NCTE 2(Two) Year D.Ed COurse Program Curriculum Structure and D.Ed Curricular Areas/ D.El.Ed CURRICULUM PROGRAMME STRUCTURE: The courses included in the curriculum of the 2-year Programme under broad categories alongwith suggested teaching periods per week and maximum marks in the final examination for the purpose of certification are given below in Tabular form.
The curriculum of the Diploma in Elementary Teacher Education Programme is organized around four curricular areas, each area having a specific focus.
Group I: Child Studies
Group II: Education and Contemporary Studies
Group III: Curriculum and Pedagogy Studies
Group IV: Other Value Added Courses for Holistic Development
The set of two Courses in the Group-I, Child Studies, is designed to develop an understanding of how children’s’ development and learning takes place in different cultural, educational and social contexts. It attempts to engage the learners with understanding the theories of children’s social, cognitive and emotional development and to enable them to examine how these differ from the cultural practices and notions of parenting and socialization in different contexts. The courses discuss the connect between theories of development and the pedagogic practices in formal settings.
The group-II courses under, Education and Contemporary Studies, comprises of ten courses and examines the wider context in which learning occurs. It is aimed at enabling the learners to analyze the linkages between education and society. An objective here is that the learners develop a critical understanding of the factors that have been, and continue to contribute to social and educational exclusion. Discussion on diversity is expected to deepen the learner’s understanding of the relationship between teachers, learners, contexts and the nature of learning. The course on “Understanding Language and Early Language Development” is focused on bringing out the influences of social and cultural contexts on learning and development in early years and discusses ways in which young children’s language and literacy and development can be supported, as teachers, as a social practice in formal settings. Courses on “Self Understanding and Development” will enable the learners to understand their strengths and areas for growth and development, so that through a reflective process, they can actively foster skills and commitment for improving their professional practice and learning experiences of children.
The third set of courses in Group-III, Curriculum and Pedagogic Studies, are aimed at developing an understanding of learning at the elementary level so that the learners can appropriately select the approaches to pedagogy related to the subjects they will be teaching at the primary and upper primary level. The learners will also be acquainted with the modes of inquiry and epistemological frameworks of their subjects so that they can use teaching strategies that are responsive to diverse settings.
The fourth set of curricular courses in Group-IV, are designed under the category, Other Value Added Courses for Holistic Development. The main purpose of this set of courses is to enable student teachers to participate in creative work and understand the importance of work and associated values. Also facilitate their work in Creative Drama, Fine Arts and Education and enable them to understand Children's Physical and Emotional Health including School Health Education.
Mode of Transaction would include:
1. Classroom discussions for developing conceptual understanding.
2. Close reading of text material/research papers.
3. Individual and group presentations of issues and concerns raised in assignments, and
4. Theoretical and practical activities/exercises/investigations; analysis interpretation of collated observations, systematic data.
5. Teachers should incorporate discussions, projects, documentaries, movies and fields based projects
Close and critical reading, as well as analysis of various articles, policy documents, texts, documentaries, movies should be developed.
6. In a group, student-teacher should conduct field based projects, and be able to analytically document their findings.
7. Dialogue and discussions has to be the key for the transaction of this course.
TWO-YEAR D.EL.ED PROGRAMME: CURRICULAR AREAS
I. Child Studies:
1. Childhood and the Development of Children
2. Cognition, Learning and the Development of Children
II. Educational and Contemporary Studies:
3. Education in Contemporary Indian Society
4. Understanding Society, Education and Curriculum
5. School Culture, Change and Teacher Development
6. Understanding Languages and Early Language Development
7. Early Childhood Care and Early Education
8. Emerging Gender and Inclusive Perspectives in Education
9. Towards Self-Understanding (First Year)
10. Towards Self-Understanding (Second Year)
III. Curriculum and Pedagogic Studies
A) Compulsory Value Added Courses
11. Proficiency in English-I (First Year)
12. Proficiency in English-II (Second Year)
13. Yoga Education-I (First Year)
14. Yoga Education-II (Second Year)
15. Pedagogy and ICT integration across the Curriculum-I (First Year)
16. Pedagogy and ICT integration across the Curriculum-II (Second Year)
B) Compulsory Pedagogic Courses:
17. Pedagogy of Regional Language/Mother Tongue (for Early Primary and Primary School Child)
18. Pedagogy of English Language (for Early Primary and Primary School Child)
19. Pedagogy of Mathematics Education (for Early Primary and Primary School Child)
20. Pedagogy of Environmental Studies (for Primary Child)
C) Optional Pedagogy Courses (Any one Elective for teaching at Upper Primary School)
21.1 Language Education (Regional Language& English Language)
21.2 Mathematics Education
21.3 Science Education
21.4 Social Science Education
D) 22. Teaching Practice and School Internship
IV. Other Value Added Courses for Holistic Development:
23. Creative Drama, Fine Arts and Cultural Education
24. Children's Physical and Emotional Health, School
