UNIVERSITY OF KERALA

Two Year B. Ed. Curriculum - 2015

Credit and Semester System with Grading

FACULTY OF EDUCATION
&
BOARD OF STUDIES IN EDUCATION (Pass)
 Preface

With a view tomaintaining quality in the curricular programmes offered by the

University of Kerala,the B.Ed. curriculumwas revised in 2013. Withinmonthsof the
implementation of the revised curriculum,the National Council of Teacher Education
(NCTE),decided to extend the duration of the B. Ed.programmes offered in the country from
one year to two years. The NCTE Regulations 2014and other documentsprovided guidelines
forframing a curriculum for the two year BEd. Programme.So from February
2015regularmeetings of the members ofFaculty &Board of Studies, Workshops with teacher
educators as participants and meetings of subject experts commenced soonand this new
curriculum evolved.

Thevision statement of the curriculum reads:Empowermentof prospective teachers

with value embedded and competency-based teacher education curriculum, to equip them to
be professionally competent, adaptable and socially committed, to meet the challenges in a
knowledge society.

With a view torealizetheproposed vision andprunea prospective teacher who isfully

equipped toteach a learner of the 21st century, several noveltopics have been introduced
andvarious instructional strategieshave been advocated. Perhaps the decisiontoextend
thescope of techno pedagogywhich was already introduced in the earlier revisionwillmake
thisventure oftheUniversity of Kerala unique in every respect.

TheFaculty and Board of studies in Education (Pass) of theUniversity ofKerala would

like to place on record our sincere appreciation of thededicatedeffort of thefraternity of
teacher educatorsforthisnoteworthy contribution.

Dean Chairman
Faculty of Education Board of studies in Education(Pass)
University of Kerala University of Kerala
 CONTENTS
Sl.No. Sections Page No.
1 Introduction
2 Guiding Principles
3 Curriculum Vision
4 Vision Highlights
5 General Objectives of B.Ed. Course
6 Regulations for the B. Ed. Course
7 Definition of Terms
8 Course Outline
9 Structure of the B. Ed. Course
10 Curriculum Framework
11 Credit details of the Course
12 Details of theory courses, Semester- I 1-41
13 Details of theory courses, Semester – II
14 Details of theory courses, Semester – III
15 Details of theory courses, Semester – IV
16 Details of Practical work associated with theory – CE
17 Details of Practical Courses/Related Practical work
18 Guidelines for Practical work
19 Strategies of Learner Assessment
20 Grading System
21 Modes of Curriculum Transaction
22 Curriculum Orientation
23 Composition of the Curriculum
24 Curriculum- Semester I 42-192
25 Curriculum - SemesterII 193-323
26 Curriculum – Semester III 324-402
27 Curriculum-Semester IV 403-437
28 Appendix. 438-451
 INTRODUCTION

“Teachers, I believe, are the most responsible and important members of society because their
professional efforts affect the fate of the earth."
--Helen Caldicott

“Teaching is the profession on which all other professions depend. Indeed, everybody who is
anybody was enabled to become somebody by a teacher.”
– Prof. Linda Darling – Hammond.

‘The destiny of the country is being shaped in her classrooms’ is not rhetoric. This focuses on the
crucial role, the teaching community is expected to play in making education qualitative. It is now
well-recognized that the most important single factor for the quality of education and thus for the
efficiency and quality of the pupils’ learning is the quality of the teachers’ training.Hence
considerable thought and attention have been given to teacher education by all societies throughout
the world.Decades ago, developing subject matter competency and pruning teaching skills in a
specific subject was the prime objective of teacher training programs. But with the advent of
globalization and the increasing convergence of digital technologies, educational practices have
undergone tremendous changes throughout the world to meet the challenges brought about by this
new landscape.

The teacher oftodayis not just one who canteach a specific subject, but one whopossess the
skills and competencies needed for the 21st century totransactthe contentand teachingnot just a
localstudent but even to astudent residing in the remotest corner of the world withwidely
varyinginterests and abilities. In short, teacher education has to function as a professional learning
under a global canvas.This requires an education system that adopts a holistic approach to developing
the whole person and his or her full potential. To ensure quality in a changing scenario and to keep at
par with national and global requirements and to keep in pace with national norms,a revision of the
current B.Ed. curriculum became imperative.Theprime objective of this revision, as done in the earlier
revision, was tomould aCurriculum toequipinprospective teachers theknowledge, skills, attitude,
competence and commitmenttoface the challenges of the21st century.

Guiding Principles

The University of Keralamodified its one year B. Ed. curriculum in2013 to equipthe
prospective teachers to cope up with the needs of the educational community ofthe 21st century. A
new thrust in the field of Educational Technology, introduction of the concept of Pedagogic &
Techno-pedagogic Content Knowledge Analysis, Evidence-based Performance Evaluation,
Development of Teacher competencies, Entrepreneurship in education, development of
professionalism ….area fewnovelaspectsthat was incorporated in the curriculum revision.
Moreoverthe need tolessen the burden of an over loaded curriculum,the lack of sufficient practical
orientation, reducing the gap between theory and practice,the inclusion ofobsolete content andafailure
to bein touch with the realitiesexisting in schools andthe requirements of the community, the quite
often heardlimitations were also given special care while moulding the curriculum. Quite
significantly, all these had been addressed and taken into consideration in the present revision also.
Special care has been taken in the present revision also to retain the best practices of the earlier
curriculum and to observe fully the NCTE New Regulations 2014. In fact,thiscurriculum revision was
also successful inbringing together the expertise of several practicing teachers at different stages in
identifying appropriate content and also in choosing popular instructional strategiesto transact the
curriculum.

As a guiding principle the National Council for Teacher Education itself has specified the
nature and content of the Two Year B.Ed. curriculum through ‘NCTE Regulations 2014’ and
associated publications. ‘The B. Ed. Curriculum shall be designed to integrate the study of subject
knowledge, human development, pedagogical knowledge and communication skills. The program
shall comprise three broad curricular areas: Perspectives in Education/core areas,Curriculum and
Pedagogic studies/Optional subjects, and Engagement with the field/Practical courses.Information and
Communication Technology(ICT), gender, yoga education, and disability/inclusive education shall
form an integral part of B. Ed curriculum’(NCTE Regulations 2014). A perusal of the reports of
various commissions and committees like NCERT,directions from UGC, observations of Justice
Verma Commission Report, NCFTE(2009), the recommendations and observations in this respect
ofseveral committees at the Regional, State and National levelshad guided the present attempt to a
large extent. The academic discussions resolvedto the view that the teacher education curriculum
should address a learning environment for the 21st century that enables students tocollaborate, share
best practices, integrate 21st century skills into classroom practices, provide access to quality learning
tools, technologies and resources leading to an expansion of the learning environment to the
community and an international setting, both face-to-face as well as online.

Curriculum Vision

Empowermentof prospective teachers with value embedded and competency-based teacher

education curriculum, to equip them to be professionally competent, adaptable and socially
committed, to meet the challenges in a knowledge society.

Vision Highlights: The curriculum gives emphasis for:

• Meeting the challenges of education in a knowledge society

• Development of Teacher Competencies

• Development of Professionalism

• Capacity building

• Moulding techno-pedagogically competent teachers

• Entrepreneurship in education

• Teacher as a Relationship Manager

• Teacher as a HRD manager

• Evidence-based performance assessment

• Development of Aesthetic qualities

• Health and fitness for future

General Objectives of the B. Ed. course

The curriculum is designed to enable the student-teacher:

1. To acquire various teacher competencies and development of professionalism through

qualitative multi-level strategies and practices.

2. To identify and resolve the major social, intellectual and environmental issues / challenges
faced by our pluralistic society and make use of the knowledge in nurturing/equipping the
classroom learner to face those challenges.

3. To develop a proper value system based on the cultural, social, political and moral bases of
Indian society.

4. To developteacher-identity required of aprofessionalthroughtheoretical discourses,school /

community- based experiences, and reflective practices that continually evaluate the effects of
his/her choices and actions.

5. To understand the central concepts, tools of inquiry, and structures of individual disciplines
and develop the ability to evolve meaningful learning experiences.

6. To imbibe knowledge and develop understanding of the various psychological, sociological

and philosophical principles and practices in respect of learners of different stages/multi level
and develop the ability to facilitate effective learning.

7. To make use of the knowledge of effective verbal, nonverbal and media-based information
and communication technologies in all facets of learning to foster active inquiry,
collaboration, and supportive interaction in the classroom.

8. To conceptualizevarious formal and informal evidence-based performance assessment

strategies and develop an ability toevaluate contextuallythe multidimensionaldevelopment of
the learner.

9. To generate adequate professional capacity for performing multiple roles entrusted on

him/her, enablinghim/her to compete in the national and international scenario.

10. To develop his/her managerial capacities in human relations for promoting human resources
for national development.

11. To internalize appropriate theoretical and practical inputs in order to render an integrated-
holistic understanding about physical fitness, developing positive attitudes, values, skills and
behaviour related to health and physical education and to promote health and fitness for
current and future lifestyles among student teachers.

12. To develop the aesthetic quality of the prospective teachers through Art Education.
Regulations for the B Ed Degree Course

1. The B. Ed. program proposed is based on Credit and Semester System with Grading. The
curriculum will be introduced in all the Colleges of Teacher Education affiliated to University
of Kerala and the Kerala University Colleges of Teacher Education directly run by the
University with effect from 2015-2016 admissions.

2. The course is of two year duration. Semester system is followed in the course. There will be
four semesters, with 100 working days each,excluding admissions, University examination
and preparatory holidays.

3. The course consists of three components Theory, CE and other related practical work. Course
content is divided into three areas Perspectives in Education (core papers), Curriculum and
Pedagogic courses(optional papers) and Related Practical work. B. Ed offers specialization in
13 optional subjects viz. Malayalam, English, Hindi, Sanskrit, Arabic, Tamil, Mathematics,
Physical Science, Natural Science, Social Science, Geography, Commerceand Home Science.

4. There shall be a basic unit of 50 students, with a maximum of two units as intake for the
course. There shall not be more than twenty five students per teacher for a school subject for
method courses and other practical activities of the program to facilitate participatory
teaching and learning.

5. Medium of instruction for the course is English. However, candidates may write the
examination in Malayalam forall papers except language papers.The Optional papers for
‘Languages’ shall be written in the same language itself.

