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BACHELOR-OF-EDUCATION in Sociology at Sree Gokarnanatheshwara College of Education
Dakshina Kannada, Karnataka
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About the Specialization
What is Sociology at Sree Gokarnanatheshwara College of Education Dakshina Kannada?
This B.Ed program at Shree Gokarnanatheshwara College of Education focuses on preparing educators with a strong foundation in Pedagogy of Social Science, specifically including Sociology. This specialization is vital in India for shaping socially aware citizens, understanding diverse cultural landscapes, and fostering critical thinking on societal issues. It provides teachers with the necessary skills to integrate sociological concepts into the school curriculum, meeting the growing demand for educators who can navigate complex social studies syllabi.
Who Should Apply?
This program is ideal for Bachelor''''s degree holders, particularly those with a background in Sociology, History, Political Science, or Economics, who aspire to become effective secondary school teachers. It also suits individuals passionate about social reform and community development, seeking to translate academic knowledge into impactful teaching practices. Fresh graduates looking for a stable and respected career in education, contributing to nation-building through civic education, are also prime candidates.
Why Choose This Course?
Graduates of this program can expect to become proficient secondary school teachers specializing in Social Science, with a strong focus on Sociology. Career paths include roles as TGT/PGT teachers in government and private schools, subject matter experts, and curriculum developers. Starting salaries typically range from INR 2.5 LPA to 5 LPA, with experienced teachers earning upwards of INR 8-10 LPA in reputed institutions. This specialization provides a solid base for professional growth in the vibrant Indian education sector.
Student Success Practices
Foundation Stage
Build Foundational Pedagogical Skills- (Semester 1-2)
Focus on understanding core educational theories (child development, learning theories, assessment basics) and developing initial teaching competencies through micro-teaching sessions. Actively participate in all practical assignments and classroom discussions.
Tools & Resources
University library resources, NCERT textbooks for pedagogy, Educational psychology texts, Peer feedback groups, Online platforms like NPTEL for educational courses
Career Connection
A strong pedagogical foundation is crucial for effective classroom management, lesson planning, and understanding diverse student needs, which are key skills for successful teaching roles.
Master Language and Communication for Teaching- (Semester 1-2)
Develop strong verbal and written communication skills essential for classroom instruction and interaction. Practice explaining complex concepts clearly and concisely. Engage in public speaking and presentation opportunities.
Tools & Resources
Language labs, Public speaking clubs, Practicing teaching specific topics to peers, Using apps like Grammarly for written assignments
Career Connection
Effective communication is vital for engaging students, conveying subject matter, and interacting with parents and colleagues, directly impacting teaching effectiveness and career progression.
Understand the Indian Educational Landscape- (Semester 1-2)
Deeply study the history of education in India, current policies (NEP 2020), and constitutional values related to education. Analyze contemporary challenges and opportunities within the Indian school system.
Tools & Resources
Official government reports (NEP 2020 document, MHRD websites), Educational journals focused on India, Discussions with senior teachers and faculty
Career Connection
A thorough understanding of the Indian context enables teachers to align their practices with national goals and adapt to the specific needs and policies of Indian schools, crucial for securing government or private school positions.
Intermediate Stage
Dive into Social Science Pedagogy with Sociology Focus- (Semester 3)
Intensively engage with the methodology papers, particularly ''''Pedagogy of Social Science''''. Focus on how sociological concepts (society, culture, institutions, social change) can be effectively taught to school students, designing lesson plans that incorporate real-world Indian examples.
Tools & Resources
Model lesson plans, Pedagogical books on Social Science teaching, Sociological textbooks for school level, Conducting mock lessons with peers, Observing experienced Social Science teachers
Career Connection
This direct application of sociological knowledge to teaching prepares future educators specifically for Social Science teacher roles, making them highly competent in their chosen subject area for Indian schools.
Maximize School Internship Learning- (Semester 3)
Treat the School Internship (Part-II) as a critical learning phase. Actively observe teaching methods, practice classroom management, and seek regular feedback from mentors. Develop a robust portfolio of lesson plans and teaching aids.
