(Download) NCERT  Syllabus for Pupil Teachers M.Ed



(Download) NCERT  Syllabus for Pupil Teachers

M.Ed



Formulation of Syllabus for M.Ed. Programme for RIEs

1. The Approach:

RIEs as centers of excellence in teacher education are expected to create a unique platform for organising teacher education courses with a national perspective by preparing teacher educators and teachers who teach in teacher education institutions and schools located in states, but also carry a multilingual national outlook developed in them through such teacher education programmes. The post-graduate programmes in education needs to take note of diversity of contexts in which the teacher training institutions, University Departments of Education and schools located in various states are functioning in terms of variety of subject content; pedagogy needs, perspectives of foundation component/theory and their link with practices and practicals. The epistemological perspectives, perspectives of educational development and process of school education and teacher education could be considered as the central focus of M.Ed. programme.

2. Need to Reformulate Epistemological Perspectives of School Education

There is a need to restate the epistemological perspectives of school education. ‘Reformulated epistemology’ needs to address the ‘concerns’ arises from ‘vision of school education and teacher education’, ‘vision of great educators of India’, the multiples contexts in which the schools and teacher education institutions are working and emerging dimensions of school and teacher education rather than theories/concepts borrowed from Philosophy, Sociology and Psychology, Management, Economics etc in an isolated way. While drawing epistemological premises, it is also necessary to include the emerging issues such as ‘social purposiveness in education’, ‘Human
development Index’ at international level, changed relationship of education system with political process such NPE: 1986/1992 and implementation of educational development. It should also highlight the nature of knowledge in subjects and disciplines cognate to education and theoretical understanding of education. The following critical issues need to be highlighted: 

  • The knowledge of disciplines cognate to education such as Philosophy, Psychology, Sociology, Economics, and Management etc is generally considered as foundation courses/theories for understanding the nature education and its linkage with allied subjects. The concepts/issues derived from cognate disciplines would facilitate building a ‘vision’ of education and conceptualization of the ‘Process of Education.’ The selected knowledge derived from cognate disciplines needs to be utilized for building ‘vision of education’ and its process organization created through support system. The discourses in theoretical knowledge and concepts drawn from various cognate disciplines like Philosophy, Sociology and Psychology etc are based on the perspective of original disciplines wherefrom they have been borrowed rather than transferring them suitably in perspectives of teaching-learning in schools located in multiple contexts. The stereotyped practical components of PG programme have little relevance to teaching- learning of varying school situations.
  • Education is purposive by nature and socially devised.
  • Educational reality is influenced by social, cultural; economic, management and contextual factors.
  • Education is purposive and visioned; it influences both individual development and social transformation.
  • Education personnel need to practice proactive and value based socialization roles. 
  • Multiple evidences, factors, interpretation are likely to influence the findings of educational research.
  • Education is futuralistic and change prone. Therefore educational reality is not static like many other sciences.
  • Change oriented inputs will be required to strengthen its process. Experimentation on learning theories, critical pedagogy, value-oriented socialization in schooling etc are the areas where urged researches needs to be undertaken as development research.

3. In Search of a Vision for School Education and Teacher Education

The M.Ed. course needs to spellout the vision of school education and teacher education, which should be central focus. Every learner has his/her unique way of learning. The learner would require freedom to explore, enquire and investigate. This would require development of certain abilities like critical thinking, problem solving, logical reasoning and meaning making. The process of learning is facilitated by the teachers and teacher educators. In order to create such a situation a lot of diversity in pedagogy, andragogy, assessment, school organization, creation of an enabling learning environment and community involvement would require. The vision of the
school is characterized by constructivist view of education and learning. Since education is evolutionary in nature, the vision of education would focus certain changes in the process of education related to both conceptual and organizational support system, which include teacher education, evaluation and assessment, administration, planning monitoring etc. The vision of school education needs to emerge from analysis and synthesis of various schools of thought, educational thought of great educators, and linkage between education and development sectors, emerging dimensions of school education and the multiple contexts under which the schools are
functioning. The vision should also highlight how national aspirations get translated into education goals, evolving pedagogy for various stages, nature of andragogy, curricular decisions and strategies to translate these into actions.

Since learning in one of the central concept of education, there is a need for adequate focus on constructivist view of learning and its application in multiple learning contexts. Knowledge in education basically refers to individual development in terms of knowledge, understanding, skills, competencies and value orientation. The form of individual development is society specific or more appropriately in the specific context of a democratic, secular, socialist and egalitarian society. This education is to devise a social arrangement through which individual engage themselves in knowing, acquiring skills, competencies and values. Education tries to ensure that the use of knowledge and life competence is based on human values and norms of the society.

