The Department endeavors to pursue and attain the following aims:
1.To perform a lead role in preparing and updating competent teacher of different levels and strongly committed to the obligations of the teaching profession.
2.To provide state of the art training and education in educational development management and governance to produce dynamic and efficient educational administrators and leaders.
3.To design, test and develop innovative curricula, instructional methods and materials and educational assessment, tests and evaluation techniques in step with the modern advancements.
4.To conduct studies and research on educational theories and practices of different schools of thought, the contemporary issues and problems of education and the challenges and opportunities in the future and to contribute to the expansion of frontiers of knowledge in the field of education.
5.To organize and participate in national and International seminars and conferences in different aspects of education to share experiences and forge academic bonds with the community of educators.
Program Outcomes
The graduates completing their degrees in the field of education are expected to meet International standards as follows:
1.Understand the central concepts, tools of inquiry and structures of the discipline they teach and can create meaningful experiences that make these aspects of subject matter meaningful to the students.
2.Understand how children learn and develop and can provide learning opportunities that support their intellectual, social and personal development.
3.Understand how children differ in their approaches to learning and create instructional opportunities that support that are adapted to diverse-learners.
4.Understand and use a variety of instructional strategies to encourage student development of reading, writing, critical thinking and problem solving skills.
5.Use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self- motivation.
Duration
The program shall comprise 3 semesters spread over one and half years with 2 semesters (Fall/Spring) a year as per rules of the University of Narowal.
Eligibility Criteria
16 Years of Education MA/MSc/BA (4-year)/ BS (4 years) with minimum second division or equivalent.
Assessment &Evaluation
Mid-term: 30
Session:20
Final Exam: 50
Total marks: 100
Program Detail
1.Total numbers of Credit hours:
2.Program Duration: 1.5 years
3.Semester Duration: 16 weeks
4.Total Semesters: 3
5.Maximum Course load per Semester: 18 Cr hrs.
6.Maximum Number of courses per semester: 6
ROAD MAP B.Ed 1.5 Year Program
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
|
|
|
|
|
Semester-I
|
|
|
|
|
|
|
BED-301
|
Child Development (Foundational)
|
3(3-0)
|
|
|
|
|
|
BED-302
|
Philosophical Foundations of Education
|
3(3-0)
|
|
|
|
|
|
BED-303
|
Educational Leadership and Management
|
3(3-0)
|
|
|
|
|
|
BED-304
|
Educational Psychology
|
3(3-0)
|
|
|
|
|
|
BED-305
|
Classroom Assessment
|
3(3-0)
|
|
|
|
|
|
BED-306
|
General Methods of Teaching
|
3(3-0)
|
|
|
|
|
|
|
|
|
|
|
Credit Hours
|
18
|
|
|
|
|
|
|
Semester-II
|
|
|
|
|
|
|
BED-307
|
Research Methods in Education
|
3(3-0)
|
|
|
|
|
|
BED-308
|
School, Community and Teacher
|
3(3-0)
|
|
|
|
|
|
BED-309
|
Area of Specialization I
|
3(3-0)
|
|
|
|
|
|
BED-310
|
Area of Specialization II
|
3(3-0)
|
|
|
|
|
|
BED -311
|
Area of Specialization III
|
3(3-0)
|
|
|
|
|
|
BED -312
|
Area of Specialization IV
|
3(3-0)
|
|
|
|
|
|
|
Credit Hours
|
18
|
|
|
|
|
|
|
Semester-III
|
|
|
|
|
|
|
BED-401
|
Research Project
|
3(3-0)
|
|
|
|
|
|
BED-402
|
Teaching Practice (Long Term)
|
6(6-0)
|
|
|
|
|
|
BED-403
|
Comparative Education
|
3(3-0)
|
|
|
|
|
|
BED-404
|
Contemporary Trends and Issues in Education
|
3(3-0)
|
|
|
|
|
|
BED-405
|
Educational Guidance and Counseling
|
3(3-0)
|
|
|
|
|
|
|
Credit Hours
|
18
|
|
|
|
|
|
|
Total Credit Hours
|
54
|
|
|
|
|
List of Elective Courses
|
Course Code
|
Course Title
|
Credit Hours
|
|
|
|
|
|
|
Specialization-I (Educational Assessment)
|
|
|
|
|
|
|
BED-309
|
Test Development and Evaluation
|
3(3-0)
|
|
|
|
|
|
BED-310
|
Large scale & comparative Assessment
|
3(3-0)
|
|
|
|
|
|
|
Specialization -II (Leadership & Management)
|
|
|
|
|
|
|
BED-311
|
School Administration and Supervision
|
3(3-0)
|
|
|
|
|
|
BED-312
|
Total Quality Education
|
3(3-0)
|
|
|
|
|
|
|
