BRABU BEd 1st Year Syllabus / Bachelor of Education 2-Year Course / Babasaheb Bhimrao Ambedkar Bihar University Bachelor of Education (B.Ed)1st Year and 2nd Year Syllabus are written here. Its Syllabus is in PDF Format. All BEd Students eithter they are 1st Year students or 2nd Year Students can Check Syllabus from here and read it.
BRABU BEd 1st Year Syllabus (Written Form):
CHILDHOOD AND GROWING UP
Course No: 1 Theory:80 Marks
Course Credit: 4 Practicum: 20 Marks
COURSES OBJECTIVES:
The student-teachers will be able to;
Develop an understanding of the notions of childhood and adolescence;
Develop an understanding about the impact/influence of socio cultural context in shaping human development, especially with respect to the Indian context;
Develop an understanding of dimensions and stages of human development and developmental tasks ;
Understand the range of cognitive capacities among learners;
Appreciate the critical role of learner differences and contexts in making meanings, and draw out implications for schools and teachers;
Understand socialization and its role in identity formation of a child;
Understand identity formation and its determinants;
Dimensions of Childhood : Social, Cultural, Political and Economic
Key Factors during Childhood : Family, Neighborhood, Community and School
Children and their Childhood: The Contextual Realities of Bihar
General objectives of early childhood Education as related to national goals.
Notion of joyful Childhood : Major discourse and educational implications
Dimensions of individual development : physical, cognitive, language, social, and moral, their interrelationships and implications for teachers (with reference to Piaget, Erickson and Kohlberg)
Unit 2: Understanding Adolescence
Adolescence : assumptions, stereotypes and need of a holistic understanding
Major issues: growth and maturation, nature and nurture, continuity and discontinuity
Learner as an adolescent : stages of development- developmental task with focus on process of growth and development across various stages from infancy to adolescence
Factors affecting adolescence : social, cultural, political and economic
Adolescence: activities, aspirations, conflicts and challenges of learner
The contextual reality of adolescence in Bihar
Dealing with adolescence ; discourse on the role of teacher, family, community and state
Unit 3: Understanding Socialization and the Context of the Learner
Understanding Socialization
Socialization at home context: family as a social institution; parenting styles and their impact; transmission of parental expectations and values
Socialization and the context of community: neighborhood, extended family, religious group and their socialization functions
Socialization and the context of school : impact of entry to school, school as a social institution and its notions in Bihar, value formation in the context of schooling
Schooling as a process of identity formation: ascribed, acquired and evolving
Gender Identities and Socialization Practices in family, schools, other formal and informal organization; Schooling of Girls
Inequalities and resistances in society: issues of access, retention and exclusion
Unit 4: Understanding Differences in Learners
Difference in learners based on socio-cultural contexts : impact of home languages of learners’ and language of instruction, impact of differential ‘cultural capital’ of learners
Differences between individual learners: multiple intelligence, learning style, self-concept, self-esteem, attitude, aptitude, skills and competencies, interest, values, locus of control and personality
Understanding differently-abled learners: slow learners and dyslexic learners
Methods of assessing individual differences: tests, observation, rating scales, self-reports
Catering to individual differences: grouping, individualizing instruction, guidance and counseling, bridge courses, enrichment activities and clubs
Unit 5: Learner’s Identity Development
Understanding ‘Identity Formation’; emergence of multiple identities in the formation of a person placed in various social and institutional contexts; the need for inner coherence; managing ‘conflicting’ identities
Determinants of identity formation in individual and groups; social categories such as caste, class, gender, religion, language and age
School as a site of identity formation in teacher and students; school, culture and ethos, teaching-learning practices and teacher discourse in the classroom, evaluation practices; value system and ‘hidden curriculum’ in schools
The influence of peer group , media, technology and globalization on identity formation
Practicum
Critical analysis of classroom instruction in the light of the developed Understandings
Case study of a learner with behaviour problem/talented child/a LD child/a slow learner/a disadvantaged child
Observing children in their natural setting
Study of intelligence of at least 5 school children and relating it with achievement and other background factors
SUGGESTED READING
Adler, Alfred. (1935) The education of children. London: Allen & Unwin.
Brown, J.S., Collins A and Dugrid, P (1989). Situated Cognition and the Culture of Learning. Educational Researcher; 32-42.
Denise Pope (2001), Doing School: How we are creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven: Yale University Press.
Faw, T., & Belkin, G. (1989). Child Psychology. New York, NY: McGraw-Hill Publishing Company.
