Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.



Published on

  • I think you need a perfect and 100% unique academic essays papers have a look once this site i hope you will get valuable papers,
    Are you sure you want to  Yes  No
    Your message goes here
  • Sex in your area is here: ❤❤❤ ❤❤❤
    Are you sure you want to  Yes  No
    Your message goes here
  • Follow the link, new dating source: ❶❶❶ ❶❶❶
    Are you sure you want to  Yes  No
    Your message goes here


  1. 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. 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. 3. National Advisory Committee on Learning Without Burden (1993) Learning Observation Discovery Understanding Activity
  4. 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. 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. 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. 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. 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. 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
  10. 10. Process based NCFTE-2009 Understanding Learner Social Context Cultural Context Political Context Historical context
  11. 11. Process based NCFTE-2009 Conceptual Knowledge Generated Based on Experience Observations Theoretical engagement
  12. 12. Process based NCFTE-2009 Knowledge generation Teaching Learning Personal Experience Social experience Critical enquiry
  13. 13. Process based NCFTE-2009 Student Engage Discussion Reflection Self study Reflective Journals
  14. 14. Process based NCFTE-2009 Team work Classroom Observation Learners Observation InteractionProjects Group Presentation
  15. 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
  16. 16. Process based NCFTE-2009 School Internship Flexible Formats Larger frames Concept web- charts Reflective journal
  17. 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. 18. Curriculum Framework of Two- Year B.Ed. Programme (Curricular Areas) Perspectives in Education Curriculum and Pedagogic Studies Engagement with the Field
  19. 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. 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. 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)