Tamil Nadu Teachers Education University

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TAMIL NADU TEACHERS EDUCATION UNIVERSITY
(Established under Tamil Nadu Act 33 of 2008)
Chennai – 600 097

SYLLABUS – SEMESTER -I
B.Ed Degree Programme
(Semester Pattern Under CBCS)

(With effect from the Academic Year 2021 – 2022)

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SEMESTER – I

Course Code: BD1EP Credits: 5

EDUCATIONAL PSYCHOLOGY

COURSE OBJECTIVES

CO1:Enable students to acquire knowledge about various methods of psychology

CO2: Gain knowledge about the concept of learning and its related theories
CO3: Understand motivation and its influence on human behavior
CO4: Comprehend in-depth concepts of intelligence and creativity
CO5: Explain the concepts and theories of personality

Unit-I: EDUCATIONAL PSYCHOLOGY AND HUMAN GROWTH AND

DEVELOPMENT

Psychology: Meaning and definitions-Educational psychology: Meaning, scope and

significance - Dimensions of human growth and development: Physical, cognitive, emotional,
social, moral and language – Phases of developmental and development tasks - Infancy,
childhood and adolescence.

Unit - II: ATTENTION, PERCEPTION AND MEMORY

Attention: Meaning, nature and determinants of attention – Sensation and perception – Laws
of perception - Errors in perception: Illusion and hallucination - Memory: Meaning, types of
memory and Strategies for improving memory.

Unit - III: MOTIVATION AND LEARNING

Motivation: Meaning and definitions-Maslow’s theory of motivation and its educational

implications – Level of aspiration – Learning: Theories of learning and its educational
implications –Cognitive Theory:Jean Piajet, - Behaviourist Theory- Pavlov’s Classical,
Conditioning, Skinner’s Operant Conditioning and Thorndike Connectionism –
Constructivist Theory: John Dewey – Humanistic Theory – Carl Rogers.

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Unit - IV: INTELLIGENCE AND CREATIVITY

Intelligence: Meaning, definitions and types - Theories of Intelligence: Two factor,

Thurston’s Group factor, Thorndike’s Multi-factor, Guilford’s Structure of Intellect, and
Gardner’s Multiple Intelligence - Intelligence Quotient (IQ) - Assessment of Intelligence –
Creativity: Concept, factors and process - Strategies for fostering creativity.

Unit - V: PERSONALITY

Personality: Meaning, definitions, and determinants of personality - Theories of Personality:

Type, trait, and psychoanalytic - Assessment of personality: Projective and non-projective
techniques

PSYCHOLOGY PRACTICAL
The student teachers should perform any five Psychological Experiments and any
five Psychological Tests from the list of psychology given in Semester –III. The activities
regarding this shall be carried out during the first semester and the completed practical record
should be submitted at the time of practical examinations.

SUGGESTED ACTIVITIES

1. Observe and inquire the process of learning by children from different backgrounds
and record your observations.
2. Prepare an album of any 10 psychologists and their contributions to learning.
3. Visit any two Special Educational Institutions and write a report on the methods of
teaching.
4. Visit anyone of the Mental Health Institutes to prepare a detailed report about its
services.
5. Visit anyone of the Vocational Educational Centers and prepare a report on the Job-
oriented courses offered to the delinquents.

TEXT BOOKS

1. Bert Laura, E. (2014). Child development. New Delhi: PHI Learning.

2. Chauhan, S.S. (2002). Advanced educational psychology. New Delhi: Vikas
Publishing House.

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3. Hurlock, Elizabeth, B. (2015). Child development. New Delhi: McGraw Hill

Education
4. Mangal, S.K. (2002). Advanced educational psychology. New Delhi: Prentice Hall of
India.
5. Matthews. G.,Deary, L. J.,& Whiteman, M.C. (2009). (2nd ed.). Personality: Theory
and research. New York: Guilford Publications.

