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AFFILIATION, SEAT & SUBJECT : DOWNLOAD
COURSE LEARNING OUTCOME (CLO)
Semester- I
PC1: Introduction to Education Studies
The students will understand-
the concept, meaning and nature, education as disciplinary knowledge, context of education, alternative educational theory, radical educationalists and their works and salient contemporary issues and challenges in education, approach education issues from multiple perspectives.
PC2: Psychology of learning and development
The students will understand-
the framework of the process of learning, stage of leaner’s development, group dynamics, factors affecting learner’s environment and assessment, theories of intelligence, creativity and the concept of individual difference, creating learning environment with the use of ICT and the relation amongst teaching, psychology and education.
PC3: History of political of economy of education
The students will understand-
the history of education and political economy; classify & compare the characteristics of education system in the various era of Indian education, knowledge economy and education, analyze & compare the different aspects of growth of the national system of education, analyze & compare the different aspects of growth of the national system of education, analyse the role of education in economic development.
TEC1: Teacher Education I
The Course will enable the students to
Understand the changing roles and responsibilities of teachers, nature of teaching and professional ethics; full awareness of the historical development of teacher education; completely digest and acquire knowledge as per the report of the national and international commissions on education; adapt to the functioning of teacher educational institutions RIEs, NCTE, NCERT etc. and ability to overview the curriculum frameworks for teacher education; apply various approaches in organizing curriculum, transacting it and evaluating for future improvement.
TC 1: Self-Development
By the end of the course the students have developed understanding about themselves and developing their selves as professional through conscious ongoing reflection. They learn skills that will help in facilitating the personal growth of the student. Sensitivity towards issues like gender bias, children with special needs, disadvantaged group are cultured. Meditation helps them to find a harmony between the self and the surrounding. Reflective discussion on self improvement enables them to be better teachers.
TC 2: Communication and Expository Writing
By the end of the course the students become acquainted with listening, speaking, reading and writing skills of a higher academic level. They learn basic sounds of English and Manipuri languages and the difference in the stress and intonation. They also develop analysis of listening skills and presentation skills. The mock interviews prepare them to face real life interviews which are very essential part of procuring desired profession. Critical writing and involvement in panel discussions prepare them for academic professional development of the profession.
Semester-II
PC4: Philosophy of Education
By the end of the course the students is able to
Demonstrate an understanding of the several different senses of education; explain and analyze competing theories of education; education as harmonization with community values; and education as the development and empowering of individual autonomy; distinguish between the theoretical aspects of education and the practice of teaching, as well as demonstrate an ability to provide resolutions for specific problems that arise in the practice of teaching, such as promoting curiosity, fostering self-discipline, and distinguishing learned behaviour from subjective insight; develop an ability to employ aspects of philosophical analysis and reasoning, as well as critical thinking skills, in the context of writing about the philosophy of education; recognize and explain some of the basic philosophical concepts which underlie any analysis of education, including concepts such as knowledge, learning, rationality, emotions, experience, personhood, objectivity, morality, autonomy, society, value and transformation.
TC3: Research Methods in Education (Preliminary)
After the completion of the course, the students is able
To differentiate and embrace the various types of educational research; to identify problems from various sources; to plan and adopt suitable research designs; to choose the right methodology and approaches for their investigation; to use descriptive statistics for data analysis; to develop research proposal and reviewing of related literatures.
TEC2: Teacher Education II
The successful completion of the Course will lead to students’ understanding in
Concept, factors influencing teacher development, stages of development of a teacher, Approaches to teacher development; Structure and Management of Teacher Education, Recommendations of various committees and regulatory bodies related to teacher education; the indicators of quality assurance in teacher education; Competency based performance and commitment oriented teacher education Teacher appraisal and accountability; Research in Teacher Education; Problems and Issues in Teacher Education and Issues related to enhancing teacher competence, commitment and teacher performance.
CCS-1: Secondary Education I
TE- Internship in Teacher Education Institution
The course is designed to enable the prospective teacher educators to
acquaint with the content and organization of pre-service teacher education curriculum, infrastructure and resources needed, and the issues and problems related to teacher preparation; Involve in various activities and processes of a teacher education institution, in order to gain an insight in to the multiple roles of a teacher educator and understand the organizational culture; acquire competencies and skills required for effective transaction of the curriculum and organization of component activities such as internship and working with the community; design in-service teacher professional development program/activities based on the needs of teachers and develop professional attitudes, values and interests needed to function as a teacher educator.
Semester III
TC4: Advanced Research Methods in Education
After the completion of the course, the students is able to-
Develop suitable data gathering tools strictly adhering to the norms of reliability and validity; analyze quantitative data using inferential statistics (both parametric and non-parametric); use suitable techniques of analyzing qualitative data; use various softwares for analyzing both qualitative and quantitative data and prepare and present research reports.
PC 5: Sociology of Education
After the completion of the course, the students is able to-
Understand the relationship between society and education; apply the principals of sociology of education in learning process; understand the role of new technology in the changing social content; understand and analyze the changing nature of society and education in 21st century through the theories of various sociologists; acquire the knowledge about the role of education in sustainable development; Creating a culture of peace in society.
