•

CUl1ItSc.. OBJECnVl~SI. 10 "C~llli.1illl thl: stuur.:HI wllh till; ba'ilL ~\lll~r.:pb auJ practl\..l;~ auupLcllll1

l.:uucaliunullncaSUfc.:-llll.:lll alld C~hh.. lllllll,,1 cv'IIUa.liull.2. "In hdp thl: stullenl unJcn,laml h:l.lllllli:.lllp between m~a:>ur\,;nu:lll and

l.;valuatiun ill r.:Jucalillu and \ltl.: c:'l.is;'iu~ lu\ltlds 01 ~y<.luati(}1L

3. 10 orit.:nt thl: ~lut.h;ltl wllh hlub anJ It.:dUlilluCS of meas..lrr.:IIICIlL illH.l

",:,vJ.lualiull.4 Lit dcvelop skills and I.:lllllll\;lClldt.:",:1I UIIl:"HU'lill~an,\ SLilllJ...rill11g a lest.:l. 1v lI1~kc the stul.h:lI!s lllHj~lstalld !lIIW varjull" n:t.luircm;nlS ul ~Jul:i.\ti~nal"C

llll:a:;urcu cvalu:lkd illtt.:1I1Icll:\1 amllll\'lf, I,;sults arc rCl;un.lcl! h. u:lp k:umcL:).

UNl r 1rill,; tvkasurcllIr.:ul alill c\'alu.l\iOIl I'JtJLr.:'.~. :

\ :llIII.:Cpl, scupe amI IICl'll. \.1;'\1111111\;1,,::-; "f ..:dl\l.....atiuIlClI objcL. l\''':S, r"JlJnll~

Icfl:rcnccl! mil! ..:riH:rillll+n: l":l..:m.:nllllL::l',UI L'll Il;l\ t.

• Evaluatioll : Fun":liuu", ulcva\uali"II, :IlHllh~.l..I:ii\. principks l I cvalua.l1uu.

UNl r IIMllI.Jds ill El!uL:ationall~\'alllalillll :3D Mollel, Tutal'lclkdilill MoJd.\: InJi\-iJlJ.11 JuJl;;cmcnl ~1.Il.ld.

I '.valu:'.llion .mu Curricululll.lllh:lldalionsllip bd\\CCII 11ll.::.t~1Ill.:1II1·1Il;llll! l:valuatiull in ...:l!u\.atiull.

•

lINl rill'luols of Mcasun.:mt.:lll :'11111 l·.V,l!U;llluiI~uhjL:ctivc JUlI uhjt:l:ll\'c lOuis l+:'~;l) k~l, obJeclivesI\Uc!>liulIImin:s, schclluh:s. ill"'C:-'lOlit.:~. I'crlof!llalll.c h:s s.

l.:~t. :ocales,

•

UNIT IV'1 csl ConstrUt;l iun :

l 1I'III:l"a[ prillciJ)lc~ ul h,:s( ,,:\lush Udl\ln allLl il~ !:It'lluJanJi ~liun.Writing h,::st items - uhjcdi\'c tY\ll:. L::-Sil)' t~ pc ;IIlU inter m.:tivc .) pc.hl.:11I ;.lU01tysis pruccl.1ulcs I\lr IIUllll+t<,.: kll:ll..:..:d <lw..I uilcriolt rcli.:rl.:lll,,;o,;O IlI~lCl)'

h:sls.

I)J.~il; charUl;crlstks or V,O\ III lllL:'I"'lllllll~ ill'.i1 Ulllcnb :

ValiJil)',l)hjL:L:tivity, Rdi:lllillly. tJ~."llllll·. alld NIIIIll'>:

rYII":~, W~ys or dl.'lcrlllill,ltlllll: Illq'''It:Illt'~ ;lIld i1pplit:ati JIl.

:\lalld:.l1 di/~llitil\ lit' lUL:'I'.lll i II!'. III ,II ,1111' Ill'.lklll :Ln;t1p.is.

1":~iI Sla\lllan..lii'_~lliull.