Specialization -III (Teacher Education)
|
|
|
|
|
|
|
BED-313
|
Elementary Education
|
3(3-0)
|
|
|
|
|
|
BED-314
|
Secondary Education
|
3(3-0)
|
|
|
|
|
Semester I
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-301
|
Curriculum Development
|
3(3-0)
|
Course Objectives
On completing the course, prospective teachers will be able to:
Understand the concept of curriculum •
Differentiate between different types of curricula •
Gain awareness of curriculum design and development •
Analyze the components of the curriculum and development process •
State the critical issues, problems, and trends in curriculum thinking •
Recognize the role of the teacher as a curriculum planner and developer to meet the challenges and demands of the 21st century
Course Outline Concept of Curriculum Scope of Curriculum
Role of Curriculum in Nation Development Elements of Curriculum
Foundations of Curriculum
Philosophical Foundation
Psychological Foundations Social Foundations
The Aim of Our Schools & Social Education Situational Analysis
Analysis of Existing Curriculum Formulation of Objectives
Selection of Content, Selection of Instructional Strategies Curriculum Evaluation
Curriculum Design
Principles of Curriculum Design Need of Curriculum Design Types of Curriculum
Models of Curriculum Development
Role of Curriculum Models in Curriculum Development Curriculum Change
Barriers in Curriculum Change
Suggested Readings
Eggleston, J. (Ed.). (2018). School-based curriculum development in Britain: A collection of case studies. Routledge.
Romiszowski, A. J. (2016). Designing instructional systems: Decision making in course planning and curriculum design. Routledge.
Thomas, P. A., Kern, D. E., Hughes, M. T., & Chen, B. Y. (Eds.). (2016). Curriculum development for medical education: a six-step approach. JHU Press.
SEMESTER-I
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-302
|
Philosophical Foundations of Education
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Know about the general philosophies
Elaborate and understand General Philosophies
Identify Different Teaching Methods based on these philosophies
Course Outline
Ontology
Epistemology
Axiology
General Philosophies
Idealism
Realism
Pragmatism
Philosophies of Education
Perennialism
Methods of Teaching
Sources of Knowledge
Nature of Reality
Essentialism
Methods of Teaching
Sources of Knowledge
Nature of Reality
Progressivism
Methods of Teaching
Sources of Knowledge, Nature of Reality
Existentialism
Methods of Teaching, Sources of Knowledge
Nature of Reality
Discussion on Adaption of Philosophy in Local Context
Suggested Readings
Kneller.J.F. (2016) Philosophy of Education, New York
Mead, G. H., Biesta, G. J., and Trohler, D. (2015). Philosophy of Education. Routledge. Noddings, N. (2018). Philosophy of education. Routledge.
O’Connor, D. J. (2016). An introduction to the philosophy of education. Routledge.
SEMESTER-I
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-303
|
Educational Leadership and Management
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Reconceptualize school as a system and recognize teachers’ lead role in its structure and functions at various levels
Identify elements of transformational leadership and how teachers can contribute to the professional development of a school community
Critically analyze communication patterns between different groups within a typical school system and participate in different classroom-based and field based activities to develop their core skills in communication within the school community
Apply their roles within the context of school management to improve student learning outcomes Participate in the decision-making process in school to influence change at the school and community level.
Course Outline
Overview & Introduction of School Management
Role of Leadership in Education
Administration vs Management
Introduction to Management
Functions of Management
Management Theories
Management Theories
Management Theories
Educational Supervision
Role of Supervision in Education
Leadership
Theories & Styles of Leadership
Decision Making & Process
Organizational Communication
Benchmarking
Employee Empowerment
Motivation
Theories of Motivation
Suggested Readings
Lunenburg, F. C., and Ornstein, A. C. (2017). Educational administration: Concepts and
practices. Belmont, CA: Wadsworth Publishing Company.