4. Nature of Education as a Discipline

Is education an independent discipline? Is education an interdisciplinary subject? Or both?
Education is slowly emerging as a distinct area of study with its multi-disciplinary knowledge base. The involvement of numerous support systems to education makes the endeavor of education multi-sectoral and complex in nature. The students of P.G. courses need to address such critical issues in depth.
M.Ed. course needs to be so organized that it covers teacher and development of other educational personnel relevant for all stages as well as the system of education as a whole. It is not very clear fully till this date as how the two P.G. courses such as M.Ed. and M.A. in Education are different from each other. Can PG level study of education be divided into two parallel courses with reference to education reality, ‘epistemology’, ‘Ontology’ and even course content by making a vague demarcation line between two courses such as M.A. in education (which is generally considered as a liberal discipline oriented academic course) and one year M.Ed course (which is considered as a professional course). Such critical issues need to be discussed at M.Ed. Level.

5. Basic Principles for Formulation of Syllabus for M.Ed Programme

For reformulation of the M.Ed. Programme the basic principles, issues, trends and perspectives have been derived from the following:
1. Report of Committee for Review and Reformulation of Teacher Education Programmes in RIEs, 2007
2. National Curriculum Framework (NCF) 2005, NCERT.
3. Position Papers of National Focus Groups, 2005, NCERT.
4. Research feedback on Teacher Education.
5. International Experiences on Teacher Education
6. Chattopadhay Commission’s Report on Teacher Education.
7. Constitution of India.
8. Constitutional amendment to make elementary education as a fundamental right and expansion of ECCE sector.
9. Draft Teacher Education Curriculum Frameworks prepared by NCERT, 2006 in collaboration with NCTE.
10. The M.Ed. Programme will be linked to newly formulate two years B.Ed. Programme for RIEs.

6. Objectives of the M.Ed. Programme

The students will be helped to:

  • Understand the nature of education as discipline/area of study.
  • To encourage understanding of the basic concepts/issues of education especially with reference to the kind of concerns that NCF, 2005 has raised in the context of understanding-oriented teaching.
  • Understand how concepts theories/issues drawn from disciplines cognate to education, i.e. Psychology, Sociology, Philosophy, Economics and Management etc; could be used/practiced suitably in the perspectives of teaching-learning in schools.
  • Appreciate the challenge of theorizing education and identify relationship between theory and practices;
  • Understand the need of teacher education in the context of changing needs of school education.
  • Learn the skills required for playing a leadership role in different areas of school education;
  • Understand the linkage between education and national development;
  • Gain an understanding on cognitive Psychology and the process of learning;
  • Develop a rational conceptualization of educational research;
  • To reflect on the multiple contexts in which the schools and teacher education institutions are working.
  • Integrate information and communication technology to teaching-learning and training transaction;
  • Develop skills among students to manage internship, practicals and in-service training programmes;
  • Develop competency in students in development of curriculum, syllabus, textbooks, and instructional materials, evaluation and assessment.
  • Develop ability to analyse and reflect upon his professional experience.
  • Equip the students with different innovative modes of training transaction.
  • To understand the process of school education and teacher education and the various factors enriching the processes.
  • To understand the emerging vision of school education.
  • To sharpen epistemological, axiological and ontological perspectives of school education and teacher education for enhancing conceptual understanding of education.

7. The Clientele

 Basically the products of M.Ed. programmes are employed as teacher educators in CTEs, IASEs,DIETs, B.Ed. colleges and University Education Departments. Further, a sizeable number of products of M.Ed. (general) Course have been employed by Boards/Councils of Secondary/Higher Secondary Education, Directorates of Education/Inspectorates, Schools affiliated to CBSE/Kendriya Vidyalaya Sangathan/Navodaya Vidyalaya Samiti, SCERTs as Curriculum Experts, Evaluation Experts, Population Education Experts, Inspectors/Sub-inspectors of Primary/Secondary Schools, Education Officers, Head Masters/Principals, Statistical Officers/Planning Officers etc. who would require professional expertise/knowledge in curriculum formulation/evaluation/educational planning and management/supervision and educational administration. In addition, there is a need of teacher educators to train teachers/instructors at different levels such as institutions dealing with alternative schooling, distance education and adult education. Ideally though it is worthwhile to formulate M.Ed. programmes to cater the needs of
stage specific and category specific preparation of teacher educators and job specific preparation of trained professional manpower to run various departments /sectors of education but in job market it may create problem unless the recruitment rules of various states are changed, professional qualification of teacher educators are made stage specific/category specific, and the equivalence of stage specific and category specific M.Ed degree are sorted out by statutory bodies/universities. Again, the professional competency/existing profile of faculty members of IASE’s/CTE’s/Universities Education Departments may not facilitate the conduct of stage – specific and category specific preparation of teacher educators. The products of M.Ed. (Elementary) course of RIE’s could not get employment in DIET/DPEP/SCERT due to rigidity of old recruitment rules in the states and imperfections of the market. Recruitment rules of states/various organisations are yet to prescribe stage specific/job specific professional qualifications. In view of the above, reformulated M.Ed. Programme should basically cater to the needs of professional preparation of teacher educators at various stages of education and simultaneously for job specific preparation of trained professional manpower to run various departments of education/education institutions. Due to heterogeneous clientele, there is a wide range of professional and academic needs to which the course has to cater.