• ••

1':,,111I It lereneed afld criien"" rdelcnccd lesls. '«di"g_sial d~rd ~cures. T­S":OIC$ l'· Z.~corcs.

~h.·Jl~ ill"I)!vcL! in ~1;llld:udl\HI' I It.:sL

liNIT V

MC.,unlllclll uf Acilieve/fieul. Al'litudcs. IllleJljgellC~l Alli.udcs. Illleresl.~~ills.

""nl'le',";ufl uf ille abovc lel-,,",,, c, "nl IIIe111ud, uf feed b'ck 10 Slu<leills.Nt'\\' Ifl'/iU'i ill Cvalu;:t(joll \ i/.llr;lIjlll~

Sl'lIll:~tL: . s}'st\:m

('l'lltIlIUIIUS JllICfJlUI ASSl.:S:illll:lll{)Ul.,':-.liClI Bunk

I "'I.: lIf( IilllPUICI"S ill E\.'aillallilll

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£ M.EJ.). COUltSE"'I \..." _.' 0 ­

~PHILOSOPIUCAL AND SOCiOLOGICAL FOUNDATIO 'I OF EDUCATION'

l'art I : PhiloSUI)hic:d Fuuudation

COURSE ODJECTIVES /"1 he Philosophical component of this (foundation) Q tee paper foc • po5t­

graduate course in education (Professional)"nims at deve1>ping the followingcompetencies amongst the scholars.I. UmJcrslallding the nature and rUllctions of philosophy )f educatit;>n. .2. Logical analysis. illlerprclDtion and synLJlcsis ofvarious IOOcepts, proposition

and philosophical assumptions about educational phen )lDeDa.

l. Underslanding and use of philosophical metlllxls in study ng educational data.4. Critical appraisal ofconu-ibutiolls made Lo education by p "ominent educational

thinkers-Indian and Wcstem.

COURSE CONTENTSUNIT I• Philosophy ofEducalioll : lL~ nulure - Uirectjvc Doctrine;• a Liberal Discipline;• an activity.• Its function - Speculative, Nonnative, Analytical.

UNIT 11• Melnphysical Problem und Edllcution related to Natun', Man and Society.

• Impact of Philosophical suppositions on education Inade by - Idealism,Realism. Pragmatism, Existenliatisl11, Vedanta (Advaita & Veshistadvaitaonly), Sankhya, School of thought.

UNiT III• Epistemology and Education: Knowledge; method) of acquiring valid

knowledge whh sped lie reference to Analytic philosophy. Dialecticalapproach, Scientific Inquiry, Nyu)'a, Yoga.

UNiT IVAxiology and Education: CrHieal appreciation.of the :ontribution made by'Buddhism, Jainislll, llhaga\'adgila and Islam to educa,ion in terms ofvalue[onnulation.

UNITVEducational Thout1,hls : Cuntribution 10 educational thought and practicem;ldc: b)' great thinkers (master minds) Ulld their \':fit _81 Bppre,"iation wt~h

Illceillc r~rercnce to their views 011

....

,., )

1i IIII

I,i ,, II,I .

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\

\1'III,,

I

\,II

I,

•

a) Concept of man mH.I (he process of development, andb) Socia cullural scenario, a global perspective. '/'" I ". .

Tilc lilillkcrs: Plato. Kant, Dewey, ItS. I'cters, Ganc.111i, ragore, Sri Aurobindo.

PRACTICUM• Annotated BibJiognlphy covering 15-2U work.s.- ..• Auempts paper prcsen(;J{ioll all a given topic.

[Jurt II : Sociological Foundation

COURSE ODJECTIVESt. To enable the student to umlcrslulld COI1Ccpl and proces Iofsocial organizatio.1J

social stratification and institution.2. To enable the student La understand relationship, bt tween culture. society

and education.3. To enable the sludcnllo know issues ofequality, excl:llence and inequalities

in education.

