Hello sir I am here as I want to get the syllabus of the Bachelor of Education (B.Ed.) of Patna Training College of Patna University so will you please provide me the syllabus?

Hey!!! Patna Training College of Patna University offers Bachelor of Education (B.Ed.) program for boys. The present intake of students is hundred.

The Patna University conducts ‘Bachelor of Education Entrance Test’ (BEET) for admission to the B.Ed. program of the college

Syllabus of B.Ed:
B.Ed. – 1st Year

Course 1 Childhood and Growing Up

Course 2 Contemporary India and Education

Course 3 Learning and Teaching

Course 4 Language Across the Curriculum

Course 5 Understanding Disciplines and Subjects

Course 6 Gender, School and Society

Course 7a Pedagogy of a School Subject–Part- I

Course EPC 1 Reading And Reflecting On Texts

Course EPC 2 Drama And Art in Education

Course EPC 3 Critical Understanding of ICT



B.Ed. – 2nd Year

Course 7b Pedagogy of a School Subject–Part- II

Course 8 Knowledge and Curriculum

Course 9 Assessment for Learning

Course 10 Creating an Inclusive School

Course 11 Optional Course

Course EPC 4 Understanding the Self

Syllabus of the Bachelor of Education (B.Ed.) of Patna Training College of Patna University
B.Ed. Year - I
CHILDHOOD AND GROWING UP
COURSES OBJECTIVES
The student-teachers will be able to;
1. Develop an understanding of the notions of childhood and adolescence;
2. Develop an understanding about the impact/influence of socio cultural context in shaping human development, especially with respect to the Indian context;
3. Develop an understanding of dimensions and stages of human development and developmental tasks ;
4. Understand the range of cognitive capacities among learners;
5. Appreciate the critical role of learner differences and contexts in making meanings, and draw out implications for schools and teachers;
6. Understand socialization and its role in identity formation of a child;
7. Understand identity formation and its determinants;
COURSE CONTENTS
Unit 1: Understanding Childhood
• Understanding Childhood : Developmental Perspective
• Dimensions of Childhood : Social, Cultural, Political and Economic
• Key Factors during Childhood : Family, Neighborhood, Community and School
• Children and their Childhood: The Contextual Realities of Bihar
• General objectives of early childhood Education as related to national goals.
• Notion of joyful Childhood : Major discourse and educational implications
• Dimensions of individual development : physical, cognitive, language, social, and moral, their interrelationships and implications for teachers (with reference to Piaget, Erickson and Kohlberg)
Unit 2: Understanding Adolescence
• Adolescence : assumptions, stereotypes and need of a holistic understanding
• Major issues: growth and maturation, nature and nurture, continuity and discontinuity
• Learner as an adolescent : stages of development- developmental task with focus on process of growth and development across various stages from infancy to adolescence
• Factors affecting adolescence : social, cultural, political and economic
• Adolescence: activities, aspirations, conflicts and challenges of learner
• The contextual reality of adolescence in Bihar
• Dealing with adolescence ; discourse on the role of teacher, family, community and state
Unit 3: Understanding Socialization and the Context of the Learner
• Understanding Socialization
• Socialization at home context: family as a social institution; parenting styles and their impact; transmission of parental expectations and values

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• Socialization and the context of community: neighborhood, extended family, religious group and their socialization functions
• 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
• Schooling as a process of identity formation: ascribed, acquired and evolving
• Gender Identities and Socialization Practices in family, schools, other formal and informal organization; Schooling of Girls
• Inequalities and resistances in society: issues of access, retention and exclusion

Unit 4: Understanding Differences in Learners
• Difference in learners based on socio-cultural contexts : impact of home languages of learners‘ and language of instruction, impact of differential ‗cultural capital‘ of learners
• Differences between individual learners: multiple intelligence, learning style, self-concept, self-esteem, attitude, aptitude, skills and competencies, interest, values, locus of control and personality
• Understanding differently-abled learners: slow learners and dyslexic learners
• Methods of assessing individual differences: tests, observation, rating scales, self-reports
• Catering to individual differences: grouping, individualizing instruction, guidance and counseling, bridge courses, enrichment activities and clubs

