Course-I
PHILOSOPHICAL FOUNDATIONS OF EDUCATION
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| Sl.No | Contents |
| Unit-1: Introduction to Philosophy and Education | |
| 1 | Concept and Scope of Philosophy |
| 2 | Concept and Scope of Education |
| 3 | Types and Functions of Education |
| 4 | Relationship between Philosophy and Education. |
| 5 | Philosophy and aims of Education |
| Unit-2: Indian Education: Historical Perspective | |
| 6 | Vedic Education |
| 7 | Buddhist Education |
| 8 | Jains |
| 9 | Education during the Medieval Period (Including Islamic Education) |
| 10 | i. Rabindranath Tagore |
| 11 | ii. Sri Aurobindo Gosh |
| 12 | iii. Mohandas Karamchand Gandhi |
| 13 | iv. Jiddu Krishna Murthy |
| 14 | v. Dr.BR.Ambedkar vi Moulana Abdul Kalam Azad |
| Unit-3: Eastern Systems and Western Schools of Philosophy | |
| 15 | Eastern Systems of Philosophy |
| 16 | i. Sankhya ii. Yoga iii. Nyaya iv. Vedanta |
| 17 | Western Schools of Philosophy |
| 18 | i. Idealism ii. Naturalism iii. Pragmatism iv. Existentialism |
| Unit-4: Value Education | |
| 19 | Concept of Value |
| 20 | Classification of Values |
| 21 | Value Crisis |
| 22 | Approaches to inculcate Values |
| 23 | Values and Harmonious Life |
| Unit-5: Teaching as a Profession | |
| 24 | Teacher: Professional Competencies and Commitments |
| 25 | Teacher as a Nation Builder |
| 26 | Teacher as a Creator and Facilitator of Knowledge |
| 27 | Professional ethics of teachers |
| 28 | Teacher and the Future Society |
Course-II
PERSPECTIVES IN CHILD DEVELOPMENT
| Sl.No | Contents |
| Unit-1: Approaches of Human Development | |
| 1 | Concept of Growth, Development, and Maturation |
| 2 | Principles of Development |
| 3 | Stages of Growth and Development (Infancy Childhood, Adolescence) |
| 4 | Dimensions of Growth and Development (Physical, Cognitive, Emotional, Social, Moral, language) |
| 5 | Longitudinal and cross-sectional approaches of understanding development |
| Unit-2: Theories of Development | |
| 6 | Cognitive theory of Development (Piaget‟s) |
| 7 | Psycho-social theory of development (Erikson). |
| 8 | Theory of Moral Development (Kohlberg‟s). |
| 9 | Theory of psycho- sexual development (Freud). |
| 10 | Theory of Emotional Development (Goleman). |
| Unit-3: Childhood as a period of Socialization | |
| 11 | Characteristics of childhood – developmental tasks |
| 12 | Child development – Physical, cognitive, social, emotional, moral and language development during childhood |
| 13 | Child in different socio-cultural contexts. |
| 14 | Process of socialization – conflicts resolution and social development |
| 15 | Stages of Social development – Isolated play, parallel play and social play. Characteristics of socially matured person. |
| Unit-4: Adolescence as a period of transition | |
| 16 | Characteristics and needs in Adolescence |
| 17 | Genesis of problems during adolescence-Physical, cognitive, emotional, social, moral and language development |
| 18 | Adolescent Groups – Gangs |
| 19 | Mechanisms of adjustment with special reference to defense mechanisms and holistic development |
| 20 | Leadership: Types of Leadership, Development of Leadership qualities in adolescents and its educational implications. |
| Unit-5: Individual Differences | |
| 21 | Dimensions of Individual differences-cognitive abilities, interests, aptitude, creativity, personality and values |
| 22 | Theory of multiple intelligence ( Gardner) – Implications for understanding differences in children |
| 23 | Difference in children based on learning styles and socio cultural context (home language and Instructional language) |
| 24 | Individual differences based on cognitive abilities – |
| 25 | Fostering creativity among children. |
Course-III
Information And Communication Technology (Ict) For Enriching Teaching And Learning
| Sl.No | Contents |
| Unit-1: Information and Communication Technology (ICT) | |
| 1 | Educational Technology – Concept, Growth, Objectives, Characteristics, Advantages, Challenges, and Impact |
| 2 | Information Technology – Knowledge Explosion, Preservation and Retrieval |