SEMESTER-I
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-304
|
Educational Psychology
|
3(3-0)
|
Course Objectives
On completing the course, prospective teachers will be able to:
Recognize Individual Differences in Approaches to Learning
Identify Teaching Methods That Impact Individual Needs
Analyzed Varied Students Abilities and Plan their Teaching
Assess their own Confidence to teach Students with Special Needs
Course Outline
The Nature & Scope of Educational Psychology
Difference Between Psychology & Educational Psychology
Information Processing Model
Role of Learning Theories
Cognitivism
Piaget’s Theory of Learning
Social Learning Theory
Erickson’s Theory of Learning
Behavioral View of Learning
Classical Conditioning
Operant Conditioning
Moral Development
Psychoanalysis
Motivation & Theories if Motivation
Need Hierarchy
Suggested Reading
Corno, L., and Anderman, E. M. (Eds.). (2015). Handbook of educational psychology. Routledge.
Duchesne, S., and McMaugh, A. (2018). Educational psychology for learning and teaching. Cengage AU
Woolfolk, A., & Margetts, K. (2015). Educational Psychology EBook. P. Ed Australia.
SEMESTER-III
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-305
|
Classroom Assessment
|
3(3-0)
|
Course Objectives
After completing this course, you will be able to:
Explain and defend the claim that professional judgment is the essence of classroom assessment
Explain error in assessment, identify potential sources of error, and describe how teachers can compensate for error in assessment
Create classroom scenarios that illustrate links between instruction, assessment, and learning. Explain the difference between formative and summative assessments
Course Outline
Overview of Course
Assessment Practices in Pakistan
Comparative Analysis of Assessment Practices
Measurement, Assessment and Evaluation
Types of Assessment
Test & Types of Tests
Mcq’s, Supply Type & Matching Items
Restricted Response & Extended Response
Taxonomies of Educational Objectives
Blooms Taxonomy
Solo Taxonomy
Table of Specification
Self-Practice
Different Testing Agencies
BISE, NEAS
PEAC’s
Norm Reference Test (NRT)
Criterion Reference Test (CRT)
Suggested Readings
Griffin, P. (2017). Assessment for teaching. Cambridge University Press.
Mertler, C. A. (2016). Classroom assessment: A practical guide for educators. Routledge.
Wiliam, D., & Leahy, S. (2016). Embedding formative assessment. Hawker Brownlow Education.
SEMESTER-I
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-306
|
General Methods of Teaching
|
3(3-0)
|
Course Objective:
A personal theory of teaching and learning based on a critical analysis of implicit theories formed as a student and modified/elaborated through reflections prompted by the work done in this course.
An argument paper that presents the pros and cons of teacher-centred and learner-centered teaching methods and states your position as a teacher
Records of structured, reliable classroom observations and conclusions drawn from reflection on these.
Course Outline:
Concept & Planning of Teaching
Features of Teaching
Principals of Teaching
Psychological principles of teaching
Maxims of teaching
Cognitive Domain of Learning
Effective Domain of Learning
Psychomotor Domain of Learning
Characteristics of Effective Teacher
Lower & Higher Order Learning
Direct Instructions
SOLO Taxonomy
Methods of Teaching, Lecture Method
Heuristic Method, Recitation Methods
Activity Method
Demonstration, Drill & Question Answer Method
Project, Discussion & Team Teaching
Micro & Macro Teaching
Lesson Planning & Role of A.V Aids in Teaching
Suggested Books
Boettcher, J. V., and Conrad, R. M. (2016). The online teaching survival guide: Simple and practical pedagogical tips. John Wiley & Sons.
Hayler, M., and Moriarty, J. (Eds.). (2017). Self-narrative and pedagogy: Stories of experience within teaching and learning. Springer.
Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of technological pedagogical content knowledge (TPACK) for educators. Routledge.
Ledford, J., Lane, J. D., & Barton, E. E. (2019). Methods for teaching in early education: Contexts for inclusive classrooms. Routledge.
SEMESTER-II
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-307
|
Research Methods in Education
|
3(3-0)
|
Course Objectives
On completing the course, prospective teachers will be able to:
Describe the concept of educational research
Identify different models and approaches of action research
Identify research problems and develop research questions
Develop a research proposal.
Course Outline
The nature of inquiry and research
Research and Educational Research
Scientific Method
Principles of Research
Different research methods in education
Quantitative & Qualitative
Action Research
Action Research
Case Study, Ethnography
Narrative
Survey
Experimental`
Mixed Method
Research tools
Sampling, Types of Sampling
Research Process
Rating Scales and Different Types
Types of Data
Validity & Reliability of Research Instruments
Research Proposal
Parts of Research Proposal
Developing a complete Research Proposal
Suggested Readings
Creswell, J. W. (2016). Educational research: Planning, conducting and evaluating quantitative and qualitative research. Boston: Pearson Education.