Gagné, R. M. (1985) The Conditions of Learning and Theory of Instruction (4th edition). New York: Holt, Rinehart and Winston
Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books, New York.
Hurlock, Elizabeth B. (2001) Child Development, McGraw Hill Education (India) Private Limited; 6 edition (21 June 2001)
Jeffrey Arnett (2007), Adolescence and Emerging Adulthood: A Cultural Approach. (3rd. ed.). Upper Saddle River, N.J.: Pearson.
Kohlberg, L. (1987). Child psychology and childhood education: A cognitive developmental view. New York: Longman.
Luria, A. (1976). Cognitive Development: Its Cultural and Social Foundations. Cambridge, MA: Harvard University Press.
Maccoby, E. (1980). Social development: Psychological growth and the parentchild relationship. New York: Harcourt Brace Jovanovich
Meadows, S. (1986). Understanding Child Development: Psychological Perspectives in an interdisciplinary field of inquiry. London, Great Britain: Century Hutchinson Publishing Group.
Lindgren, H.C. (1980). Educational Psychology in the Classroom Oxford University Press, New York.
Patricia A. Alexander, Philip H. Winne (2006) Handbook of Educational Psychology
Sarangapani M. Padma(2003.), Constructing School Knowledge :An Ethnography of learning in an Indian Village, Sage Publication
Slater, A., & Lewis, M. (2007). Introduction to infant development. London: Oxford University Press.
Sturt Mary, Oakden, E.C. (1999) Modern Psychology and Education, Routledge.
Vygotsky, L.S. Mind in Society, Harvard University Press: Cambridge, 1978. Chapter 6.
Course No: 2 Theory : 80 Marks Course Credit: 4 Practicum : 20 Marks
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COURSES OBJECTIVES
The student-teachers will be able to
Understand the concept and aims of education
Develop perspectives about vision of contemporary Indian educational reality, its concerns and issues.
Understand the Constitutional values and their implications on education
Understand the concept of philosophy, relationship between Philosophy and Education and implications of philosophy on education
Understand the schools of Philosophy and their impact on education
Understand the vision of education given by Indian& Western thinkers
Understand the importance of universalization of secondary education and the constitutional provisions for realizing it
Examine the issues and concerns related to universalization of secondary education
Analyze the strategies used for realization UEE and the outcomes of their implementation.
Realize the need and importance of equity and equality in education and the constitutional provisions for it.
Identify the various causes for inequality in schooling
Realize the importance of Right to Education and the provisions made for v realizing it.
COURSE CONTENTS
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UNIT- I- UNDERSTANDING OF THE CONCEPT & AIMS OF EDUCATION
Concept: Meaning and definitions of education, Processes of education- Schooling, Instruction, Training and Indoctrination. Modes of education- Formal, Informal and NonFormal
Aims: Meaning and functions of Aims, Classification of Aims of Education, Determinants of Aims of Education, Aims of education in relation to an individual, Aims of education in relation to a society / Nation, Philosophical contradictions between individualistic and socialistic aims and their synthesis
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UNIT II: NORMATIVE VISION OF INDIAN EDUCATION
Normative orientation of Indian education: A historical enquiry
Constitutional provisions on education that reflect National ideals: Democracy, equality, liberty, secularism, and social justice
India as an evolving Nation, State: Vision, Nature and Salient Features – Democratic and Secular polity, Federal structure: Implications for educational system
Aims and purposes of education drawn from the normative vision
Education for National development: Education Commission (1964- 66)
Emerging trends in the interface between (i) Political process and education; (ii) Economic developments and education; and (iii) Socio-cultural changes and education.
UNIT- III- PHILOSOPHICAL VISION OF EDUCATION AND THE PHILOSOPHICAL SYSTEMS
Philosophy and Education: Meaning and definitions of philosophy, Branches of philosophy and their relationship with educational problems and issues.
Philosophical systems: Schools of philosophy- Idealism, Naturalism, Pragmatism, Marxism, and Humanism with special reference to their concepts of reality, knowledge and values, and their educational implications for aims, curriculum, methods of teaching and discipline.
UNIT IV: PHILOSOPHICAL VISION OF EDUCATION: EDUCATIONAL THINKERS
An overview of salient features of the ‘philosophy and practice’ of education advocated by the following thinkers:
Indian Thinkers: R.N. Tagore, M.K. Gandhi, Swami Vivekananda, Aurobindo Ghose, Jiddu Krishnamurthi and Gijju Bhai Badheka
Western Thinkers: Plato, Rousseau, Dewey, Froebel and Maria Montessori
UNIT V: CONTEMPORARY INDIAN SCHOOLING: CONCERNS AND ISSUES.
