Pearson, PrenticeHall.
4. Nag, S& Dutt,G. (2014).Sangatibidhane paramarshadan onirdashana.
Kolkata : Rita Book Agency.
5. Pal, A. K. (2013). Guidance and counseling. New Delhi : Abhijeet
Publications.
6. Pal, D. (2014). Sikshay-brittite nirdeshana o paramarshadan. Kolkata

79
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Guidance and With the Field
(1.4.11)
Counselling
Optional 50 25 Class Hours 32+32

7.: RitaPublications.
[Link],K.K. (2007). Principles of guidance and counseling. New
Suggested Delhi : Kanishka Publishers Distributors.
Readings 9. Nag, S. (2015). Guidance and counseling. Kolkata:Rita Publications.
10. Mondal (2011). Nirdeshana O Poramorshodaner Ruparekha. Rita.

Theory Engagement Credit

Course-XI 2+1
Work & Vocational With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

The student teachers will be able to :

1. Make a teacher-trainee aware of the modern approaches to teaching of
Work Education in the perspectives of its development from traditional
approaches.
Objectives 2. Make the teacher-trainee acquainted with the basic skills required for
the inculcation of the modern approaches to teaching of Work Education.
3. Make the teacher trainees aware of different methods of teaching suitable
to different topics of Work Education.
4. Make the teacher trainees acquainted with the ways and means for
managing class-room from the stand point of inclusive education.
COURSE CONTENT / SYLLABUS

Aims, Objectives and Bases:

• Aims and Objectives of Teaching Work Education at Secondary
Unit I level. Values of teaching Work Education at Secondary level. 6 hrs.
• Correlation of Work Education with other School Subjects.
• Bases of Work Education - Psychological, Sociological, Historical
and Economical.
Development of the Concept and Work& Vocational Education
Teacher:
• Development of the concept of Work Education with Special
Unit II reference to National Policy on Education (1986) 6 hrs.
• Work & Vocational Education Teacher
❍ Qualities & Responsibilities.

❍ Need for Professional Orientation.

Approaches & Methods of Teaching Work & Vocational Education:

A. Inductive and Deductive approach
7 hrs.
Unit III B. Methods:
❍ Lecture Cum Demonstration Method

❍ Laboratory Method.

80
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Work & Vocational With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

❍ Heuristic Method.
❍ Problem Solving Method,
❍ Project Method
Aids, Equipment and Assistance in Teaching Work & Vocational
Education:
i. Work Education Laboratory
ii. Management of Work Units—
a) Selection of Work projects
b) Budgeting and planning 7 hrs.
Unit IV
c) Time allocation
d) Materials and Equipment
e) Disposal of finished products
f) Organizational co-ordination of different agencies monitoring
Network through Resource Centers - problems thereof.
iii. Excursion.
Aspects of Teaching work Education:
• A critical evaluation of work education syllabus prescribed by
the WBBSE in (a) the exposure stage and (b) the Involvement
stage.
Unit V • Concept of improvisation; its use in the teaching of Work
Education. 6 hrs.
• Ares of work education, viz. socially useful productive work (as
designed by I.B. committee),
• Occupational explorations and Innovative practices.
• Removal of social distances through Work Education.
Project on any one:
• Growing of Vegetables/ Fruit / Flower
• Household wiring and Electrical gadgets repairing
Engagement • Tailoring and Needle Work
with Field / • Bamboo Work and Wood craft
Practicum • Tie-Dye and Butik Printing 32 hrs.
• Clay Modelling
• Fruit preservation
• Cardboard Work and Book Binding
• Soap, Phenyl and Detergent making
• Wallet mast making
• Paper making and paper cutting work
• Bicycle repairing
Mode of Lecture, discussion, workshop, practical work
Transaction

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 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Work & Vocational With the Field
(1.4.11)
Education
Optional 50 25 Class Hours 32+32