6. Admission to the course will be on the basis of the eligibility requirements, rules and
regulations for B.Ed. admissions fixed by the Government of Kerala and approved by the
University from time to time.

7. A candidate will be considered to have satisfactory attendance if she/he earns not less than
75% attendance for theory classes and 90% for school internship. Seven point grade system is
followed in rating attendance. Attendance will be noted in letter grades in the mark list. The
attendance range and respective grades are as follows:Gr: A+ (96-100)Gr: A (91-95%), Gr:
B+ (86-90%) , Gr: B (81-85%), Gr:C+ (76-80%)Gr: C (75 and below) . ( For calculating
percentage of attendance decimals will be rounded to the nearest whole number)

- Condonation of shortage of attendance shall be as per existing University rules.Candidates

with shortage of attendance beyond condonable limit will not be eligible to register for the
end semester University examination. In such cases the candidate has to repeat the course by
taking re-admission from the University.

-Only candidates who secure the required minimum attendance in the semester and registered
for theendSemester University Examination is eligible to continue studies in the
nextSemester.

8. Readmission: - Those candidates who discontinue the course can be given the provision of
readmission if otherwise eligible as long as the scheme exists. If the scheme is over,
candidates have to join the course as a fresh entrant, if otherwise eligible.
9. Transitory regulations: - Whenever a Course/Scheme of instruction is changed in a particular
year, three more examinations immediately following thereafter shall be conducted according
to the old syllabus/regulations.Failed candidates or candidates who could not appear for these
examinations have to attend classes for the new course, according to the changed
Syllabus/regulations.

10. All the program/courses carrying credits/grades should be compulsorily attended by all the
candidates for the successful completion of the course. Only such candidates are permitted to
register for the end Semester University examination.
(i) Candidates who have completed the requirements of practical work related to theory
(CE) and other practical courses of a Semester and registered for the End Semester
University examination alone will be allowed entry to the next Semester.
(ii) The marks and respective grades of internal assessment (CE & Practical Courses)
duringeach Semesterhave to be forwarded to the University by the institutions within
one week after closing of the semester, both Online and manual/printed.(hard and soft
copy)
(iii) School Induction Program (school initiatory experience) is for a period of one week
during Semester II.School Internshipwill be for a period of 20 weeks divided into two
phases. Phase I will be for a period of 10 weeks during Semester III and Phase II
arranged for another 10 weeks during Semester IV.
(iv) Assessment of School induction Programof Semester II will be done (jointly by
theGeneral and Optional teachers) by the Colleges of Teacher Education internally.
There will be no external evaluation. School internshipPhase I of semester III will be
evaluatedinternally by the Colleges of Teacher Education and practice-teaching
schools, as per the guidelines in the curriculum. School internship Phase II of
Semester IV will be evaluated both internally( jointly by the colleges & practice-
teaching schools)and externally(by the external examination team appointed by the
University).
(v) Practical work related to Perspectives in Education (Core) and Curriculum and
Pedagogic Courses(Optional papers) CE& other Practical Courses/Engagement with
the field (college, school and community based) have to be compulsorily attended by
all the student-teachers to be eligible for appearing for the Semester End University
Examination. All the Practicals during Semester I, II & III will be assessed by teacher
educators internally. Records/reports/products related to CE and Practical courses
have to be prepared and maintained and have to be made available for assessment, if
demanded. Marks and respective grades of assessment have to be forwarded to the
University within one week after the closing of the semester (Both hard and soft
copy)
(vi) The total number of lessons required to be completed during Phase I is 40 and Phase
II, 30. Practical work related to School Internship Phase II and Minor project /Action
Research/Case Studyhave to be compulsorily completed by all the student-teachers to
be eligible for appearing for the External Practical Examinations of Semester IV.
Candidates who have completed practical courses and eligible for presentation to the
Practical Examination of the External Practical Board, alone will be permitted to
 register for the Online Theory Examination of Semester IV. Physical attendance of
the candidate during the practical examination and viva-voce is mandatory.

11. Candidates who have completed the requirements of a semester (attendance, CE and other
practical courses)alone will be eligible forappearing for the End semester University
examination and promotion to the next semester. Those who have satisfactorilycompleted the
course requirements and uploaded the internal marks to the university by the college
concerned, and fail to appear for the university examination alone can appear in
supplementary examinations. Those who fail to comply with the course requirements have to
redo the semester and get promotion to the next semester.
12. For a pass in the examination, a candidate should secure a minimum of 50% marks (C+
Grade) in aggregate with a minimum of 40% (C Grade) in each Theory Paper in the External
Examination of the University,50% for theory and CE put together in each subject and 50%
(C+ Grade) for Practice Teaching/School internship in teaching. There is no separate
minimum for CE & other practical courses in all the semesters. Marks/grades for CE and
Practical courses have to be given to various categories on the basis of proper guidelines and
criteria. Detail records have to be maintained by institutions in each case.
13. All the theory papers of all semesters will be assessed through external examination of the
University. CE and other practical courses of Semester I, II and III will be assessed internally
only. CE and other practical courses of Semester IV will be assessed both internally and
externally.
14. In case a candidate gets minimum for all papers but fails to get semester minimum, she/he has
to re-appear the papers with less than 50% of marksto secure a pass in that semester.
15. If a passed candidate wants to improve his/her grade he/she can appear for the theory
examination and improve the grades within two years of completion of the course, if the same
scheme exists.
16. Course betterment is limited to theory alone. For course betterment in theory, candidates have
to appear for the concerned examinations with the regular schedule.Higher marks of the two
ie., marks before betterment andafter betterment whichever is higher will beconsidered.
17. There will be no Supplementary Examination.Failed candidates have to write/appear for the
paper/papers for which they have failed with the regular candidates.On securing the separate
minimum in those paper/papers the candidate will be declared to have passed the examination
provided he/she secures an aggregate of 50% (C+ Grade). Three chances will be given for
reappearance as long as the same scheme exists.
18. Even if a candidate fails to secure the required minimum marks/grades for a pass in Theory
during a semesterbut has completed the Practical Courses/Engagement with field he/she shall
be allowed entry to the next Semester.
19. If under any circumstances, a candidate fails in Teaching Practice/School Internship, he/she
shall be permitted to repeat the same after the completion of the course with special
permission from the University as long as the same scheme exists.It will be considered as a
Second appearance in all respects. There is no provision for reassessment of Internship in
teaching.
20. Re-admission and college transfers are as per University rules.

Definition of Terms

• Semester system: The semester system is a proactive system with program designed to be
completed gradually within a period covering multiples of half an academic year. It is a
pattern of the course in which the whole program is divided into different parts and each part
is intended for a specified period of time, called semesters. The present B.Ed. program
involves four semesters.
• Credit:Credit refers to the unit of value awarded for the successful completion of specific
courses, intended to indicate the quality of the course instruction in relation to the total
requirements for a course. Credit is a unit of input measured in terms of 'Study Hours'. It
represents the number of 'Study Hours' in a particular period of time devoted to various
aspects of the teaching-learning process such as attending classes, engaging in assignments,
projects, community activities, gathering information from library and internet sourcesand
other Practical Courses required by the course. Here, one credit for the B.Ed. program is
considered equivalent to 30 Study Hours and one credit carries 25 marks ( I credit-30
hours/25 marks). Students can earn and accumulate credits on the basis of the number and
types of tasks they have successfully completed.All the tasks that carry credit are compulsory.
• Grading: Grading is the process of applying standardized measurements of varying levels of
comprehension within a subject area. Assigning lettersfor indicating the performance of
students in each paper/area by giving due weightage according to the scale adopted.Seven
Point Scale is suggested for the grading purpose and Indirect Grading shall be used.In Indirect
Grading the students are assessed using conventional marking mode and the marks awarded
are converted into letter grades as per the weightage assigned. Marks will be converted to
respective Grades for whole programmes and courses only and not to each and every
component. ( e.g. EDU 0I – total marksearned forTheory& CEisconverted to Grade)
• Grade Point Average (GPA): The means of grades obtained on a number of subjects/tasks
for a specified period is the GPA.GPA is calculated by dividing the sum of the weighted
grade points obtained by a student in various subjects in a semester by the total number of
credits taken by him/her in thesemester. The value shall be rounded off to two decimal
places.
• Cumulative Grade Point Average (CGPA): CGPA is the value obtained by dividing the
total Credits for a Semester XSum of GPA for all the semesters by the total credits for the
entire course. The value shall be rounded off to two decimal places. CGPA will be converted
to letter grades for final results.
• Perspectives in Education(core papers) : Indicates the subjects of study under theoretical
discourses which are compulsory for all the students undergoing the course(EDU 01 to 03, 06
to 08 ,11 to 12, and 14)
• Curriculum and Pedagogic Courses (optional subjects) : Indicates the subject which the
student-teacherspecializes in the course (EDU 04,05 ,09, 10, 13& 15).
• CE : Continuous Evaluation indicates the process of assessing the practical work related to
Perspectives in Education/core papersand Curriculum and Pedagogic courses/Optional papers
prescribedin the curriculum continuously to award marks/grades on the basis ofan assessment
 criteria. The total marks of CE for each paper should be the sum of marks for various tasks
specified in the paper.
• Engagement with the field/Practical Courses : Practical courses in the curriculum indicates
the practical work expected to be done by the student-teacher related to subjects of study
indicated as EDU-101, 102, 103 ; 201, 202, 203; 301, 302, 303 & 401 as a compulsory
requirement.

Course Outline

Working Marks Total

Semester Working days
Hours/Credits Theory Practical Total Marks

I 100 600/20 250 250 500

II 100 600/20 250 250 500
III 100 600/20 150 350 500
2000
IV 100 600/20 100 400 500

Structure of B.Ed. Course

A. Theoretical Discourses-Subject codes B. Practical Courses
Perspectives Curriculum
in and Pedagogic Nature of Practical - Subject code
Semester Education Courses
EDU 01 EDU 04 College Based. EDU-101(101.1– 101.3)
Semester I EDU 02 EDU 05 School Based. EDU-102 ( - )
EDU 03 Community Based EDU-103 (103.1)

EDU 06 College Based. EDU-201(201.1-201.3)

EDU 09 School
Semester II EDU 07 EDU-202 (202.1)
EDU 10 BasedCommunity
EDU 08 Based EDU-203 ( - )

College Based EDU-301(303.1-301.2)

EDU 11 School
Semester III EDU 13 EDU-302(302.1)
EDU 12 BasedCommunity
Based EDU-303(303.1)

College, School
Semester IV EDU-14EDU-15 &Community EDU-401(401.1-401.3)
Based
Two year B. Ed CurriculumFramework.
Semester – I(June – October)-- one credit = 30 hours: 1 credit carries 25 marks.
Theory – Perspectives in Education (core papers)
Credits
Subject
Subject Title External Internal Total (1credit=30ho
code
urs)
Knowledge and Curriculum:
EDU-01 Philosophical and sociological 50 25 75 3
Perspectives.
Developmental Perspectives of the
EDU-02 50 25 75 3
Learner.
Technology and Communication
EDU-03 50 25 75 3
in Education.