Gay, L. R. (2018). Educational research: Competencies for analysis and application. London: Pearson Longman Publishing.
SEMESTER-II
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-308
|
Society, School & Teacher
|
3(3-0)
|
Course Objectives
Prospective teachers will be able to:
Analyze and describe relationships between teachers, the school and the families and community that support the school.
Identify how the teacher’s role is influenced by social and cultural factors that affect education in schools and their communities.
Recognize and value diverse cultural, traditional and religious values and learning needs of their students in school as well as in their community.
Course Outline
Introduction and overview of the course Introduction of society, community and education
Structures and Functions of community and schools in Pakistan Impact of education on Society
Role of education in strengthening Pakistani communities Meaning of Social Interaction and socialization
Levels of social interaction
ments of social interaction and Social contacts Communication
Social attitudes and values
Types of Social Interactions Accommodation and Assimilation
Role of school and teacher in developing Social Interaction Main characteristics of culture
Culture and Diversity
Relationships between School and Community
Suggested Readings
Khalifa, M. A. (2018). Culturally responsive school leadership (Vol. 217). Cambridge, MA: Harvard Education Press
Schrag, F. (2016). Thinking in school and society. Routledge.
Zittleman, K., & Sadker, D. M. (2015). Teachers, schools, and society: a brief introduction to education. McGraw-Hill Higher Education.
SEMESTER-II
|
Course Code
|
|
Course Title
|
Credit Hrs.
|
|
|
BED-309
|
|
Test Development and Evaluation
|
3(3-0)
|
On completing the course, prospective teachers will be able to:
Develop student achievement tests
Comprehend and apply standard-setting techniques
Apply taxonomies of educational objectives in test development and assessment
Analyze test items, including item difficulty level and discrimination
Apply basic statistics for reporting test results
Convert raw scores into standard scores.
Course Outline
Concept of Testing
Educational Testing
Teacher made vs Standardized Tests
Theories of testing
NRT
CRT
Role of Taxonomies in Test Development
Thematic Description of Bloom’s Taxonomy
Thematic Description of SOLO Taxonomy
Table of Specification
Instructions of Writing MCQ’s
Instructions of Writing Restricted & Extended Response Items
Item Analysis
Reliability & Validity of Tests
Item Difficulty
Item Discrimination
Test Administration
Test Results Interpretation/ Rash Model
Suggested Readings
Alastair, I. (2016). Enhancing learning through formative assessment
and feedback.
London: Routledge.
Banks, R. S.(2017) Classroom assessment: Issues and practices. Upper Saddle River, NJ: Pearson Education.
Black, P., Harrison, C., Marshell, B., & Wiliam, D. (2017) Assessment for learning:
Putting
it into practice. Milton Keynes, UK: Open University Press.
SEMESTER-II
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-310
|
Large Scale & Comparative Assessment
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Know about traditional assessment and larger scale assessment
Define impact of large scale assessment on accountability
Course Contents
Definitions of Assessment Large Scale Assessment
History of Large Scale Assessment
Difference Between Examination & Large Scale Assessment Critical Issues in Large Scale Assessment
How different purposes for assessment systems make a difference?
Matching tests to purposes and Uses : Accountability vs instructional planning What should be measured and to what extent
Sampling in Large Scale Assessment
Test Development & Administration in LSA Accommodation of Special Needs
Role & Design of Background Questionnaire Standard Settings: Past, Present & Future Scoring issues in LSA
Types of LSA
National Assessment Programs NAP NAEP
NAPLAN NEAS, PEAS TIMSS, PIRLS & PISA
Suggested Readings
Simon, M.; Ercikan, K. & Rousseau, M. (Eds) (2013). Improving large-scale assessment in education: Theory, issues, and practice. New York: Routledge
SEMESTER-II
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-311
|
School Administration and Supervision
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Know about role of management in school improvement
Define role of supervision in administration
Course Contents
Concept of Educational Management & Supervision
Purpose of Educational Management & Supervision
Types of Educational Administration
Scope & Level of Educational Administration & Supervision
Provisional & District Levels of Educational Administration
Human Relational In Educational Institutions
Relation Between Head, Teacher & Students
Human Relation Models to Administration
Educational Planning
Classification of Planning
Supervision in Education
The Role & Type of Supervisors
Techniques of Supervision
Issues in Educational Administration
Centralization vs Decentralization
National Educational Policies
National Educational Policies
Suggested Readings
Bush, T., Bell, L., & Middlewood, D. (Eds.). (2019). Principles of Educational Leadership & Management. SAGE Publications Limited.