1. Choudhury,J.,Deb,[Link] Samanta ,A.(2014) Karmashiksha Shikhsan

Bigyan Kala O Prajukti ,Aaheli Publishers, Kolkata.
2. Achilles, C. M.; Lintz, M.N.; and Wayson, W.W. "Observations on Building
Public Confidence in Education." EDUCATIONAL EVALUATION AND
POLICY ANALYSIS 11 no. 3 (1989).
3. Banach, Banach, and Cassidy. THE ABC COMPLETE BOOK OF SCHOOL
MARKETING. Ray Township, MI: Author, 1996.
4. Brodhead, C. W. "Image 2000: A Vision for Vocational Education."
VOCATIONAL EDUCATION JOURNAL 66, no. 1 (January 1991).
5. Buzzell, C.H. "Let Our Image Reflect Our Pride." VOCATIONAL
EDUCATION JOURNAL 62, no. 8 (November-December 1987).
Suggested
6. Kincheloe, Joe L. Toil and Trouble: Good Work, Smart Workers, and the
Readings
Integration of Academic and Vocational Education. New York: Peter Lang
Publishing. (1995)
7. Kincheloe, Joe L. How Do We Tell the Workers? The Socio-Economic
Foundations of Work and Vocational Education. Boulder, CO: Westview
Press. (1999)
8. Lauglo, Jon; Maclean, Rupert (Eds.) "Vocationalisation of Secondary
Education Revisited". Series: Technical and Vocational Education and
Training: Issues, Concerns and Prospects , Vol. 1. Springer. (2005)
9. O'Connor, P.J., and Trussell, S.T. "The Marketing of Vocational Education."
VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December
1987).
10. Ries, E. "To 'V' or Not to 'V': for Many the Word 'Vocational' Doesn't
Work." TECHNIQUES 72, no. 8 (November-December 1997).

Theory Engagement Credit

Course-XI 2+1
Yoga Education With the Field
(1.4.11)
Optional 50 25 Class Hours 32+32

The student teachers will be able to :

1. Understand the concept and principles of Yoga
2. Understand the ancient system of yoga
Objectives 3. Develop awareness about the historical aspects of Yoga
4. Learn some meditational practices and techniques
5. Learn to maintain a healthy condition of body and mind
6. Learn the utility of yoga in modern life
COURSE CONTENT / SYLLABUS
Introduction to Yoga and Yogic Practices:
Unit I
• Introduction to yoga: Concepts & Principles 6 hrs.

82
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
With the Field
(1.4.11) Yoga Education
Optional 50 25 Class Hours 32+32

• Classical approach to yoga practices viz. Kriyas, Yama, Niyama,

Unit I Asana, Pranayama,
• Bandha, Mudra & dhyana as per yogic texts and research based 6 hrs.
principles of Yoga,
• General guidelines for performing Yoga practices.
Ancient Systems of Indian Philosophy and Yoga System:
Unit II • Ancient systems of Indian Philosophy 6 hrs.
• Yoga & Sankhya philosophy & their relationship
Historical aspects of Yoga:
Unit III • Historical aspect of the Yoga Philosophy 6 hrs.
• Yoga as reflected in Bhagwat Gita
Introduction to Yogic texts:
• Significance to Yogic texts in the context of schools of yoga
• Pantanjala Yoga Shastra: ashtanga yoga and kriya yoga in sadhna
pada
Unit IV • Hathyogic texts (hatha pradaspika and ghera and sahita)
• Complementarities between patanjala yoga and hathyoga 7 hrs.
• Meditational Procesess in Patanjala yoga sutras
• Hathyogi practices : A List of selected Asana, Pranayama, Bandha,
Mudra from Hathyogi texts for practical yoga sessions for
advanced yoga practitioners
Yoga and Health:
• Need of yoga for a positive health for the modern man
Unit V 7 hrs.
• Concept of health and disease: medical & Yogic perspectives
• Concept of Panch Kosa for an Integrated & positive health
• Utilitarian Value of Yoga in Modern Age
Any one of the following :-
Engagement
• Preparation of Teaching Aids on Yoga 32 hrs.
with Field /
Practicum • Practical Asanas and Pranayam
• Visit to Yoga Ashramas and Centres
Mode of
Lecture, discussion, workshop, practical work
Transaction
1. Swami Shivananda Yoga Asanas : Divine Life Society, 1972.
2. Hatha Yoga Pradipika
3. Jha Vinay Kant (2015), Patanjalis Yoga Sutras - Commentary By Swami
Suggested
Vivekananda, Solar Books, Dariya Ganj, New Delhi
Readings
4. NCERT Yoga Syllabus
5. Raja Yoga-Vivekananda Swami-Adyar Publication, Madras