Tools & Resources
Mentor teacher, School resources, Reflective journals, Peer observation, Preparing diverse teaching materials (charts, models, digital presentations)
Career Connection
Successful internship performance builds confidence, refines practical teaching skills, and often leads to strong recommendations, improving employability in schools post-graduation.
Cultivate Inclusive Classroom Strategies- (Semester 3)
Focus on understanding and implementing strategies for creating an inclusive school environment, specifically catering to children with diverse learning needs in the Indian context. Learn to identify and address barriers to learning.
Tools & Resources
Workshops on inclusive education, Case studies of Indian inclusive schools, Resources from NGOs working with CWSN, Discussions with special educators
Career Connection
Inclusive teaching is a highly valued skill in modern Indian education. Graduates equipped with these strategies are better prepared for diverse classrooms and contribute positively to school environments.
Advanced Stage
Refine Teaching with Advanced Pedagogical Techniques- (Semester 4)
Build upon internship experiences by experimenting with innovative teaching strategies, integrating technology (ICT) into lessons, and conducting small action research projects on classroom challenges. Focus on the advanced aspects of Social Science pedagogy.
Tools & Resources
Educational technology tools (smart boards, educational apps), Online resources for innovative teaching, Academic journals on pedagogy, Faculty guidance for action research
Career Connection
Mastery of advanced and tech-integrated teaching methods makes graduates highly competitive and adaptable to evolving educational demands, distinguishing them in the job market.
Prepare for Placement and Competitive Exams- (Semester 4)
Actively prepare for various state and national level teacher eligibility tests (CTET, TET) and school-specific recruitment processes. Develop strong interview skills, prepare a professional teaching portfolio, and seek career guidance.
Tools & Resources
Previous year question papers for TET/CTET, Coaching resources (if desired), Resume and portfolio workshops, Mock interviews, Career counselors at the college
Career Connection
Dedicated preparation ensures readiness for competitive examinations and job interviews, significantly improving the chances of securing desirable teaching positions in government or reputable private schools.
Engage in Holistic Development for Educators- (Semester 4)
Participate in extra-curricular activities like debates, educational seminars, and community outreach programs related to social issues. Develop skills in guidance and counseling, health education, and ethical teaching practices as covered in the curriculum.
Tools & Resources
College clubs, Volunteer opportunities, Workshops on soft skills and ethics, Faculty mentorship for personal and professional development
Career Connection
A well-rounded personality with strong ethical grounding and additional skills like counseling enhances a teacher''''s overall effectiveness, leadership potential, and reputation within the educational community.
Program Structure and Curriculum
Eligibility:
- Bachelor''''s Degree with 50% aggregate marks (45% for SC/ST/Category-I candidates) as per Mangalore University regulations.
Duration: 2 years / 4 semesters
Credits: 62 Credits
Assessment: Internal: 30%, External: 70%
Semester-wise Curriculum Table
Semester 1
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 101 | Childhood and Growing Up | Core | 4 | Concept of Growth and Development, Theories of Child Development, Adolescence: Understanding Issues, Childhood in Socio-Cultural Context, Learner and Learning Process |
| 102 | Contemporary India and Education | Core | 4 | Education in Pre-Independent India, Education in Post-Independent India, Education and Constitutional Values, Inclusive Education and National Policies, Current Issues in Indian Education |
| 103 | Language across the Curriculum Part-I | Core | 2 | Nature and Role of Language, Language Learning and Acquisition, Listening and Speaking Skills, Reading Skills, Writing Skills |
| 104 | Understanding Disciplines and Subjects | Core | 2 | Understanding Knowledge and Disciplines, Nature of School Subjects, Inter-Disciplinary and Multi-Disciplinary Approaches, Curriculum Development, Role of Teacher |
Semester 2
