.png&w=1920&q=75)
B-ED in Biological Science at Amrutha College of Education
Dakshina Kannada, Karnataka
.png&w=1920&q=75)
About the Specialization
What is Biological Science at Amrutha College of Education Dakshina Kannada?
This Biological Science pedagogy program at Amrutha College of Education focuses on equipping future educators with advanced knowledge and pedagogical skills to teach biology effectively in Indian schools. It delves into curriculum design, innovative teaching methodologies, and assessment techniques tailored for biological concepts. The program emphasizes a practical approach, preparing teachers to inspire scientific curiosity and critical thinking among students, addressing the growing demand for qualified science educators in India''''s evolving educational landscape.
Who Should Apply?
This program is ideal for science graduates (B.Sc in Botany, Zoology, Biotechnology, Microbiology, etc.) who aspire to become proficient biology teachers at the secondary and higher secondary levels in India. It also caters to working professionals in education seeking to specialize or upskill their pedagogical approaches in biological sciences. Candidates with a strong foundational understanding of biological principles and a passion for teaching complex scientific concepts in an engaging manner are well-suited.
Why Choose This Course?
Graduates of this program can expect to pursue rewarding careers as biology teachers in both public and private schools across India, including residential and international schools. They will be prepared for roles such as subject coordinators, curriculum developers, and educational content creators. Entry-level salaries typically range from INR 2.5 Lakhs to 4.5 Lakhs annually, with experienced educators earning upwards of INR 7-10 Lakhs. The program also aligns with qualifications required for various state and national teacher eligibility tests (TET/CTET).
Student Success Practices
Foundation Stage
Build Strong Pedagogical Foundations- (Semester 1-2)
Actively engage with core educational theories and learning psychology. Focus on understanding diverse learning styles and child development principles. Participate in classroom discussions and peer teaching sessions to internalize concepts.
Tools & Resources
NCERT textbooks for pedagogy, NPTEL courses on educational psychology, peer study groups, observation of senior teachers
Career Connection
A solid theoretical base is crucial for developing effective teaching strategies and passing teacher eligibility exams (CTET/TET), which are mandatory for government teaching positions in India.
Master Biological Science Teaching Methods- (Semester 1-2)
Thoroughly study and practice the ''''Pedagogy of Biological Science'''' content. Develop multiple lesson plans using various teaching aids and methodologies relevant to biology (e.g., experiential learning, laboratory work, field trips). Seek feedback on teaching demonstrations.
Tools & Resources
SCERT/NCERT science teaching manuals, online resources for science experiments, local science museums/labs for field visit ideas
Career Connection
Expertise in subject-specific pedagogy is a key differentiator in school interviews and enables effective delivery of complex biological topics, leading to better student outcomes.
Develop ICT and Communication Skills- (Semester 1-2)
Actively utilize ICT tools introduced in the curriculum for creating engaging teaching materials, presentations, and online assessments. Practice clear, concise, and enthusiastic communication, both verbally and in writing, essential for classroom interaction and parent communication.
Tools & Resources
Microsoft Office Suite (PowerPoint, Word), Google Workspace (Docs, Slides), educational apps like Kahoot/Quizizz, TED-Ed lessons for inspiration
Career Connection
Modern Indian schools increasingly demand digitally literate teachers. Strong communication skills are vital for classroom management, student engagement, and professional collaboration.
Intermediate Stage
Engage in Intensive School Internship & Observation- (Semester 3-4)
Leverage the school internship phases (Phase III and IV) to actively teach, observe experienced teachers, and seek regular feedback. Experiment with different classroom management techniques and teaching strategies in real school settings. Maintain a detailed reflective journal.
Tools & Resources
Internship mentor guidance, school library resources, lesson observation checklists, self-reflection templates
Career Connection
Practical classroom experience is paramount for securing placements. Strong performance and positive feedback during internships can lead to direct job offers or strong recommendations in Indian schools.
Conduct Action Research & Project Work- (Semester 3-4)
Identify a specific classroom challenge or educational problem (e.g., low student engagement in a specific biological topic) and design an action research project to address it. Collect data, analyze findings, and propose solutions, documenting the entire process.