COURSE CONTENTSUNIT I

Concept ami nature of sodology orEducalion. DitTer ~nce between sodologyofeducation and Educational Socio~og)" Social org(nization, social ~ roups~

social stratHicatio'n; fuclors inlluencing so.Social oranizalion, charactcrislic:J orsoclal organisal on; institutions, altitudeand values.

UNIT 11• Culture- meaning and n::J.ture ofCullurc. Role ofcdut:ation in cultural ContU4

l:'uuc:uit\1l IUld cultur:ll (h:Ill~~

UNIT III• Education ami Socidy - Education as a social s~·stcm, as a socialization

process anti Cl process of sodal progreso. und chan{ e.UNIT IV -

Issues of equality or l;Uuculional uppUl1lmity and excellence in education.Equality Y5. equity in c<.lucaliOtl; Inequalities in I \dian social system withspecial reference to sOl:ial disadvantages, gendl:r and habitations, needlllcusures to aduress thelll.

UNITV• Education and l)cmm;racy. CClIstilulional pr )VISlons for education;

Nntiollillislll alll] Etllll~ati()ll; J:'dacatiol1 for national integratiun amJIlltl.:flmLiOlHll \lIHlcrslalld iiII:!-.

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~V::::, H IRp C91IIJ~I'-II. ,~IE'J lJUUUI.O(;Y OJ.' 10:/)1)( 'A/IUNAI. J<£1;/CAJ<Cll

1',,,,, J ; nlcll,o,ls of tdUGiliUJlJlI HCscarc I

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, Ollllsr, OIlJEC"l'l\'ES

JII cu...ble rIle ~IUc.JCJIIS 10 IJlldl"l!'>talld :

Jh~ .IUC.nl1j/l~ 10 s~iClllilit.: 1I11,;;LhutJ. ~LlnlliJic illquiry, P.aIOldigUi. theury amItillS lillpilCallUIIS lur cJul':lliollaJ rescOildl.

Th~ .;haraclcristics of pltilusup1IiL:l .... It....>t..IluJugicaJ and sc....;iolugicaJIl·:-'l.:iJ"~hl.'S ill cLlucal iOIl.

"'-'ie Jj l'ercllt SIr.Jtcgics uf cl!U":.lluIIW' Il''iC.11 CJI

11lc IcelUliLJues ofcJc\'Clupillg :llcsc:ud, PIU,,()~,al.-, lie IlIC;lllillg aud LCI.:-IJui41ll'S llf ~alllplillg_

(l. 'J he vUlious types uf tools til' c.Jahl cullcllllllI.

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•

,

l. 'I HlHSE <..:ONTENTSliN I r I

Nfliurc urRescan.:h. kIUJ\\-h:c.Jgc aULllnqllll)I

Sl.iClllilic inyuiry. scielltific Illl'lhud, nature anu SOurces ofknowluJge,l'ar;l(Ji~lI1. lheory, nuull'l :Ilid ~IJlPIUilt'll; puxllivist and non-~'usitivis((hulIlaniti..:s) panuJigl ns aud Iheir impl it:;lIiulIs lilr ctlucati( nal reSt arch,

liM r II

I'hilusuphic31. PS}'etu.llul;ll'i11 i.IIlU sociul"C;Il:ul uricmulioH in cUlIt:allunalI'c~l'arch

hHl:l'discipliuury ill t:lIucali\lll,d Icst:an,:h ,llid it:-. implkuliulls,

llNlrll1

tVlclhoJs ufEJucaliun;,lI Rcst:an:h

Exp,,'rilllclIlal; NOnll;Jliv~ Survl:Y; j 11:-'1\11 kill' Ltlst Stud); Devt,;,upmcul;Flllnographie; DOCulIlcnlarY-ililUl )'si::;,

Evaluative Itescnrch t1I1J Action !{csl:,ul.:l1,

UNI!'lVIk\'t:loping a Rcscan;ll !'nlpllsalPl'ulllclll and ils sourl.:c:c;; Sd.;dloll alll!lJclillilillll of probll:m,l)bJcl.:livt,;s - prilllal)'. Sl.:c\llldary am,l l.:\lll\..Ulllililllt,

lIypothesis - nature, udinitillll, I) I'c:-., :,\llII'CCS. chamcLcrislics \,.' u ~uutlllypollicsis; uircl:liullill ,IllU Illln-liircl'lio:\;llllypulIICsis,