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 201 | Learning and Teaching | Core | 4 | Understanding Learning, Theories of Learning, Understanding Teaching, Methods and Approaches of Teaching, Motivation and Classroom Management |
| 202 | Assessment for Learning | Core | 4 | Concept of Assessment, Tools and Techniques of Assessment, Statistical Concepts in Assessment, Continuous and Comprehensive Evaluation, Reporting and Feedback |
| 203 | Knowledge and Curriculum Part-I | Core | 2 | Concepts of Knowledge, Epistemological Bases of Knowledge, Curriculum: Concepts and Bases, Approaches to Curriculum Theory, Curriculum Development Models |
| 204 | Creating an Inclusive School | Core | 2 | Understanding Inclusion, Children with Special Needs (CWSN), Inclusive Practices in Schools, Resources and Support Systems, Role of Teacher in Inclusive Education |
| 205 | Exposure to School internship (Part-I) | Practical | 4 | School Observation, Lesson Planning, Micro-Teaching Skills, Classroom Management Observation, Interaction with School Community |
Semester 3
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 301 | Gender, School and Society | Core | 2 | Understanding Gender, Gender and Socialization, Gender Issues in School Curriculum, Role of Teachers in Addressing Gender Issues, Gender Equality and Empowerment |
| 302 | Knowledge and Curriculum Part-II | Core | 2 | Approaches to Curriculum Design, Curriculum Transaction Strategies, Curriculum Evaluation, Curriculum Change and Innovation, Teacher as a Curriculum Maker |
| 303 | Pedagogy of Social Science (Sociology Focus) Part-I | Methodology Subject | 3 | Nature and Scope of Social Science, Aims and Objectives of Teaching Social Science, Approaches and Methods of Teaching Social Science, Curriculum of Social Science, Instructional Material and Resources, Assessment in Social Science Education |
| 304 | Pedagogy of a Second School Subject (Part-I) | Methodology Subject | 3 | Content and Pedagogical Analysis, Aims and Objectives of the Subject, Methods and Approaches of Teaching, Lesson Planning, Instructional Materials |
| 305 | School Internship (Part-II) | Practical | 6 | Intensive School Experience, Actual Classroom Teaching (Supervised), Preparation of Teaching Aids, Participation in School Activities, Action Research Project |
Semester 4
| Subject Code | Subject Name | Subject Type | Credits | Key Topics |
|---|---|---|---|---|
| 401 | Health, Yoga & Physical Education | Core | 2 | Concept of Health and Hygiene, Yoga Education, Physical Education, First Aid and Safety Education, School Health Programme |
| 402 | Guidance and Counselling | Core | 2 | Concept of Guidance and Counselling, Types of Guidance, Techniques of Counselling, Guidance Services in Schools, Role of Teacher in Guidance |
| 403 | Pedagogy of Social Science (Sociology Focus) Part-II | Methodology Subject | 3 | Designing Learning Experiences, Innovative Pedagogical Practices, Use of ICT in Teaching Social Science, Evaluation of Social Science Learning, Professional Development for Social Science Teachers |
| 404 | Pedagogy of a Second School Subject (Part-II) | Methodology Subject | 3 | Unit Planning and Delivery, Continuous and Comprehensive Evaluation, Remedial Teaching Strategies, Curriculum Enrichment, Teacher as a Reflective Practitioner |
| 405A | Environmental Education (Elective Option) | Elective | 2 | Concept of Environment, Environmental Pollution, Environmental Movements, Environmental Ethics, Role of Education in Environmental Protection |
| 405B | Human Rights Education (Elective Option) | Elective | 2 | Concept of Human Rights, International Human Rights Instruments, Human Rights in Indian Constitution, Challenges to Human Rights in India, Role of Education in Human Rights |
| 405C | Life Skill Education (Elective Option) | Elective | 2 | Concept of Life Skills, Core Life Skills (WHO), Teaching Life Skills in Schools, Adolescent Issues and Life Skills, Developing a Life Skill Education Program |
| 405D | Value Education (Elective Option) | Elective | 2 | Concept of Values, Sources and Types of Values, Value Crisis in Society, Strategies for Value Inculcation, Role of School in Value Education |
| 405E | Peace Education (Elective Option) | Elective | 2 | Concept of Peace, Causes of Conflict, Approaches to Peace Education, Conflict Resolution Skills, Role of Education for Peace Building |
| 406 | School Internship (Part-III) | Practical | 6 | Extended Teaching Practice, Community Engagement Projects, Reflective Practice and Portfolio Development, School-Community Linkages, Comprehensive Report and Presentation |