| 3 | Communication – Concept, Elements, Process, Barriers & Types – Teaching as Communication – Communication Technology – Its application in Education |
| 4 | Instructional Media and Aids – Aural, Print, Visual and multimedia |
| 5 | Concept, Importance, Characteristics, and Scope of Information and Communication Technology (ICT) |
| Unit-2: ICT in Education | |
| 6 | Knowledge Acquisition and Multi-sensory approach |
| 7 | Classroom Communication and Communicative Skills for Teachers and Students – Flander‟s Interaction Analysis Category System |
| 8 | Individualised Instruction – Concept, Need, Principles and Techniques |
| 9 | Programmed Learning – Principles, Types, modes of presentation, development, application, and role of teacher. |
| 10 | Changing roles of the learner and the teacher in ICT-Integration and Challenges. |
| Unit-3: Computer Fundamentals and Applications | |
| 11 | Types, Characteristics, and features of Computers |
| 12 | Components of Computers – Hardware, Software, Memory, and Maintenance of computers |
| 13 | Operating Systems – DOS, Windows and Macintosh and Mobile Apps for Teaching. |
| 14 | Software for Word Processing, Presentation, Statistical & Graphical, Page Layout, multimedia, and webpage creator |
| 15 | Concept, Applications, and Challenges of Computer networks, Internet, E-mail and Digital Space |
| Unit-4: ICT Enriched Learning Experiences | |
| 16 | Application of ICT for Enriching Classroom Experiences. |
| 17 | Application and use of Multimedia Educational Software for classroom situations |
| 18 | Use of Internet-based media for teaching and learning enrichment – Acknowledgement |
| 19 | Project-based learning using computers, Internet, and Activities |
| 20 | Collaborative learning using group discussion, projects, field visits, blogs, etc |
| Unit-5: Application of Computers in Education | |
| 21 | Computer as a learning tool – Concept of E-learning |
| 22 | Web 2.0 Technologies-characteristics, types, and examples |
| 23 | Virtual Classroom, Smart Boards, Tools, and Opportunities |
| 24 | Open Educational Resources – Concept and Significance |
| 25 | Critical issues in Internet usage – Authenticity, Addiction, Plagiarism, Ethical and Legal Standards |
Course-IV
Pedagogy Of Social Sciences
| Sl.No | Contents |
| Unit-1: Social Sciences as an integrated area of Study | |
| 1 | Meaning, Nature and Scope of Natural and Social Sciences |
| 2 | Distinction between Natural and Social Sciences |
| 3 | Meaning, History, Nature, Scope and Development of Social Studies |
| 4 | Distinction between social sciences and social studies |
| 5 | Understanding society through various social sciences |
| Unit-2: Aims Objectives and Academic Standards of Social Sciences | |
| 6 | Major aims and objectives of teaching Social Sciences |
| 7 | Bloom‟s taxonomy of Educational Objectives |
| 8 | Academic Standards and Learning outcomes of teaching Social Sciences |
| 9 | Recommendations of NPE 1986, NCF 2005, APSCF 2011 |
| 10 | Values of Teaching Social Sciences |
| Unit-3: Approaches, Methods, Strategies and Techniques of Teaching Social Sciences | |
| 11 | Meaning, need and significance of various approaches, methods, strategies and techniques of Teaching Social Sciences |
| 12 | Teacher Centred Approaches – Lecture, Lecture-demonstration, Source and Supervisory Study |
| 13 | Learner centered approaches –Project, Problem Solving, Discussion, Inductive and Deductive, Observation, Constructivistic Approach |
| 14 | Strategies / Techniques – Brain Storming, Team Teaching, Mind Mapping, Questioning |
| 15 | Activities – Dramatisation, Role play, Field Trips, Social Science Clubs,Exhibitions |
| Unit-4: Planning in Teaching Social Sciences | |
| 16 | Microteaching – Meaning, Concept and Steps |
| 17 | Microteaching Skills – Introduction, Explanation, Questioning, Reinforcement,Stimulus Variation |
| 18 | Year Plan and Unit Plan |
| 19 | Need and Importance of Lesson Planning (Period Planning) |
| 20 | Technology Integrated Lesson Planning |
| Unit-5: Teaching Learning Resources in Social Sciences 5.1 | |
| 21 | Community Resources – Human and Material |
