CURRICULUM FRAMEWORK final
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This document outlines the curriculum framework for a 2-year B.Ed. program. It is divided into 3 main curricular areas: Perspectives in Education, Curriculum and Pedagogic Studies, and Engagement with the Field. Key aspects of the curriculum include developing reflective teaching skills, understanding learners' social and cultural contexts, engaging with theoretical concepts, and meaningful internship experiences. Courses aim to examine students' own positions and challenge misconceptions through discussion, reflection, and experiential learning activities.
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CURRICULUM FRAMEWORK final
- 1. CURRICULUM FRAMEWORK: B.ED. PROGRAMME Dr. S. P. Sharma Principal, L. N. K. College of Education Patan Dr. S. H. Tandel Asst. Professor, Dept. of Education, H. N. G. Uni., Patan
- 2. National Advisory Committee on Learning Without Burden (1993) Professor Yash Pal The report of the committee, entitled "Learning without Burden", is now regarded as a seminal document in Indian education.
- 3. National Advisory Committee on Learning Without Burden (1993) Learning Observation Discovery Understanding Activity
- 4. National Advisory Committee on Learning Without Burden (1993) Internship model of teacher education • Supervised teaching in a school under mentor teachers. Involvement of teachers in Curriculum and Textbook Preparation
- 5. National Curriculum Framework (2005) Tagore's essay, Civilization and Progress, Quote • ‘Creative Spirit’ and ‘Generous Joy’ are key in childhood, both of which can be distorted by an unthinking adult world.
- 6. NCF (2005) Concerns of Teacher Education Knowledge Treate d as ‘given’ Embedded in curriculum Accepted without question No engagement & Critical examination of Curriculum
- 7. NCF (2005) Concerns of Teacher Education No recognition of centrality of language Little scope to reflect on experiences Disciplinary knowledge independent of pedagogy
- 8. NCF (2005) Concerns of Teacher Education Repeated ‘practice’ of isolated lessons No link between learning theories and teaching methods No opportunity to examine biases and beliefs
- 9. NCF (2005) Concerns of Teacher Education No link with practical work and ground realities Evaluation is information-oriented, quantitative & lack comprehensiveness No evaluation of attitudes, dispositions, habits and interest Absence of professional preparation of teacher educators
- 11. Process based NCFTE-2009 Conceptual Knowledge Generated Based on Experience Observations Theoretical engagement
- 13. Process based NCFTE-2009 Student Engage Discussion Reflection Self study Reflective Journals
- 15. Process based NCFTE-2009 Learning “spaces” to examine students’ own position in society Structured “space” to revisit, examine & challenge (mis)conceptions of Knowledge Long duration of professional education in integrated form
- 17. Transacting a process-based curriculum to develop reflective teacher Teaching the Adult Learner Bringing the Learners’ Own Experiences Center- Stage Engagement with Theoretical Concepts and Frameworks Training to be Reflective Practitioners Theory-practice Dialectic Meaningful Internship and School Experience
- 18. Curriculum Framework of Two- Year B.Ed. Programme (Curricular Areas) Perspectives in Education Curriculum and Pedagogic Studies Engagement with the Field
- 19. Perspectives in Education Course 1Childhood and Growing Up Course 2 Contemporary India and Education Course 3 Learning and Teaching Course 6 Gender, School and Society (1/2) Course 8 Knowledge and Curriculum Course 10 Creating an Inclusive School (1/2)
- 20. Curriculum and Pedagogic Studies Course 4Language across the Curriculum (1/2) Course 5 Understanding Disciplines and Subjects (1/2) Course 7(a &b)Pedagogy of a School Subject Course 9 Assessment for Learning Course 11 Optional Course*(1/2)
- 21. Engagement with the Field – the Self, the Child, Community and School Tasks and Assignments that run through all the courses as indicated in the year wise distribution of the syllabus School Internship Courses on Enhancing Professional Capacities (EPC) Course EPC 1:Reading and Reflecting on Texts (1/2) Course EPC 2:Drama and Art in Education (1/2) Course EPC 3: Critical Understanding of ICT (1/2)