83
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
With the Field
(1.4.11) Yoga Education
Optional 50 25 Class Hours 32+32

6. Universe of Swami Vivekanand & Complete Wholistic Social

Development, [Link]
Suggested
Readings 7. Yoga Education - Bachelor of Education Programme (2015), NCTE
Publication, St. Joseph Press, New Delhi
8. Yoga Education - Master of Education Programme (2015), NCTE
Publication, St. Joseph Press, New Delhi

Theory Engagement Credit

Course-XI 2+1
Environmental & With the Field
(1.4.11)
Population Education
Optional 50 25 Class Hours 32+32

The student teachers will be able to :-

1. Understand the concept of population and environmental education
Objectives 2. Know the objectives and methods of teaching environmental and
population
3. Be aware of population and environmental education policies
4. Help teachers students analyse the various issues related to population
and environmental education.
COURSE CONTENT / SYLLABUS
Concept of Population Education:
• The characteristics and scope,
Unit I 6 hrs.
• Methodology of population education and
• Its importance
Concept of Environmental Education:
• Its objectives and importance, 6 hrs.
• Developing environmental awareness,
Unit II
• Environmental attitude, values & pro-environmental behaviour.
Population Education Policies:
• Population policy of the government of India (2000),
• Implementation programmes, population control, 7 hrs.
Unit III
• population dynamics in the context of India,
• Population distribution, urbanization and migration.
Sustainable Development:
• Concept of sustainable development and education for
sustainable development 6 hrs.
Unit IV
• agenda 21,
• United Nations Decade of education for sustainable
development, programmes on environmental management

84
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Environmental & With the Field
(1.4.11)
Population Education
Optional 50 25 Class Hours 32+32

Issues related to population and environmental education:

• Quality of life,
• Sustainable life style,
Unit V • Ecofeminism, 7 hrs.
• Empowerment of women,
• Environmental and social pollution,
• Effect of population explosion on environment,
• Adolescent reproductive health.
Any one of the following :-
• Visits to polluted sites and preparation of report.
• Interviewing people and reporting the inconveniences due to
any of the Environmental problems.
Engagement • To study innovations done by any organization to improve the
with Field / local Environment.
Practicum 32
• To study the implementation of Environmental Education
Programmes.
• To prepare models and exhibits for general awareness of public
regarding environmental hazards.
• To prepare a programme for environmental awareness and to
conduct the same, with school children.
• To visit industries and study alternative strategies of
Environmental management.
• To prepare a resource material on any of the environmental
problems along with a suitable evaluation strategy.
• To prepare quizzes and games on environmental issues.
• To study the contribution of NGOs in improving the environment
of the city.

