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B-ED in General at Namdhari Education Society
Mandi, Himachal Pradesh
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About the Specialization
What is General at Namdhari Education Society Mandi?
This Bachelor of Education (B.Ed.) program at Namdhari Education Society, Mandi, focuses on preparing competent and dedicated teachers for secondary and senior secondary levels in India. The curriculum, aligned with Himachal Pradesh University (HPU) guidelines, integrates theoretical foundations of education with practical pedagogical skills, addressing the evolving needs of the Indian schooling system and fostering holistic development in future educators.
Who Should Apply?
This program is ideal for aspiring teachers, fresh graduates with a bachelor''''s or master''''s degree in various disciplines, and individuals passionate about contributing to the education sector. It also caters to those looking to transition into teaching from other fields or seeking to professionalize their existing teaching experience, fulfilling the mandatory qualification for teaching positions in government and private schools across India.
Why Choose This Course?
Graduates of this program can expect diverse career paths as school teachers, educational administrators, curriculum developers, or education consultants in India. Typical entry-level salaries in government schools range from INR 30,000-50,000 per month, while private schools offer INR 20,000-40,000, with significant growth potential. The degree also qualifies for CTET/HTET and other state TET examinations, essential for public sector teaching jobs.
Student Success Practices
Foundation Stage
Master Core Educational Theories- (Semester 1-2)
Focus on understanding foundational theories of child development, learning, and education policies. Actively participate in classroom discussions, read prescribed texts thoroughly, and synthesize concepts. This builds a strong conceptual base, crucial for effective teaching practices and excelling in pedagogy exams.
Tools & Resources
HPU prescribed textbooks, NCERT education psychology resources, Online academic journals, Peer study groups
Career Connection
Strong theoretical understanding is essential for answering pedagogical questions in TET exams and for developing sound teaching philosophies in interviews.
Develop Reflective Practice through Early School Engagement- (Semester 1-2)
Engage deeply in early school observation and basic teaching tasks. Maintain a detailed reflection journal documenting experiences, challenges, and insights. This fosters self-awareness and helps connect theory to practice early on.
Tools & Resources
Reflective journals, Observation checklists, Feedback from mentors/peers, School engagement reports
Career Connection
Cultivates critical self-assessment skills, vital for continuous professional development and adapting to diverse classroom situations.
Build Foundational Communication and Presentation Skills- (Semester 1-2)
Actively participate in micro-teaching sessions and group presentations. Seek constructive feedback on clarity, body language, and content delivery. Early mastery of these skills is crucial for effective classroom communication.
Tools & Resources
Video recording of micro-teaching, Peer feedback, Faculty guidance, Public speaking clubs/workshops
Career Connection
Enhances ability to engage students, articulate complex ideas, and perform well in interview presentations during placements.
Intermediate Stage
Excel in Pedagogical Subject Specialization- (Semester 3)
Deep dive into the methodology of chosen school subjects (e.g., Pedagogy of Mathematics, English). Practice designing innovative lesson plans and teaching aids specific to these subjects. This ensures subject-matter expertise for effective instruction.
Tools & Resources
Subject-specific textbooks, Curriculum frameworks (e.g., NCERT), Online teaching resources (e.g., Khan Academy for Maths), Instructional design software
Career Connection
Directly prepares for teaching specific subjects in schools, making candidates highly desirable for subject teacher roles.
Maximize School Internship Experience- (Semester 3)
Treat the extensive school internship as a real job. Proactively seek opportunities to teach various classes, engage with school administration, and participate in extra-curricular activities. Document classroom experiences and student progress.
Tools & Resources
Internship logbook, Lesson plan formats, Student assessment rubrics, School mentor feedback
Career Connection
Provides invaluable practical experience, builds confidence, and often leads to strong recommendation letters crucial for securing placements.
Integrate ICT into Teaching Practices- (Semester 3)
Actively explore and implement various ICT tools (e.g., smartboards, educational apps, online collaboration platforms) in lesson delivery during teaching practice. Learn to create engaging digital content.
Tools & Resources
Google Workspace for Education, Presentation software, Educational videos, Online learning management systems, ICT integration workshops
Career Connection
Equips future teachers with essential 21st-century skills, making them adaptable and appealing to modern schools adopting digital learning.
Advanced Stage
Undertake a Meaningful Research Project- (Semester 4)
Choose a relevant educational topic for the final research project. Conduct thorough literature review, data collection (if applicable), analysis, and present findings professionally. This showcases academic rigor and problem-solving skills.