| 22 | Social Science Library, Laboratory and Museum |
| 23 | Need and Significance of Current and Controversial issues in teaching social sciences |
| 24 | Handling hurdles in utilizing resources |
| 25 | Professional Development of Social Sciences Teacher |
Course-V (Arts)
Pedagogy Of English
| Sl.No | Contents |
| Unit-1: Introduction to ELT | |
| 1 | Meaning, nature and scope of ELT |
| 2 | Status of English Language in the global and Indian contexts |
| 3 | Aims and Objectives of Teaching English in India |
| 4 | Language and Education Policy in India |
| 5 | Teaching English in Bilingual/Multi-lingual contexts |
| Unit-2: Methods and Approaches in ELT | |
| 6 | Method, Approach and Technique |
| 7 | Grammar Translation Method, Direct Method, Bilingual Method and Dr. West‟s Method |
| 8 | Oral, Situational and |
| 9 | Communicative Language Teaching |
| 10 | Micro skills in ELT |
| Unit-3: Listening and Speaking Skills | |
| 11 | Types and Sub-skills of Listening |
| 12 | Techniques of and materials for teaching Listening |
| 13 | Sub-skills of Speaking+ |
| 14 | Techniques of and materials for teaching Speaking |
| 15 | Activities to develop Listening and Speaking skills. |
| Unit-4: Reading and Writing Skills | |
| 16 | Types and Sub-skills of Reading; Methods of Teaching Reading |
| 17 | Reading and Reflecting on text. |
| 18 | Mechanics of Writing |
| 19 | Sub-skills and techniques of Writing |
| 20 | Activities to develop Reading and Writing skills |
| Unit-5: Developing integrated skills and use of ICT in English Language Teaching | |
| 21 | Teaching of Prose |
| 22 | Teaching of Poetry |
| 23 | Use of Multi-media in ELT |
| 24 | Online resources for ELT |
| 25 | ELT and Social Networking |
Course-IV (Science)
Pedagogy Of Mathematics
| Sl.No | Contents |
| Unit-1: Meaning, Nature, and Scope of Mathematics | |
| 1 | Meaning, Nature, and scope of mathematics. |
| 2 | History of Mathematics with special emphasis on teaching of mathematics. |
| 3 | Contributions of Indian Mathematicians |
| 4 | Contributions of Western Mathematicians |
| 5 | Correlation of Mathematics with other school subjects and with other branches of mathematics. |
| Unit-2: Aims and objectives of Teaching Mathematics | |
| 6 | Need for establishing general objectives for teaching mathematics |
| 7 | Aims, Values and general objectives of teaching mathematics. |
| 8 | Specific objectives and teaching points of various content areas in different branches of secondary school mathematics. |
| 9 | Recommendations of various Educational Committees and Commissions as regards to Aims and Objectives of Teaching Mathematics. |
| 10 | Meaning and Concept of Academic Standards of CCE. |
| 11 | Linking Blooms Taxonomy with Academic Stands. |
| Unit-3: Methods, Approaches and Strategies in Teaching and Learning of Mathematical Concepts | |
| 12 | Nature of Concepts, types of Concepts, Concept Formation and concept assimilation; |
| 13 | Creating awareness among student teachers on various concepts of Arithmetic,Algebra, Geometry, Trigonometry and Probability and Statistics from classics VI to X. |
| 14 | Methods of Teaching Mathematics: Inductive and Deductive : Analytic and Synthetic: Laboratory. Heuristic, Project Method and Activity Based Teaching. |
| 15 | Problem solving- Stages and Steps in problem solving; Discovering orExploring various options for solving a given problem in Algebra, Arithmetic,Geometry, Trigonometry, Probability and Statistics. |
| 16 | Concept Attainment Model of Jerome Bruner. |
| Unit-4: Planning for Teaching – Learning Mathematics | |
| 17 | Microteaching: Concept, Definition, Microteaching cycle, Components of Microteaching, Merits and Limitations |
| 18 | Microteaching Skills: Introducing a lesson, Explaining a Concept, Stimulus Variation, Illustrating with Examples, Probing Questioning, Reinforcement, Structuring Classroom Questions, and Blackboard writing |
| 19 | Planning of Instruction: Unit plan, Period plan based on Blooms Taxonomy and academic standards. |
| 20 | Technology Integrated Lesson-Planning the Lesson by digital technology. |
| Unit-5: Learning Resources in Mathematics | |
