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B-ED in General at Dibrugarh University
Dibrugarh, Assam
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About the Specialization
What is General at Dibrugarh University Dibrugarh?
This B.Ed program at Dibrugarh University focuses on developing competent and reflective teachers for secondary and senior secondary schools in India. It aims to equip aspiring educators with foundational knowledge in pedagogy, psychology, and curriculum studies, fostering a deep understanding of the teaching-learning process within the diverse Indian educational landscape. The program emphasizes practical skills and theoretical grounding essential for effective classroom management and holistic student development.
Who Should Apply?
This program is ideal for university graduates in any discipline (Science, Social Science, Humanities, Commerce, Engineering/Technology) who aspire to become school teachers in India. It also caters to individuals passionate about education reform and those seeking to understand the psychological and sociological underpinnings of learning. Fresh graduates looking for a structured entry into the teaching profession and professionals seeking formal teacher training to enhance their credentials will find this program beneficial.
Why Choose This Course?
Graduates of this program can expect to pursue fulfilling careers as teachers in government, private, and aided schools across India. They are well-prepared for roles as subject teachers, school counselors, or curriculum developers, with starting salaries typically ranging from INR 3 LPA to 6 LPA for entry-level positions, potentially increasing significantly with experience and promotions. The degree also provides a strong foundation for further studies in M.Ed or PhD in Education.
Student Success Practices
Foundation Stage
Master Educational Theories and Concepts- (Semester 1-2)
Actively engage with core educational theories in child development, learning, and assessment. Create concept maps and flashcards for key terms. Participate in group discussions to understand diverse perspectives on educational philosophy and practice in India.
Tools & Resources
NCERT textbooks for foundational concepts, Reference books on educational psychology, Peer study groups, University library resources
Career Connection
Strong theoretical understanding forms the bedrock for effective teaching strategies and informed decision-making in the classroom, crucial for teacher eligibility tests (TET/CTET) and interviews.
Develop Language and Communication Fluency- (Semester 1-2)
Focus on improving both written and spoken communication skills, especially in English and regional languages (Assamese/Hindi/Bengali) relevant to the local teaching context. Practice public speaking and presentation skills regularly.
Tools & Resources
English speaking clubs, Language labs, Debates, Presentation assignments, Online communication courses (e.g., Coursera, NPTEL)
Career Connection
Effective communication is paramount for teachers to explain concepts clearly, manage classrooms, and interact with students, parents, and colleagues, directly impacting classroom efficacy and professional growth.
Cultivate Reflective Learning Habits- (Semester 1-2)
Maintain a reflective journal to document observations, learning experiences, and personal insights from classroom activities and practicum. Regularly seek feedback from peers and faculty on teaching demonstrations and assignments.
Tools & Resources
Personal journal, Mentor/faculty interaction, Peer feedback sessions, Self-assessment rubrics
Career Connection
Critical self-reflection is a core competency for continuous professional development, enabling teachers to adapt, improve, and innovate their pedagogical approaches throughout their career.
Intermediate Stage
Excel in School Internship and Teaching Practice- (Semester 3)
Treat the school internship as a real job. Meticulously plan lessons, actively participate in school activities, observe experienced teachers, and seek constructive feedback from mentor teachers. Experiment with diverse teaching methodologies.
Tools & Resources
Detailed lesson plans, Teaching-learning materials, School mentor teachers, Peer observation, Digital recording for self-analysis
Career Connection
Successful completion and demonstrable skills during internship are crucial for securing placements and building a strong professional portfolio, often leading to job offers from the internship schools themselves.
Develop Pedagogical Skills in Chosen Subjects- (Semester 3)
Dive deep into the pedagogy of the chosen school subjects (e.g., Mathematics, English). Research innovative teaching aids, create engaging classroom activities, and master subject-specific assessment techniques.
Tools & Resources
Subject-specific online forums, Educational apps for teaching (e.g., Geogebra for Math), Workshops on subject pedagogy, Developing project-based learning activities
Career Connection
Strong subject-specific pedagogical content knowledge makes a teacher highly effective and sought after, leading to better teaching opportunities and the ability to inspire students in a particular domain.
Engage with Educational Technology- (Semester 3)
Actively learn and integrate various ICT tools and digital platforms into teaching practices. Develop skills in creating digital content, using smart boards, and facilitating online learning, preparing for blended learning environments.
Tools & Resources
Google Classroom, Microsoft Teams, Educational YouTube channels, Online course creation platforms, Specific educational software relevant to subjects
Career Connection
Proficiency in educational technology is increasingly vital in modern Indian schools, enhancing teaching effectiveness, student engagement, and professional marketability in a digitally evolving education sector.
Advanced Stage
Prepare Systematically for Teacher Eligibility Tests (TET/CTET)- (Semester 4)
Start focused preparation for national (CTET) and state-level (TET) teacher eligibility tests well in advance. Solve previous year''''s papers, join study groups, and attend mock tests to identify strengths and weaknesses.
Tools & Resources
Official CTET/TET websites, Online coaching platforms, Previous year question papers, Study guides, Dedicated study groups
Career Connection
Passing TET/CTET is a mandatory requirement for teaching in most government and many private schools in India, directly opening doors to a wide range of employment opportunities.