SUPPLEMENTARY READINGS:

1. AnithaWoolfolk. (2004). Educational psychology. Singapore: Pearson Education.

2. Cloninger, S.C. (2008) (5thed.). Theories of personality: Understanding persons.
Englewood Cliffs, New Jersey: Prentice Hall.
3. Schunk, D.H. (2007) (5thed.). Learning theories: An educational perspective. New
York: Prentice Hall of India.
4. Skinner, C.E. (2003) (4thed.). Educational psychology. New Delhi: Prentice Hall of
India.
5. Sprint Hall Norman, A, & Sprint Hall, Richard, C. (1990) (5thed.). Educational
psychology: A developmental approaches. New Delhi: McGraw Hill.

E-RESOURCES
1. http//:www.psychology.org
2. http//:www.ibe.unesco.org
3. http//:www.gsi.berkeley.edu
4. http//:www.simplypsychology.org
5. http//:www.freepsychotherapybooks.org

COURSE OUTCOMES

After completion of this course, the student-teachers will be able to :

CO1: acquire knowledge about various methods of psychology

CO2: gain knowledge about the concept of learning and its related theories

CO3: get to know about motivation and its influence on human behaviour

CO4: acquire knowledge about concepts of intelligence and creativity

CO5: familiarize with the concepts and theories of personality

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OUTCOME MAPPING

COURSE PROGRAMME SPECIFIC OUTCOMES

OUTCOMES
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

CO1  * *
CO2

CO3 * *
CO4 * * *
CO5 *

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SEMESTER – I
Course Code: BD1CE Credits: 5

CONTEMPORARY INDIA AND EDUCATION

COURSE OBJECTIVES

CO1: Understanding of the nature of social diversity and the educational demands of the
diverse communities.
CO2: Develop understanding of the issue in contemporary India like industrialization,
urbanization, globalization, modernization, economic liberalization and digitalization
etc.
CO3: Develop an understanding of the educational policies and programs during the pre-
independent and post-independent periods.
CO4: Examine the issues of language policy in education.
CO5: To develop an understanding of the educational policies and programs during the pre-
independent and post-independent periods.

Unit- I: EDUCATION IN CONTEMPORARY INDIA, CONSTITUTIONAL

CONTEXT
Education – meaning, definitions, nature, functions and aims; nature of education as a
discipline - types of education; formal, informal and non-formal; levels of education - Pre-
primary, primary, secondary, senior secondary, higher, professional, distance and optional
education; Aims and purposes of education drawn from constitutional provision; Education
as a means of social justice in the Indian Constitution; Constitutional values and education
(Preamble, Fundamental rights and duties); the Right to Free and Compulsory Education
2010 (RTE) and inclusion; Education in the concurrent list and its implications.

Unit- II: UNDERSTANDING THE SOCIAL DIVERSITY

Social diversity: Meaning and definition - Education for understanding the social diversity in
India – Levels of social diversity: Individual, regional, linguistic, religious, castes and tribes -
Role of education in creating positive attitude towards diversity - inter disciplinary nature of
education philosophy, psychology, sociology, anthropology, politics, history;

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Unit- III: EDUCATIONAL DEMANDS OF INDIVIDUALS AND DIVERSE

COMMUNITIES
Universalization of primary education – programmes to achieve universalization of
education: SSA, RMSA, RUSA, integrated education and Inclusive education; Challenges in
achieving universalization of education; Education for collective living and peaceful living;
Four pillars of education as viewed by Delor’s Commission Report.

Unit- IV: LANGUAGE POLICY IN EDUCATION

Language policy during the pre-independent and post-independent India – Language policy
as specified in Indian Constitution – Views of great thinkers on medium of Instruction:
Tagore, Gandhi, Vivekananda.