UNlr\,

S'lIllplillj; ,

l III il ur S~HllplillV.,ptlpUlillioll: ttd 1111'111I.... 1:\, pwl>abi lily ::.alUplil~lc'::hllilIUCS8:.. tlllllun-prubahility ~:llllplilll' ltdllJi\IU'.... ~,l'h:uat:h:ristil.:s of a ~"ud s;llllpl~'. l~.Illlplillg cntlr$ mill how lu rcdlll:1; Iht'llI 'l"hk:i \lfRi.llldtllll NUlllhl'IS; l)jlcs; 11\1\\ (,. u,;c ,lleul.

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I'NIT \ II ,

VallLlily ;1' ItJ J~illlllilatiolis Ilf 111111111:.::;; l:u:lurs jllllllcncing vuJidil: I of rcscarch;IIllnll:!1 \ . external vJ,liuily; how {tlIlU.:I"C<lSC V;lIidily ofrcascarch findings.

IINII'1"1I' "1\' til" Ilillductllll,ll 10..:111 lllll ...bll"'l:. l •.'

II 11'\'11 . . " '. "Ilr;~,,; !1.1~\IIlI·bl~l'XH: I.lrll".llIlIll :11111 plll'[lIllllllrlJl til rI n~I;lIIi'tI., ,:111,llllllll"h,pk lllllt"!a!III1 .•

..

I'NIT VIII

h alualitn of Research: ('rih.:ll;t .... /It1I}·pcS :I111II)'pcs uf reseal ;::h.

liN IT \'1

Inoh allll techniques of dat,l l"olJu IiOl It Jll"l"'''''''ll Ill; lnlcnicw; ~OLII}IIlt:;nl.: h,:dIll14111':S.

t)l/l'<;lltlllr._lil~, Italmg st.:i1ks, IlltlT... icw schedules Attitut.lc sCCllcs etc.I{l'ilahi lit:, am.! v,li iJi ly (I r ....11/1l1l... (011/:-' ilnd IcLhlliquc~.

III"IT \.

l':un'pa ,llllC{lic statl~..;h(" --I·IIl.....IIU.lI1: I. "I {( 10:-" hlt.:itks)

1'1(,\\ Ti("II~1 I ~ICSSIONAI. II'OIU,

Ih"\'lCW ul (WO jlublished rc....C;IlI·h papels; 1I1lt.' tjuiuuiti..llivc '-lId lhc 0111('(qu,lliulli\' .

Ih'VIL"W U i.l f\tEU or ,HI /VI.Phil. llis<.,l'lI,llitJl1.

I kVI,:lnpJllcnt of <I rcsean.:I, pi upo:-.allur M.Ed. LJis!'cflaliQII illld ils seminar_Ilrl'\l:ntJtillll.

ClIO;.;1 l"lu.:liull 0 rune hJul tIl' dala 1.:' Ilkel /1111.

Part 11 : l\1l'llulIb til' I:ala Analysis

IINIT IV

Nllnlltlillrubabilil}' CllIVt.: and It..; lhmatl'lb.il,.'s.

(;1"11'1

NilWll' til 1.:ducatil1llal uata: (.I11,llltLlati\: alld ()ualilalivl,;.

IINIT III!\ Ilidy:-.i .. "If !JutaI h;<.;;,;ipli',c illiulnlCll.:IlI,;,1I :\lali:"liv.

"lite llull qrpothl:sis,ll:~t Ur"iJl,llIlilalll'l' lypl..'S MCllur,(Jill: -. t.ulcd and tWll ~ lailed Lc\h and Hc~1.

