Syllabus B.ED-1


Time Allowed: 3.00 Hours Maximum Marks: 100
(External Theory: 80, Continuous Internal Assessment: 20)

Unit – I
(a) Educational Psychology: its meaning, methods, scope, functions and applications.
(b) Psychology of adolescents: Growth and Development of the
Learner: Growth and Development – Meaning, Principles (Physical, social, mental and
Emotional Development) and their Implications for learning.
(c) Heredity and Environment:
Unit – 2
(a) Personality: meaning, types, factors responsible for shaping it, objective and Projective
techniques of personality assessment.
(b) Intelligence: meaning, Theories, measurement and role in learning.
(c) Creativity: meaning, process, development and measurement.
Unit – 3
(a) Concept of adjustment, adjustment as achievement, adjustment as process.
(b) Frustration and conflict. Causes of maladjustment, role of teacher in minimizing
maladjustment of learner.
(c) Adjustment Mechanism: some common adjustment Mechanism,
Unit – 4
(a) Individual differences: meaning, causes and their educational implications.
(b) Education for exceptional children: Gifted children, delinquent children, socially deprived children.
(c) Remedial measure and Learning material used for exceptional children.
Unit – 5
(a) Mental hygiene: mental hygiene concept and characteristics, factor effecting mental health.
(b) Methods of development of good mental health. How to improve mental health of teacher?
(c) Psychotherapy: aims of psychotherapy, types of psychotherapy


Unit 1
(a) Concept, need, characteristics, principles of Educational Administration and Educational management.
(b) Concept of authority, delegation of power, centralization and decentralization, direction, communication, unity of command, TQM.
(c) Constitutional provision of education, Fundamental rights and duties,
Unit 2
(a) Universalization of education.
(b) Equality of opportunities in education.
(c) , directive principals of State Policies.
(d) Relationship between education and democracy.
(e) Role of education in developing Socialistic patterns and national integration.
Unit 3
(a) Education as a sub system:
(b) Education as an agent of social change, social change influencing the trend of education
and social disparities

(c) Social Mobility, Cultural Lag, Gender Disparities
(d) Regional disparities.
(e) The role of educational institution for creating new social orders.
Unit – 4
A brief survey of growth and development of education in India.
(a) Pre – Independence era –
i Education during vedic, Buddhist and Medieval period.
ii Development during British period – Macualay”s minutes, woods dispatch 1854.
iii Nayee Taleem
(b) Post independence era.
i Salient features of secondary education commission 1952-53, ii Education Commission 1964
(Major recommendations)
iii National Policy on Education 1986 (NEP 1986 for educational administration)
iv Mid day meal to insure nutrition and public space ( irrespective of caste, religion, class
and gender)
v RTE-2009
Unit – 5
(a) Role of central and state agencies of education.
MHRD, NCTE, NCERT, CBSE, CABE (Central Advisory Board of Education), NIEPA State Dept. of


Unit 1
(a) Concept Learning: Meaning, nature, types. Maturation of learning, Theories of learning
(Trial and error (Thorndike’s connectionism), operant conditioning and insight theory
(b) Factor effecting learning, laws of learning, learning curves, learning skill.
(c) Transfer of learning: forms of transfer, theories of transfer, transfer and role of teacher.
Unit 2
(a) Concept of teaching: its nature and characteristics, process of teaching.
(b) Variables of teaching, analyzing teaching in diverse classroom, relationship between
Learning & Teaching
(c) Teaching as a profession, Professional ethics.
Unit 3
(a) Motivation: concept, functions (importance) of motivation.
(b) Achievement motivation, Maslow’s theory of self-actualization.
(c) Techniques of enhancing learner’s motivation.
Unit 4
(a) Development – Concept, stages, dimensions, methods of study, developmental tasks
(b) Factors influencing development – genetic, biological environmental and physical.
(c) Theories of development – Cognitive development theory of Piaget and Bruner.
Unit 5
(a) Learner: Need of learner, identifying need and satisfying need.
(b) Learning in school and outside school.
(c) Dimensions of learning: knowledge, skill, value attitude and habits.
(d) Interpersonal relationship: teacher- learner, learner and learner. How to strengthen interpersonal
Term Test= 10 Mark


Unit – I Language acquisition and development:
(a) Language: Concept, meaning and nature. Language uses : Oral and written.

(b) Three language policy: (mother tongues and regional languages, national pride and unity
(Hindi), and administrative efficiency and technological progress (English). Merits and
Demerits of the Three-language Formula
(c) Speech and Writing Language and Society Language and Identit
Unit – II Use of language:
(a) Language is a means of communication.
(b) Language development: from childhood to adult stage.
(c) Reading: silent reading v/s rapid reading, news paper, journal, books
Unit – III Multilingualism and Scholastic Achievement:
(a) India as a Multilingual Country
(b) Bilingualism and Scholastic Achievement
(c) Need to Promote Multilingualism
Unit – IV Language and class room interaction:
(a) Expression: Public speech, lecture and debating.
(b) Error and correction of language in class.
(c) Disciplinary language: (Social science, general science, math and research).
Unit – V Language problem and its remedies:
(a) Language phonemes and identification of sound error.
(b) Organ of speech and sound production system.
(c) Pronunciation and remedies of error of sound articulation.


Unit 1
(a) Understand chronological evolution of knowledge
(b) Understand theory related to human needs change with time.
(c) Nature and role of disciplinary knowledge in the school curriculum,
Unit 2
(a) Changing concept of discipline and subjects.
(b) Sources of discipline and subject.
(c) Nature and role of disciplinary knowledge in the school curriculum,
Unit 3
(a) Disciplinary areas in school.
(b) Inter-disciplinary approach.
(c) Impact of social, political and intellectual context on discipline and school subject.
Unit 4
(a) Sources of discipline and subject.
(b) Redefining and re structuring the discipline and school subjects.
(c) Criteria for selecting content
Unit 5
(a) Learner oriented discipline.
(b) Discipline and subject for national building.
(c) School subjects for social reconstruction, practical knowledge, community knowledge and
intuitive knowledge.

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