Poojya Sane Guruji Vidya Prasarak Mandal's
COLLEGE OF EDUCATION
Shahada

D.Ed               : Diploma In Teacher Education

 Curriculum framework : Above mentioned objectives would be achieved with the help o different subjects and related practicals. Detailed description of the same will be followed soon. However, to have a total view of the same it is presented in the following manner.

A) Theory                                       B) Other Practicals                                   C) Internship
         I                                                             I
-Theoretical Learning-teaching    - Microteaching               
-Practicals                                      - Practice Lessons
                                                       - Arts
                                                       - Social service
                                                       - Music
                                                       - Physical Education
                                                       - School Exp.
                                                       - Annual Lesson

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Curriculum of Diploma in Teacher Education

FIRST YEAR                TOTAL WEEKS - 32

Curriculum of Diploma in Teacher Education

SECOND YEAR:             TOTAL WEEKS - 32

Some Noteworthy features of the above curriculum

This curriculum is divided into two years. Every year 32 weeks are for learning – teaching and internal evaluation. Two weeks each are reserved for social service and student – teachers school experience. Two weeks of every year are assumed for examinations, tess and competitions. In this way work of 36 weeks is expected throughout a year. After completing work of two years in a satisfactory way, the new learning experience i. e. internship is included for the first time.

The curriculum of every year is divided into two parts:

A) Theory             B) Other practical activity

Theory :

It is necessary to provide preparatory expiratory to experience to student - teachers while giving them professional education. The first type of preparation is about theoretical knowledge. Rather it is the foundation of their professional education. Their work is based on principles or concepts. The more it is clear to them to which faculty these principles or concepts belong the better id their cognitive preparation. Hence some basic subjects are decided in this curriculum.

For the first year the subjects, ‘Indian Society and Primary Education’, ‘Psychology of Learning Teaching’, ‘Educational Evaluation and Educational Management’ are included among these subjects.

Some new subjects are included among the basic subjects of the Second year. The first them is ‘Primary Education’ Status, Problems and remedies – After completing the curriculum in Diploma in Teacher Education the student – teachers will start their work as teachers. For which they will have know the background of the field of primary education, its presents condition, the problems of the head masters, teachers and parents. their consequences and so on. That is why this subject is included.

These teachers o the 21 st century are going to teach in the age o knowledge. They are going to create tomorrow’s citizens. Naturally they have to know how to get information, how to rearrange it, use it, how to do the exchange fast and elegantly. They have to acquire the certain skills for it. So the subject information Technology is included.

We want to create an experimenting and creative teacher through this curriculum. Therefore Action Research and innovations are included . While working as teachers, the student-teachers themselves have to try to solve their problems in a scientific way. That is why they are expected to complete action research projects in the fields of school management, curriculum, textbooks, teaching methodology, learning, curriculum programmes and evaluation. 40 marks for theory part and 60 marks for practical part. I.e. 100 marks are reserved for this. It will be appreciated that looking at the nature of these two subjects, the practical part is given greater importance.

Another section of the theory part is teaching of school subjects along with the content. This concept was presented in 1978 and has proved useful for making the teaching more meaningful and effective. In the previous curriculum, content of the school subjects and its teaching method were taught separately. So there remained gaps in the understanding o the student-teachers. It was felt necessary to think of content and methods together so as to remove these gaps. So teaching with content is included. First language, mathematics, Science and social science are included in this. Also Work Education, Physical Education, and Health are included specifically. It is essential to construct a test to know the previous knowledge and preparation of students-teachers own subjects. There should be special provision to teach the specific concepts in which the student teachers are found weak. The advanced student teachers of the peer. Group can help in this activity. For the theory part a purposeful division of marks is made. 80 marks (External and Written evaluation) are for the theory part, and practical part in the respective subject carries 20 marks (internal evaluation). The purpose is that the skills in the respective subjects should be underlined and training and practice for them should be made available.

Other Practical Work:

It is necessary that the student-teachers who want to be professional should get conative and affective development along with cognitive development. From this point of view, other practical work is included, other than practicals related to the theory part. This contains first, the well known preparation of teaching i.e micro teaching and practice lessons. Then it contains social service, arts, music, physical education and student – teachers school experience. These activities will help develop sensitivity of the student – teachers.