Theory – Curriculum and Pedagogic Courses. (optional subjects)

EDU-04
Theoretical Base of ….Education. 50 25 75 3
(1-13)
EDU-05 Pedagogic Content Knowledge
50 25 75 3
(1-13) Analysis : ………………..

Engagement with the Field/Practical Courses:EDU – 101 & 103.

EDU – 101: College Based
EDU Discussion, Demonstration&
15
101.1 Criticism lesson (5 marks each) 25 1
Micro-teaching – 2 skills 10
Yoga, Health & Physical
101.2 50 50 2
Education
101.3 Art & Aesthetics Education 25 25 1

EDU – 103: community Based

Vocational/Work Education 15
103.1 25
Field Trip – optional-wise 10 1

Total Marks & Credits 250 250 500 20

Total Hours & Credits 20 credits X 30 hrs=600 hrs
Total Working Hours 100 days X 6 hrs = 600 hrs.
 Semester – II (November – March) – one credit = 30 hours : one credit carries 25 marks.

Theory – Perspectives in Education.(core papers)

Subject Credits(1credit
Subject Title External Internal Total
Code =30hours)
EDU-06 Education in Indian Society. 50 25 75 3
Perspectives of Learningand
EDU-07 50 25 75 3
Teaching.
EDU-08 Assessment in Education . 50 25 75 3

Theory-Curriculum and Pedagogic Courses.(optional subjects )

EDU-09 Curriculum andResources in
50 25 75 3
(1-13) Digital Era :……Education

EDU- Techno-Pedagogic Content

50 25 75 3
10(1-13) Knowledge Analysis:………….

Engagement with the Field/PracticalCourses : EDU – 201, 202 & 203.

EDU – 201 : College Based
Discussion, Demonstration&
15
201.1 Criticism Lessons(5 marks each) 25 1
Field Trip / Education Tour 10
201.2 Health & Physical Education 50 50 2
201.3 Art Education & Theatre Practice 25 25 1
EDU – 202 : School Based
School Induction Program 15
Observation of modellessons 25 1
202.1 (2 nos. ) and reporting during 10
school induction
Total Marks & Credits 250 250 500 20
Total Hours & Credits 20 credits X 30 hrs=600 hrs
Total Working Hours 100 days X 6 hrs = 600 hrs.
Semester – III (June – October) : one credit = 30 hours. One credit carries 25 marks.

Theory – Perspectives in Education(core papers)

Subject (1credit=30ho
Subject Title External Internal Total
code urs)Credits
**Developmental Perspectives in
EDU-11 50 25 75 3
Education.
Learner in the Educational
EDU-12 50 25 75 3
Perspective.
** Educational Management, Environmental education, Health education & Entrepreneurship
Education.

Theory- Curriculum and Pedagogic Courses(optional subjects)

EDU-13 Emerging Trends and Practices in
……………….. Education. 50 25 75 3
(1-13)
Engagement with the Field/PracticalCourses : EDU – 301, 302 & 303.
EDU – 301 : CollegeBased
301.1 Art & Aesthetics Education. 25 25 1
301.2 Health and Physical Education 25 25 1
EDU – 302 : School Based
302.1 School Internship-Phase I (10 week)
1. Optionals(curriculum& pedagogic 150
courses) 175 7
2. Health & Physical Education 25
EDU – 303 : Community Based
303.1 Community Living Camp (Program
50 50 2
of Understanding the self)
Total Marks & Credits 150 350 500 20
Total Hours & Credits 20 credits X 30 hrs=600 hrs
Total Working Hours 100 days X 6 hrs = 600 hrs.
Semester – IV (November – March) : one credit = 30 hours. One credit carries 25 marks.
Theory – Perspectives in Education.(core papers)
EDU-14 Advanced Studies : Perspectives in 25
Education. 50 75 3

Theory – Curriculum and Pedagogic courses (optional subjects)

EDU-15 Advanced Studies :Curriculum and
50 25 75 3
(1-13) Pedagogic Courses in……Education

Practical Courses/Engagement with the Field – EDU – 401.

EDU Minor Project / Action Research / 40
401.1 Case Study – (30-50 pages) 2
Viva-voce (external only) 50
10
401.2 School Internship Phase II (10 weeks)
1. Optional (cu & pedagogic courses) 200 225 9
2. Yoga, Health &Physical Education. 25
401.3 Achievement test & Analysis 20
Diagnostic Test& Remediation 15
3
Reading and Reflecting on a text. 25 75

Reflective Journal 15
Total 100 400 500 20
Total Hours & Credits 20 credits X 30 hrs=600 hrs
Total Working Hours 100 daysX6 hrs = 600 hrs.
Credit details of the Course

Credits Total Credits

Semester Subject Code Papers
Theory CE 1 credit=30hrs

EDU 01 Core paper I 2 credits 1 credit 3 credits

EDU 02 Core paper II 2 credits 1 credit 3 credits
EDU 03 Core paper III 2 credits 1 credit 3 credits
EDU04.1-04.13 Optional I 2 credits 1 credit 3 credits
Sem. I EDU 05.1-05.13 Optional II 2 credits 1 credit 3credits
College Based(EDU 101) 4 credits
Practical Courses School Based( EDU 102 ) 0 credits 5 credits
Community Based(EDU 103) 1 credits
Total 10 credits 10 credits 20 credits
EDU 06 Core paper V 2 credits 1 credit 3 credits
EDU 07 Core paper VI 2 credits 1 credit 3 credits
EDU 08 Core paper VII 2credits 1 credit 3 credits
EDU 09.1-09.13 Optional III 2 credits 1 credit 3 credits
Sem. II
EDU10.1-10.13 Optional IV 2 credits 1 credit 3 credits
College Based (EDU201) 4 credits
Practical Courses School Based (EDU202) 1 credit 5credits
Community Based (EDU203) 0 credit
Total 10 credits 10credits 20 credits
EDU 11 Core Paper VIII 2 credits 1 credit 3 credits
EDU 12 Core Paper IX 2 credits 1 credit 3 credits
Sem. III
EDU 13.1-13.13 Optional V 2 credits 1 credit 3 credits
College Based(EDU 301) 2 credits
Practical Courses School Based(EDU 302) 7credits 11 credits
Community Based(EDU 303) 2 credits
Total 6 credits 14 credits 20 credits
Core Paper X
EDU 14 2 credits 1 credit 3 credits

Sem. IV EDU-15 Optional VI 2 credits 1 credit 3 credits

College, School & Community
Practical Courses 14 credits 14 credits
Based (EDU 401.1 – 401.3)
Total 4 credits 16 credits 20 credits
Grand Total 80 credits
Details of Theory Courses -- Semester I

Related
Instructional Practical
Code Title
hours/credits work-CE-
Hours/credits
Knowledge and Curriculum: Philosophical
EDU 01 60 hrs / 2 credits 30 hrs / 1 credit
and Sociological Perspectives.
EDU02 DevelopmentalPerspectivesoftheLearner. 60 hrs / 2 credits 30 hrs / 1 credit
Technology and Communication in
EDU 03 60 hrs / 2 credits 30 hrs / 1 credit
Education.
EDU 04.1 Theoretical Base of Malayalam Education 60 hrs / 2 credits 30 hrs / 1 credit
EDU 04.2 Theoretical Base of English Education 60 hrs / 2 credits 30 hrs / 1 credit
EDU 04.3 Theoretical Base of Hindi Education 60 hrs / 2 credits 30 hrs / 1 credit
EDU 04.4 Theoretical Base of Sanskrit Education 60 hrs / 2 credits 30 hrs / 1 credit
EDU 04.5 Theoretical Base of Arabic Education 60 hrs / 2 credits 30 hrs / 1 credit
EDU 04.6 Theoretical Base of Tamil Education 60 hrs / 2 credits 30 hrs / 1 credit
EDU 04.7 Theoretical Base of Mathematics Education 60 hrs / 2 credits 30 hrs / 1 credit
Theoretical Base of Physical Science
EDU 04.8 60 hrs / 2 credits 30 hrs / 1 credit
Education
Theoretical Base of Natural Science
EDU 04.9 60 hrs / 2 credits 30 hrs / 1 credit
Education
Theoretical Base of Social Science
EDU04.10 60 hrs / 2 credits 30 hrs / 1 credit
Education
EDU 04.11 Theoretical Base of Geography Education 60 hrs / 2 credits 30 hrs / 1 credit

EDU 04.12 Theoretical Base of Commerce Education 60 hrs / 2 credits 30 hrs / 1 credit
EDU 04.13 Theoretical Base of Home Science 60 hrs / 2 credits 30 hrs / 1 credit
Education
Pedagogic Content Knowledge Analysis-
EDU 05.1 Malayalam 60 hrs / 2 credits 30 hrs / 1 credit