Unit-V: IMPLICATIONS OF EQUALITY OF EDUCATIONAL OPPORTUNITIES

Equality of Educational Opportunity; equality in constitutional provisions; Inequality in
schooling, Causes for inequality, discrimination, and marginalization in education – Types of
inequity: caste, gender, class, regions – Elimination of social inequalities through education –
education for marginalized groups: Dalits, tribals and women.

SUGGESTED ACTIVITIES
1. Prepare a report based on the interaction/interview with legal expert(s) for the
effective implementation of constitutional provisions to eliminate inequality,
discrimination and marginalization in education.
2. Report presentation based on the brainstorming session on the effective use of
education for elimination of social inequities.
3. Report presentation based on the group discussion/ student seminar on the efforts
taken by the Government of India and Tamil Nadu to achieve universalization of
education.

TEXT BOOKS
1. Aggarwal, J.C. (2013) Landmarks in the History of Modern Indian Education, Vikas
Publishing House, New Delhi.
2. Arya, P. P. (2006) Higher Education and Global Challenges: System and
Opportunities. New Delhi: Deep and Deep Publications.
3. Chaube, S.P. (2014) History of Indian Education. Agra: ShriVinodPustakMandir.
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4. Chauhan, C.P.S. (2013) Modern Indian Education: Policies, Progress and

Problems.New Delhi: Kanishka Publishers and Distributors.
5. Dash, M. (2004) Education in India: Problems and Perspectives. Atlantic
Publishers,New Delhi
6. Ghosh, S.C. (2007). History of education in India. The University of Michigan: Rawat
Publications.
SUPPLEMENTARY READINGS

1. Kumar, K. (2014). Politics of education in colonial India. New Delhi: Routledge.

2. Naik, J.P., Andrew, Vereker.,&Nurullah, S. (2000). A student’s history of education
in India (1800-1973).UK: Macmillan.
3. Sedwal, M. &Kamat, S. (2008). Education and social equity: With a special focus on
scheduled castes and tribes in elementary education. New Delhi: NUEPA.

E-RESOURCES
1. http://mhrd.gov.in/sites/upload_files/mhrd/files/rte.pdf
2. http://shodhganga.inflibnet.ac.in/bitstream/10603/1918/8/08_chapter3.pdf
3. http://shodhganga.inflibnet.ac.in/bitstream/10603/4244/11/11_chapter%202.pdf

COURSE OUTCOMES

After completion of this course, the student-teachers will be able to :

CO1: identify aims of education and types of education.

CO2: explain the nature of social diversity in India and the role of education in creating
positive attitude towards diversity

CO3: interpret the issues in contemporary India like industrialization, Universalization of

education and integrated education and inclusive education.

CO4: iInfer about the Language policies during Pre-independent and Post-independent India.

CO5: summarize about equality in constitutional provisions and elimination of social in

equalities through education.

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OUTCOME MAPPING

COURSE PROGRAMME SPECIFIC OUTCOMES

OUTCOME
S
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 1 19 20 21 22 23 24
8
CO1  *
CO2 * * *
CO3 * * *
CO4

CO5 *

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SEMESTER – I
Course Code: BD1TL Credits: 5

TEACHING AND LEARNING

COURSE OBJECTIVES

CO1: Enable students understandto the nature of learning and teaching

CO2: Comprehend thebehavioral,cognitiveandhumanistictheories of learning
and teaching
CO3: Criticallyevaluate the theory of constructivism.
CO4: Enxplore the possibility of teaching in diverse class room
CO5: Exaamine the importance of teaching profession.
Unit - I: NATUREOFLEARNING AND TEACHING
Learning: meaning and definitions - Basic principlesof learning-Rote learning vs.meaning
full earning-Techniques of active learning and their implications–Self-learning-Teaching:
meaning and definitions- Characteristics of good teaching.

