TAMILNADU TEACHERS EDUCATION UNIVERSITY,
CHENNAI
DEGREE
OF MASTER OF EDUCATION (M.Ed)
(With
effect from the Academic (Non-Semester) Year 2009-2010)
REGULATIONS
1. Eligibility
for Admission to the Course:
A candidate shall be eligible for
admission to the course leading to the Degree of Master of Education provided he/she has passed
a Bachelors Degree Examination in Education of this University or some other
University recognized by the Syndicate as equivalent thereto, with a minimum of
50% marks in theory and practicals separately. The basis of selection of
candidate for admission shall be based on the existing regulations of the
university/Government of Tamil Nadu. Reservation of seats and other concessions
for the SC., ST., MBC / DNC, BC, and other special categories of candidates
notified by the Government of Tamil Nadu shall be provided in accordance with
the statutory provisions of the Government of Tamil Nadu in force from time to
time. No candidate shall be eligible for the Degree of M.Ed. unless he/she has
completed the prescribed course of study and has passed the qualifying
examination and has satisfied the Examiners in a dissertation.
2. Duration:
The course of
study shall be for a duration of ONE academic year. There will be 10 days for
admission and another 10 days for examination exclusively. The entire course
work will be for 1080 Hours.
3. Subjects of
Study:
The course
consists of (a) Core Subjects (b) Elective Subjects (c) Dissertation
a) Core
Subjects:
1.
Philosophical and Sociological Perspectives in Education.
2. Advanced
Educational Psychology.
3. Research in
Education.
b) Elective
Subjects:
Candidate can
choose any TWO electives one from Group I and the other from
Group II from
the following subjects.
GROUP I
1. Primary and
Secondary Education
2. Teacher
Education
3. Non Formal
Education
4. Comparative
Education
GROUP II
5. Curriculum
Development and Instructional Technology
6. Women’s
Education
7. ICT in
Education
8. Education
for the Children with Special Needs
c)
Dissertation:
i) The
Candidate shall be required to submit his/her dissertation with pages
not exceeding
120 which should be a record of his/her original
investigation
prepared with the supervision of an eligible guide.
ii) Candidate
pursuing the course shall submit his/her dissertation within 10 days after the
last date of their theory exam.
iii) The
dissertation shall be written either in Tamil (or) English.
iv) The
maximum limit for submission of thesis will be three years from the date of
joining the course.
v) Each
eligible guide may be allotted not more than 5 candidates for guidance.
4.
Distribution of Credits:
A minimum of
36 credits are to be earned for qualifying for the M.Ed. degree.
Each core
paper will carry 6 credits, each elective 5 credits, dissertation 6 credits and
viva voce 2 credits.
5.
Examination:
I. a)
Eligibility to appear for Examination:
No candidate
shall be admitted to the exam unless he/she has completed the prescribed course
of study with a minimum of 85% attendance.
Scheme of
Examination:
The subjects
and the scheme of examination will be as follows:
Core/Elective
Subjects
Subjects
Duration
Examination
Marks
Credits
Core Paper – I
Philosophical
and Sociological
Perspectives
in Education
3 hrs 100 6
Core Paper –
II Advanced Educational Psychology 3 hrs 100 6
Core Paper –
III Research in Education 3 hrs 100 6
Elective – I 3
hrs 100 5
Elective – II
3 hrs 100 5
Dissertation
150 6
Viva Voce 50 2
Total 700 36
II. The
Question Paper designed for 3 hours will be in Part I, Part II and Part III
with the number of questions and allotment of marks as detailed below:
Part I Very
Short Answer Type Questions (in 100 words) (Answer all questions) 5 X 3 = 15
Part II Short
Answer Type Questions (8 out of 12 questions to be answered in a page each in
200 words) 8 X 5 = 40
Part III Essay
Type Questions
(Three
questions with internal choice, each to be answered in 1200 words) 3 X 15 = 45
…… 100 …….