PC6: Curriculum Studies
By the end of the course the students is able to-
Describe the meaning and nature of curriculum; understand various perspectives and facets of curriculum; discover epistemological, psychological, sociological, economical and cultural basis of curriculum; understand determinants, identify and explain factors considered in curriculum; discover the critical issues in curriculum framework-need and importance for school education and Teacher education; discuss the issues of curriculum planning and development ; develop textual and learning materials; discover the relationship of curriculum engagement with real life; understand teacher’s role in curriculum construction; identify the research areas in curriculum; understand the role of ICT in curriculum transaction and external agencies in providing curriculum and pedagogical supports to teachers within schools- local, regional and national level; understanding criteria for developing learning experiences; develop learning experiences related to work experience, gender parity, peace oriented values, health and needs of children with disabilities, art and craft; infuse environment related and concerns in all subjects and levels; acquire knowledge of tools and techniques of curriculum evaluation; describe issues in curriculum evaluation.
CCS2: Secondary Education II
After the completion of the course the student is able to-
Familiarize with the functioning of various organizations, institutions and agencies of both national and international levels such as important UN organizations, CABE, ICSE, CBSE, NEUPA, NCERT etc. and administrative structure of schools at different levels of the state; understand the know-how of integrating vocational courses into mainstream education; arrange and manage school guidance and counseling centers which will give thrust to identification of adolescence with risk for substance abuse, HIV/AIDS, functioning of student club and the role of secondary school teachers as a guidance and counseling personnel; gain insight into the various issues and challenges in secondary education with specific reference to universalization, enrollment, retention, equality, equity, problems for education for girls and the disadvantaged; take up research with the aid of educational management information system (EMIS), data based management including U-DISE.
Semester IV
TS2 – Curriculum, Pedagogy and Assessment
Paper I: Curriculum Theory, Planning and Development
After the completion of the course the student is able to-
Understand the concept and theories of curriculum, approaches of curriculum such as traditional, empiricists and constructivists; Explore the curriculum as content, process and product; Assess the contemporary political influence on the curriculum; acquire the knowledge of different models of curriculum planning, factors affecting planning of the curriculum; understand the various roles of national and state level agencies in curriculum development, preparation of national curriculum frameworks and ability to evaluate by adopting various models of curriculum evaluation.
TS2 – Thematic Specialization
Paper II Learning and Pedagogy of School Subjects
The successful completion of the Course will lead to-
Understanding meaning and nature of learning; learning as construction of knowledge; concept of pedagogy, andragogy and general principles of pedagogy; ability to adapt and apply different pedagogical strategies during organizing different learning situations; understanding of instructional designs, process and models of teaching and instructional planning in school subjects; ability to prepare instructional plans following ICON model and 5E model; understanding of integration of pedagogy, technology and content and preparation of instructional plans.
TS2 – Thematic Specialization
Paper III Assessment in Education
After the completion of the course the student is able to-
Understand the nature and concept of assessment, various facets of assessment and evaluation; apply the knowledge of various constructivist approach based designs such as ICON and 5E model in teaching–learning process; contextualize learning with local specific resources and explore alternative learning resources; construct standardized achievement tests, understand the best characteristics of achievement tests and incorporate them during the construction of test items and follow the procedure of norm-referencing and criterion referencing during the interpretation of test scores.
TC5- Academic Writing
After the completion of the course the student is able to-
create expertise in writing skills; skills of writing CV, noting and drafting, letters etc. are learnt; skills of academic writing is given full weightage in this course.
PROGRAMME LEARNING OUTCOME (PLO)
On successful completion of the two-year M.Ed. programme, scholars will be able to develop:
1. Realms of disciplines
Understand the central concept of Philosophical, Psychological, and Sociological aspects of education etc., and structures of the disciplines and to create learning experiences that make these aspects of subject matter meaningful.
2. Understanding individual differences
Understand how children learn and develop how they differ in their approaches to learning and create (learning opportunities that are adapted to/diverse learners and learning contexts.)
3. Planning and organizing meaningful learning experiences
Plan learning experiences that are based on learner’s existing proficiency, interacts, experiences including misconceptions and errors and understand how students come to view; develop and make sense of subject matter contained in the learning experiences.
4. Communication skills
Use knowledge of effective verbal, non-verbal and media communication, and supportive interaction in the classroom.
5. Assessment and Evaluation skill
Understand and use formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
6. Personality development
Develop self-identity as a teacher educator through continuous experiences and reflective practices that continually evaluate the effects of his/her choices and actions.
7. Research skills
Developing research skills which will enable the students to understand different research methods, relevant tools and techniques, data collection and analysis by using various statistical analysis, conceptual understanding in practical research work and writing a research report.
8. Instructional Technological approach
Understanding to integrate various innovative technology and tools of ICT used in teaching and learning environment and analysis and interpretation of data in research.
9. Linking with community
Understanding the need for linking the institutions with the society and its role to leverages benefits to the community through different activities – participation and organizing community awareness, community services and extension programs.
10. Internship and field attachment
Understanding different roles and functions of teacher-educators by observing and analyzing the activities to bridge the gap between theory and practice of teacher education on one side and of school experiences with that of teacher education on the other side.