Unit- II: TEACHING IN DIVERSE CLASSROOMS AND LEARNING IN AND

OUT OF SCHOOL
Meaning and definitions of diverse classroom-Teaching in a diverse classroom-Preparations
of teachers of diverse classroom-Diversity in the classroom. Purpose of learning in and out
of school- Importance of observation learning - advantages of learning outside the
classroom-modern strategies of learning.

Unit- III: THEORY OF CONSTRUCTIVISM AND LEARNER CENTERED

TEACHING

Constructivism: Meaninganddefinitions- The natureofconstructivistlearners,and the nature

of learning process.Pedagogical approaches to constructivism-Characteristics of learner -
centered teaching and learning-Advantages of learner-centered teaching vs teacher –
centered learning.

Unit - IV: MODELS OF TEACHING

Model of teaching: Meaning, definitions, and function-Models: Philosophical teaching
models: Insight model (Plato) Impression model (Jhon Locke) andRule model (kanl)-

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Psychological models: Basic teaching model (Robert Glasser), Interaction model (Flander)
and Computer based model (Daniel Davis) – Modern teaching models;: Information
processing models -, Personal models, social interaction models and Behavior modification
models.

Unit - V: TEACHING AS A PROFESSION

Teaching: Concept, nature and characteristies: Concent knowledge, Pedagogical

Knowledge, Technnlogical knowledge, professiona attitude, reflective practice- Continuing
professional development of teachers: Concept, process and strategies-Teacher’s
professional ethics and accountability: Meaning, importance and dimensions-
Recommendations of NPE 1968, NPE 1986,92, RTE Act 2009 and NPE 2020.

SUGGESTED ACTIVITIES

1. Students’ seminar on techniquesofactivelearning

2. Debate on the behavioral theories of learning.
3. Present a report on the group discussion of constructivism.
4. Discussion on approaches to learning in andout of school.
5. Students’ seminar on “Teaching as the noblest profession”.

TEXT BOOKS

1. Bandura,A.,&Walters,it.H.(1963). Social learning and personality development. New

York: Holt, Rinehart, & Winston.
2. Bruner,J.S.(1971). The process ofeducationrevisited.Phi DeltaKappan,53,18-21.
3. Gropper,G.L.(1987).Alessonbasedonabehavioralapproachtoinstructional design. In
C.M. Reigeluth (Ed.), Instructional theories in action(pp.45-112).

SUPPLEMENTARY READING

1. Thangasamy,kokila, (2016). Teach Gently, Chennai : PavaiPathippagam,

2. Thorndike, E. L. (1905). The elements of psychology. New York: A. G. Seiler.
3. Vygotsky’s.(2004). Philosophy: Constructivism and its criticisms
examined Liu & Matthews,lnternationalEducaton Journal, 2005, 6(3), 386-399.

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E- RESOURCES
1. http://www.businessdictionary.com/definition/conservatism.html

2. https://www.oecd.org/edu/ceri/50300814.pdf

3. http://www.psychologydiscussion.net/learning/learning-meaning- nature-types-and-
theories-of-learning/652.

COURSE OUTCOMES

After completion of this course, the student-teachers will be able to :

CO1: generalize the Principles of Language across the Curriculum

CO2: practice Language proficiency skills.

CO3: distinguish the models of curriculum integration.

CO4: summarize the theories of language learning.

CO5: interpret the language related issues.

OUTCOME MAPPING

PROGRAMME SPECIFIC OUTCOMES

COURSE
OUTCOMES 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

CO1 * * *

CO2
CO3 * *

CO4 * * *

CO5 *

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SEMESTER – I

Course Code: BD1LC Credits: 5

LANGUAGE ACROSS THE CURRICULUM

COURSE OBJECTIVES

CO1: Understand the concept and principles of language across the curriculum

CO2: Develop the skill of enhancing language proficiency

CO3: Acquire knowledge of integrated curriculum and language education

CO4: Understand the theories of language learning

CO5:Analysethe language related issues

UNIT – I: CONCEPTUALIZATION AND PRINCIPLES OF LANGUAGE ACROSS

THE CURRICULUM

Language Across the Curriculum, meaning, concept goals, aims, needs and importance of
Plurilinguelism. - Modes of human activities involving language -Language Objectives:
relationship between language and thinking – development of conceptual literacy – Basic
tenets of language across the curriculum. - principles of language across the curriculum –
integration across the curriculum: personal and pedagogical integration.