Mode of Lecture, lecture-cum-discussion, observation, debate, field visits, project,

Transaction lab work, films, etc.
1. Kumar, A. (2009). A text book of environmental science. New Delhi:
APH Publishing Corporation.
2. Singh,Y. K. (2009). Teaching of environmental science New Delhi: APH
Publishing Corporation.
3. Sharma, R. A. (2008). Environmental Education. Meerut: [Link] Books
Suggested Depot.
Readings 4. Sharma, B. L., &Maheswari, B. K. (2008). Education for Environmental
and Human value Meerut: [Link] Books Depot.
5. Sharma, V. S. (2005). Environmental education. New Delhi, Anmol
publication.
6. Pal, S. And Deb, N. (2014) Paribesh Siksha, Aaheli Publishers, Kolkata

85
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course-XI 2+1
Environmental & With the Field
(1.4.11)
Population Education
Optional 50 25 Class Hours 32+32

7. YadavSaroj (1988) "Population Education", Shree Publishing House, New

Delhi.
Suggested 8. Bhenda, A.A. &KavitkarTava (1985), "Principles of Population Studies",
Readings Himalaya Publishing House, Bombay.
9. Kuppuswamy B. (1975), "Population and Society in India", Popular
Prakashan, Bombay.

Theory Engagement Credit

Course 2+2
Critical Understanding With the Field
EPC-3
(1.4EPC3) of ICT
50 50 Class Hours 16+32

The student teachers will be able to :-

1. Understand the social, economic, security and ethical issues associated
with the use of ICT
2. Identify the policy concerns for ICT
3. Describe a computer system;
4. Operate the Windows and/or Linux operating systems;
Objectives
5. Use Word processing, Spread sheets and Presentation software;
6. Acquire the skill of maintaining the computer system and the skill of
trouble shooting with the help of Anti-Virus and Other tools.
7. Operate on Internet with safety
8. Elucidate the application of ICT for Teaching Learning
9. Develop various skills to use computer technology for sharing the
information and ideas through the Blogs and Chatting groups
COURSE CONTENT / SYLLABUS
Unit I Digital Technology and Socio-economic Context:
• Concepts of information and communication technology;
Universal access VS Digital Divide - issues and initiatives;
• Challenges of Integration of ICT in School; Aims and objectives
Unit I of National Policy on Information and Communication
Technology (ICT) in School Education in India; IT@ School 4 hrs.
Project;
• Components and Objectives of National Mission on Education
through ICT (NMEICT), Spoken Tutorials, Gyan Darshan,
Gyanvani, Sakshat Portal, e Gyan Kosh; Virtual laboratory and
Haptic technology.
MS Office:
• MS Word
Unit II 4 hrs.
• MS Power Point
• MS Excel

86
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course 2+2
Critical Understanding With the Field
EPC-3
(1.4EPC3) of ICT
50 50 Class Hours 16+32

Unit II • MS Access 4 hrs.

• MS Publisher
Internet and Educational Resources:
• Introduction to Internet
Unit III • E-mail, Search Engines, Info-Savvy Skills; Digital Age Skills, safe
surfing mode; 4 hrs.
• Internet resources for different disciplines like natural sciences,
social sciences, Humanities and Mathematics.
• General Introduction to E-learning, Mobile-learning, distance
learning, On-line learning,
• Virtual University, Wikipedia, Massive Open Online Courses
(MOOCs);
• Social networking
Techno-Pedagogic Skills:
Unit IV • Media Message Compatibility
• Contiguity of Various Message Forms
• Message Credibility & Media Fidelity 4 hrs.
• Message Currency , Communication Speed & Control
• Sender-Message-Medium-Receiver Correspondence
Any two of the following :
• Installation of Operating systems, Windows, installation of
essential Software and Utilities;
• Projects that may involve the hardware like LCD Projector, digital
Engagement camera, camcorder, scanner, Printer, interactive white board and
with Field / software like word processors (MS Word/Libre Office), spread
Practicum sheet and Slide Presentation (PPT/impress); and/or Creating and
using Blogs and Google Groups, Google Docs.
32 hrs.
• Develop a report on preparing a lesson plan on any topic from
your methods while using internet resources. They report should
mention the details of navigating, searching, selecting, saving
and evaluating the authenticity of the material and also mention
how it adds or justify the facts, _figures(data), graphics,
explanation and logic of the topic.
• Teaching with a multimedia e-content developed by the student.
Mode of LCD Projection, Demonstration, Lecture,Web Surfing, Designing WBI
Transaction
1. Benkler, Y. (2006). The wealth of networks: How social production
transforms markets and freedom. Yale University Press.
Suggested 2. Brian K. Williams, Stacey Sawyer (2005)Using Information Technology,
Readings 6th Edition Tata Macgrow hill _ Curtin, Dennis, Sen, Kunal, Foley, Kim,
Morin, Cathy(1997)