Eacott, S. (2015). Educational leadership relationally: A theory and methodology for educational leadership, management and administration. Springer.
Robbins. S, (2016). Management, 10th ed
Robertson, J. (2016). Coaching leadership: Building educational leadership capacity through partnership. New Zealand Council for Educational Research.
Zepeda, S. J. (2016). Instructional supervision: Applying tools and concepts. Taylor & Francis.
SEMESTER-II
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-312
|
Total Quality and Education
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Know about relationship in quality management and education
Differentiate between traditional system of education & quality education
Course Contents
Concept of Total Quality
History of Quality Education & Application
Different Philosophies of Quality
Quality Education & Customers
Elements of Quality
Continuous Improvement in Education
Structure for Quality Improvement
Role of Communication in Improving Quality of Educational Institutes
Quality Cultures
Elements of Quality Culture
Resistance to Change
Bench Marking & Strategic Alliance
Quality Function Deployment
Quality Tools
Quality Schools Teacher
Six Conditions to Quality
Students Evaluation in Quality Schools
Role of Leadership in Implementing Total Quality Education
Suggested Readings:
Glasser, W. (2014). The Quality School Teacher.
Sallis.E, (2014). Total Quality Management in Education
Kiran, D. R. (2016). Total quality management: Key concepts and case studies. Butterworth- Heinemann.
Mitra, A. (2016). Fundamentals of quality control and improvement. John Wiley & Sons.
Mukhopadhyay, M. (2020). Total quality management in education. SAGE Publications Pvt. Limited.
Sallis.E, (2014). Total Quality Management in Education
SEMESTER-III
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-403
|
Comparative Education
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Explain comparative education
Identify educational comparative approaches and methods
Identify the similarities and differences, as well as the strengths and weaknesses, of education systems within Pakistan
Compare and contrast the educational systems of selected countries Draw lessons from various systems of education for an informed practice.
Course Contents
The purposes of comparative education The uses of comparative education What is comparative education?
Comparability as a historical journey (2 sessions) Approaches to comparative education Approaches to comparative education Methods of comparative education Techniques of comparative education
The scope of comparative education
Different disciplines from which comparative education draws ideas
The importance of the sociology and philosophy of education to comparative education. Factors determining a country’s education system
The role of key factors in determining education (religion, finances, and political and global Trends
The role of teachers in appreciating and being critical reviewers of the factors that determine education system
Three pathways to education Masjid
Madrassah
Schools formal system of education Formal, distance & non-formal education Project Presentation
Education theories and practices in the United States
Historical reforms that have guided education in the United States Education theories and practices in Japan
Historical reforms that have guided education in Japan Education theories and practices in Hong Kong Historical reforms that have guided education in Hong Kong
Education systems of the United States, Japan, Hong Kong, and Pakistan: Similarities & Differences
Lessons that can be learned and practices that can be adapted and adopted The education system and practices in Afghanistan
Issues and challenges in the education sectors of Afghanistan and ways of addressing them
The education system and practices in India
Issues and challenges in the education sectors of India and ways of addressing them
The education system and practices in Bangladesh
Issues and challenges in the education sectors of Bangladesh and ways of addressing them
Education systems in Afghanistan, India, Bangladesh, and Pakistan: Similarities & Differences
Lessons that can be learned and practices that can be adapted or adopted In Pakistan
Suggested Readings
Arnove, R. F. (2013). Comparative education: The dialectic of the global and the local. Rowman & Littlefield.
Bickmore, K., Hayhoe, R., Manion, C., Mundy, K., & Read, R. (Eds.). (2017). Comparative and international education: Issues for teachers. Canadian Scholars’ Press.