'I lie F·tC'.1 (ulll,;.way AI..JUVA)

IINIIII

(.111alllilal t ve dala : SI.:i.llcl-i l,j Iw,:a', lIH'II1l' It : nominal. nnli llil!. i. Hemal, RalitJ.

,.

J. M,ED COl:H5R_IX

~SI'CIIOI.t)(;/(.,\ I. 1;(JlINIlA nu ~s OJ' lillUCA'1'I0N

CUUIISI< OUJECTIVE~

I. 'Iu eJl<lb1t.: the stUtJClIt lu ulldcl~l.tlu.JL0111.:CplS and principles of l:.ducatiuualPsychulogy as all llpplil.:tJ :'>l:iclI\,.c.

2. '10 enable the fe.ulcr II) Ulldl.:fSI,Uld i'llplicalions of Psyd,uJogicaJ. theoriesfur education. .

J. 110 acquaint the IC'Ull\.T will. Ihl: /'IUCl:,>o; uft..lc.:vcltlpmclIll.lnd assessment ofvarious abilities lind twits.

I "()lIHSE CONTENTSUNIT J

l~ducaliuJial Psychulugy ellUl'cpt, UIlH;crns D. Id scop.:: of educatIOnalpsychology, colllribllliulIOI P'i.~ dl\llh~r ttl Cc.Jucal on.

UNIT"

tIllman Dcvcl0plllClll : l :UIlLCpl, I'rilll,;/pk·., \CllUclllial s{ng(~;of developlIIenl;f",clurs influencing t1cvdupJut:llt lUlll .heir reJutjvt" role. ~clH:rralI.:harilctcrisl;cs anti Pllthkltl~ 111 t.:1I1.'1I ~Iagl.'.

Theurics ofPiagd and I ~rUllcr" lll'~l\lr ~l IIlf.:cpls aa J Sl<:tgt.:::; illHJ i IUIlI icationslor cUuci.ltiUlI.

11UJiull tlII:.OI)' uf Psyd llllo!'-! ... ,II rJcvdlll '11lI.:nl.

UNIT III

LC<ll"uillg : CUllccpt, killds, k"vd .• (i1l\;,u !Illig Vl1riulls view ruinls un lcafllillg,Gagne's couditiuns lIr Il'ill'l1ill~; I,;\ll-\llili..,c vic'v point ano inforillatiunprol:cssing; issues rd ..\h.:d III killl1ing.l·uuC:.Jliulwl illlpikilliulls uftbe vil.:\\'points un h:uruing.

lJNITIV

Uruup Dynamics: \iluup PI{jl~SS, IlltclpcrSol al relat.llll~, SOl.:iOllh.:tlil.:

gruuping, social-tlliutiulial clill',ltC u'·llll; classruclll aJlo i'lllut.:IlLt.: ufkachcrclmractcrislics. -

lJNIT V

huJivioual Dillen:llCC: : ('Olll.:ll'l ••111111.1 alld inl!.: diffcn;';I\':cs:u) Illlclligcllcc ,lilt! CO~llltl\'t· ill,ililil'\, uh.:lIlilj ~atioJl fustcrilll!.

h) Creativity - Nallllr. PIU , :". Idl'lll11kiihlII, rUSh rillg allJ (juiJingcrcnlivc l:hil{hl.:lI.

t.:) IlIh~rL'sls, :.IUiludl· ;ut,l\il/!W'..

ll) Adjustmcnl ufkat IlllI/' :' ;'Illlll/' I't' Il:l":S tt :';Uil inti Ividual t1i IkrCllCc.,. J...:umill1!, :'il)'lcs ;JIlU 1l.;.H hllh' '1I.I\l'!'" .

\

I

\I

\I\•I'.,I

I

UNIT VI

111.:1' ~Illalily: C.olH-Tpl, dc·..d"I'IIICIII. StillChllC :lI\U uyntlnics or personalily.IIll: lilt'S ufPt'rSOllal it)' 1\ IIpl II, I' ySCII(.:k; I)~yrll\};\llalytiC<lJlpl {ladl of h cud,

1:.1 il L~un; Uclmvioural ;l1'111'1;H:1I - Milkr.l>ollanl ;'\lIlJ [aJluura; llulllallislic.'pp;'lil!.:!J - Roger, Mnslll\\'.

luu ilU -I hcorics : Vedic. I\ud,lhisl, Rabilldcrtltlth Tagor ~. MahatmOJ Gandhi,J K· ~11IJ<lmUrli ami Sri !\urlll'llltlO.