UNIT - II: ACADEMIC AND SOCIAL LANGUAGE

Language: meaning, concept, definitions, aims, objectives functions and importance –

proficiency of home language and school language - Strategies for Enhancing Language
proficiency: drama, essay, story telling, group discussion, peer tutoring - nature of expository
texts Vs. narrative texts - transactional Vs. reflexive texts. reading comprehension skills,
language skills and literacy skills - linguistic education: academic language and social
language, CALP skills, BICS skills, conceptual literacy.

UNIT-III: INTEGRATED CURRICULUM AND LANGUAGE EDUCATION

Integrated Curriculum types,meaning, key features, objectives types of integration – levels of

curriculum integration – Models of curriculum integration: Multidisciplinary inter-

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disciplinary trans disciplinary and spiral curricula – Coyle’s 4C’s ofcurriculum. – Content
and language integrated learning approach in the classroom - National Curriculum
Framework (NCF-2005) - Recognition of mother tongue.

UNIT - IV: THEORIES OF LANGUAGE LEARNING

Plato’s problem theory of language – Cartesian theory of language production – Locke’s

theory of tabula raja – Skinner’s imitation theory of language acquisition – Chomsky’s
universal grammar theory – Schumann’s cultural theory – Kraghen’s monitor theory –
Piaget’s views on language learning – Vygotsky’s cultural tools for language learning.

UNIT - V: LANGUAGE RELATED ISSUES

Bilingualism - Multilingualism - Challenges of teaching language in multicultural

classroom.Linguistic interdependence and the educational development of bilingual and
multi-lingual children - Nature of reading comprehension in the content areas - Developing
writing skills in specific content areas. - Strategies for developing oral language for
promoting learning across the subject areas - Reading in the content areas – social sciences,
science and mathematics.

SUGGESTED ACTIVITIES

1. Write an assignment on the basic tenets of language across the curriculum

2. Make the students to participate in the discussion on home language Vs.
schoollanguage.
3. Have a group discussion on NCF’2005.
4. Present a seminar on different theories language learning
5. Enact a drama on the significance of language

TEXT BOOKS

1. Earl Stevick.W.(1982). Teaching and Learning Languages. Cambridge:

Cambridege UniversityPress.
2. Krashen,S.D. (1981).Thestudyofsecondlanguageacquisitionandsecond language
learning. Oxford: Oxford UniversityPress.
3. Richards,J.C.(2006). Communicative language teaching today. Cambridge:
Cambridge UniversityPress.

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4. Widdowson, H. (1978). Aspects of language teaching. Oxford: Oxford

UniversityPress.
5. Wallace, M.J. (1998). Study skills in English. Cambridge: Cambridge
UniversityPress.

SUPPLEMENTARY READINGS

1. Agnihotri, R.K. (1995), Multilingualism as a classroom resource. Heinemann

Educational Books.
E- RESOURCES

1. Forumforacrossthecurriculumteachinghttp://www.factworld.info/
2. Language for understanding across the curriculum www.det.act.gov.au
3. Language for understanding across the curriculum
www.det.act.gov.au>LUAChandbook
4. Curriculum guide – Language arts language across the curriculum –
www.moe.gov.jm>sites>default>files.
COURSE OUTCOMES

After completion of this course, the student-teachers will be able to :

CO1: Generalize theprinciples of language across the curriculum

CO2: Practicelanguage proficiency skills.

CO3: apprehend themodels of curriculum integration.

CO4: Summarize the theories of language learning.

CO5: Interpret the language related issues.

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