GLS UNIVERSITY. Faculty of Education Bachelor of Education (B.Ed.) Programme

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1 B.Ed. Programme StructurePage 1 of 8 GLS UNIVERSITY Faculty of Education Bachelor of Education (B.Ed.) Programme 1. GLS University s Bachelor of Education Programme is a two-year full-time programme leading to the degree of Bachelor of Education (B.Ed.). The programme should be completed in a maximum of three years from the date of admission. The B.Ed. programme will be offered by GLS Institute of Teachers Education which is a constituent college of GLS University. The programme will be conducted as per the norms of the National Council for Teacher Education (NCTE).. Programme Objectives The Bachelor of Education programme, generally known as B.Ed., is a professional course that prepares teachers for upper primary or middle level, secondary level and senior secondary level classes of school education. The programme provides a platform to enable students to understand the central concepts, tools of inquiry and structures of discipline of Education in general and teacher education in particular. The programme prepares the student teachers understand how children learn and develop, how they differ in their approaches to learning and create learning opportunities that benefit diverse learners and learning contexts. More specifically, the programme is intended: To develop the skills of student teachers to plan learning experiences in and outside the classroom that are based on learners existing proficiency, interests, experiences and knowledge, and enables them to understand how students come to view, develop, learn and make sense of the subject matter contained in the curriculum. To develop the capacity among student teachers to use knowledge of effective verbal, non-verbal and media communication techniques to foster active enquiry, collaboration and supportive interaction in the classroom. To enable the student teachers to understand and use formal and informal assessment strategies to evaluate and ensure continuous intellectual, social, emotional and physical development of the learners. To provide student teachers self-identity as teachers through school-based learning experiences and reflective practices that continually evaluate the effects of their choices and actions. To change the behaviour, attitude and values of teacher trainees so that they shape into responsible and accountable agents of change in the society, in the perspective of local, national and global concerns and issues vital for human survival, progress and development.

2 To provide a rich programme of curricular and extra-curricular activities for student teachers for all round development of their personalities as also those of the students whom they teach. 3. Eligibility Norms for Admission to B.Ed. Candidates with at least 50% marks in the Bachelor s Degree and/or in the Master s Degree in Sciences/Social Sciences/Humanities, Bachelor s in Engineering or Technology with specialisation in Science and Mathematics with 55% marks or any other qualification equivalent thereto, from a University recognized by UGC (for SC/ST/SEBC - 45%). 4. Admission: a) The intake for the B.Ed. programme will be 100. b) Admission to reserved category candidates will be as per the guidelines of Government of Gujarat. c) Admission to all categories will be on merit. d) Separate category-wise merit lists will be prepared. e) All the candidates will have to obtain and produce Provisional Eligibility Certificates from GLS University. f) Students with Sociology and Philosophy subjects will be given admission in Social Science subject/s. g) Second subject method will be decided by the institute/college. h) The method of determining the merit score will be based on the marks of graduation and post-graduation. 5. Programme Overview: The entire schedule of academic activities of the programme will be listed in the Academic Calendar to be released at the beginning of each academic year. Anoverview of the Programme is as follows: Sr. No. Particulars Number 1 No. of Years/Semesters /4 Total Credits:For semesters 1,, 4 (Theory 10 16, Practical - 14) for each semester. Semester 3 (Theory 4, Practical 6) 3 Total No. of Courses (Theory + Practical) 58 a) Core courses (Theory - 0 Credits) 7 b) Enhancing Professional Capacity 4 (EPC)(Theory - 8 Credits) c) Curriculum and Pedagogy study 8 (Theory - 8 Credits) d) Pedagogy of School Subject (Theory - 1 B.Ed. Programme StructurePage of 8