Pedagogic Content Knowledge Analysis-

EDU 05.2 60 hrs / 2 credits 30 hrs / 1 credit
English
Pedagogic Content Knowledge Analysis-
EDU 05.3 60 hrs / 2 credits 30 hrs / 1 credit
Hindi
Pedagogic Content Knowledge Analysis-
EDU 05.4 60 hrs / 2 credits 30 hrs / 1 credit
Sanskrit
 Pedagogic Content Knowledge Analysis-
EDU 05.5 60 hrs / 2 credits 30 hrs / 1 credit
Arabic
Pedagogic Content Knowledge Analysis-
EDU 05.6 60 hrs / 2 credits 30 hrs / 1 credit
Tamil
Pedagogic Content Knowledge Analysis-
EDU 05.7 60 hrs / 2 credits 30 hrs / 1 credit
Mathematics
Pedagogic Content Knowledge Analysis-
EDU 05.8 60 hrs / 2 credits 30 hrs / 1 credit
Physical Science
Pedagogic Content Knowledge Analysis-
EDU 05.9 60 hrs / 2 credits 30 hrs / 1 credit
Natural Science
Pedagogic Content Knowledge Analysis-
EDU 05.10 60 hrs / 2 credits 30 hrs / 1 credit
Social Science
Pedagogic Content Knowledge Analysis-
EDU 05.11 60 hrs / 2 credits 30 hrs / 1 credit
Geography
Pedagogic Content Knowledge Analysis-
EDU 05.12 Commerce 60 hrs / 2 credits 30 hrs / 1 credit
EDU 05.13 PedagogicContent Knowledge Analysis- 60 hrs/2 credits 30 hrs / 1 credit
Home Science
Details of Theory Courses - Semester II

Related
Instructional
Code Title Practical work
hours/credits
Hours/credits
EDU 06 Education in Indian Society. 60 hrs / 2 credits 20 hrs / 1 credits
EDU 07 Perspectives of Learning and Teaching. 60 hrs / 2 credits 20 hrs / 1 credits
EDU 08 Assessment in Education. 60 hrs / 2 credits 20 hrs / 1 credits
EDU 09.1 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 20 hrs / 1 credit
Malayalam Education
EDU 09.2 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 20 hrs / 1 credit
EnglishEducation
EDU 09.3 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 20 hrs / 1 credit
HindiEducation
EDU 09.4 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 20 hrs / 1 credit
SanskritEducation
EDU 09.5 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 20 hrs / 1 credit
ArabicEducation
EDU 09.6 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 30 hrs / 1 credit
TamilEducation
EDU 09.7 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 30 hrs / 1 credit
Mathematics Education
EDU 09.8 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 30 hrs / 1 credit
Physical ScienceEducation
EDU 09.9 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 30 hrs / 1 credit
Natural Science Education
EDU 09.10 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 30 hrs / 1 credit
Social Science Education
EDU 09.11 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 30 hrs / 1 credit
Geography Education
EDU 09.12 Curriculum & Resources in Digital Era : 60 hrs / 2 credits 30 hrs / 1 credit
Commerce Education
EDU 09.13 Curriculum & Resources in digital Era : 60 hrs/ 2 credits 30 hrs / 1 credit
Home Science Education
EDU10.1 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Malayalam
EDU10.2 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-English
EDU10.3 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Hindi
EDU10.4 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Sanskrit
EDU10.5 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Arabic
EDU10.6 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Tamil
EDU10.7 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Mathematics
EDU10.8 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Physical Science
EDU10.9 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Natural Science
EDU10.10 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Social Science
EDU10.11 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Geography
EDU10.12 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit
Analysis-Commerce
EDU 10.13 Techno-Pedagogic Content Knowledge 60 hrs / 2 credits 30 hrs / 1 credit.
Analysis-Home Science.

Details of Theory Courses - Semester III

Related
Instructional
Code Title Practical work
hours/credits
Hours/credits
EDU 11 Developmental Perspectives in Education. 60 hrs / 2 credits 30 hrs / 1 credit
EDU 12 Learner in the Educational Perspective 60 hrs / 2 credits 30 hrs / 1 credit
EDU 13.1 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Malayalam Education.
EDU 13.2 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
English .Education.
EDU 13.3 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Hindi Education.
EDU 13.4 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Sanskrit Education.
EDU 13.5 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Arabic Education.
 EDU 13.6 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Tamil Education.
EDU 13.7 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Mathematics Education.
EDU 13.8 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Physical Science Education.
EDU 13.9 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Natural science Education.
EDU 13.10 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Social Science Education.
EDU 13.11 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Geography Education.
EDU 13.12 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Commerce Education.
EDU 13.13 Emerging Trends & Practices in 60 hrs / 2 credits 30 hrs / 1 credit
Home science Education

Details of Theory Courses - Semester IV

Related
Instructional
Code Title Practical work
hours/credits
Hours/credits
EDU 14 Advanced Studies :Perspectives in
Education. 60 hrs /2 credits 30 hrs / 1 credit
(Guided Self-Study)

Advanced Studies: Curriculum and

EDU-15 Pedagogic Courses-…………Education 60 hrs/2 credits 30 hrs / 1 credit
(guided self-study)

• EDU – 14 :Advanced Studies :Perspectives in Education.

• EDU – 15 : Advanced Studies : Curriculum and Pedagogic Courses -……….Education.

This area has been included in the curriculum to achieveadvanced learning in the areas
psychology, technology and methodologyand its integration with practice to facilitate capacity
building among student-teachers. The knowledge and competencies acquired by the trainee during
the entire course remains as the base of this course. The mode of learningproposed is guided self-
study. The study has to be initiated/progressed by the student-teacher mainly through self effort
byreference study, collecting study materials from web site,peer assistance, scaffolding, guided study
etc. The achievement of the student-teacherin terms of capacity building will be assessed through the
Online examination ofthe University scheduled for the last month of Semester IV.
Details of Practical WorkAssociated with Theory: CE (25 marks/1 credit)

(a)Perspectives in Education (Core papers)

Sub.
Sem. Nature of practicum…………………. Marks credits Assessment
Code
1. Seminar/presentation-1 (5 marks)
2. Practicum-1(5 marks)
EDU-01 3. Test-mid semester-1(5 marks) 25 One Internal
4. Capacity Building Program (skill
development & leadership building)-10
marks

1. Seminar/presentation1 (5 marks)
I 2. Practical1 (5 marks)
EDU-02 25 One Internal
3. Test –mid semester (5 marks)
4. Capacity building Activity 1-10marks
1. Seminar/presentation-1(5 marks)
2. Test-mid semester exam(5 marks)
EDU-03 3. Skill development-workshop 25 One Internal
practice(15 marks)
( Practice -5 marks, Blog creation and
posting of materials -10 marks)

1. Seminar/presetation-1(5 marks)
2. Practicum-1(5 marks)
EDU-06 3. Test-mid semester exam(5 marks) 25 One Internal
4. Capacity Building Program(skill
development & leadership building)
(10 marks)

1. Practicum-1 (5 marks)
2. Practical 1(5 marks)
II EDU-07 25 One Internal
3. Test-mid semester exam1(5marks)
4. Capacity building Activity 1 (10 mark)
1. Seminar/presentation-1(5 marks)
2. Test-mid semester exam(5 marks)
EDU-08 3. Practicum- no.1(5marks) 25 One Internal
3. Practicum-no.2(10marks)Development
of any one tool.
1. Test –mid semester exam.(5 marks)
2. Practicum-1(5 marks)
III EDU-11 25 One Internal
2. Seminar/presentation-(5 marks)
3. Field study-1( 10 marks)
 1. School based activity -1(5 marks)
2. Practical-1(5 marks)
EDU-12 3. Test-mid semester exam(5 marks) 25 One Internal
4. Capacity Building Program(skill
development & leadership building)-
(10 marks)

Internal &
IV EDU-14 MCQ Test battery 25 25
External

(b) Curriculum and Pedagogic Courses (Optional Papers)

(i) Subjects.

Sem. Sub. Code Nature of Practicum…………….. Marks credits Assessment

1. Practicum-1(5 marks)
2. Seminar/presentation-1 (5 marks) 25 One
EDU-04
3. Reading & reflecting on texts(10mks)
4. Mid semester exam –(5 marks)
1. Observation of model video lessons &
I reporting(2nos.)(teacher monitored) – Internal
(5 marks )
EDU-05 2. Practicals-1 (5 marks) 25 One
3. Test-mid semester exam (5 marks)
4. Subj. Assn activity- (5 marks)
5. Practicum – 1 ( 5 marks)
1. Mid semester exam ( 5 marks).
2. Reading and Reflecting on texts
EDU-09 (10marks) 25 One
3. Seminar/presentation-1 (5 marks)
4. Practicum – 1 ( 5 marks)
II Internal
1. Practical -1 (5 marks)
2. Test-mid semester (5 marks)
EDU-10 3. Subject Assn activity-(5 marks)
4. Group Practicum (video scripting,
recording & uploading)- (10 marks.)
1. Innovative work-1 (10 marks)
2. Reading and Reflecting on
III EDU-13 text(5marks) 25 One Internal
3. Peer evaluation- (5 marks.)
4. mid semester exam ( 5 marks)
Internal &
IV EDU-15 MCQ Test battery (Practical) 25 One
External
(ii) Languages.

Sem. Sub. Code Nature of Practicum…………….. Marks Credits Assessment

1. Pracicum-1 (5 marks)
25 One
2. Seminar/Presentation-1 (5 marks)
EDU-04 3. Reading and Reflecting on Texts-1 (10
marks)
4. Mid semester exam- 5 marks
I Internal
1. Observation of model video lessons &
reporting(2 nos.)-teacher monitored-
(5 marks.)
EDU-05 25 One
2. Practicum-2 (5 marks each)
3. Test-mid semester – (5 marks)
4. Subject Assn activity- (5 marks).
1. Practicum -1 ( 5 marks)
2. Reading and Reflecting on Text- 10
EDU-09 marks. 25 One
3. Seminar/presentation- (5 marks)
4. Mid semester exam – (5 marks) Internal
II
1. Practicum-1 (5 marks)
2. Test-mid semester exam – (5 marks)
EDU-10 3. Subject Assn. Activity- (5 marks.) 25 One
4. Group Practicum(video scripting,
recording & uploading)(10 marks)
1. Innovative work-1 (10 marks)
2. Reading and Reflecting on Text- (5
III EDU-13 marks). 25 One Internal
3. Peer evaluation- (5 marks)
4. Mid semester exam – (5 marks)
Internal&
IV EDU-15 MCQ Test battery (Practical) 25 One
External.