IlNIT VII

• " .... l:~SIllCllt uf Pcrsunalil) - kdllliqucs;'1) J'c.:rslIllality invcnlnric,> rating scale...h) Projectiye tcdllllqtl~·;: I{oll.:hacll, 'IAf.

I'NIT \ IIIAdjustment i.l1u.1 t...h.:ntall kahh

a) COlll;cpl, IllCChalli\ln ,d' adjustmeul - dcl"ellcc' escape, withdrawal,\:\1 npclIsalUly.hJ lnlrut..hu.;liulI tu ClIlIllll"tl lunns of neuroses, p ;ychosis and sOllliltic

•UI :;llrllcn;.1;1 Principles 01 1Ill:l\I,,1 hY~lcllc-prcvcl\live. c)llstruclivc, curativenll:~surcs.

d Il1Iplic:.Jtiun's lor nll\l;,lill!ll

..

(;Olll\SE CONTENTSUNIT 1

{,'unccptI.-Oi:is.umptiuJlS, issues allll probklll:'i \If guhI 1ct:.Needs scope and sigllilicuncc or gui:J:.ljl'.:t.:._

•

rnillg.

sec Jil ae)" ct.IucauolI

tid .let UlJOli, Group

K;!\l. co\nSE-V.~

(~lUAN(:KANU Cl;UN~I':LLlN(;P:\1-1 I : (;uid;UlCl'

•It'

UNIT 1)1Eduf.:atiUllaJ Ouidanl.:cl'nncipal of aU guidancl:,

Guidililce and curricu)um, guic..l:urce.1lJl.u tl:lssrwll)

UNIT 11

Types of guidance - Educuth)lIiJl, v(lci.tliIJllulf.!,Uill;HIC~.

l{ule uf the leacher in gllil.l:UI,CC.

Agclll:it.:s ur guiu:.lllcC - Nlliional, Sl<Lt~ levd.

COUltSE OIlJECnVEs.J. "Ill hdp student uIUJcrs:jJ:Ultl COI1C"'PtO-lll.~ ...:J anJ view btU» ui\..lau1x.2. '1\1 help S{ut..lcul wWc.(S(;lud l)nnc:ipJc!\, :I11l1prqhJCI \ c..u(dif en::ul [yPc.~ of

J.:.uidancc.

3. 'Ii., hell) stUcJl.:lll understand cUrlee})!. <Inti Heeds :.md g r tlit: childrenwilh special nccds~

4. '10 hd}l studclll uudcrst.aud lhe cunceJlt ~nd prlJCC' f c( U lIillg.

). Ttl :lc4Uaiutthc ~tutlClll wilh (he >filii ;Qld prlm:ip!l.'S guid<m e p'rograullllo.b. Tu lh:vdop in slullcUl an lllltlcrslmu.l u( variuus p 'educes of 'JrganiJjnR

"t'ariuus guidance scrvil:cs.

UNIT IVV'lf.:ulional GUh.Ja.lll'1£N<llurc tlf wurk,

Various ll1oliv..:s assol.:ialcd witll wurkCareer development - Super's Ihl.'t)ry aUtllIl guiuilnAPIlIU:h.:lll:s to career guidmlL"C, Vm.:allullalisillilll1 (<lull Ciuccr L1cvcl0pUlcuL

·•

•

tlNIT V

\iuidallcC (lrCllilJn.~11 \\illl Sp(.t:i;lllltCII~

•

,•

•L

•

'1h)<.<I)

Pnlhlcms alll.ll11.;l,;dsl illitla l\1,;.l,; ur the ).:.i ned ,1111 I (I (:alivc SI~lklllS

(i ridancc tlflllll.kr . adJit'vl'r and lirsllg.cllcrutiull IcanlcrsHo:1e or lhe teacher in IIdpJIll;, children wilh sllCcial nCI:Us.