Unit 5: Learner’s Identity Development
• Understanding ‗Identity Formation‘; 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
• Determinants of identity formation in individual and groups; social categories such as caste, class, gender, religion, language and age
• School as a site of identity formation in teacher and students; school, culture and ethos, teaching-learning practices and teacher discourse in the classroom, evaluation practices; value system and ‗hidden curriculum‘ in schools
• The influence of peer group , media, technology and globalization on identity formation
Practicum:
1. Critical analysis of classroom instruction in the light of the developed Understandings
2. Case study of a learner with behaviour problem/talented child/a LD child/a slow learner/a disadvantaged child
3. Observing children in their natural setting
4. Study of intelligence of at least 5 school children and relating it with achievement and other background factors
SUGGESTED READING
1. Adler, Alfred. (1935) The education of children. London: Allen & Unwin.
2. Benjafield, J.G. (1992). Cognition, Prentice Hall, Englewood Cliffs.
3. Brown, J.S., Collins A and Dugrid, P (1989). Situated Cognition and the Culture of Learning, Educational Researcher; 32-42.

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4. Denise Pope (2001), Doing School: How we are creating a Generation of Stressed Out, Materialistic, and Miseducated Students. New Haven: Yale University Press.
5. Faw, T., & Belkin, G. (1989). Child Psychology. New York, NY: McGraw-Hill Publishing Company.
6. Gagné, R. M. (1985) The Conditions of Learning and Theory of Instruction (4th edition). New York: Holt, Rinehart and Winston
7. Gardner, Howard (1989). Frames of Mind. The Theory of Multiple Intelligences, Basic Books, New York.
8. Hurlock, Elizabeth B. (2001) Child Development, McGraw Hill Education (India) Private Limited; 6 edition (21 June 2001)
9. Jeanne, Ellis Ormrod. Educational Psychology: Developing Learners. Fourth Edition
10. Jeffrey Arnett (2007), Adolescence and Emerging Adulthood: A Cultural Approach. (3rd. ed.). Upper Saddle River, N.J.: Pearson.
11. Kohlberg, L. (1987). Child psychology and childhood education: A cognitive developmental view. New York: Longman.
12. Luria, A. (1976). Cognitive Development: Its Cultural and Social Foundations. Cambridge, MA: Harvard University Press.
13. Maccoby, E. (1980). Social development: Psychological growth and the parent-child relationship. New York: Harcourt Brace Jovanovich
14. Meadows, S. (1986). Understanding Child Development: Psychological Perspectives in an interdisciplinary field of inquiry. London, Great Britain: Century Hutchinson Publishing Group.
15. Lindgren, H.C. (1980). Educational Psychology in the Classroom Oxford University Press, New York.
16. Patricia A. Alexander, Philip H. Winne (2006) Handbook of Educational Psychology
17. Sarangapani M. Padma(2003.), Constructing School Knowledge :An Ethnography of learning in an Indian Village, Sage Publication
18. Slater, A., & Lewis, M. (2007). Introduction to infant development. London: Oxford University Press.
19. Sturt Mary, Oakden, E.C. (1999) Modern Psychology and Education, Routledge.
20. Vygotsky, L.S. Mind in Society, Harvard University Press: Cambridge, 1978. Chapter 6.
21. Woolfolk, A.E. (2009) Educational Psychology (11th Edition) (My Education Lab Series) Prentice Hall


Contact Detail:

Patna Training College

Postal Address : Patna Training College, Baripath, Dariyapur, Patna (Bihar)

Pincode : 800004

Contact : 0612-2302037

Email Address : info@ptcpu.org

For Detailed Syllabus here I am attaching a file :

Attached Files

Syllabus of the Bachelor of Education (B.Ed.) of Patna Training College of Patna University.pdf (1.04 MB, 386 views)