III. Valuation
of Subject papers and Thesis:
a) Scheme of
double valuation shall be followed for theory examination. If the two
valuations are above the passing minimum, and their discrepancy is not more
than 15 percent, the average of the two valuations will be the final marks.
b) If the two
valuations are above the passing minimum, and their discrepancy is more than 15
percent, the third valuation (which should not be less than the passing
maximum) will be the final.
c) When one of
the two valuations is below the passing minimum and their discrepancy is more
than 15 %, the third valuation will be the final.
d) When one of
the two valuations is below the passing minimum and their discrepancy is within
15 %, the average of the two valuations will be the final mark.
e) When both
the valuations are below the passing minimum (regardless of the discrepancy
between the two valuations), the average of the two valuations will the final
mark.
The college shall
arrange for a viva voce for the candidate with the Guide concerned and one
external examiner appointed by the university. The marks for viva voce will be
awarded by both internal and external examiners. The marks secured by the
candidate in the viva voce shall be forwarded to the university.
7. Marks
qualifying for a pass: The candidate shall be declared to have passed if he/she
secures a minimum of
50% in each
theory paper, dissertation, and viva voce separately. Candidates who fail to
pass in any paper or papers shall have to appear for that paper or those papers
in the
subsequent
examinations. Candidates who secure 60% and above in the aggregate shall
be declared to
have passed in FIRST CLASS and those who obtain between 50% and
below 60%
shall be placed in the Second Class. Those who secure 75% and above shall be
declared to
have passed in FIRST CLASS WITH DISTINCTION.
**********
PHILOSOPHICAL AND SOCIOLOGICAL PERSPECTIVES
IN EDUCATION(80 hours)
Unit I: Fundamentals of Philosophy of Education (5
Hours) Meaning and Concept of Philosophy of Education -Philosophy and
Education Branches of Philosophy - Significance of Philosophy of Education.
Unit II: Philosophies of Life and Education (10
Hours) Concept and implications of Individualism, Socialism,
Totalitarianism, Democracy, Idealism, Realism, Naturalism, Realism, Pragmatism,
Existentialism -Education for good life to every individual -Education for
National Integration and International Understanding.
Unit III: Contributions of Educational Thinkers (15
Hours) Indian Thinkers: Swami Vivekananda, Sri Aurobindo, Rabindranath
Tagore, Mahatma Gandhi, Dr. Radhakrishnan, J. Krishnamoorthy. Western Thinkers:
Plato, Rousseau, Froebel, Dewey and Montessori.
Unit IV: Sociology and Education (20 Hours) Meaning
and Nature of Sociology of Education and Educational Sociology; Social
organizations -Characteristics; Social groups; Social change; Social mobility
Social stratification; Culture -meaning, nature, conservation, development and
transmission; Social deviants - influences on personality development.
Unit V: Process of Socialisation (10 Hours) Agents
of socialization -Family, School, Religion, Community; Education as a social
system, as a social process and a process of social progress; Technological
change -Industrialisation and Modernisation.
Unit VI: Population and Education (10 Hours) Concept
of population -Impact of population growth on -social, economic and
environmental resources; Population policies - Teachers role in population
education
Unit VII: Recent trends in Education (10 Hours) Education
and Democracy; Concept of secularism and its Educational implications; Equality
of educational opportunities-ways and means; Women Education; Globalization;
Privatization.
ADVANCED EDUCATIONAL PSYCHOLOGY(80 Hours)
I. Educational Psychology for the new
millennium (5 Hours) Meaning of modern psychology -Study of psychology :
Structuralism, Functionalism, Behaviourism. Key perspectives in psychology : The
facets of behaviour -New trends in psychology -Research methods in psychology :
Observation, Correlation and the Experimental method - Ethical issues in
psychological research .
II. Human Development (10 Hours) Physical
growth and Development -Perceptual development -cognitive development :
Piaget's Theory -Moral development : Kohlberg's stages of moral understanding
-Social and Emotional development -key factors in social development - Gender
development - Educational implications.