• Practicum:systematic study of problems from subject areas through collection of information

from different sources –one Practicum in each subject - Records/short reports not exceeding 5
to 6 pages have to be maintained.
• Capacity Building Program: The aim of the activity is to equip student teachers to face the
challenges of classroom situation in a multicultural society and also uplift the quality of
teacher education in par with the global standards. Any activity that can enrich the student
teacher by considering the individual potentialities of learners can be undertaken.
• Group Practicum-video script: Developing, enacting, recording and uploading one video
script based on a single theme. The task can be undertaken in groups with 3 to 5 members.
• Seminar/presentation: The student-teacher has to take up either a seminar or any presentation
to show his active involvement in the classroom transaction. The participation/involvement of
the student in classroom activities have to be assessed by the teacher usingcriteria self-
developed. .
• Subject association activity: Participation/contributionand reporting of the student-teacher in
the subject association activities organized weekly by optional groups.
• Observation of video lessons: each student-teacherhas to observe at least two video recorded
lessons of experts and prepare observation notes. Format of observation has to be supplied by
the teacher educator.
• Reading and reflecting ontext: The aim of this course is to enable student-teachers to enhance
their capacities as readers and writers by becoming participants in the process of learning and
to respond to a variety of texts in different ways and also learn to think together. The aim is
also to engage with the readings interactively-individually and in small groups. Each student-
teacher is expected to read a variety of texts, including empirical, conceptual and historical
work, policy documents, studies about schools, teaching, learning etc. and to prepare
reflective notes.
• MCQ Test Battery: The student-teacher has to prepareMultiple Choice Question
testbatterieswith 40itemseach covering the syllabi of EDU - 14 & EDU – 15 as the
requirement of CE (Practical). Out of 40 items of EDU – 14, 10 items each have to be
prepared fromthe topics under perspectives of Education of Semester I, II, III and IV.
Similarly a MCQ test battery for EDU -15 will have 40 MCQ items, 10 each covering the
syllabi of Curriculum and Pedagogic Courses of Semester I, II, III, andIV respectively. It is
better to start the preparation of MCQ test battery from Semester I itself and have to be
completed andconsolidated by semester IV.MCQ test batteries haveto be presented before the
External Evaluation Board along with the other requirements of Semester IV.
• Mid Semester Examination: A college levelexamination for all papers - of one hour duration
and 25 marks with MCQ, very short answer and short answer questions. The marks earned in
the examination has to be converted to 5.
Details of Practical Courses : (Related practical work)
(a) College based (EDU-101,201,301)

Code Task to be carried Marks/

Title Assessment
EDU out Credits
Discussion Lessons 5 nos. 5
Demonstration Lessons 3 nos. 5

101.1 Criticism Lessons 5 nos. 5 Internal

2 skills/trainee
Micro-teaching 10/1 credit
&recording
Yoga, Health & Physical 50/2
101.2 Refer Cu Sem. I Internal
Education credits
101.3 Art & Aesthetics Education. Refer Cu Sem. I 25/1 credit Internal
Discussion lessons(ICT-1, Activity 5 nos.
5
based-1, Model based-3)
2 nos.(models of Internal
201.1 Demonstration lessons teaching)
5

Criticism Lessons 5nos. 5

Field Trip/Education tour. Participation 10/1 credit
50/2
201.2 Health & Physical Education Refer Cu Sem. II Internal
credits
Art Education and Theatre
201.3 Refer Cu Sem. II 25/1 credit Internal
Practice.
301.1 Art & Aesthetics Education Refer Cu Sem.III 25/1 credit Internal
Yoga, Health & Physical
301.2 Refer Cu Sem.III 25/1 credit Internal
Education
(b) SchoolBased
Code Task to be carried Marks/
Title Assessment
EDU out Credits
3 periods teaching /
shared practice
10
without formal
Initiatory School lesson plans
202.1 Experiences/school induction preparation of Internal
10
program.(5 days) diary/repot.
observation of
lessons(2 nos.) and 5/1 credit
reporting
School Internship Phase – I
( 10 weeks)
1. Curriculum & Pedagogic 40 lessons and 150
302.1 Internal
Courses associated work
2 lessons and 25 / 7
2. Health and Physical Education
associated work credits
(c) CommunityBased
Code Title Task to be carried Marks/cre Assessment
EDU out dits
Field visit related to
Field Visit (optional) 10
the subject –
103.1 supw- service & Internal
Vocational/Work Education product-1
15/1 credit
(group) each/community
work & report
Participation in 5 50/2 Internal
303.1 Community Living Camp
days camp credits
Semester - IV

Code Task to be carried Marks/cre

Title Assessment
EDU out dits

Minor Project/Action Completion of the

Research/Case Study task & reporting in 40
30 to 50 pages. Internal&
401.1
External
Viva-voce 10/2
(external) credits
School Internship Phase – II

1. Curriculum and Pedagogic 30 lessons and Internal

401.2 Courses associated work 200 &
External
2. Yoga &Health Education 2 lessons and
25/9 credit
associated work

Preparation of
Achievement test (1 no.) achievement test
20
and analysis using
statistical measures.

Preparation of Test
Diagnostic Test and proposing 15 Internal
401.3 remedial measures. &
External
Preparation of an
Reading & Reflecting on Text account of the text 25
read in the optional.

Journal for all days 15/3

Reflective Journal
in practice. credits
Guidelines for Related Practical Work/Practical Courses.

EDU 103.1 – Field Trip/Visitassociated with the Curriculum and Pedagogic Courses (optional). Field
visit appropriate to the content area has to be selected. The report has to be evaluated on the basis of
rubrics developed by the teacher educator.

EDU 103.1 – Vocational/Work Education (SUPW/Community Work).The objective of this

program include planning and executing productive work, develop social sensitivity, seek support
from the locality, sensitize withdignity of labor, etc. This Community based practical - Socially
Useful Productive Work (SUPW) has to be organized by the college at their convenience in the
specified time. The task include one service (Participation in social activities, social services, social
projects, social work etc) andsubmission of one product (e.g. -book binding, craft/art work, soap
making,agarbathi, paper bag, designing and making electronic devices, candle making, film making,
pot making, embroidery, improvisation,…..) Assessment has to be made on the basis of proper
division of marks using Performa for assessment designed by the institution.

EDU 201.3 – Art Education and Theatre Practice. The aim of theatre practice is to helpthe student-
teacher realize therole of dramatization and other art forms astransactional strategies in classroom
instruction for enhancing learning and creativity.It involves visualization and writing of scripts
(related to themes from optional content areas), direction, assigning and engaging roles, enacting of
drama, makingarrangementsindividually and with group assistance.

EDU 202.1 – School Induction Program. The sole purpose of Initiatory school experience is to
provide the student-teacher an opportunity to have primary experiences with the functioning of the
school. This school attachment program is for a period of five continuous working days giving them
an opportunity to acquaint with the school environment and their day-to- day functioning.
Observation of lessons of senior teachers individually orin small groups (2 nos.) , meeting the students
informally to learn their background and interest in learning, to see the learning facilities in the
school, observing the social climate in the school, etc are some of the activities to be undertaken
during this period.Each student-teacher has to engage 3 lessons individually or as Shared Practice.In
Shared Practice, student-teachers will be in small groups of three members. The lessons will be
divided into three parts and each student teacher will practice one of the parts by rotation in the
natural classroom situation. Lesson plans need not be written with the rigidity employed for Practice
Teaching lesson. The student-teachers have to maintain a detailed diary as record of the visit.

After the initiatory school experiences, a reflection session should be organized in the college.
Assessment of student-teacher performance during this period will be done jointly and conveniently
by the General and Optional teachers. Institutions can depute either the Optional teacher or the
General teacher for organizing and assessment of school initiatory experiences.

EDU 201.1 –Field Trip/ Study Tour: It is an exposure trip to a place of educational or historical
importance. The expected outcome includes providing situations for the student-teachers to learn
andget acquainted with the process of organizing /conducting a study tour/field work and
understanding the environment around. Areport of tour has to be prepared by all student-teachers. The
report should highlight the objectives of the tour, identification of the spot, detailed plan, execution of
the plan, benefits derivedfrom the tour, problems faced and suggestions. The Study tour can be
organized by the institution at their convenience as a general program/Optional requirement, for a
duration not exceeding 5 working days, and will be counted as an activity of Semester II. In case any
student fails to attend the study tour/field work due to genuine reasons they have to compensate it by
undertaking a minor community work suggested by the institution and have to submit a report.

School Internship: - School Internship is a part of the curricular area of ‘Engagement with the Field’
designed to lead to the development of a broad repertoire of perspectives, professional capacities,
teacher sensibilities and skills among the prospective teachers. The task during this period include:

• Practicing the process of preparation of material, teaching,assessment and evaluation,

• Participating in all the academic activities of theschool underdirect supervision,

• Learn to set realistic goals in terms of learning, curricular content and pedagogic practices,

• Choose, design, organize and conduct meaningful classroom activities,

• Participate in school , social and community activities in the locality associated with the
school,

• Observation of and association with children in multi socio-cultural environments to

understand their problems and to suggest possible remedies,

• Develop, locate, collectand maintain teaching-learning resources.

Internship in Teaching/School Internship is for a period of 20 weeks divided into two Phases of 10
weeks each, to be organized during the Third and Fourth Semesters of the Course.For school
internship, the Colleges of Teacher Educationand the participating Schools shall set up a mutually
agreed mechanism for organizing, monitoring, supervising, tracking of internship and assessing the
student - teachers. Make arrangement with at least five practicing schools for the internship as well as
other school based activities of the course. These schools shall form basic contact point for all other
practicum activities and related practical work during the course of the program.During the internship,
a student-teacher shall work as a regular teacher and participate in all the school activities, including
planning, teaching and assessment, interacting with school teachers, community members and
children.

The school internship program has been arranged in phases to install effectiveness in the program.
School induction program, Phase I & II of School internship has to be organized in close supervision
of the colleges with effective co operation from practicing schools. After the completion of each
program colleges should arrange reflection sessions in the college so that the traineecan benefit by
sharing experiences and can plan and modify/regulatehis/her teaching and associated activities in the
next spell in the school more effectively. Planned progressive development of the behavior of
thetraineephase after phase is the major purpose of arranging teaching practice in various progressive
phases/stages/spells.

EDU-302.1: School Internship Phase I.

