Submissions should be sent to: The number of participants is limited and is restricted on a first come basis.
Session and Onwards Faculty of Education Ch. Charan Singh University, Meerut 0 B.
The programme is comprised of three broad inter-relatedcurricular areas: Pedagogy Courses PC Experiences for Enhancing Professional Capacities EPC Transaction of the courses is to be done using a variety of approaches, such as tasks and assignments, projects, group discussion, seminar, interactions with community in multiple sociocultural environments, etc.
Perspectives in Education- Core Courses CC These courses are intended to provide a conceptural understanding of relevant concepts and processes in teacher education and also situate them in the broader perspective of education and development.
Contemporary India and Education This course deals with conceptual understanding about issues of diversity, inequality and marginalization in Indian society and the implications for education, with analyses of significant policy debates in Indian education.
Growing up as a Learner This course deals with individual development, nature and process of learning and an understanding of how learning and cognition are closely inter-related through out individual development process.
Teacher, Teaching and Technology This course deals with rules and expectations of teachers in the form of accountability and code of ethics and the nature and various aspects of the teaching process in view of the professional development of the teacher.
Gender, School and Society This course deals with meaning and experience of being a boy or a girl across different social groups, regions and time-periods. It also deals with gender inequalities through a variety of institutions such as the family, caste, religion, culture, the media and popular culture, law and the state.
Assessment for Learning This course intends to lead to an understanding and appreciation of the relevance of assessment the how and why of it, as well as develop necessary competence in envolving appropriate assessment modes in line with learning objectives.
Preparation to Function as a Teacher Teaching Skills This is visualialised as a shorter-duration initial experience 5 weeks of student-teachers to train in lesson-planning based on constructivistic approach, micro-teaching skills and playing the role of teacher in simulated condition as well as in real classroom situation.
School Internship This is visualized as a longer-duration field experience 16 weeks of student-teachers supported by relevant interactive exposures within the school. Experiences for Enhancing Professional Capacities EPC Apart from conceptual and practical learning gained through Core Courses CC and Pedagogy Courses PCstudent-teachers need to develop professional competencies and to experience the fact that the teacher is much more than someone who teaches a subject.
It includes a number of experiences that will enhance the capacity of student-teachers in six essential dimensions: Educational Administration andManagement ii. Guidance and Counselling iii.
Health, Physical Education and Yog vi. Art and Aesthetics EPC 3: Preparation to Function as a Teacher Max.
Marks Internal 20 External 80 20 20 20 20 20 80 80 80 80 80 25 25 25 25 5 5 5 5 20 20 20 20 20 80 20 80 Year — II Theory CC 5: Educational Administration and Management ii.
Scouting and Guiding 25 EPC 6: School Internship Internal 10 10 10 20 10 External 40 40 40 80 40 60 5 5 5 5 20 20 20 20 20 80 30 5 B. Year wise Scheme of Examination Session: These will be based on the two main subjects or the main and one of the ancillary subjects in the case of graduates and the subject offered in post-graduation which should be the same as in graduation except in the case of those who have offered the fundamental subjects like philosophy, sociology or MA Education.
Preparation to Function as a Teacher 25 25 25 25 5 5 5 5 20 20 20 20 20 80 20 80 6 B. Creating an Inclusive School CC 6: Gender, School and Society CC 7: Knowledge, Language and Curriculum PC 3: Assessment for Learning PC 4: Scouting and Guiding EPC 6: School Internship 3 Hrs.Ulsan, South Korea.
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Choice between Wet and Dry Milling Two types of milling environment can be defined bas ed on the formation of surface films on the metal powders, reactive and non reactive milling.
In reac tion milling the powder surface reacts extensively in the fluid to produce . United States: San Diego. Germany: Berlin. Brazil: Curitiba.