Eligibility of the candidates

        Candidates with at least fifty percent marks either in the Bachelor's Degree and/or in the Master's Degree in

        Sciences/Social Sciences/ Humanity, 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.

 

     Admission Procedure

       Admission shall be made on merit on the basis of marks obtained in the qualifying examination and/or in the entrance

       examination or any other selection process as per the policy of the State Government/U.T. Administration and the University.

 

        Curriculum

 

          The B.Ed. curriculum shall be designed to integrate the study of subject knowledge, human development, pedagogical

         knowledge and communication skills. The programme shall comprise three broad curricular areas: Perspectives in

         Education, Curriculum and Pedagogic Studies, and engagement with the Field.

 

         The courses under each of these curricular areas will be based on a close reading of original writings, seminar/term paper

          presentations and continuous engagement with the field. Trausaction of the courses shall be done using a variety of

          approaches, such as case studies, discussions on reflective journals, observations of children, and interactions with the

          community multiple socio-cultural environments.

          Information and Communication Technology (ICT), gender, yoga education, and disability/inclusive education shall form

          an integral part of the B.Ed. curriculum.

 

        School Internship

           School Internship would be a part of the broad curricular area of 'Engagement with the Field' and shall be designed to

           lead    to  development of a broad repertoire of perspectives, professional capacities, teacher sensibilities and skills.

           The curriculum of B.Ed. shall provide for sustained engagement with learners and the school (including engaging in

           continuous and comprehensive assessment for learning), thereby creating a synergy with schools in the neighbourhood

           throughout the year. Student-teachers shall be equipped to cater to diverse needs of learners in schools. These activities

           shall be organized for 4 weeks in the first year of the course.

 

           Students are to be actively engaged in teaching for 16 weeks in the final year of the course. They shall be engaged at two

           levels, namely, upper primary (classes VI-VIII) and secondary (IX-X), or senior secondary, with at least 16 weeks in

           secondary/senior secondary classes. They should be provided opportunities to teach in schools with systematic supervisory

           support and feedback from faculty.

 

           Internship in schools will be for a minimum duration of 20 weeks for a two-year programme (4 weeks in the first year, and

           16 weeks in the second year as noted above). This should also include, besides practice teaching, an initial phase of one

           week for observing a regular classroom with a regular teacher and would also include peer observations, teacher

           observations and faculty observations of practice lessons.