a) Contribution of Indian Schools of philosophy (Sankhya, Yoga, Vedanta, Buddhism, Jainism) with special reference to Vidya, Dayanand Darshan; and Islamic traditions towards educational aims and methods of acquiring valid knowledge.

b) Contribution of Western schools of thought (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their contribution to Education with special reference to information, knowledge and wisdom.

c) Approaches to Sociology of Education (Symbolic Interaction, Structural Functionalism, and Conflict Theory). Concept and types of social institutions and their functions (family, school and society); Concept of Social Movements; Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory).

d) Socialization and education – education and culture; Contribution of thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J. Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings and Savitribai Phule) to the development of educational thought for social change. National Values as enshrined in the Indian Constitution – Socialism, Secularism, Justice, Liberty, Democracy, Equality, Freedom with special reference to education.

a) Committees and Commissions’ contribution to Teacher Education:

Secondary Education Commission (1953)

Kothari Education Commission (1964–66)

National Policy of Education (1986, 1992)

National Commission on Teachers (1999)

National Curriculum Framework (2005)

National Knowledge Commission (2007)

Yashpal Committee Report (2009)

National Curriculum Framework for Teacher Education (2009)

Justice Verma Committee Report (2012)

b) Relationship between Policies and Education; linkage between educational policy and national development. Determinants of educational policy and process of policy formulation:

Analysis of the existing situation

Generation of policy options

Evaluation of policy options

Making the policy decision

Planning of policy implementation

Policy impact assessment and subsequent policy cycles

c) Concept of Economics of Education:

Cost Benefit Analysis vs Cost Effective Analysis in Education

Economic returns to Higher Education

Signaling Theory vs Human Capital Theory

Educational finance at micro and macro levels

Concept of budgeting

d) Relationship between Politics and Education; perspectives of Politics of Education – Liberal, Conservative, and Critical; approaches to understanding politics – Behaviouralism, Theory of Systems Analysis, and Theory of Rational Choice; Education for political development and political socialization.

a) Growth and development – Concept and principles. Cognitive processes and stages of cognitive development. Personality – definitions and theories (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt Koffka). Mental health and mental hygiene.

b) Approaches to Intelligence from unitary to multiple; concepts of Social Intelligence, Multiple Intelligence, Emotional Intelligence. Theories of Intelligence by Sternberg and Gardner. Assessment of Intelligence. Concepts of Problem Solving, Critical Thinking, Metacognition, and Creativity.

c) Principles and Theories of Learning: Behaviouristic, Cognitive, and Social theories of learning. Factors affecting social learning, social competence, concept of social cognition, understanding social relationships and socialization goals.

d) Guidance and Counselling:

Nature, principles, and need

Types of guidance: educational, vocational, personal, health, social

Types of counselling: directive, non-directive, eclectic

Approaches to counselling: Cognitive-Behavioural (Albert Ellis – REBT), Humanistic, Person-Centred Counselling (Carl Rogers)

Theories of counselling: Behaviouristic, Rational, Emotive, and Reality

a) Meaning, nature, and scope of teacher education. Types of teacher education programs. The structure of teacher education curriculum and its vision in curriculum documents of NCERT and NCTE at elementary, secondary, and higher secondary levels. Organization of components of pre-service teacher education. Transactional approaches (for foundation courses): expository, collaborative, and experiential learning.

b) Understanding knowledge base of teacher education from the viewpoint of Schulman, Deng and Luke, and Habermas. Meaning of reflective teaching and strategies for promoting reflective teaching. Models of teacher education: Behaviouristic, Competency-based, and Inquiry-oriented models.

c) Concept, need, purpose, and scope of in-service teacher education. Organization and modes of in-service teacher education. Agencies and institutions of in-service teacher education at district, state, and national levels: SSA, RMSA, SCERT, NCERT, NCTE, and UGC. Preliminary considerations in planning in-service teacher education programmes (purpose, duration, resources, and budget).

d) Concept of profession and professionalism. Teaching as a profession. Professional ethics of teachers. Personal and contextual factors affecting teacher development. ICT integration. Quality enhancement for professionalization of teacher education. Innovation in teacher education.

a) Concept and principles of curriculum. Strategies of curriculum development. Stages in the process of curriculum development. Foundations of curriculum planning:

Philosophical bases (National, Democratic)

Sociological basis (Socio-cultural reconstruction)

Psychological bases (Learner’s needs and interests)

Benchmarking and role of national statutory bodies – UGC, NCTE, and Universities

b) Models of Curriculum Design – Traditional and Contemporary Models:

Academic / Discipline-Based Model

Competency-Based Model

Social Functions / Activities Model (Social Reconstruction)

Individual Needs & Interests Model

Outcome-Based Integrative Model

Intervention Model

CIPP Model (Context, Input, Process, Product)

c) Instructional system, instructional media, instructional techniques and material in enhancing curriculum transaction. Approaches to curriculum evaluation:

Academic and Competency-Based Approaches

Models of Curriculum Evaluation: Tyler’s Model, Stake’s Model, Scriven’s Model, Kirkpatrick’s Model

d) Meaning and types of curriculum change. Factors affecting curriculum change. Approaches to curriculum change. Role of students, teachers, and educational administrators in curriculum change and improvement. Scope and types of research in curriculum studies.

a) Meaning and scope of educational research. Meaning and steps of scientific method. Characteristics of scientific method (Replicability, Precision, Falsifiability, Parsimony). Types of scientific method: Exploratory, Explanatory, and Descriptive. Aims of research as a scientific activity: Problem-solving, Theory Building, and Prediction. Types of research: Fundamental, Applied, and Action. Approaches to educational research: Quantitative and Qualitative. Designs in educational research: Descriptive, Experimental, and Historical.

b) Variables – Concept of Concepts, Constructs, and Variables. Types of variables: Independent, Dependent, Extraneous, Intervening, and Moderator. Hypotheses – Concept, Sources, Types (Research, Directional, Non-directional, Null), Formulating hypotheses, Characteristics of a good hypothesis.
Steps of writing a research proposal.
Concept of Universe and Sample. Characteristics of a good sample.
Sampling techniques – Probability and Non-Probability Sampling.
Research Tools – Validity, Reliability, and Standardisation of a tool. Types of tools: Rating Scale, Attitude Scale, Questionnaire, Aptitude Test, Achievement Test, Inventory.
Techniques of Research: Observation, Interview, and Projective Techniques.

c) Types of Measurement Scales – Nominal, Ordinal, Interval, Ratio.
Quantitative Data Analysis –

Descriptive: Measures of Central Tendency, Variability, Fiduciary Limits, Graphical Presentation

Inferential: Testing of Hypothesis (Type I & II errors), Levels of Significance, Power of Test, Effect Size

Parametric & Non-Parametric Techniques

Statistical Techniques: Correlation, t-test, z-test, ANOVA, Chi-Square (Equal and Normal Probability)
Qualitative Data Analysis – Data Reduction & Classification, Analytical Induction, Constant Comparison, Concept of Triangulation

d) Qualitative Research Designs:

Grounded Theory: Types, Characteristics, Steps, Strengths and Weaknesses

Narrative Research: Meaning, Characteristics, Steps

Case Study: Meaning, Components, Types, Steps, Strengths and Weaknesses

Ethnography: Meaning, Assumptions, Steps, Writing Report, Strengths and Weaknesses

Mixed Method Designs: Characteristics, Types (Triangulation, Explanatory, Exploratory), Steps, Strengths and Weaknesses

a) Pedagogy and Pedagogical Analysis – Concept and stages.
Critical Pedagogy – Meaning, need, and implications in teacher education.
Organizing teaching at different levels:

Memory Level (Herbartian Model)

Understanding Level (Morrison Teaching Model)

Reflective Level (Bigge and Hunt Teaching Model)
Concept of Andragogy in education – Meaning, principles, competencies of self-directed learning.
Theory of Andragogy (Malcolm Knowles), Dynamic Model of Learner Autonomy.

b) Assessment – Meaning, nature, and perspectives (Assessment for Learning, Assessment of Learning, and Assessment as Learning).
Types of assessment – Placement, Formative, Diagnostic, Summative.
Relationship between objectives and outcomes.
Assessment of learning domains:

Cognitive (Anderson and Krathwohl)

Affective (Krathwohl)

Psychomotor (R.H. Dave)

c) Assessment in Pedagogy of Education:

Feedback Devices: Meaning, types, and criteria

Guidance as a feedback device

Assessment of portfolios, reflective journals, field engagement using rubrics

Competency-based evaluation

Assessment of teacher-prepared ICT resources

d) Assessment in Andragogy of Education:

Interaction Analysis:

Flanders’ Interaction Analysis

Galloway’s System of Interaction Analysis (Recording classroom events, construction and interpretation of interaction matrix)

Criteria for teacher evaluation: Product, Process, and Presage

Rubrics for self and peer evaluation – Meaning and steps of construction

a) Concept of Educational Technology (ET) as a discipline:

Information Technology

Communication Technology

Information and Communication Technology (ICT)

Instructional Technology
Applications of ET in formal, non-formal (Open and Distance Learning), informal and inclusive education systems.
Overview of Behaviourist, Cognitive, and Constructivist theories and their implications for instructional design (Skinner, Piaget, Ausubel, Bruner, Vygotsky).
Relationship between learning theories and instructional strategies (for large/small groups, formal/non-formal groups).

b) Systems Approach to Instructional Design.
Models of Instructional Design Development:

ADDIE

ASSURE

Dick and Carey

Mason’s Model
Gagne’s Nine Events of Instruction, Five E’s of Constructivism, Nine Elements of Constructivist Instructional Design.
Application of Computers in Education:

CAI (Computer-Assisted Instruction)

CAL (Computer-Assisted Learning)

CBT (Computer-Based Training)

CML (Computer-Managed Learning)

ODLM (Open Distance Learning Material) – Concept and process
Concept of e-learning and approaches – Offline, Online, Synchronous, Asynchronous, Blended Learning, Mobile Learning

c) Emerging Trends in e-Learning:

Social Learning – Use of Web 2.0 tools (social media, blogs, chats, forums, etc.)

Open Education Resources (OERs), MOOCs – Concept and application

E-Inclusion – Concept and use of assistive technologies

Measuring Quality of e-Learning – Information, System, Service, User Satisfaction, Net Benefits (D&M IS Success Model, 2003)

Ethical issues for e-learners and e-teachers in teaching, learning, and research

d) Use of ICT in:

Evaluation – e-portfolios, online/offline tools, survey tools, test generators

Administration – digital management and monitoring

Research – Online repositories, digital libraries

a) Educational Management and Administration –

Meaning, principles, functions, and importance

Institutional building

POSDCORB, CPM, PERT

Management as a system

SWOT analysis

Taylorism

Administration as a process and as a bureaucracy

Human relations approach to administration

Organisational compliance, development, and climate

b) Leadership in Educational Administration –

Meaning and nature

Approaches to leadership: Trait, Transformational, Transactional, Value-based, Cultural, Psychodynamic, and Charismatic

Models of leadership:

Blake and Mouton’s Managerial Grid

Fiedler’s Contingency Model

Tri-dimensional Model

Hersey and Blanchard’s Model

Leader-Member Exchange Theory

c) Concept of Quality and Quality in Education –

Indian and international perspectives

Evolution of quality: Inspection, Quality Control, Quality Assurance, TQM, Six Sigma

Quality Gurus: Walter Shewhart, Edward Deming, C.K. Prahalad

d) Change Management –

Meaning and need for planned change

Three-Step Model of Change (Unfreezing, Moving, Refreezing)

Japanese Models of Change: Just-in-Time, Poka Yoke

Cost of Quality: Appraisal Costs, Failure Costs, Preventable Costs

Cost Benefit and Cost Effective Analysis

Indian and International Quality Assurance Agencies:

Objectives, functions, roles, and initiatives of NAAC, QCI, INQAAHE

Use of Performance Indicators

a) Inclusive Education –

Concept, principles, scope, and target groups (diverse learners, including marginalized groups and learners with disabilities)

Evolution of inclusive education: Special, Integrated, and Inclusive Education

Legal provisions and policies:

National Policy of Education (1986), Programme of Action (1992)

Persons with Disabilities Act (1995), National Policy of Disabilities (2006)

National Curriculum Framework (2005)

Concessions and facilities (academic and financial) for diverse learners

Rehabilitation Council of India Act (1992)

Inclusive Education under SSA

UNCRPD and its implications

b) Concepts: Impairment, Disability, Handicap

Classification of disabilities based on ICF Model

Readiness of schools and models of inclusion

Prevalence, types, characteristics, and educational needs of learners with intellectual, physical, and multiple disabilities

Causes and prevention of disabilities

Identification and educational evaluation methods, techniques, and tools for diverse learners

c) Planning and Management of Inclusive Classrooms –

Infrastructure, human resources, and instructional practices

Curriculum and curricular adaptations

Assistive and adaptive technology:

Product-based (aids and appliances)

Process-based (Individualized Education Plans, Remedial Teaching)

Parent-professional partnership: Role of parents, peers, professionals, teachers, and schools

d) Barriers and Facilitators in Inclusive Education –

Attitudinal, social, and educational barriers

Current status and ethical issues in India

Research trends in inclusive education in India