87
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course 2+2
Critical Understanding With the Field
EPC-3
(1.4EPC3) of ICT
50 50 Class Hours 16+32

3. Informa tion Technology: The Breaking Wave, Tata Macgrow hill

[Link] An exhaustive
Suggested source for beginners.
Readings 4. Douglas Comer(2007) The Internet Book: Everything You Need to Know
about Computer Networking and How the InternetWorks, Prentice Hall,
5. DSERT Karnataka. (2012). Position paper on ICT mediation in education.
DSERT.

Theory Engagement Credit

Course 2+2
Understanding With the Field
EPC-4
(1.4EPC4) the Self
50 50 Class Hours 16+32

The student teachers will be able to :-

• Understand the meaning and importance of self-concept and self-esteem.
Objectives • Be aware of different factors related to self-concepts and self-esteem.
• Understand the concept and importance of yoga and well-being.
• Be sensitized about the interrelationships of yoga and well-being.
• Know and develop their personality through various practices.
• Develop interpersonal intelligence.
COURSE CONTENT / SYLLABUS

Self-concept:
• Meaning and Definition of self-concept
• Importance of self-concept
Unit I 4 hrs.
• Components of self-concept
• Factors influencing self-concept
• Development of self-concept
• Impact of Positive and negative self-concept
Self-esteem:
• Meaning and concept of self esteem
• Importance of self-esteem 4 hrs.
Unit II • Types of self esteem
• Strategies for positive behaviour
• Keys to Increasing Self-Esteem
Personality Development:
• Meaning and Types of Personality
Unit III • Factors Affecting Personality 4 hrs.
• Attributes of good personality
• Strategies for personality development

88
 Two-Year [Link]. Programme in West Bengal following NCTE Regulations, 2014

Theory Engagement Credit

Course 2+2
Understanding With the Field
EPC-4
(1.4EPC4) the Self
50 50 Class Hours 16+32

Interpersonal Intelligence:
• Concept of Interpersonal Behaviour 2 hrs.
Unit IV
• Need and Importance of Interpersonal Behaviour
• Strategies to Develop Interpersonal Relationship
Emotional Intelligence:
• Meaning and Concept of Emotional Intelligence
Unit V
• Components of Emotional Intelligence 2 hrs.
• Differentiating EQ, IQ and SQ
• Emotional Intelligence for personal and professional development
Any one of the following :-
• Inspirational clips finding and understanding the meaning behind
that.
• Prepare a personal growth journal and noting the daily
Engagement
observations.
with Field /
Practicum • Analysing the priority and scheduling priority to minimize the 32 hrs.
stress.
• Practically applying the interpersonal intelligences in various
given classroom situations.
• Listing the positive and negative attributes of personality.
• Doing and classifying different types of yoga and their effects on
well-being.
• Designing and applying activities to develop self-esteem.

Mode of Lecture-cum-discussion, workshop sessions, assignments, presentations by

Transaction students

1. Stevens, N. (2008). Learning to Coach. United Kingdom: Howtobooks.

2. Rohrer, J. (2002). ABC of Awareness. Oberurnen: UTD Media.
Suggested 3. Adair, J. & Allen, M. (1999). Time Management and Personal
Readings Development. London: Hawksmere.
4. Simanowitz, V. and Pearce, P. (2003). Personality Development. Beckshire:
Open University Press.

89