Build a Professional Network and Portfolio- (Semester 4)
Connect with experienced educators, school principals, and alumni through seminars, workshops, and social media platforms like LinkedIn. Develop a comprehensive portfolio showcasing lesson plans, teaching aids, project work, and internship reports.
Tools & Resources
LinkedIn, Professional education conferences, Alumni events, E-portfolio platforms, Well-organized physical portfolio
Career Connection
Networking can lead to mentorship, job referrals, and insights into the education sector, while a strong portfolio visually demonstrates capabilities to potential employers during interviews.
Explore Career Diversification and Further Studies- (Semester 4)
Research different career paths within education beyond direct classroom teaching, such as curriculum design, educational administration, special education, or online tutoring. Explore options for M.Ed or PhD programs for academic advancement.
Tools & Resources
Career counseling services, University academic advisors, Online research on educational roles, Discussions with education professionals
Career Connection
Understanding diverse opportunities and pathways for further education allows for strategic career planning and continuous growth in the dynamic Indian education ecosystem, beyond a standard teaching role.
Program Structure and Curriculum
Eligibility:
- Candidates with at least 50% marks either in the Bachelor''''s Degree and/or in the Master''''s Degree in Science/Social Science/Humanities/Commerce OR Bachelor''''s in Engineering or Technology with specialization in Science and Mathematics with 55% marks or any other qualification equivalent thereto, are eligible for admission to the programme. The reservation for SC/ST/OBC and other categories shall be as per the rules of the Central Government/State Government/University.
Duration: 2 years (4 semesters)
Credits: 70 Credits
Assessment: Internal: 20%, External: 80%
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| CC-101 | Childhood and Growing Up | Core | 4 | Child Development, Stages of Development, Adolescence, Socialization and Culture, Individual Differences, Mental Health and Well-being |
| CC-102 | Contemporary India and Education | Core | 4 | Indian Constitution and Education, Education Policies in India, Challenges in Indian Education, Inequality and Exclusion in Education, Universalization of Elementary Education |
| CC-103 | Learning and Teaching | Core | 4 | Theories of Learning, Motivation and Memory, Intelligence and Creativity, Approaches to Teaching, Classroom Management, Teaching as a Profession |
| CC-104 | Language Across the Curriculum | Core | 2 | Nature of Language, Multilingualism in India, Reading Skills Development, Writing Skills Development, Language and Cognition |
| CC-105 | Understanding Disciplines and Subjects | Core | 2 | Nature of Disciplines, Interdisciplinary Approaches, Curriculum Construction, Subject Integration, Knowledge Organization |
| EPC-1 | Reading and Reflecting on Texts | Core | 2 | Reading Comprehension Strategies, Critical Analysis of Texts, Reflective Writing, Academic Writing, Textual Interpretation |
| Practicum 1 | Yoga Education | Core | 2 | Introduction to Yoga, Asanas and Pranayama, Meditation Techniques, Benefits of Yoga, Yoga for Teachers |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| CC-201 | Knowledge and Curriculum | Core | 4 | Nature of Knowledge, Curriculum Principles, Curriculum Design Models, Hidden Curriculum, Curriculum Evaluation and Reforms |
| CC-202 | Assessment for Learning | Core | 4 | Concepts of Assessment, Types of Assessment, Tools and Techniques of Assessment, Feedback and Reporting, Statistical Concepts in Assessment |
| CC-203 | Gender, School and Society | Core | 2 | Gender Stereotypes and Roles, Gender Equality in Education, Role of School in Gender Socialization, Gender Sensitization, Curriculum and Gender |
| CC-204 | Creating an Inclusive School | Core | 2 | Concept of Inclusive Education, Children with Special Needs, Barriers to Inclusion, Strategies for Inclusive Classrooms, Role of Teacher in Inclusion |
| P-I | Pedagogy of School Subjects (Part-I) (Choose one from the list) | Core | 4 | Nature of Subject, Objectives of Teaching Subject, Curriculum Analysis, Teaching Approaches, Lesson Planning and Resources |
| EPC-2 | Drama and Art in Education | Core | 2 | Role of Drama in Education, Creative Expression, Art Forms and Integration, Aesthetics in Education, Developing Artistic Skills |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| CC-301 | School Internship (Teaching Practice) | Core | 16 | Lesson Planning and Delivery, Classroom Management, Observation and Feedback, School-based Activities, Reflective Journal Writing, Peer Teaching |
| P-II | Pedagogy of School Subjects (Part-II) (Continuation of Part-I choice) | Core | 4 | Pedagogical Analysis, Teaching-Learning Resources, Constructivist Approaches, Diagnostic Teaching, Evaluation in Subject |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| CC-401 | Guidance and Counseling in Schools | Core | 4 | Principles of Guidance, Counseling Techniques, Types of Guidance, Career Guidance, Role of Teacher as a Counselor |
| CC-402 | Optional Papers (Choose one from the list) | Elective | 4 | Concepts of Elective Field, Relevance in Education, Curriculum Integration, Teaching Methodologies, Contemporary Issues |
| EPC-3 | Understanding the Self | Core | 2 | Self-Concept and Self-Esteem, Personal Growth and Development, Emotional Intelligence, Stress Management, Interpersonal Relationships |
| EPC-4 | Computer Education | Core | 2 | Basics of Computer Systems, Internet and Digital Resources, Educational Software Applications, ICT in Teaching and Learning, Digital Literacy for Teachers |