P'lrl II "( :UlllIscIIJ~

•

IINIT VI('()ull~dlillgProcc:)S

t'ollcel ~.lIutUI'C, principlt'" 11lnll1llsdiing1:nunsdlillg appruaches .• t1in:cti ...·v. nOIH..lin:l,,;livc.(irnup ,:uullsclling. vs. iudi\'it..lllal Cl\llllscllil\g, Counselling lor adju5Lll\t.:Ilt.('Imntdcrislics til' goot.ll:IIIl11·;cllillg .

1l inlllp ~lIitlallcc

l\lIICl·"I. concern anti priuclpk:­PnX:C\·t1fC nile.! lcdlililIUc.:..'i vf !!.HlIlp g;liilimHk

UNIT VII

UNIT VIIIl )rl!.all:/..lliou of a Guid;IIICC I'nl~rUllllnC

;t) l'rim::iples urorg.al1i~\\ti~ln IhI ",lriO\lS lypcs uf ::;cn'icc::' rUllllScllillg..c) (irllllp guidance, imli\"idual invclllUry scrvice um.l information

'Iricntalioll scrvit,;c. plw.;clllclil sCfvicp iUlU tollow up sClVicc,d) ',vailialiun nf guiUillll.'C pnlgrallllllc,j

IINIT IX l• '!eslillg in Uuil\allcl: St:r\'it'I.'

a} Isc ortcsls ill ~lIid<tIl\;1.: illlU I.:tlUl1sd ing..

h) rests uf inldligcm::c. aplilutlt', ucaliril)'. illlcresl aU11 personal ityl.::) Adminislcring.. S\:urillg. alIt.! illlcrprctaliull of lest scc res.ll) rOI1UlIlIt1icaliot1 urtc:>! rc ...ult.. as relevanl in lhe t;rnlexillf guhJul1t.:c

prc..lg.ranum:.

'.

UNITXHUIl1i1ll Alljusuncnl und 7\h:l1lall kalth

it} P:-ychologic.il rBulll.latlllll Ill' ad.iusli \l::11lh) Rule or l1lo1ivi.tli"U.ltll] l'I\.'r....qllillll ill adjustmcnlq \'rindpks uf llll:nlalll,\'t:lt. .\!: ;J1Il1 thl.'i~ ill tplit:aliull ufdlCclivc tllJjU~;I1UI.·1l1

1I} MI.'ltlal heillth '1111(\ d..:\ 1,1. '11IlI"lll lit' illllT.ra\cd PCI:-I l1ul ily.

I

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"L,

5,

" U(lH~E UBJECTl VEs

,. i(1 \."II:Jblc {lll,; studclIIS h.:adll"l III tllllk"I,llld ;lhtlUI the ,IICilUilll-', llaLUlI.: <lUO

:'>l:Upc <am] slgnilicalll.:c ut" E:1. <llill .l~ lllij)IIr!.uU l:UIII )oneilL:- in terms of11:.uJwarc and Sollwan.:. •

'h, help (If stulJcllLS tCLlchefs Itl di!alll~UI..h hl,;lWccli ';UJI1l1lU,IIl.:alioll amIiuslrUl,.:tiulI SU that Lhey C,Ul dc\'dup .IIIU tk:;i~·l1.1 suuml irlSlrUl:t1uual system.-

3. In ae'luainl "udems lead,c,s ""h Ie"el>, '''"legics ""< mudel,; uf teachinglor (uture improvement.

To enable the sludents kadlcr~ ttl Ulllh':I,.LlllU about Lhe iIllPUfli.UU;C ofplUbr<.llllll1cd in~lIuctilJllS ;llitl Il"'I.:;ul.:llc·; ill I . J'.