8. Duration

One Academic Year with two semesters of 18 weeks each.

9. Eligibility for Admission

Candidates seeking admission to M.Ed course must have passed one year B.Ed/2 yrs.B.Ed./ 4 yrs.integrated B.A.Ed/B.Sc.Ed/ /M.Sc.Ed/ or any other degree recognised as equivalent thereto by the University with 50% marks in the aggregate (in case of integrated degree course, 50% aggregate marks in Education papers only). However, relaxation up to 5% marks shall be given in the case of SC/ST candidates.
Additional weightage shall be given to (i) candidates with post-graduate degree in Sciences/Humanities/Social Sciences and (ii) the experience of teaching in an Elementary Teacher training Institute or in a school (iii) experience working in State Board of Primary/Secondary and Senior Secondary Education or Directorate/Inspectors of Education in the states.

Note: The Institute shall develop a suitable criteria for determining the merit of candidates on the asis of their academic background, teaching experience and performance in the Admission Test, if conducted and in accordance with the administrative policies relating to representation to different states in the region and reservation for certain categories like SC/ST as decided by the appropriate authorities from time to time.

10. Attendance

Each semester shall be taken as a unit for purpose of calculating attendance and a student shall be considered to have put in the required attendance for the Semester, if he has attended not less than 75% of the number of working periods (lectures, seminars and practical taken together) during each semester. 
Shortage of attendance up to 15% or prescribed percentage may be condoned by the ViceChancellor on the recommendations of the Chairperson of the Department on payment of fee prescribed by the concerned University from time to time. There shall be no condonation if attendance is below 60% during any semester. A candidate who does not satisfy the requirement of attendance shall not be eligible to take examination of the concerned semester. A candidate, who fails to satisfy the requirement of attendance in a semester, shall rejoin the same semester.

11. Medium of Instruction

The medium of instruction and examination shall be English.

12. Scheme of Instruction

The course of study shall comprise of the following:

A. Core Courses (1st Semester 300 + 2nd Semester 300, Total = 600)
1. Education as An Area of Study
2. Process of Education
3. Learner and the Learning Process
4. Psychology for Individual and Social Development
5. Methodology of Educational Research
6. Statistical Methods for Data Analysis.

B Area of Specialization (Each student will have to select one area of specialization)  Marks 100X 4= 400

1. Elementary Education
(a) Perspectives in Elementary Education.
(b) Early Childhood Care and Education.
(c) Curriculum and Evaluation in Elementary Education.
(d) Elementary Teacher Education.

2. Teacher Education

(a) Teachers and Teaching
(b) Preparation of Teachers
(c) Professional Development of In-service Teachers
(d) ( Any one of the following papers)
i. Pedagogy of Science Education
ii. Mathematics Education
iii. Language Education
iv. Social Science Education

3. Curriculum Studies

(a) Foundations of Curriculum
(b) Curriculum Development
(c) Curriculum Transaction.
(d) Curriculum Evaluation

4. Guidance and Counselling

(a) Introduction to Guidance and Counselling
(b) School Guidance Programme
(c) Career Development and Guidance
(d) Assessment and Appraisal in Guidance and Counselling

5. Planning, Management and Financing of Education

(a) Educational Planning
(b) Educational Management
(c) Educational Finance
(d) Issues in Planning, Management, and Financing of Education

6. Distance Education and Open learning

a) Foundations of Distance Education
 b) Learner Support Services (LSSs)
c) Planning and Management of DE & OL
d) e- Learning.

7. Inclusive Education

(a) Inclusion of children with Diverse Needs
(b) Inclusive Strategies and Education for children with Diverse Needs
(c) School Education of the Disadvantaged Groups
(d) Girls’ Education
 8. Education Technology and ICT
(b) Educational Technology
(c) ICT in Education
(d) Computer Technology
(e) Courseware Development
 C. Dissertation
 Dissertation is compulsory for each student.

13. Examination

A candidate shall apply for all the papers of a semester when he appears for the examination of
that semester for the first time.

14. Scheme of Examination

There shall be a University examination at the end of each semester.
The detailed scheme of Examination along with paper, titles and marks break-up paper
wise follows: 

Click here for official Syllabus

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Courtesy: NCERT