Tools & Resources
Research methodology books, Academic databases, Statistical software (if needed), Project supervisor guidance
Career Connection
Demonstrates ability to conduct independent inquiry, critical thinking, and contributes to a strong academic portfolio, beneficial for higher studies or advanced roles.
Prepare Rigorously for Teacher Eligibility Tests (TETs)- (Semester 4 (leading up to graduation))
Simultaneously prepare for central (CTET) and state-level (HTET) Teacher Eligibility Tests. Dedicate specific time for mock tests, previous year papers, and reviewing general pedagogy and subject-specific content.
Tools & Resources
CTET/HTET previous year papers, Online coaching platforms, Test prep books, HPU/NCERT curriculum
Career Connection
Passing TETs is a mandatory requirement for most government teaching jobs and highly preferred for private institutions, significantly boosting employability.
Develop a Comprehensive Professional Portfolio & Network- (Throughout program, finalize in Semester 4)
Compile all certificates, internship reports, lesson plans, teaching aids, and project work into a comprehensive professional portfolio. Network with faculty, mentors, and fellow interns for career opportunities and professional insights.
Tools & Resources
Digital portfolio platforms, LinkedIn, College alumni network, Career fair events
Career Connection
A well-curated portfolio showcases skills and experiences, while networking provides access to job leads and mentorship, facilitating smoother entry into the teaching profession.
Program Structure and Curriculum
Eligibility:
- Candidates with at least 50% marks in 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 55% marks, or any other equivalent qualification. Relaxation of 5% marks for SC/ST/OBC/PWD categories as per HPU/NCTE norms.
Duration: 2 years (4 semesters)
Credits: 84 Credits
Assessment: Internal: 20%, External: 80% (For Theory Papers)
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED101 | Childhood and Growing Up | Core | 4 | Growth and Development, Principles of Development, Stages of Development, Socialization in Indian Context, Individual Differences, Role of Teacher in Child Development |
| BED102 | Contemporary India and Education | Core | 4 | Constitutional Provisions for Education, Major Education Commissions in India, National Policies and Programs on Education, Right to Education Act 2009, Challenges in Indian Education System, Education for Special Needs in India |
| BED103 | Language across the Curriculum | Core | 2 | Nature of Language and its Role in Learning, Language in a Multilingual Classroom, Developing Reading and Writing Skills, Role of Teacher as a Language Facilitator, Language and Cognition, Curriculum and Language Development |
| BED104 | Understanding Disciplines and Subjects | Core | 2 | Nature and Structure of Academic Disciplines, Interdisciplinary and Multidisciplinary Approaches, Curriculum Organization and Design, Subject Knowledge and Pedagogical Content Knowledge, School Subjects and their Epistemological Bases, Role of Teacher in Curriculum Transaction |
| BED105 | Gender, School and Society | Core | 2 | Gender Identity and Social Construction of Gender, Gender Roles and Stereotypes in Society, Gender Inequality and its Manifestations, Role of School in Promoting Gender Equity, Curriculum and Gender Issues, Empowerment of Girls and Women in India |
| EPC1 | Reading and Reflecting on Texts | Practical/EPC | 2 | Strategies for Effective Reading, Critical Analysis of Educational Texts, Developing Reflective Writing Skills, Text Comprehension and Interpretation, Self-Reflection and Personal Growth, Academic Writing and Reporting |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED201 | Learning and Teaching | Core | 4 | Theories of Learning (Behaviorism, Cognitivism, Constructivism), Teaching Models and Strategies, Classroom Management and Discipline, Motivation in Learning, Role of Teacher in Facilitating Learning, Assessment in Learning Context |
| BED202 | Knowledge and Curriculum | Core | 4 | Concept of Knowledge and its Forms, Philosophical Foundations of Curriculum, Curriculum Design and Development, Curriculum Evaluation and Reform, Relationship between Knowledge and Curriculum, Role of Teacher in Curriculum Transaction |
| BED203 | Assessment for Learning | Core | 2 | Meaning and Principles of Assessment, Types of Assessment (Formative, Summative, Diagnostic), Tools and Techniques of Assessment, Continuous and Comprehensive Evaluation (CCE), Providing Effective Feedback to Learners, Reporting Assessment Results |
