Faculty Of Social Sciences

B.Ed 1.5 Years

UON > B.Ed 1.5 Years

B.Ed 1.5 Years

Department of Education encompasses a wide variety of disciplines, starting from the basic perspectives of the field of education and moving on to explore each area of the discipline through broad exposure to industry and practical assignments along with an added emphasis on media research methods.

The focus is on analytical and historical perspectives. The program develops in students the ability to assess the roles and effects of education on society and life and helps them gain teaching skills through extensive practical work. The program starts by developing a fundamental understanding of the subject in students by teaching them about the history, values, and structure of education in Pakistan and abroad.

The foremost objective was to provide an opportunity to the students to equip themselves with the blend of skills and knowledge to meet challenges in the national and international arena.

Program Objective

Contact Info

(0542)-920049
Info@uon.edu.pk
Mon – Fri 8:00A.M. – 4:00P.M.

Address

The University Of Narowal, Circular Road, Narowal, Pakistan.

Social Info


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