3 1 Credits) e) Practicals (68 Credits) 6 4 Total teaching weeks (per semester) 15 5 Weeks for examinations and admissions Programme Structure (Semester-wise) SEMESTER I (Core Paper) Code Core Courses Credits Objectives A 001 C-1. Childhood and Growing UP This course offers an introduction to the study of childhood, child development and adolescence. 4 The focus of this course is to understand development of children for better learning and A 00 B 01 to 01 C 101 A 101 C-. Contemporary India and Education C-7 (a & b) Pedagogy of School Subject (any two)- Gujarati/Hindi/ English/Sanskrit / Social Science/ Mathematics/ Science/ Commerce/ Accounts/ Economics/ Psychology/ Computer Science B.Ed. Programme StructurePage 3 of 8 4 +=4(Eac h school subject) Enhancing Professional Capacity(EPC) EPC 1 Reading and reflection Texts. Curriculum and Pedagogy study ( Any One) C-4 Language across the Curriculum teaching. This course will enable studentteachers to understand Indian society and education, acquire conceptual tools of sociological analysis and hands-on experience ofengaging with diverse communities, children and schools. This course focuses on broadly three areas: firstly, the nature of the school subject, including its relation to disciplinary knowledge and its social history as a subject in the school curriculum; secondly, the course aims at pedagogical approaches for the teaching of a subject at different stages of school; and thirdly, a deeper theoretical understanding of how children in diverse social contexts construct knowledge of specific subject concept areas. To read and respond to a variety of texts in different ways and also learn to think together, depending on the text and the purposes of reading. The main focus of this subject is to understand the language background of students, as first or second language users of the

4 A 10 OR C-5 Understanding Discipline and Subject Total Credit 16 language used in teaching the subject. The aim will be to create sensitivity to the language diversity that exists in the classrooms. School education revolves around certain disciplinary areas like Languages, Mathematics, Social Science, Science, etc. This course will enable student-teachers to reflect on the nature and role of disciplinary knowledge in the school curriculum. SEMESTER II Code Core Courses Credits Objectives A 004 C-3 Learning and This is a core course that brings together perspectives from many Teaching other courses and drawsupon theoretical frames from Psychology, 4 Philosophy, Sociology, and language learning. It offers a platform for prospective teachers to reflect on and critique notions of learning and A 005 A 10 B 01 to 01 C-8 Knowledge and Curriculum C-9 Assessment for Learning C-7 (a & b) Pedagogy of School Subject (any two) - Gujarati / Hindi / English / Sanskrit / B.Ed. Programme StructurePage 4 of 8 4 +=4(Each school subject) teaching. This course will introduce students to perspectives in education and will focus on epistemological and social bases of education. It is hoped that this will help prospectiveteachers to take decisions about and shape educational and pedagogical practices with greater awareness of the theoretical and conceptual underpinnings. The course is designed keeping in mind the critical role of assessment in enhancinglearning. Studentteachers will thus learn to explore diverse methods and tools ofassessing an array of learning/performance outcomes of diverse learners. This course focuses on broadly three areas: firstly, the nature of the school subject, including its relation to disciplinary knowledge and its social history as a subject in the school

5 C 10 Total credits Social Science / Mathematics / Science / Commerce / Accounts / Economics / Psychology / Computer Science EPC Drama and Art In Education. Enhancing Professional Capacity(EPC) curriculum; secondly, the aims and pedagogical approaches for the teaching of the subject at different stages of school; and thirdly, a deeper theoretical understanding of how children in diverse social contexts construct knowledge of specific subject concept areas. To help learners to extend their awareness, through multiple perspectives, to look at reality through fantasy, and to predict everyday situations in order to cope with unpredictable unsettling experiences. 16 SEMESTER III C-7 (a & b) Pedagogy of School Subject (Any Two) Code Core Courses Credits Objectives B 01 to 01 C-7 (a & b) Pedagogy of School Subject (any two)- Gujarati / Hindi / English / Sanskrit / Social science / Mathematics / Science / Commerce / Account / Economics / Psychology / Computer science School internship Practical +=4(Each school subject) 6 Total Credit 30 This course focuses on broadly three areas: firstly, the nature of the school subject, including its relation to disciplinary knowledge and its social history as a subject in the school curriculum; secondly, the aims and pedagogical approaches for the teaching of the subject at different stages of school; and thirdly, a deeper theoretical understanding of how children in diverse social contexts construct knowledge of specific subject concept areas. To provide practical training of teaching. The aim is to bridge the gap between theory and practice through hands-on experience in teaching the relevant subject/s. SEMESTER IV Code Core Courses Credits Objectives A 004 C-6. Gender, School This course will also study B.Ed. Programme StructurePage 5 of 8