olmes, B. (2018). Comparative education: Some considerations of method. Routledge. Hans
N. (2013). Comparative Education (RLE Edu A). Routledge.
SEMESTER-III
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-404
|
Contemporary Trends and Issues and Education
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Examine the social implications of the MDGs and the EFA goals
Identify different issues pertaining to diversity as well as their impact on student learning State the nature and scope of the factors affecting the quality of schooling
Explain how different kinds of schooling affect the quality of schooling Analyze the changing role of the teacher in contemporary society
Critically evaluate the roles of peace, conflict, and education in the development of human society
Course Contents
Globalization
The role of globalization in education
The effects of globalization in the education sector MDGs: General description and indicators Implementation of the MDGs
Challenges and further strategies in the local context EFA: General description and indicators Implementation of EFA
Challenges and further strategies in the local context Diversity
The Impact if Diversity on Education Approaches to addressing diversity issues: Learning Difficulties
Language
Religion
Gender
Culture
Social & Economic Status
The role of education in addressing issues of diversity Strategies and examples of diversity-inclusive pedagogy Introduction to peace education
Societal factors affecting peace in the Pakistani context Conflicts in Schools
Tolerance
Bullying
Violence
Conflict Resolution at School Level The impact of peace issues on education
Peace education: A strategy for conflict resolution Projects on selected conflicts
Presentation of the projects
The relationship between school and society Schools as social agents and social critics The need for schools to create active citizens
The role of schools in producing workers and professionals The role of schools in imparting democratic education
The importance of character education and skills development Factors affecting the quality of schooling
Issues faced by schools
The various roles of a teacher
The teacher’s responsibility to value all learners Teachers as world change agents
External issues affecting teachers’ performance Interpersonal and social issues in education Internal issues affecting teachers’ performance Teachers’ strategies to tackle the issue
Suggested Readings:
Altbach, P. G., Reisberg, L., and Rumbley, L. E. (2019). Trends in global higher education: Tracking an academic revolution. Brill.
Gupta, S. D., Ghosh, N., & Banerjee, A. (2015). Wave optics: Basic concepts and contemporary
trends. CRC Press.
Nelson, J. L., Palonsky, S. B.,and McCarthy, M. R. (2017). Critical issues in education: Dialogues
and dialectics. Waveland Press.
Sartin, L., Kimsey, M., Borck, P., Grant, R., Shikwambi, S., Brooks, L., & Owens, S. (2018). Exploring Critical and Contemporary Issues in Education (MGA
SEMESTER-III
|
Course Code
|
Course Title
|
Credit Hrs.
|
|
BED-405
|
Educational Guidance and Counseling
|
3(3-0)
|
|
|
|
|
Course Objectives
On completing the course, prospective teachers will be able to:
Critically analyze the role of a teacher as a guide in school Differentiate among various guidance services
Identify various qualities of a teacher necessary for a counselling role l discuss The different counselling services that a teacher can provide to students
Demonstrate knowledge of the ethical considerations related to guidance and counselling services.
Course Contents
Introduction to guidance and counselling Types of guidance and counselling Comparison of guidance and counselling Significance of guidance and counselling Ethical consideration in guidance and counselling Qualities of a good counsellor
Principles of guidance and counseling Effective teacher attitude towards teaching
Teacher as a change agent: problems in the classroom for guidance and counseling.
Theories:Erickson,s theory of psycho social development Carl Rogers theory
B.F Skinner
Major areas of guidance Personal guidance Vocational Guidance Educational Guidance
The role of teacher as a counselor in classroom for improving academic performance.
Guidance services: individual inventory service. Placement service
Information Service Part I
Information Service Part II Follow Up Service Counseling Service
Counseling: feature and essentials of counselling
Pre training & Inter training attributes of a counsellor Types of counseling: Individual counseling
Group counselling
Techniques of counseling: directive Non directive
Eclectic
Personnel involved in counselling
Skills for the counseling process: problem identification skills Types of problem identification skills.
Skills in implementing intervention Data gathering tools
Test Observation Questionnaire Anecdotal record Checklist Rating scale Case study Projective techniques
Developing an action plan for a school-wide guidance and counselling programme
Planning orientation seminar: Administrative and teaching staff
Planning orientation seminar: Parents and other external stakeholder
Dosier
Suggested Readings:
Conte, C. (2016). Advanced techniques for counseling and psychotherapy. New York: Springer. Henderson, D. A., & Thompson, C. L. (2016). Counseling children (8th ed.). Belmont:
Brooks/Cole
Nurius, P. S., & Osborn, C. J. (2016). Interviewing and change strategies for helpers (7th ed.). Belmont: Brooks/Cole
Sharf, R. S. (2015). Theories of psychotherapy and counseling: Concepts and cases (5th ed.). Stamford: Cengage Learning.
Thompson, R. A. (2015). Professional school counseling: Best practices for working in the schools (3rd ed.). New York: Routledge