Universalization of School Education; Right to Education and Universal Access: (i) Issues of a) Universal enrollment b) Universal retention c) Universal success (ii) Issues of quality and equity. The above to be discussed with specific reference to physical, economic, social and cultural access, particularly to girl child and weaker sections as well as differently- abled children
Equality of Educational Opportunity: (i) Meaning of equality and constitutional provisions (ii) Prevailing nature and forms of inequality, including dominant and minor groups and related issues (iii) Inequality in schooling: Public-private schools, rural-urban schools, single teachers’ schools and many other forms of inequalities in school systems and the processes leading to disparities (iv) Differential quality in schooling: Variations in school quality
Idea of ‘common school’ system
Right to Education Bill and its provisions.
PRACTICUM
Readings on educational thinkers and presentation on the contribution of one of the thinkers (group work followed by discussion)
Project on the original work/s of a thinker
Seminar presentation on philosophical issues and report.
A brief study of some philosophical development of learners
Presentation on the reports and policies on USE
Conduct surveys of various educational contexts (eg. Schools of different kinds) to identify various forms of inequality
A survey study of a school with reference to its aims, objectives, values and curriculum (Private School, Govt. School, Buniyadi Vidyalaya, Kasturba Gandhi Balika Vidyalaya, Schools run by Religious and Linguistic minorities)
Anand, C.L. et.al. (1993). Teacher and Education in Emerging Indian Society, NCERT, New Delhi.
Chandra, S.S. & Sharma, R.K., Principles of Education, Atlantic Publishers & Distributors, New Delhi, 1996
Delors, Jacques (1996) Learning the Treasure Within, Report to UNESCO of the International Commission on Education for Twenty-first Century, UNESCO.
Dewey J. (1952) Experience in Education Collier Macmillan.
Dewey J (1966) Democracy in Education, New York, Macmillan.
Gandhi M K (1956) Basic Education, Ahmedabad, Navajivan.
Govt. of India (1952) Report of the Secondary Education Commission, New Delhi
Govt. of India, MHRD (1986, Revised 1992) National Policy of Education, New Delhi.
Govt. of India, MHRD (1992) Programme of Action (Draft) New Delhi, Aravali Printers and Publishers.
Joe, Park. Selected Readings in the Philosophy of Education, Macmillan, New York, 1963.
Kneller, Georg F. Foundation of Education, Join Willey & Sons Inc., USA., 1977.
Krishnamurthi J., Education and the Significance of life, KFI Publications.
Kumar Krishna (2004) What is Worth teaching/ 3rd Edition Orient Longman
Mani R S (1964) Educational Ideas and Ideals of Gandhi and Tagore, New Book Society New Delhi.
Ministry of Education. ‘Education Commission “Kothari Commission”. 1964-1966. Education and National Development. Ministry of Education, Government of India 1966.
Ministry of Law and Justice (2009) Right to Education. Govt. of India
Mohanty, J., (1986). School Education in Emerging Society, Sterling Publishers
NCERT (1993). Teacher and Education in Emerging Indian Society, New Delhi
NCERT (1986). School Education in India – Present Status and Future Needs, New Delhi.
Nunn, T.P. Education: Its Data and First Principles, Longmans Green & Co., New York, 1920.
Pandey, Ram Shakal. An Introduction to Major Philosophies of Education, Vinod Pustak Mandir, Agra, 1993
Pathak, Avijit (2002) Social Implications of Schooling, Delhi Rainbow Publishers.
Price, Kingsley Education and Philosophical Thought, Allyn and Bacon Inc., Boston, 1962.
Ross, James S. Ground work of Educational Theory, Oxford University Press, Calcutta, 1981.
Rusk, R.R., The Doctrines of Great Educators, Macmillan & Co. Ltd., London, 1954
Salamatullah (1979). Education in Social context, NCERT, New Delhi.
Saraswathi T S (1999) Culture, Socialization and Human Development, Sage Publication.
Taneja, V.R. Socio-Philosophical Approach to Education, Atlantic Publishers & Distributors, New Delhi, 2005.
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How Many Groups should be studdied under BRABU BEd 1st Year?
There Are total 7 Groups should be study under BEd Couses
What is the Total Number of Marks for BRABU BEd 1st Year Exam?
There are total 80 Marks Exam will be held with Theory Paper and 20 Marks will be given on the basis of Practicum.
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