School Internship/Teaching Practice for Semester III may be arrangedas a single block program for a
duration of 10 weeks. Student-teachers have to complete 40 Practice Lessons spread over in standards
VI to XII in the Primary/Secondary/Higher Secondary Schools (Kerala State/CBSE/ICSE/ISC
scheme) in their concerned Optional Subject and 2 lessons for Health & Physical Education during
this period and to actively participate in all activities of the practicing school. Graduate students can
be assigned standards VI to X and for post graduates from VI to XII conveniently.Only those students
having Post Graduate degree in the concerned Optional Subject are permitted to undergo Teaching
Practice at Higher Secondary School level. Lesson plans/Records have to be maintained by all
student-teachers. Preparation of Diagnostic Test, Achievement Test, Internship diary/Reflective
Journal does not carry any marks separately but are mandatory. Appropriate remedial measures have
to be adopted on the basis of the analysis of the Diagnostic test.The scores of the Achievement test
should be analyzed quantitatively and qualitatively employing necessary Statistical measures. All
student-teachers have to observe at least 10 lessons of peers and record the observations in the Peer
Review Record.

EDU-401.2 : SchoolInternship Phase II.

School Internship/Teaching Practice for Semester IV may be arrangedas a single block program for a
duration of 10 weeks. Student-teachers have to complete 30 Practice Lessons spread over in standards
VI to XII in the Primary/Secondary/Higher Secondary Schools (Kerala State/CBSE/ICSE/ISC
scheme) in their concerned Optional Subject and 2 lessons for Health & Physical Educationand to
actively participate in all the activities of the school during this period. Graduate students can be
assigned standards VI to X and for post graduates from VI to XII conveniently.Only those students
having Post Graduate degree in the concerned Optional Subject are permitted to undergo Teaching
Practice at Higher Secondary School level. Lesson plans/Records have to be maintained by all
student-teachers. Preparation of Diagnostic Test, Achievement Test, Internship diary/Reflective
Journal, updating blog (1.Weekly report of school experiences including curricular and co-
curricular and extension activities, 2. Innovative work during practice teaching-2 nos.), Reading
and reflecting on a text in the concerned optional, undertaking a conscientization programand
Field work (Minor Project/Action Research/Case Study)have to be undertaken during this
period.Appropriate remedial measures have to be adopted on the basis of the analysis of the
Diagnostic test.The scores of the Achievement test should be analyzed quantitatively and qualitatively
employing necessary Statistical measures.School internship Phase II has to be scheduled
convenientlyduring the period November-January to present the student-teachers for practical
examination by the end of January.

Supervision ofSchool Internship: - The supervision of Practice Teaching is a joint responsibility of

theColleges of Teacher Education and Practice-Teaching Schools. Continuous observation and
briefing is essential forimproving the teaching skill of the novice teacher and for capacity building.
The subject teachers of the schoolhave to observe all the lessons of student-teachers and enter their
suggestions in the supervision diary maintained by the student-teacher.The Teacher Educators have to
observe the maximum number of practice lessons of the student-teacher. Observation of three lessons
(probably at the beginning, middle and at the end of Practice Teaching) by the Optional teacher and
one lesson by the General teacher is mandatory. The Principals ofColleges have to visit the practicing
schools, observe lessons and monitor Practice Teaching.Assessment of Practice Teaching will be done
on the basis of the Performa for assessment of teaching (see appendix).Assessment of Practice
Teaching will be done jointly by the General and Optional Teachers, and School supervisors.The
division of marks for various categories is as follows.
EDU 302 - School Based Practical )

Internship in
teaching Time
Taskstobecarried out Marks
allotted
Phase I
Teaching of Optional Subjects) -40 lessons
(Marks :Lesson Record -20,
EDU 302.1
Peer Review Record -10,
optional 150 (6 credits)
Teaching and assessment -120
subject
(Marks allottedto : Optional Teacher-80,
General Teacher-20 & School supervisor-20) 10 weeks

EDU 302.1 Teaching of PE & HE classes - Total 2.

Physical & Teaching -10 marks
25 ( 1 credit)
Health Lesson templates/record - 5 marks
Education Health status of a student/case - 10 marks

EDU 401 - School Based Practical

Internship Time
Taskstobecarried out Marks
Phase II allotted

Minor Project/Action Research/Case Study 40

EDU 401.1
Viva-voce 10/(2 credits)
Teachingfor Optional Subjects - 30 lessons
(Marks :Lesson Record -30
Teaching - 100
Viva-voce (optional) -20
Peer observation record -10 200 (8 credits)
Updating blog** -25
EDU 401.2
Undertaking conscientization program*- 15
( Marks allottedto : Optional Teacher-
80,General Teacher-20)
Teaching of Yoga& HE classes - Total 2. 10 weeks
Teaching - 15 marks 25 (1 credit )
Lesson templates/record- 10marks

Preparation of Achievement test, statistical 20

analysis and interpretation

EDU 401.3 Reflective Journal 15

Reading and Reflecting on text 25
Preparation of Diagnostic Test and Remedial 15/
measures ( 3 credits )
** Updating blog: Two tasks have to be undertaken: (1) weekly reporting of the experiences
during internship including all curricular, co-curricular and extension activities
undertakenduring the week in school. (2) Up-loadingin blog twoinnovative work/lessons
segment on a single concept in the optional paper undertaken during practice- teaching.

• Conscientization program: The student-teacher has to undertake any one conscientization

programin the school/community during practice-teaching and has to prepare a written
report.(gender sensitivity, inclusive education, social evils around, media abuse, and the
like……………………………………)

Assessment ofSchool Internship/Teaching Practice: School Internship Phase Iand associated

activities of Semester III will be assessed jointly by the General and Optional Teacher Educators and
the School supervisor. There will be no external practical examination. The marks/grades have to be
consolidated and forwarded to the university by the colleges concerned.School Internship and
associated activities ofPhase II (Semester IV) will be assessed jointly by the General and Optional
Teacher Educatorsas per guidelines. However the assessment for Semester IV will be subjected to
external examinationthrough the External Examination Board constituted by the University.

EDU 303.1 – Community Living Camp:

Community Living Camp: - All the colleges have to organize a five-day residential
CommunityLiving Camp/Citizenship Training Camp in a convenient location of their choice. It is a
joint camp of Student- Teachers and their Teacher Educators in a convenient location, keeping certain
formalities and following a pre/well planned time table. Learning to live together co-operatively,
participation in programs for development of personal and social skills,to develop student-teacher
’social-relational sensibilities and effective communication skills, practicing democratic living,
providing chances for division of labor, community work etc. are the major outcomes expected of the
program. Record mentioning all the activities have to be prepared and submitted by each Student-
Teacher. Community Living Camp can be organized by the institution at their convenience either
during Semester III or during holidays after the Semester II University examinations, but will be
credited with Semester III.Assessment of participation in Community Living Camp has to be done on
the basis of an Assessment Schedule.

Organization of the Camp: Select a main theme related to education, culture, society and
environment for each year by each institution for the community camp. The common objectives of the
camp should be:

• To promote social accommodation and broaden the mental abilities of the student-teachers.
• To promote the democratic nature and involvement of the student-teacher in planning and
implementing educational activities.
• To develop critical thinking about the issues related to the policies/approaches in education.
• To inquire in to the cultural, social, scientific, educational and environmental aspects of a
community.
• To develop an interest to train the body and mind for a well balanced personality.
Themes for a Community Living Camp (decide the theme to suit the location)

• Education and Social Change

• Education- its creative and social aspects
• Nature, agriculture, culture and education
• Education, environment and development/empowermentetc.

Programs suggested for community living camp: Social and educational Surveys, visit to social
institutions to study their functioning, undertaking community productive work, campus
cleaning/beautification, undertaking duties in the camp including preparation of food, attending
classes/seminars/yoga etc., participation in games and recreational activities, mock Parliament
activities etc.

EDU 401.1 – Minor Project/Action Research/Case Study

The student-teacher has to take upa minor research project/Action Research/Case Study during the
course. The fundamentals and modalities of this systematic study are well discussed in EDU – 08 of
Semester II. The task/theme selected should berelevant socially, academically and contextually
andhas to be undertaken in a phased manner as per the schedule under the guidance of a
supervisor(Teacher Educator). The task has to be initiated during the 1st Phase of School internship
and to be completed during the 2nd Phase and credited with Semester IV.Selection of a relevant
topic/problem/case, review of available literature in the area, preparation/adoption of simple tools to
collect facts/data regarding the issue, analysis of the data either qualitatively or quantitatively(using
simple statistics), reporting the findings are the stages to be followed. The report has to be
typed/neatly handwritten, consolidated to a document of 30-50 pages. (format of the report is given as
appendix). Assessment of the report will be done internally by the Supervising Teacher Educator and
externally by the external practical board during the viva-voce.Viva-voce will be done by the external
board.Assessment of Report : Internal -40 marks, External – 40 marks, viva-voce-10
marks(external only)

EDU 401.3 – Reflective Journal:A student-teachergenerated locally standardized daily log book
maintained under the supervision of the mentors is visualized as a Reflective Journal (RJ). The RJ can
act as a document that carries an analytical account of the daily experiences of student-teachers during
school internship. The major purpose of the RJ is reflection-on-action. During the practice-teaching
the RJ depicts how different aspects of teaching are interconnected. Analysis and comments on
theory-practical integration, the nature and extend of support system utilization, process analysis of
success and failures management, interference and projection of future course of correction and
developmental actions etc. can function as elements in the design of the reflective journal.

ASSESSMENT : The academic growth of the student-teacher is assessed using various assessment
devices. For the theory courses, the proficiency of the student-teacher is evaluated through continuous
evaluation of the candidates progress and through the semester end examination.To make continuous
evaluation transparent, student-teachers should be made aware of the modus operandi of the
evaluation process and the assessment criteria. The level of performance of the student-teachers is to
be published periodically. The internal marks (CE ) of the Theory Courses (both Core and Optional
papers) and Practical Courses of Semester I, II, IIIsigned by the candidate shall be submitted to the
University within one week after the closingof each semester.DuringSemester IVthe same has to be
handed over to the Chairman, External Practical Board at the time of Practical examination.