6 A 005 A 006 and Society C-8 Knowledge and Curriculum C-10. Creating an Inclusive School B.Ed. Programme StructurePage 6 of 8 representation of gender roles, relationships and ideas in textbooks and curricula, examining how schools nurture or challenge creation of young people as masculine and feminine selves. This course will introduce students to perspectives in education and will focus on epistemological and social bases of education. It is aimed at helping prospective teachers to take decisions and shape educational and pedagogical practices with greater awareness of the theoretical and conceptual underpinnings. The objective of the course will be to bring about an understanding of the cultures, policies and practices that need to be addressed in order to create an inclusive school.this course will explorethe definition of disability and inclusion within an educational framework. Course-11 Optional Courses Any One A 10 Vocational Education To make the students aware about different vocations. A 103 Work Education To develop competencies including knowledge, understanding skills and values through need-based life activities. A 104 Health & Physical Education To perceive and integrate an holistic understanding of health, diseases, physical fitness among children to promote health and well-being of children. A 105 Peace Education To broaden the notions of student teachers about peace and peace education, their relevance and connection to inner harmony as well as harmony in social A 106 Guidance and Counselling relationships across individuals and groups, based on constitutional values. To build a structure of professional knowledge and career skills on foundations already acquired by students in teaching, guidance and counselling, mental health,

7 B 01 to 01 C 103 C 104 psychology, pastoral care, chaplaincy or school/college administration. C-7 (a &b) Pedagogy of School Subject (any two) C-7 (a & b) Pedagogy of School Subject (Any Two)- Gujarati / Hindi / English / Sanskrit / Social Science / Mathematics / Science / Commerce / Account / Economics / Psychology / Computer Science EPC 3 Critical Understanding of ICT EPC IV Understanding the self. B.Ed. Programme StructurePage 7 of 8 +=4(Each school subject) Total Credit 16 Enhancing Professional Capacity(EPC) This course focuses on broadly three areas: firstly, the nature of the school subject, including its relation to disciplinary knowledge and its social history as a subject in the school curriculum; secondly, the aims and pedagogical approaches for the teaching of the subject at different stages of school; and thirdly, a deeper theoretical understanding of how children in diverse social contexts construct knowledge of specific subject concept areas. To focus on moving beyond computer literacy and ICT aided learning, to help student teacher interpret and adapt ICT in line with educational aims and principles. It will explore ICTs along three broad strands; teaching learning, administrative and academic support systems, and broader implications for the society. The aim of the course is to develop understanding of student-teachers about themselves the development of self as a person and as a teacher, through a conscious ongoing reflection. The course would be conducted through workshop mode by more than one resource persons. Note: Optional courses will be offered subject to a minimum number of students (as decided by the institute) opting for the same 7. Evaluation Pattern Internal Evaluation External Evaluation Core Courses 30% 70% Courses on 100%

8 Enhancing Professional Capacity (EPC) Pedagogy of school 30% 70% subjects Optional Courses 30% 70% School Internship Practical 100% Passing percentage in Internal and External evaluation is 40 each. The components of internal evaluation will be communicated by the institute at the beginning of the semester. External evaluation will consist of University Examination to be conducted by GLS University. 8. Fee Structure Details of fees to be collected at the time of admission/ commencement of each semester Sr. No. Type of Fees Amount per semester (Rs.) 1 Tuition fee 18,000 Fee Refund Rule:Tuition fee will be refunded if cancellation is made within one month of admission after deducting Rs.500/- as processing fee. B.Ed. Programme StructurePage 8 of 8