III aCIJuaill( Ihe SIUt..!Clll kadH::I~; \\ Ill, CllICli-~lIIg IrclIlJs i \ 1::[ ahmg wuh 011'::r,;sUIlII:C cenlre:s ufET

UNIT I

I. 1l11l,;":PL of.bJuCi](iu,,;t1·It:dllJOlc,~':,.

1\ k"ning. Nalure. ~e"JI" "nd si,'nili"""" '" I I'.l'tlIllPUlll.:IlIS of ET: ~lllh\all" b,ltd\'.;ll~'.J uuc,;atiollill h.:dll1ulllg) aud ill~;lllirtj".d h'L!llillluJ.!,Y.

UN!'!' Ii

l Ullllllllllil:illioll ,JIIU IllSllllCllllll :

l'J1l:\JI}', Concejll, Nature, l'r{JCL"~;~. Cllltljl\)!lClllS ',)'PCS, ClassruumCOllllllunication, Mass llll~dja ;IPPI\Jil~ Ii ill j ulll.aliunal'cdu!lJl,Jgy. '!Jl.:sigui/lg lu:;trul;liulial SY:i1nll :

I:Ul'IllUlatiuil ur iustructiollal Objl:Lli ..,_.,.1:15k, iIIlalysis

design ing uf instruetiu"al \l""e,'.i,', ''''d, "., kLl"'e, team eachi".., discussion,l'>l:/llill<Jr •.lIltJ tUlorials.

UNIT III

'I~ul,;lli/lg lcvds, ~lriUcgics 0\:.:. f\ludd:-.,

!'vleUIU.),. UUdcrsta"diu~ ""d ltd loLL i\" In d\ u!' lC"Ching.

leaelring strategies; !'vbuiu/!. NalluL',1 ullelloll" "ud 'J:'p<s,

l'vludels u!'lcaclriug; tvk"niug. ~1"II"e. I'"n"""us "nd lipcs (I")'d,ologicali\'iodcJs 'Iud Mu(,lt.:ru t\hllh:ls Ill' IC:It.:!lillt). ,f\-)ut!ilil:.tliull Ufh:ill'hilll' IW!l;I\-llllll .

t\ Jkin ll:;u:hillg, I· !;JlIIk(... IIIil'l a•. 11'111 . \ Il:l! \ '.J:., Sililulati )11.

•

•

•

•

liNn,\,

I'wg,an"oed iustiliel io" III",'''"'''' '"'' I,,;, "",lid j • \irigil and l\ I'e, _ I"'earalit! hlillldlill/-:.

r.;: I

Il~\'cltJPII'lcnt orthc jllUgrallHlll.'d ;llstructlllll Illall.:rialk:ll.:hilll'lllilChines

{ PlIlPUI I Assi~lctllmanlt It. 'II

Ih:~l.:iln•. ll.:S in ElJul;uliullid lulLlIlllngy

I'uturc I rioriliC5 in Etlucalllliial "I'.'chnulog}.

III'< IT V

.hJucatllJIHtI h.:dlllolory ill 1"!"Illl!. lIlllJ·Ji,tlllid .JlBJ Inform'll ':Jul.J.lioll,I )i~lall\,;:': EUUI;<ltioll. 0Pl:ll I.cilm illg SystClliS iJlu.l EtJucaliunul Tl chnology.

1·.lllCq'.illg trends in Etlw..:atioll.i1"L·chnuloI;Y, VidcOlJpC, Rallio-v SiUlI, Tclc­(1111JCIC;ICillg, CCTV. ('AI, INS."'" -1'roulcl!l!; ufNcw 'fcchnoh.gics.I \,illu:ll:UII alll..ll:.tJuc.:utiuliid "Il-dlllltingy.

!{c.:"OUf' c Centres lor b.lUI.:'lliHna: TcdlllVIt'gy. CIET, UGG.IGNOU. Nus.:-'lilh: L-;" Cdb, AVH.C. Fi...1W " I'll IS r cle. -IIH:ir activity for the ilJlpruvclIlcnt'If h:iJc:\JI~g.lc"fIIillg.

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