Course Evaluation/Assessment

External assessment
Sem. Internal Assessment
(Theory-Written)
CE ofEDU 01 to 05
I EDU – 01 to 05
EDU: 101.1 to 101.3;EDU: 103.1.
CE of EDU 06 to 10
II EDU – 06 to 10
EDU : 201.1 to 201.3 ;EDU : 202.1;
EDU – 11
CE of EDU 11 to 13
III EDU – 12
EDU : 301.1 to 301.2 ; EDU : 302.1 ; EDU: 303.1
EDU- 13
*EDU – 14 (online examination)
IV EDU : 401.1 to 401.3 ( Internal & External)
*EDU -15 (on line examination)

• * Online examination of EDU-14& EDU-15: The online examination shall be conducted by

the university at the end of Semester IV in selected centre’s/Colleges of Teacher
Education.Individual colleges can select any one centre for the online examination of their
students. The duration of the examination will be one hour fifteen minutes(75 minutes) with
50 multiple choice question items.There will be four distracters to each question itemand the
students have to select the most appropriate choice.There will be provision for only one
attempt with each question. Students cannot erase/alter their answers once attempted.All the
rules with respect to online examination will be applicable here also.A question bank with
sufficientmultiple choice itemsshall be created separately for EDU-14 & EDU-15 as per the
respectivecurriculum requirements/components.From among them a test with 50 items
selected at random will be supplied to each student for EDU-14 & EDU-15. Students have to
answer 50 items in 75 minutes in both the examinations.

Tools for Assessment:-For assessing student performances Criteria / Performa based on rubrics have
to be developed for each task by the Teacher Educators to make assessment objective.A rubric is an
explicit set of criteria used for assessing a particular type of work or performance. A rubric is a
guideline for rating student performance.A rubric usually includes levels of potential achievement for
each criterion, and sometimes also includes work or performance samples that typify each of those
levels.Levels of achievement are often given numerical scores.A summary score for the work being
assessed may be produced by adding the scores for each criterion. Rubrics are typically displayed in
list or grid form. Within the rubric a series of criteria and traits are listed, usually followed by a Rating
Scale.
Modes of Assessment :

A. Theory:(50 marks each)-Theoretical discourses of Perspectives in Education (Core) and

Curriculum and Pedagogic Courses (Optional papers) for semester I, II& IIIwill be assessed
externally throughend semesterexaminations of the University.

Practical work related to theory papers-CE-(25 marks each) - (EDU-01 to 15)Continuous

Evaluation (CE) of Practical Work related to theory papers will be done by the teacher educator
concerned internally as per the guidelines in each case. The Practical Work (CE) coming under
Theoretical Discourses EDU 01 to 05 of Semester I, EDU 06 to 10 of Semester II and EDU 11 to 13
of Semester III will be subjected to internal assessment only where as EDU 14 & 15 will be assessed
both internally and externally.

B. Practical Courses:-

1. Practical Courses for Internal assessment.

Continuous and comprehensive assessment of the College, School & Community Based
PracticalforEDU 101 & EDU 103 of Semester I , EDU 201,& EDU 202 of semester II , EDU 301,
EDU 302 & EDU 303 of Semester IIIand EDU 401 of semester IV will be done by the teacher
educators concerned internally on the basis of the criteria fixed for the purpose.The internal examiner
will assess the performance of the student-teachers and award marks and respective grades.

Internal assessment of Initiatory school experiences of Semester II and Practice Teaching in Semester
III & IV will be carried out jointly by the General& Optional teachers and school Supervisors.

The marks and respective grades of internal assessment (CE & Practical Courses) duringeach
Semesterhave to be forwarded to the University by the institutions within one week after closing of
the semester, both Online and manual/printed. There will be no external assessment for the
practical done (CE & other practicals)during Semester I, II & III. The marks/grades of Semester
IV will be handed over to the Chairman, External Examination Board by the institutions at the
time of practical examination.

2. Practical Coursesfor External Assessment

Practical work relatedto EDU 401.1, EDU 401.2,& EDU 401.3 of Semester IVwill be subjected to
external assessment by an External Examination Board constituted by the University.The external
examiner for Physical Education will assess the Records related to Physical and Health Education.
There will be no external assessment of Physical and Health Education classes by the external
examiner.The present practice of appointing Zonal Boards will be continued. The board members will
be appointed by the University on the basis of existing norms.

The practical Examination by the ExternalBoard will be conducted in two Phases.

• Phase I – Practical Examinationof Curriculum and Pedagogic courses (optional) and

Health and Physical Education(duringmidJanuary-February).

• Phase II – Evaluation of Minor Project work/Action Research/Case studyand viva-voce -

( duringMarch)
Scheme of AssessmentPractical Courses of Semester IV by External Practical Board

Examiners Subject & Item for assessment Marks

Curriculum & Pedagogic courses

EDU-401.2 : Record of Teaching- 30
Teaching 100
Viva-voce 20
Chairman Peer observation record 10
&External Record of blog uploading 25
Examiners for Record of conscientization 15
curriculum and
Phase I
pedagogic EDU-401.3 : Achievement Test
(January/February) courses/ Optional 20
Reflective Journal
subject& 15
Reading & Reflecting on
Examiner for PE 25
text
15
Diagnostic test
EDU-15- MCQ Test battery 25/300
EDU-401.2 : Yoga and Health
Education. Record of Practice 25
teaching & viva
Chairman EDU – 401.1 : Minor Research
&External Project/Action Research/Case
Examiner for Study – Report. 40
Phase II Viva-voce (external
Perspectives in 10
(March) Education/Core valuation )
Paper. EDU-14 MCQ Test battery 25

Zonal Board : - The Zonal Board will consist of a Chairman, Subject expert for each Optional Paper,
one Subject expert for Core Papers, one Subject expert for Physical and Health Education appointed
by the university.The zonal board will schedule its examination in two phases.

During Phase I the teammembers consisting of the Chairman , examiners of Optional subjects and
Physical educationwill visit the colleges as per schedule of examination fixed by the chairman in
consultation with respective collegesand assess the performance of the student-teachers as per the
criteria already fixed.The subject expert for the Optional Paper will conduct Practical Examination for
the concerned Optional. If the number of candidates in an Optional subject is more than 20, an
additional examiner can be appointed.The board shall observe and assess the teaching competency
(Optional only) and other Practical Work of all student-teachers and conduct a Viva-Voce based on
the subject.The members of the external board will assess the performance of the student-teachers in
their concerned subject and award marks and respective grades for the maximum marks specified.
Each Zonal Board will visit maximum 3 to 4 institutions.

During Phase II the team consisting of the Chairman and examiner for Perspectives in education(core
papers) will schedule external examination and will assess the project work/case study/action research
and conduct a viva-voce on the project.

Duties of Practical Board: The marks and respective grades of internal assessment ofPractical
Courses of Semester IV will be handed over to the Chairman, External Practical Board at the time of
Practical Examination by the Colleges concerned. The members of the External Practical Board will
assess the Records and performance of all the student-teachers in their concerned subject using the
assessment criteria followed in internal assessment and hand over the marks and respective grades to
the Chairman of the Board. The average of the internal and external assessment has to be taken as the
final score.In case, the total marks awardedby the internal and external examiner for a subject ( Minor
Project/Action Research/Case Study, Physical Education,and Practice Teaching and related activities )
has a difference more than 10% of the total marks, the Chairman will examine the case and settle the
variation. In such cases the decision of the Chairman will be final. The Chairman will check
randomly/verify any case, if discrepancies are noted.All the Examiners, appointed by the University
including the Chairman have to be present in the centre on all thedays on which Practical Examination
is conducted.

Compilation of marks : The average marksand respective grades of the internal and external
assessment has to be computed by the Chairman of the Board and forwarded to the Co-ordinating
Chairman along with internal marks handed over by the colleges and external marks assigned by the
board after the completion of Phase II examination.

Co-ordinating Chairman: - A Co-ordinating Chairman will be appointed by the University who will
co-ordinate the work of four zonal boards. The Coordinating chairman has to randomly check the
assessment of Zonal Boards and make corrections, if necessary.The final Mark Lists of Practical
Examination (average of internal and external, internal marks handed over by colleges, and external
marks awarded by the board) have to be forwarded to the Controller of Examination.

Number of Zonal boards: - The University will constitute the required number of Zonal Boards to
complete the Practical Examination in the stipulated time (in aduration of 10 to 15 days). All qualified
teacher educators have to compulsorily take up appointment as External Examiner.

Timing of Practical Examination: - Practical examination will be scheduled and carried out
simultaneously in all the colleges in a period of 10 to 15 days. The Phase I has to be scheduled during
mid January- February.Phase II has to be scheduled during March. The duration of the Practical
Examination in an institution will be two days for a strength of 50 students(one unit) for Phase I &
Phase II. Additional days will be provided depending on the strength of the institution.

Scheme of Assessment: Theory

Semester I(Semester-end examination)

Code Paper Duration Marks

Knowledge and Curriculum: Philosophical and
EDU 01 2 hours 50
Sociological Perspectives.
EDU 02 Developmental Perspectives ofthe Learner. 2 hours 50
EDU 03 Technology and Communicationin Education 2 hours 50
EDU 04.1-13 Theoretical base of …..Education 2 hours 50
EDU 05.1-13 Pedagogic Content Knowledge Analysis:… 2 hours 50
Total 250
04.1-12 & 05.1-13– Malayalam, English, Hindi, Sanskrit, Arabic, Tamil, Mathematics, Physical
Science,Natural Science, Social Science, Geography, Commerce, Home Science.

Scheme of Assessment – Semester II (end Semester examination)

Code Paper Duration Marks

EDU 06 Education in Indian Society. 2 hours 50

EDU 07 Perspectives of Learning and Teaching. 2 hours 50

EDU 08 Assessment in Education. 2 hours 50

Curriculum and Resources in Digital
EDU 09.1-13 2 hours 50
Era:…………….Education.
Techno-Pedagogic Content Knowledge
EDU 10.1-13 2 hours 50
Analysis:……
Total 250
09.1-13& 10.1-13 - Malayalam, English, Hindi, Sanskrit, Arabic, Tamil, Mathematics, Physical
Science,Natural Science, Social Science, Geography, Commerce, Home Science.

Semester III(Semester-end examination)

Code Paper Duration Marks

EDU 11 Developmental Perspectives in Education. 2 hours 50
EDU 12 Learner in the Educational Perspective. 2 hours 50
Emerging Trends and Practices in …………..
EDU 13 2 hours 50
Education.
Total 150
04.1-13 & 05.1-13 – Malayalam, English, Hindi, Sanskrit, Arabic, Tamil, Mathematics, Physical
Science,Natural Science, Social Science, Geography, Commerce, Home Science.