| 21 | Mathematics Text Book – Importance and Criteria of good Mathematics text book. |
| 22 | A Critical Analysis of existing Secondary School Mathematics Text Books. |
| 23 | Audio, Visual and Multimedia resources – Selection and designing. |
| 24 | On line Resources – ICT based Pedagogical tools. |
| 25 | Using community resources for mathematics learning. Visits, mathematical field trips and excursions |
| 26 | Handling hurdles in utilizing resources. |
Course-IV (Science)
PEDAGOGY OF BIOLOGICAL SCIENCES
| Sl.No | Contents |
| Unit-1: Introduction to Science | |
| 1 | Meaning and Functions of Science |
| 2 | Nature and Scope of Science |
| 3 | Structure of Science |
| 4 | Branches of Science |
| 5 | History of Biological Science |
| Unit-2: Aims and Values of Biological Science | |
| 6 | Aims of Teaching Biological Science |
| 7 | Values of Teaching Biological Science |
| 8 | Competences of a Biological Science Teacher |
| 9 | Correlation of Biological Science with other school Subjects |
| Unit-3: Objectives of Teaching Biological Science | |
| 10 | Meaning and Importance of objectives |
| 11 | Revised Blooms Taxonomy of Educational Objectives |
| 12 | Instructional Objectives and specifications with examples |
| 13 | Academics Standards mentioned in the school biological science text Book published by government of Andhra Pradesh |
| Unit-4: Methods and Techniques of Teaching Biological Science | |
| 14 | Micro Teaching Techniques |
| 15 | Lecture Method, lecture Demonstration Method, and Laboratory Method |
| 16 | Scientific Method (Inductive and Deductive Method) |
| 17 | Project Method |
| Unit-5: Planning for Teaching Biological Science | |
| 18 | Year Plan |
| 19 | Lesson Plan |
| 20 | Period Plan (Herbartian and Constructivist approach and CCE Model) |
| 21 | Learning Experiences |
| 22 | Planning ICT Applications in Learning Biology |
Course-V (Science)
PEDAGOGY OF PHYSICAL SCIENCES
| Sl.No | Contents |
| Unit-1: Introduction to Science and Physical Sciences | |
| 1 | Science and Physical Sciences – Meaning, Nature, Scope and Importance |
| 2 | Structure of Science – Syntactic Structure |
| 3 | Values of Learning Physical Sciences |
| 4 | Correlation of Physical Sciences with Mathematics, Biological Sciences, Social Studies, Languages, Fine Arts, Environment, Health, Development, Peace and Equity |
| 5 | Analysis of selected concepts of Physics and Chemistry from 6-10 classes |
| Unit-2: Development of Science – Physical Sciences | |
| 6 | Milestones in the Development of Sciences – Physics and Chemistry |
| 7 | Contributions of Western and Indian Scientists |
| 8 | Landmarks, Status and Development Indian Science and Technology |
| 9 | Physical Science and Human Life |
| 10 | Rationale in Inspiring Students to study Physical Science |
| Unit-3: Aims. Objectives and competencies of Teaching Physical Sciences | |
| 11 | Aims and Objectives of Teaching Physical Sciences |
| 12 | Taxonomy of Educational Objectives – |
| 13 | Instructional Objectives of Teaching Physical Sciences |
| 14 | Behavioural or Specific Objectives of Teaching Physical Sciences |
| 15 | Competencies for Teaching of Physical Sciences |
| Unit-4: Approaches, Methods and Techniques of Teaching Physical Sciences | |
| 16 | Concept of Teaching with special reference to Physical Science – Approaches and Methods – Student Participation in Learning |
| 17 | Teacher-centred Methods – Lecture, Lecture-cum-Demonstration, Historical |
| 18 | Student-centred Methods – Heuristic, Project, Scientific and Laboratory |
| 19 | Modern Teaching Techniques – Brainstorming, Team Teaching and Models of Teaching – Concept Attainment Model and Enquiry Training Model |
| 20 | Microteaching – Concept and Meaning, Skills of Microteaching, Practice of Microteaching Skills |
| Unit-5: Planning for Teaching Physical Sciences | |
| 21 | Importance of Planning for Teaching |
| 22 | Year Plan |
| 23 | Unit Pla |
| 24 | Period Plan (Lesson Plan) – Herbertian Steps vs. Constructivist Approach |
| 25 | Teaching Strategies and Academic Standards, CCE model period plan for classroom teaching |
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