Tools & Resources
Research methodology guides, statistical software (basic), primary/secondary data collection tools, college research mentors
Career Connection
Demonstrating research skills showcases a proactive problem-solving mindset, highly valued in progressive educational institutions and for future academic pursuits (M.Ed).
Build a Professional Network & Portfolio- (Semester 3-4)
Attend educational seminars, workshops, and teacher conferences. Connect with fellow students, faculty, and experienced teachers. Curate a professional portfolio showcasing best lesson plans, teaching aids, research work, and internship reports.
Tools & Resources
LinkedIn, professional teaching associations in India (e.g., National Association of Biology Teachers), digital portfolio platforms, career fair events
Career Connection
Networking opens doors to job opportunities and mentorship. A well-presented portfolio is a powerful tool for showcasing skills and experience during placement interviews.
Advanced Stage
Prepare for Teacher Eligibility Tests (TET/CTET)- (Throughout final semester and immediately post-graduation)
Dedicate consistent time to prepare for mandatory teacher eligibility tests like CTET (Central Teacher Eligibility Test) or state-specific TETs. Focus on general pedagogy, child development, and subject-specific knowledge as per the exam syllabus.
Tools & Resources
Previous year question papers, online coaching platforms, specialized study guides for TET/CTET, mock tests
Career Connection
Passing these exams is a prerequisite for most government teaching jobs and highly preferred for private school placements across India, significantly enhancing employability.
Master Interview and Demonstration Skills- (Final semester)
Participate in mock interviews and teaching demonstrations. Focus on articulate communication, presenting lesson plans confidently, and handling hypothetical classroom scenarios effectively. Seek feedback on body language, content delivery, and interaction.
Tools & Resources
Career services at the college, peer mock interviews, online tutorials for interview preparation, recording and reviewing demonstration classes
Career Connection
Excellent interview and demonstration skills are critical for securing coveted teaching positions in competitive Indian school environments.
Pursue Continuous Professional Development- (Ongoing post-graduation)
Identify areas for further specialization or skill enhancement (e.g., special education, educational technology, advanced biology topics). Engage in workshops, online courses, or short-term certifications even after graduation to stay updated with educational trends.
Tools & Resources
Online platforms like Coursera/edX for specialized courses, professional development programs offered by NCERT/SCERT, attending educational conferences
Career Connection
Lifelong learning ensures career growth, opportunities for promotions to leadership roles (e.g., HOD, Vice-Principal), and adaptability to evolving educational paradigms in India.
Program Structure and Curriculum
Eligibility:
- A candidate must have passed a Bachelor’s Degree/Master’s Degree/Any other equivalent qualification with minimum 50% marks in aggregate for general category and 45% for SC/ST/Category-I/PWD (as per state government notifications). The candidate must have studied two school subjects/one school subject and one language, at the Graduation/Post-Graduation level, for at least two years/four semesters and should have obtained minimum 50% marks (45% for reserved categories) in each of these subjects separately. For Biological Science, this implies a background in relevant science subjects like Botany, Zoology, Microbiology, Biotechnology, etc.
