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BACHELOR-OF-EDUCATION in Economics at Annai College of Education
Thanjavur, Tamil Nadu
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About the Specialization
What is Economics at Annai College of Education Thanjavur?
This Bachelor of Education (B.Ed) program with a specialization in Economics at Annai College of Education, Thanjavur focuses on equipping future educators with advanced pedagogical skills to teach Economics effectively at the secondary and senior secondary levels. It integrates core educational theories with subject-specific methodologies, preparing teachers for the dynamic Indian education system. The program addresses the critical need for qualified Economics teachers who can make complex economic concepts accessible and engaging for students, fostering analytical thinking and informed citizenship crucial for India''''s economic growth.
Who Should Apply?
This program is ideal for graduates holding a Bachelor''''s or Master''''s degree in Economics or related fields who aspire to become school teachers. It is particularly suited for fresh graduates seeking entry into the teaching profession in government or private schools across India, as well as for existing educators looking to formalize their qualifications or enhance their teaching skills in Economics. Candidates with a passion for economic literacy and a commitment to nurturing young minds in India will find this program rewarding.
Why Choose This Course?
Graduates of this program can expect to secure teaching positions as TGT (Trained Graduate Teacher) or PGT (Post Graduate Teacher) in Economics in CBSE, ICSE, and State Board schools across India. Entry-level salaries typically range from INR 2.5 Lakhs to 4.5 Lakhs per annum, with experienced teachers earning upwards of INR 7-10 Lakhs. The program also prepares candidates for state-level Teacher Eligibility Tests (TET) and central-level CTET, crucial for government sector recruitment, ensuring strong career growth trajectories in the Indian education sector.
Student Success Practices
Foundation Stage
Develop Strong Pedagogical Foundations- (Semester 1-2)
Focus on thoroughly understanding core educational theories, learning processes, and child psychology. Actively participate in classroom discussions, complete assignments diligently, and engage with recommended readings from Indian educationists and thinkers.
Tools & Resources
NCERT textbooks for B.Ed subjects, relevant educational journals, academic libraries, peer study groups, Bharathidasan University e-resources
Career Connection
A strong theoretical base is essential for effective teaching, performing well in university exams, and cracking entrance tests like TET/CTET.
Cultivate Reflective Teaching Habits- (Semester 1-2)
Maintain a reflective journal to document observations, teaching experiences, and personal insights gained from initial classroom visits or micro-teaching sessions. Analyze strengths and areas for improvement, seeking feedback from peers and mentors to refine instructional strategies.
Tools & Resources
Personal journal, feedback forms, online forums for educators, mentorship from senior teachers
Career Connection
Develops critical self-assessment skills vital for continuous professional development and adapting to diverse classroom environments in India.
Build Effective Communication Skills- (Semester 1-2)
Actively practice presenting ideas, leading discussions, and explaining complex concepts clearly. Participate in college debates, seminars, and group projects to enhance verbal and written communication, which are crucial for classroom instruction and parent-teacher interactions.
Tools & Resources
College communication workshops, Toastmasters clubs (if available), presentation software, language learning apps
Career Connection
Excellent communication is fundamental for engaging students, managing classrooms effectively, and building rapport with the school community, leading to better teaching evaluations and career prospects.
Intermediate Stage
Advanced Stage
Program Structure and Curriculum
Eligibility:
- Candidates with at least fifty percent marks either in the Bachelor''''s Degree and/or in the Master''''s Degree in Science/Social Sciences/Humanities/Commerce, Bachelor''''s in Engineering or Technology with specialization in Science and Mathematics with fifty five percent marks or any other qualification equivalent thereto, are eligible for admission to the programme. The relaxation in the minimum qualifying marks in the case of SC/ST/OBC and other categories shall be as per the rules of the State Government.
Duration: 2 years (4 semesters)
Credits: 62 Credits
Assessment: Internal: undefined, External: undefined
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| PAPER I | Childhood and Growing Up | Core | 4 | Growth and Development, Stages of Development, Adolescence and its Challenges, Socialization and its Role, Individual Differences and Learning |
| PAPER II | Contemporary India and Education | Core | 4 | Education in Ancient and Medieval India, Education in British India, Constitutional Provisions for Education, Education Commissions and Policies, Challenges and Issues in Indian Education |
| PAPER III | Learning and Teaching | Core | 4 | Meaning and Nature of Learning, Theories of Learning (Behaviourist, Cognitive), Motivation and its Role in Learning, Teaching as a Profession, Teacher as a Facilitator and Classroom Management |
| PAPER IV | Language Across the Curriculum | Core | 4 | Nature and Functions of Language, Language in the Classroom, Multilingualism and its Challenges, Developing Reading and Writing Skills, Assessment of Language Learning |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| PAPER V | Gender, School and Society | Core | 4 | Gender Identity and Socialization, Gender Roles and Stereotypes, Equity and Equality in Education, Challenges faced by Girls in Education, Interventions for Gender Parity in Schools |
| PAPER VI | Knowledge and Curriculum | Core | 4 | Nature and Forms of Knowledge, Curriculum: Concepts and Principles, Approaches to Curriculum Design, Hidden Curriculum, Curriculum Evaluation and Renewal |
| PAPER VII | Assessment for Learning | Core | 4 | Concepts of Assessment and Evaluation, Types of Assessment (Formative, Summative), Tools and Techniques of Assessment, Continuous and Comprehensive Evaluation (CCE), Reporting Assessment Results and Feedback |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| PAPER VIII | Creating an Inclusive School | Core | 4 | Understanding Inclusion and Exclusion, Needs of Diverse Learners (CWSN, marginalized), Inclusive Pedagogies and Strategies, Collaborative Practices for Inclusion, Role of Teachers in an Inclusive School |
| PEDAGOGY I (ECONOMICS) | Pedagogy of School Subject – Part I (Economics) | Specialization Core | 4 | Nature and Scope of Economics, Aims and Objectives of Teaching Economics, Economics in School Curriculum, Methods of Teaching Economics, Lesson Planning in Economics |
| PEDAGOGY II (ECONOMICS) | Pedagogy of School Subject – Part II (Economics) | Specialization Core | 4 | Instructional Materials in Economics, ICT and Digital Resources in Economics Teaching, Evaluation in Economics Education, Micro-teaching and Simulation, Current Trends in Economics Education |
| OPTIONAL I | Yoga Education | Optional Practicum | 4 | Foundations and Principles of Yoga, Asanas and Pranayama Techniques, Meditation and Relaxation, Benefits of Yoga for Physical and Mental Health, Yoga in School Settings |
| OPTIONAL II | ICT in Education | Optional Practicum | 4 | Role of ICT in Teaching-Learning Process, Computer Applications in Education, Internet and Web Resources for Learning, Digital Content Creation, E-learning Platforms and Tools |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| B.ED INTERNSHIP | School Internship | Practical/Internship | 6 | Classroom Observation and Analysis, Lesson Planning and Delivery, Classroom Management Techniques, Mentoring and Feedback Sessions, Reflective Teaching Practice |
| FBE PART A | Field Based Experience – Part A | Practical/Field Work | 4 | Community Engagement Projects, Action Research in Education, Case Study Analysis, Developing Teaching Aids, Educational Survey Techniques |
| FBE PART B | Field Based Experience – Part B | Practical/Field Work | 4 | Portfolio Development, Reflective Journal Writing, Social Awareness Campaigns, School-Community Linkage Programs, Presentation of Field Work Findings |