Internship

The preformance of student – teachers can be heightened by mastering various teaching skills and practicing appropriate methods in internship programme.

School – experience period and social service are included so that the student – teachers should come out of the artificial atmosphere of training and get actual experience of school atmosphere and school life. Yet the committee admits that this has limitations. That is why internship is included. This also is according to the suggestion of NCTE. Its period is six months. Within this period the student – teachers are to participate in the curricular and co – curricular activity in recognized schools. informal education centers or adult education centers under supervision of recognized teachers. Their participation is expected also in other responsibilities of school teachers.

9) Student – teachers admission and presentee –

10) Implementation of the curriculum

A) Period – While implementing the curriculum every year the period is to be divided as follows.

A Student who has passed H.S.C. Exam. with minimum 45 % average marks is eligible to get admission for, this course. Eighty percent presentee is essential to appear for the exam. Rules regarding admission and presentee will be applicable as per the Government resolution. A time table of 45 periods of 40 minutes per week is to be prepared.

B) Division of learning experiences

Taking into account the curriculum as professional preparation, efforts have to be made to achieving maximum participation of student – teachers. For this, tutorials discussions, brain – storming, practicals, projects etc. are included. While arranging the syllabus, the participation of teacher educators and student – teachers is mentioned. In this reference the reflection of points suggested in Curriculum framework for Teacher Education – 2002 Page No. 16 is found in the learning experience of the syllabus.

The practical work of the student – teachers in the Collage is divided in two:

• For learning experience and 2) For internal evaluation D.Ed.

1) For Learning experience

• Theory related practicals
• Microteaching lessons
• Tutorials – four for each syllabus
• Periodical tests – two terminal examination for each syllabus
• Co – curricular activities

The above activity are a part of learning experience. So their evaluation will be done for reinforcement. They will not be included in the final evaluation.

2) For internal evaluation

• Theory – related assigned practicals (four each)
• Other practicals –Practice lessons

Arts

Music

Physical Education

Social Service

School experience period

• This internal evaluation marks will be included in the final evaluation marks.

11) Final evaluation

Only those student –teachers who get the Principal’s certificate of satisfactory performance (50% marks) in theory and practical activity shall be admitted for final evaluation.

• Theory syllabus – The written marks shown in the theory syllabus of the above curriculum frame – work are the marks to be given by Maharashtra State Examination Council for the external examination. The Council will decide final marks of individual student – teacher by adding his internal marks of the a specific subject given by D.Ed. Collage has to see that these internal evaluation marks reach the Council on the particular date.)
• Annual Lesson Examination – The evaluation of student – teachers annual examination will be done by the examiners appointed by the Council. The district education DIET and training institute will take the responsibility of planning in this respect. The responsibilities will be of the following nature – to prepare subject wise Panels of examiners in the district, to appoint subject wise internal and external examiners for different D.Ed. Collages with the help of this panel list, to accept mark lists in sealed envelopes from D.Ed. Collage and then send them to the Council, overall control and planning. and external examiners
• Introduction of grade system – Many commissions and committees in the last 50 years have shown the drawbacks in the system of evaluation by marks and also advised to accept grade system as early as possible. The National Curriculum Framework of School Education of 2000 has said that grade System will be accepted. The process of its implementation already started on national and state level.

The teachers of tomorrow will have to shoulder this responsibility in their profession. The work will be possibly accurate and easy if they already have actual experience of it. That is why the committee has decided introduce grade system into the student – teachers evaluation.

However, it is decided to use both the systems (Grade and Marks) together instead of suddenly shifting to and depending upon grade system.

Expected marks will be classified in the following Categories of Range by Relative indirect Grading System.

In this way grade, range and actual marks will be shown on the mark list. Student – teachers with minimum 50% marks in each subject or ‘C’ grade and 50% marks in total and ‘C’ grade will be declared as pass in the examination.

The Council will give examination result only to those student – teachers who submit the Principal’s certificate of Satisfactory Performance of internship.

Student – teachers failing in the final examination can be given a change to appear for examination in the ensuing two years. Student – teachers who fail in minimum two subjects in the first year exam. Will be allowed to admit for the second year.

There is provision of class improvement for student – teachers passing in this professional curriculum.

       Click     Syllabus For B.Ed