Yea you can get admission in Swami Vivekanand University Madhya Pradesh for B.Ed program. The Swami Vivekanand University Madhya Pradesh is provides admission for B.ed course.

The SVN University is managed by Prakhar Pragya Shiksha Prasar Avam Samaj Kalayn Samiti, Sagar, Madhya Pradesh.

It is spread over about 65 acres lush green land situated in pollution free, healthy and natural environment

Swami Vivekanand University, Sagar M.P. B.A, B.Com, B.Sc, B.Ed, BCA, MA, M.Sc, M.Com, MBA, Ph.D, BA (Hons.), B.Sc (Hons.) 2nd, 4th, 6th Exam conducted by the University in May/June

Faculties & Courses offered:

Faculty of Engineering
Faculty of Pharmacy
Faculty of Law
Faculty of Education
Faculty of Commerce & Business Management
Faculty of Computer Science and Application
Faculty of Science
Faculty of Humanities and Social Sciences

Swami Vivekanand University B.Ed syllabus
UNIT-I Marks:15
EDUCATIONNATURE AND PURPOSE
Meaning and Nature of Education: What is education? Whether education is a natural or social process?
Intentional or unintentional? What comprises education? Does education occur only in educational institutions?
Where else? Processes and Modes of Education: Is education an activity/process? Through what modes does
education take place? How education in schools is linked with outside school experiences? Why education, in the
form of schooling, needs to be provided to all children? Purpose of Education: Whether education is organized
for: individual development or social transformation? providing knowledge or information? How worthwhile is
education? Who decides it? For whom? Who is an educated person?
UNIT- II Marks : 15
KNOWLEDGE ANDKNOWING
Knowledge Meaning: What is knowledge? What is knowing? Can doing, thinking and feeling be discerned
separately in knowing? Differentiate between information, knowledge, belief and truth. Knowing Process: What
are different ways of knowing? How knowledge can be constructed? What is involved in construction of
knowledge? What are the relative roles of knower and the known in knowledge transmission and construction?
Facets of Knowledge: What are the different facets of knowledge and relationship, such as: local and universal?
concrete and abstract? theoretical and practical? contextual and textual? school and out of school? (With an
emphasis o understanding special attributes of 'school knowledge.) What is the role of culture in knowing? How is
knowledge rendered into action? How to reflect on knowledge?
UNIT-III Marks : 15
FORMS OF KNOWLEDGE AND ITS ORGANISATION IN SCHOOLS: Can we categories knowledge? On what
basis? What forms of knowledge are included in school education? On what basis are knowledge categories
selected in school education?Who selects, legitimizes, and organizes categories of knowledge in schools?
In what form? How does school knowledge get reflected in the form of curriculum, syllabus and textbooks?
What is freedom of a teacher? Freedom in what sense?Why? How does teacher's autonomy help in enriching
learning situations? Do autonomy and accountability go together?
What are the hindering factors that affect teacher's autonomy? Autonomy of Learner: What is autonomy of
learner? What are the restraints on learners in schools? Can learners be free from curriculum, textbooks,
instruction, and discipline? Does learning take place if the learner is free from all constraints of the school? To
what extent do individual autonomy and collective responsibility go together for teacher and learner?
UNIT- V Marks:15
EDUCATION ANDVALUES: What are values? Are they relative or absolute? Who creates values? Can humans be
free of values? What are the values prevalent in contemporary society? What does it mean when one says,
‘education is a normative Endeavour’? How does this relate to value formation? What kinds of values education
perpetuates? Do different school contexts have a differential impact on learners' value formation? Does education
have the potential to contribute to transformation of values in society? How do group and social conflicts
influence school system? How does the school system nurture a culture of peace?