Duration: 2 years (4 semesters)
Credits: 86 Credits
Assessment: Internal: 30%, External: 70%
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED101 | Education in Contemporary India | Core | 4 | Education as a discipline, Constitutional provisions of education, National policies and commissions, Agencies of education, Current trends in Indian education |
| BED102 | Psychology of Learning and Development | Core | 4 | Growth, development and maturation, Theories of learning, Intelligence and creativity, Personality and adjustment, Individual differences in learning |
| BED103 | Language Across the Curriculum and Textual Analysis | Core | 4 | Nature and functions of language, Role of language in education, Reading and writing skills, Multilingualism in classroom, Techniques of textual analysis |
| BED104A | Pedagogy of a School Subject (Part-I) - Biological Science | Methodology (Specialization) | 4 | Aims and objectives of teaching Biological Science, Taxonomy of educational objectives, Approaches to teaching Biological Science, Biological Science curriculum analysis, Lesson planning in Biological Science |
| BED105 | Information and Communication Technology (ICT) in Education | Enhancing Professional Capacities (EPC) | 3 | Introduction to ICT and its role, Computer basics and operating systems, Internet, e-resources and digital tools, ICT for teaching-learning process, Ethical use of ICT in education |
| BED106 | Internship (School Exposure) - Phase I | Practical/Internship | 4 | School observation and understanding its functioning, Classroom management strategies, Interaction with school staff and students, Lesson observation and reflection, Community linkages with school |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED201 | Assessment for Learning | Core | 4 | Concept and purpose of assessment, Types and tools of assessment, Techniques for continuous and comprehensive evaluation, Statistical analysis in assessment, Reporting and interpreting assessment data |
| BED202 | Knowledge and Curriculum | Core | 4 | Nature of knowledge and its forms, Epistemological bases of education, Concept and types of curriculum, Curriculum design and development, Curriculum transaction and evaluation |
| BED203 | Gender, School and Society | Core | 4 | Concepts of gender and sex, Gender roles and stereotypes, Gender and schooling processes, Socialization and gender identity, Challenges of gender equity in education |
| BED204A | Pedagogy of a School Subject (Part-II) - Biological Science | Methodology (Specialization) | 4 | Methods and techniques of teaching Biological Science, Resources and teaching aids in Biological Science, Planning and organizing science clubs, Evaluation in Biological Science, Professional development for science teachers |
| BED205 | Reading and Reflecting on Texts | Enhancing Professional Capacities (EPC) | 3 | Types and genres of texts, Reading comprehension strategies, Critical reading and analysis, Reflective writing and journal keeping, Academic writing and reporting |
| BED206 | Internship (School Exposure) - Phase II | Practical/Internship | 3 | Micro-teaching and skill practice, Initial teaching practice sessions, Understanding school administration, Participation in co-curricular activities, Connecting with school community |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED301 | Learning and Teaching | Core | 4 | Concept of learning and teaching, Theories and models of teaching, Teacher as a facilitator and guide, Classroom environment and management, Effective teaching strategies |
| BED302 | Inclusive Education | Core | 4 | Concept and principles of inclusive education, Types of disabilities and special needs, Strategies for inclusive classroom practices, Role of teachers in inclusion, Policies and provisions for inclusive education |
| BED303 | Environmental Education | Core | 4 | Concepts of environment and ecology, Environmental problems and issues, Sustainable development goals, Environmental protection policies, Role of education in environmental conservation |
| BED304A | Pedagogy of a School Subject (Part-III) - Biological Science | Methodology (Specialization) | 4 | Planning and organizing science laboratory activities, Preparing improvised apparatus for biological experiments, Organizing field trips and excursions, Utilizing community resources for science teaching, Assessment tools for practical work in Biological Science |
| BED305 | Health and Physical Education | Enhancing Professional Capacities (EPC) | 3 | Concepts of health and wellness, Physical fitness and exercise, Yoga and meditation practices, First aid and safety education, Sports, games and recreational activities |
| BED306 | School Internship - Phase III (Teaching Practice) | Practical/Internship | 4 | Full-time teaching practice in school, Comprehensive lesson planning and delivery, Maintaining a reflective journal of teaching experiences, Peer observation and feedback sessions, Participation in school-based projects |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED401 | Creating an Inclusive School | Core | 4 | Dimensions and challenges of inclusion, Barriers to inclusive practices, Developing an inclusive school environment, Support services for diverse learners, Legal provisions and policies for inclusive education |
| BED402 | Guidance and Counselling | Optional | 4 | Concept and importance of guidance, Types and principles of guidance, The counselling process and techniques, Role of a teacher as a counsellor, Referral services and ethical considerations |
| BED403 | Life Skills Education | Core | 3 | Concept and importance of life skills, Core life skills: self-awareness, empathy, Critical thinking and creative thinking, Decision-making and problem-solving, Coping with emotions and stress |
| BED404 | School Internship - Phase IV (Action Research & Project Work) | Practical/Internship | 5 | Identifying educational problems for action research, Designing and conducting action research, Data collection and analysis in research, Report writing and presentation of findings, Project work related to educational innovation |
| BED405 | Reflective Practices and Portfolio Development | Enhancing Professional Capacities (EPC) | 2 | Concept of reflective learning and teaching, Self-assessment and peer assessment, Components of a professional teaching portfolio, Documentation of professional growth, Presentation of portfolio for professional development |