| BED204 | Creating an Inclusive School | Core | 2 | Concept and Principles of Inclusive Education, Understanding Diverse Learners (CWSN), Strategies for Inclusive Classroom Management, Role of Teacher in Inclusive Settings, Curriculum Adaptation for Inclusive Classrooms, Support Services for Inclusive Education |
| EPC2 | Drama and Art in Education | Practical/EPC | 2 | Role of Art and Drama in Learning, Dramatic Techniques for Classroom Use, Creative Expression through Art and Craft, Aesthetic Development in Children, Art Integration in various Subjects, Organizing Educational Drama and Art Activities |
| PED201A/B | Pedagogy of a School Subject - Part I (Subject 1) | Elective | 4 | Nature and Scope of Chosen Subject, Aims and Objectives of Teaching Subject, Curriculum Analysis of Subject, Teaching Methods and Approaches, Lesson Planning for Subject, Instructional Material Development |
| PED202A/B | Pedagogy of a School Subject - Part I (Subject 2) | Elective | 4 | Nature and Scope of Chosen Subject, Aims and Objectives of Teaching Subject, Curriculum Analysis of Subject, Teaching Methods and Approaches, Lesson Planning for Subject, Instructional Material Development |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED301 | Critical Understanding of ICT | Core | 2 | Concept and Scope of ICT in Education, Digital Literacy and Cyber Ethics, Pedagogical Applications of ICT Tools, Online Educational Resources and Platforms, Integration of Technology in Classroom, Challenges and Opportunities of ICT in Indian Schools |
| BED302 | Open and Distance Learning | Core | 2 | Concept and Principles of ODL, Role of Technology in Distance Education, Development of Self-Learning Materials, Assessment and Evaluation in ODL, Challenges and Opportunities of ODL in India, Future Trends in Open and Distance Learning |
| PED301A/B | Pedagogy of a School Subject - Part II (Subject 1) | Elective | 4 | Advanced Teaching Methods for Subject, Unit Planning and Year Planning, Remedial and Diagnostic Teaching, Microteaching and Simulation, Developing Assessment Tools for Subject, Innovations in Subject Teaching |
| PED302A/B | Pedagogy of a School Subject - Part II (Subject 2) | Elective | 4 | Advanced Teaching Methods for Subject, Unit Planning and Year Planning, Remedial and Diagnostic Teaching, Microteaching and Simulation, Developing Assessment Tools for Subject, Innovations in Subject Teaching |
| INT301 | School Internship (Teaching Practice) | Practical/Fieldwork | 12 | Real Classroom Teaching Experience, Lesson Delivery and Classroom Management, Peer Observation and Feedback, Interaction with School Administration, Community Interaction and School Programs, Reflective Practice and Portfolio Development |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| BED401 | Health, Physical Education and Yoga | Core | 4 | Concept of Health and Wellness, Components of Physical Fitness, Fundamentals of Yoga and Meditation, Nutrition and Balanced Diet, School Health Programs and First Aid, Developing Positive Health Habits in Students |
| BED402 | Guidance and Counselling | Core | 4 | Concept and Principles of Guidance, Types of Guidance (Educational, Vocational, Personal), Approaches and Techniques of Counselling, Role of Teacher as a Counselor, Group Guidance and Individual Counselling, Ethical Issues in Guidance and Counselling |
| BED403 | Environmental Education | Core | 4 | Basic Concepts of Environment, Major Environmental Problems and their Impact, Sustainable Development Goals, Role of Education in Environmental Protection, Teaching Strategies for Environmental Awareness, Conservation of Natural Resources |
| BED404 | Peace Education / Value Education (Elective) | Elective | 2 | Concept and Principles of Peace Education, Conflict Resolution and Management, Human Rights and Global Citizenship, Education for Values and Ethics, Promoting Harmony and Tolerance, Role of Teacher in Peace Education |
| EPC3 | Understanding the Self | Practical/EPC | 2 | Self-Awareness and Self-Concept, Emotional Intelligence and its Development, Stress Management Techniques, Developing Interpersonal Skills, Personal Growth and Self-Improvement, Professional Ethics for Teachers |
| EPC4 | Community Engagement | Practical/EPC | 2 | Community Service and Social Responsibility, Understanding Social Issues, Planning and Executing Community Projects, Field Visits and Surveys, Report Writing and Documentation, Reflection on Community Experience |
| PROJ401 | Research Project / Dissertation | Project | 4 | Fundamentals of Educational Research, Research Methodology and Design, Data Collection Techniques, Data Analysis and Interpretation, Review of Literature, Academic Report Writing and Presentation |