UNIT- I Marks:15
LEARNER AS ADEVELOPINGINDIVIDUAL
Key cognitive and affective processes: perception, attention, memory, language, thinking, problem solving,
emotions and motivation:. Developmental Influences: Development as a resultant of interactions between
individual potential (innate, acquired) and external environment (physical, socio-cultural, ecological, economic
and technological). Nature and nurture, continuity and discontinuity issues, growth and maturation. Implications
for teachers to develop holistic understanding of the learner in context. (The focus is on understanding the key
cognitive and affective processes influencing the development of the learner and their applications in classroom
teaching. The innate and environmental influences shaping development would help foster an understanding of
learner as a situated individual).
UNIT- II Marks : 15
DEVELOPMENT AND LEARNING: Meaning and principles of development, relationship between development
and learning. Dimensions of individual development: physical, cognitive, language, affective, social and moral,
their interrelationships and implications for teachers (relevant ideas of Piaget, Erikson and Kohlberg). Stages of
development—developmental tasks with focus on processes growth and development across various stages from
infancy to post adolescence (special emphasis on concerns of adolescence). Meaning of 'cognition' and its role in
learning. Socio-cultural factors influencing cognition and learning. Facilitating holistic development (for self and
society). (The focus is on understanding the key concepts of development and cognition, different stages and
dimensions of development and their applications in teaching–learning contexts).
UNIT- III Marks : 15
THEORETICAL PERSPECTIVES ON LEARNING: Implicit knowledge and beliefs about learning (demystifying
misconceptions). Perspectives on human learning: Behaviorist (conditioning paradigm in brief), cognitive,
information-processing view, humanist, social-constructivist (drawing selectively on the ideas of Skinner,
Piaget, Rogers, Vygotsky).
Concepts and principles of each perspective and their applicability in different learning situations Relevance and
applicability of various theories of learning for different kinds of learning situations Role of learner in various
learning situations, as seen in different theoretical perspectives Role of teacher in teaching-learning situations: a)
transmitter of knowledge, b) model, c) facilitator, d) negotiator, e) co-learner. (The focus is on building
understanding of different psychological perspectives of learning and helping student teachers to learn to apply
them in different learning situation
UNIT- IV Marks : 15
LEARNING IN 'CONSTRUCTIVIST' PERSPECTIVE: Distinctions between learning as 'construction of
knowledge' and learning as 'transmission and reception of knowledge'. Social-constructivist perspective (also
Bruner and Ausubel's perspective) and applications of Vygotky's ideas in teaching. Understanding processes that
facilitate 'construction of knowledge': Experiential learning and reflection Social mediation Cognitive
negotiability Situated learning and cognitive apprenticeship Meta-cognition. Creating facilitative learning
environments, teachers' attitudes, expectations – enhancing motivation, positive emotions, self-efficacy,
collaborative and self regulated learning. (The focus is on learning as a constructive rather than a reproductive
process. The learner- centered orientation has implications for understanding learning as contextual and selfregulated
process and following suitable classroom practices).
UNIT- V Marks : 15
INDIVIDUAL DIFFERENCES AMONG LEARNERS: Dimensions of differences in psychological attributes—
cognitive abilities, interest, aptitude, creativity, personality, values. Understanding learners from multiple
intelligences perspective with a focus on Gardner's theory of multiple intelligences. Implications for teachinglearning
in the light of changing concept of intelligence, including emotional intelligence. Differences in
learners based on predominant 'learning styles'. Differences in learners based on socio-cultural contexts: Impact
of home languages of learners' and language of instruction, impact of differential 'cultural capital' of learners.
Understanding differences based on a range of cognitive abilities— learning difficulties, slow learners and
dyslexics, intellectual deficiency, intellectual giftedness. Implications for catering to individual variations in
view of ‘difference’ rather than ‘deficit’ perspective. (The focus is on understanding the differential learning
needs of the learners with regard to abilities, learning styles, language, social cultural differences/disadvantage,
learning difficulties, and their implications for classroom practices and teaching).

Address:

Swami Vivekanand University
NH 26, Narsinghpur Road, Sironja, Sagar,
Madhya Pradesh 470228
Phone:075822 81000

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Swami Vivekanand University B.Ed syllabus.pdf (2.00 MB, 93 views)