Semester IV(Semester-end examination : online examination)

Code Paper Duration Marks

75
EDU 14 Advanced Studies: Perspectives inEducation. 50
minutes
Advanced Studies : Curriculum and Pedagogic 75
EDU – 15 50
Courses - …………Education. minutes
Total 100
Pattern of Question Papers ( Semester I , II& III )

Type of Question Number Marks Time

Multiple Choice 5 5( 1 markeach) 5 minutes
One word/Sentence 5 5 (1 mark each) 5 minutes
Very Short Answer 5 10 (2 marks each ) 20 minutes
Short Answer 4 out of 6 20 ( 5 marks each ) 60 minutes
Essay 1 out of 2 10 marks 30 minutes
Total 20 50 120 minutes

Pattern of Question Paper – Semester IV (online examination)

Type of Question Number Marks Time

Multiple Choice 50 50( 1 markeach) 75 minutes

Grading System (Seven Point Scale) :Grading: Grading is the process of applying standardized
measurements of varying levels of comprehension within a subject area. Assigning lettersfor
indicating the performance of students in each paper/area by giving due weightage according to the
scale adopted.A seven point scale is suggested here for the grading purpose and Indirect Grading shall
be used.In Indirect Grading the students are assessed using conventional marking mode and the marks
awarded for each subject/area are converted into letter grades as per the weightages assigned.Marks
for each Theory Courses (EDU-01 to 15) andRelated Practical Work (CE), Practical Courses (EDU
101, 102, 103, 201, 202, 203, 301, 302, 303 & 401) will be assessed andthe marks will be converted
into letter grades in a seven point scale. Then find the Grade point Average (GPA). The overall
performance of the students willbe assessed by finding the Cumulative Grade Point Average (CGPA)
and converting this CGPA into letter grades following the grade range in theseven point scale.

Intervals of marks in % Grade Grade Point Grade Range

90 and above A+ 7 6.30 – 7.00
80 – 89 A 6 5.60 – 6.29
70 – 79 B+ 5 4.90 – 5.59
60 – 69 B 4 4.20 – 4.89
50 – 59 C+ 3 3.50 – 4.19
40 – 49 C 2 2.80 – 3.49
 Below 40 D 1 0.01 – 2.79

Grade Point Average (GPA): GPA is the value obtained by dividing the sum of the weighted grade
points obtained by a student in various subjects in a semester by the total number of credits taken
by him/her in thesemester. The value shall be rounded off to two decimal places.

∑ 


 

 
Cumulative Grade Point Average (CGPA)

Cumulative Grade Point Average (CGPA):CGPA is the value obtained by dividing (the total
credits for each semester) X (Sum of GPA for all the semesters) by (the total credits for all the
semesters). The value shall be rounded off to two decimal places. Then,

          

 

Grading of a Candidate: For a pass in theexamination the candidate should have obtained a
minimum of 50% marks (C+ grade) in aggregatein each semester with a separate minimum of 40%
marks in each Theory Paper, 40% when theory and CE are taken together and 50% for School
Internship of Semester III, IV and 50% marks for Minor research project/Action Research/Case
Study. There is no minimum for CE andother related Practical Courses.The overall grade of the
Course will be computed in terms of CGPA and respective letter grades will be awarded. The
minimum grade required for a pass is C+ in aggregate.

Curriculum Transaction

Strategies to be adopted

• The strategies proposed to be adopted in the transaction of the B. Ed. curriculum include
Lecture-cum-Discussion/Narration, Co-operative and Collaborative Learning, Focused
Reading and Reflection/Intellectual Discourses, Observation-Documentation-Analysis, ICT
Enabled Learning/Virtual Tours, Requirement Based Learning / Individualized Learning,
Multi Disciplinary Learning, Meaningful Verbal Expression, Seminars, Case Studies,
Workshop /Dramatization / Miming, Self Learning, Problem Based Learning, etc. With a
view to move away from theoretical discourses through lectures alone, the student teachers
will be required to be engaged in these various kinds of learning experience/modes of
learning engagements. These strategies have to be initiated by the mentor to guide the
student teachers to go through the processes to achieve the expected outcomes. Many
probable instructional strategies have been included with each content in the curriculum,
and the teacher educators have to adopt the most suitable ones to make the instruction
effective.

Mental Process :- the sequence of mental experiences-pedagogical-instructional-

experiential contexts felt/received/undergone by the student-teacher during/as a result of
various interactions viz. Intellectual dilemma, Cognitive challenge, Controlled listening,
Disequilibration and accommodation, Reflective intellectual discourses, Contemplative self
 expression, Verbal and conflict management, Narrativeexpression of self experiences,
Field based mental imagery formation, Collective expression of consensus point and the
like constitute the learning process.

The mental processes involved in the learning of various subjects are presented below in
hierarchical order.

1. Retrieves/ recollects/ retells information

2. Readily makes connections to newinformation based on past experiences and formulates
initial ideas/ concepts
3. Detects similarities and differences
4. Classifies/ categorizes/ organizes information appropriately
5. Translates/ transfer knowledge or understanding and applies them in new situations
6. Establishes cause- effect relationship
7. Makes connection/ relates prior knowledge to new information/ applies reasoning and draw
inferences
8. Communicates knowledge/ understanding through different media
9. Imagines/fantasizes/ designs/ predicts based on received information
10. Judges / appraises/ evaluates the merits or demerits of an idea/ develops own solutions to a
problem

The list of strategies, learning processes etc are inconclusive. Teacher Educators have
the freedom to adopt various strategies, learning process, assessment techniques inaddition to
the onessuggested in the Syllabus grid. But each institution/ teacher educator has to ensure
thatactivities/ strategies suggested in the syllabus grid are followed during transaction of
curriculum.

Academic Calendar

A copy of the Academic Calendar specifying the schedule of activitiesand examinationduring the
course is given in appendix

* Orientation of the Curriculum (Academic Calendar Semester I )

The time provided for General Orientation is one week.The purpose of General Orientation for fresh
entrants to the B. Ed. Course is to spell out to the student teachers its academic and professional
aspects, and also the expectations of the institution from them in achieving the quality and standards
of the professional course.

Scope of the orientation:- When the student teachers join a teacher education institution, they are
anxious to know how to grapple with the problems and situations that are new to them and appear to
be challenging.Therefore, the orientation program should be organized at the beginning and be spread
over the whole of the first week, as it will lay the foundation of a successful course.It should cover the
following areas:

1. General Orientation :
 a) About Teaching as a Profession
b) About the Institution
c) About the Faculty

2. About the B. Ed. Program

a) Theoretical Discourses and Related Practical Work (CE)

b) School internship/Practice Teaching
c) Practical Courses / Practicum (College/School/Community Based)
d) Assessment and Evaluation (both Internal and External)
e) Curricular and Co curricular Activities in the Institution.

Composition of the Curriculum

The curriculum of various subjectsfor B Ed are presentedin the orderSemester I, Semester II,
Semester III & Semester IV. Perspectives in Education(EDU01-03, 06-08, 11 & 12, 14 ) are Core
papers &Curriculum and Pedagogic Courses (EDU 04 –05, 09-10, 13, 15)are Optional subjects. The
components of the curriculum have been presented in the following order.

• Title of the Subject

• Objectives of teachingthe Subject
• Contents included in the subject
• Syllabus Grid
• References

The syllabus Grid contains four columns

1. Learning Outcomes – what the student-teacher may achieve.

2. Contents/Concepts and allied matters – concepts and knowledge of functional
dimensions of concepts.
3. Strategies/Approaches recommended for transaction – Initiated by the mentor.
4. Assessment and Evaluation – to assess the progress of the novices.

Perspectives of Education (core Papers).

Nine areas/papers (EDU – 01, 02, 03, 06, 07, 08, 11, 12 and 14) have been included under this
headingin order to develop among the student-teachersa realistic outlook about education and teacher
in the Indian society. The objectives of this program include:

The prospective teacher

• Understands the meaning, significance and perspectives of education in the socio-cultural

context.
• Understands the history, current issues and challenges of Indian Education and becomes
capable of solving various problems of the society.
• Understands the developmental processes and needs of children and adolescents, the role of
teacher in facilitating them.
• Acquaints with prominent Psychological principles, theories of development and learning,
and allied matters and make use of them in educational contexts.
• Understands the assumptions of ICT, Assessment and Evaluation, Management, Environment
etc and makes use of them in practical life and classroom instruction.
• Acquires democratic and social values of an ideal teacher and develops skills and
competencies in teaching and classroom management.

Curriculum and Pedagogic Courses (Optional subjects)

Theoretical Base of the optional subject, (Techno) Pedagogic Content Knowledge Analysis,
Curriculum and Resources in Digital Era, Emerging Trends and Practices & Advanced Studies in the
subject area are the Optional Papers included under Curriculum and Pedagogic courses. Due
consideration has been given to incorporate the latest trends in learning and pedagogical theories that
touches various domains of the subject concerned. Keeping in mind the local-cultural-historical-
environmental and educational dimensions of Kerala an earnest effort has been undertaken to
incorporate the sprit of the 21st century knowledge based economic circumstances and its divergent
demands in the teacher education process through the respective course work of the optional paper. A
clear demarcation of the methodologyand the corresponding pedagogical analysis papers with respect
to the respective optional subjects have been worked out which help for meaningful transaction of the
optional curriculum. Revamping the concept of Pedagogical analysis to Pedagogic Content
Knowledge (PCK) and its contemporary version of Techno-Pedagogic Content Knowledge (TPCK)
Analysis have been accommodated to give a practical face to the curriculum. The following
illustration may make things more clear.

The objectives of optional education include:

• To make the novice teacher understand the scope and nature of teaching the subject at
different levels of learning.
• To introduce the challenging career of a teacher with a futuristic perspective, as an agent of
social change.
• To develop practical field based skills and experience in resource development and learning
experience designing while transacting the curriculum.
• To provide the required research based learning experience so as to undertake a habit of self
development through inquiry and investigation,
• To enrich the vision and capabilities of prospective teachers as reflective practitioners during
and after the pre-service education.
• To design instructional and learner support mechanism-print, non-print, electronic and digital-
appropriate for the learner needs and contextual requirements.
• To get a field based understanding of theories and principles of pupil assessment and
evaluation.
• To undertake a self-empowerment initiative in transacting the curriculum from a Techno-
Pedagogic content Knowledge perspective.
• To identify the Entrepreneurial opportunities of futuristic significance associated with the
subject.
• To develop a neo-humanistic attitude among the student-teachers in the light of Science-
Technology-Society/Culture-Environment interaction paradigm.