|
BPSC Headmaster B.Ed Syllabus 2022
|
|
Unit 1
- Children and their childhood: The contextual Realities of Bihar
- Factors affecting adolescence: social, cultural, political, and economic
- Dimensions of individual development: physical, cognitive, language, social and moral their interrelationships and implications for teachers (concerning Piaget Erickson and Kohlberg)
- Understanding Childhood: Developmental Perspective
- Adolescence: assumptions, stereotypes, and need of a holistic understanding
- The contextual reality of adolescence in Bihar
Unit-2
- Inequalities and resistances in society: issues of access, retention, and exclusion
- Understanding of differently-Abled learners: slow learners and dyslexic learners
- Socialization and the context of school: impact of entry to School – school as a social institution and its notions in Bihar, value formation in the context of schooling
- The difference in learners based on Socio-cultural contexts: impact of home languages of learners and language of instruction, the impact of the differential cultural capital of learners
- Methods of assessing individual differences: tests, observation, rating scales self
|
|
Unit-3
- School as a site of identity formation in teachers and students; school, culture and ethos, teaching-learning practices and teacher discourse in the classroom evaluation practices; value system and hidden curriculum in school
- Understanding Identity Formation: the emergence of multiple identities in the- formation of a person placed in various social and institutional contexts; the need for inner coherence; managing conflicting identities
- Non-Formal constitutional provisions on education that reflect National ideals: Democracy equality, liberty, secularism, and social injustice
- Concept: Meaning and definitions of education, Processes of education-schooling Instruction, Training and Indoctrination, Modes of education formal Informal and
- Education for National development: Education commission (1964-66)
|
|
Unit-4
- Philosophical systems: Schools of philosophy, Idealism, Naturalism, Pragmatism’ Marxism and Humanism with special reference to their concepts of reality, knowledge, and values, and their educational implications for aims Curriculum, methods of teaching and discipline
- Western Thinkers: Plato, Rousseau, Dewey,
- Philosophy and Education: Meaning and definitions of philosophy, Branches of philosophy and their relationship with educational problems and issues
- Indian Thinkers: RN. Tagore, M.K. Gandhi, Swami Vivekananda, Aurobindo Ghose, Jiddu Krishnamurthi, and Giiiubhai Badheka
|
|
Unit-5
- Prevailing nature and forms of Inequality, including dominant and minor groups and related issues
- Differential quality in schooling: variations in school quality
- Meaning of equality and constitutional provisions
- Inequality in schooling: Public-private schools, rural-urban schools, single teacher schools and many other forms of inequalities in school system 3nq 1tr” processes leading to disparities
- Right to Education: Bill and its provisions.
|
|
Unit-6
- Relationship of learning with school performance and ability of the learner
- Concept of Motivation; types, techniques of enhancing motivation
- Learning principle in learning problem solving Basic Assumptions and analysis of the relevance of Learning Theories Social, Cognitive & Humanistic learning theories learning as a process of construction of Knowledge-Constructivist Behavioral, Approach to learning
- Meaning of learning to learn skills; ways of developing self-study
- Forgetting classroom learning-meaning and its causes; strategies for improving retention of learning
|
|
Unit-7
- Characteristics associated with effective teachers; Teacher professional identity – what does it entail?
- An analysis of teacher’s roles and functions, skills and competencies in the Pre-active phase – visualizing, decision-making on outcomes, preparing and organization; Interactive phase – facilitating and managing to learn; Post-active phase – assessment of learning outcomes reflecting on pre-active, interactive and post-active processes
- Visualizing: The learner and learning readiness characteristics, the subject matter content and their inter-linkages, the learning resources, approaches/strategies
- Preparing for instruction: Identifying selecting available learning resources or developing required learning resources.
- Decision making on outcomes: Establishing general instructional goals, specification of objectives, and standards for learning allocation of instructional time for various activities/tasks-instructional time as a variable in learning
- Preparation of a plan: Unit plan and Lesson plan
|
|
Unit-8
- Questioning Illustration and explanation as teacher competencies influencing student learning in the classroom
- Motivating the learners and sustaining their attention-importance of stimulus variation and reinforcement as skills
- The strategy of Teaching -a) Expository Strategy as an approach. LA-teaching for
- Understanding: Presentation – discussion – demonstration, the Advance Organizer
- Inquiry Strategy as an approach to teaching ‘thinking skills and construction of
- Approaches to Small Group and Whole group Instruction: Cooperative and
- Knowledge: Concept attainment/ Concept formation, Inductive thinking Problem-based learning/Project Based Learning
- Collaborative approaches to learning- Brainstorming Roleplay and Dramatization, Group discussion, simulation and Games, Debate, Quiz and seminar
|
|
Unit-9
- The social and cultural context of language: Language and Gender, Language and Identity language and Power, language and Class (Society)
- How children learn a language with special reference to Chomsky, Piaget, and Vygotsky.
- The political context of language; multilingual perspective of India and Bihar
- Language and construction of knowledge; understanding the objectives of learning
- Constitutional provisions related to languages in India
- Position of Languages in India; articles 343-351, 350A
- Languages; imagination, creativity, sensitivity, skill development
- A critical review of Medium of Instruction; Different school subjects as registers
|
|
Unit-10
- What are Academic Disciplines? Need/Perspectives of the classification of Human
- The Philosophical Perspective: Unity and plurality
- Knowledge into disciplines & Subjects
- The Sociological Perspective: Professionalization and Division of Labor
- The Anthropological Perspective: Culture and Tribes
- The Historical Perspective: Evolution and Discontinuity
- What criteria can be used for quality assurance of interdisciplinary subjects
- The educational Perspective: Teaching and Learning Research in subject/discipline- Methods of data collection in the subject Drawing conclusion, generalization, and theory development Preparing & reference notes and
- The Management Perspective: Market and organization
- What is Interdisciplinary learning? The interdisciplinary learning-a dialectical process
|
|
Unit-11
- The paradigm shift from women studies to gender studies
- Hislo-fiscal background: Some landmarks from social reform movements of the nineteenth and twentieth centuries with a focus on women’s experiences of education
- Equity and equality in relation with caste, class, religion, ethnicity, disability, and Region
- Teacher as an agent of change
- Gender, culture, and institution: Intersection of class, religion, and region
- Methods, Inductive deductive, lecture, discussion, multilingual, source method observation method, laboratory method, project, and problem-solving method and their advantages and limitation & comparisons
|
|
Unit-12
- Ideologies and educational vision; (iii) economic necessities; (iv) technological
- Determinants of the curriculum at the nation or state-wide level; (i) social-political culture-geographical-economic diversity; (ii) socio-political aspirations, including
- Possibilities; (v) cultural orientations; (vi) national priorities; (vii) system of ior”*”n.” and power relations; and (vii) international contexts
- Concept of test, measurement, examination, appraisal, evaluation and they’re inter relationships
- Determinants of the curriculum at the nation or state-wide level; (i) social-political culture-geographical-economic diversity; (ii) socio-political aspirations, including
- Purpose and objectives of assessment-for placement! Providing feedbacks grading promotion, certification, diagnostic of learning difficulties
- Concept of an inclusive school- infrastructure and accessibility, human resources attitudes to disabling whole school approach, community-based education
- Reporting students performance- progress reports, cumulative records profiles, and their uses, Portfolios.
- Understanding peace as a Dynamic Social Reality
- Concept of health, importance, dimensions, and determinants of health; Health needs of children and adolescents, including differently-abled children
- Developing Resources in Schools for Guidance”
|