III. Theories of Learning (15 Hours) Hulls
systematic behaviour theory, Lawin’s Field theory – Guthrie’s theory
Observational Learning : Basic Principles and Practical applications. Human
memory: The Atkinson and Shiffrin model -Neural Networks Models Working memory
-How Psychologists study memory : memory for factual information and memory for
skills -Forgetting : some contrasting issues -forgetting as a result of
interference - Forgetting and Retrieval inhibition memory in everyday life.
IV. Motivation and Emotion (15 Hours) Theories
of Motivation : Some major perspectives -Achievement Motivation Emotions :
their Nature , Expression and Impact -Relationship between emotion and
cognition. Maslow: Hierarchy of needs -McClelland: Achievement Motivation -Carl
Rogers: self- theory - Levels of aspiration and its psychological implications.
V. Cognitive Processes (15 Hours) Thinking
-Basic elements of Thought: Concepts, Propositions, Images. Reasoning:
Transforming Information to Reach Conclusions Problem-Solving: Finding paths to
desired goals. Methods of studying Cognitive processes. Attention -Theories of
Attention -Perception -Theories of perception -Concept formation: Piaget,
Bruner and Gagne studies from the development point of view with special
emphasis on adolescence.
VI. Intelligence and Creativity (10 Hours) Nature
of intelligence : Gardner's theory of Multiple intelligences -Stenberg's
Triarchic theory -Cattell's theory of Fluid and Crystallized intelligence
-Measuring intelligence : The Wechsler scales -Emotional intelligence
-Creativity : Research on the evidence for Confluence approach.
VII. Personality (10 Hours) Meaning -Freud's
theory of Personality -Erikson: Developmental crisis in personality -Maslow and
the study of Self-actualizing people -Studying the self-concept -Measuring
Personality: Self-Report Tests like Questionnaires and Inventories Projective
measures of personality -Personality and Health -Personality and behaviour in
work settings.
RESEARCH IN EDUCATION(80 Hours)
Unit –I Introduction
(5 Hours) Scope and need for Educational research – problems faced in
Educational research – Strategies to approach them – Qualities of a Research
worker.
Unit –II Major
Steps in Research (10 Hours) Defining a research problem – Sources for
research problem – Study of related literature – Criteria for selecting a
problem –Statement of research problem – Determining feasibility of the study
–Hypothesis: meaning, types and formulation –Types of sampling procedure
–Criteria for selection of sample –Research proposal: the need and format
–Collection of data: Organising and analysing the data.
Unit –
III Research
Methods (10 Hours) Historical –Normative survey – case studies – genetic
method: cross sectional and longitudinal -ethnographic study –survey –
follow-up study-secondary analysis – trend studies -correlational studies –
observational research-ex-post facto research experimental – analytic and
comparative studies -Combining Qualitative and Quantitative research.
Unit – IV Selection of Tools (10 Hours) Criteria
for selection of tools – Factors related to construction of tools – Tools of
different types – observation, interview, questionnaire, check list, rating
scale, attitude scale (Thurstone method and Likert method) – achievement test –
diagnostic test and prognostic test – characteristic of research tools –
Reliability, validity and objectivity – standardisation of tests, Pilot study
and general procedure for items analysis – ethical issues in conducting
research.
Unit – V Research Reporting (10 Hours) Organisation
of data – Graphical and statistical representation – Language and style of
presentation – Chapterisation -Indexing -Footnote – Bibliography – Appendix –
Format modification for short report.
Unit – VI
Tabular and graphical methods of
data presentation (5 Hours) Organisation and tabulation of data –
classification and frequency distributions – Graphical representation –
Histogram, Frequency Curve, Frequency polygon, Ogive and overlapping
distribution, differences and specific uses.
Unit –
VII Descriptive
Measures (10 Hours) Measures of central tendency – Mean, Median and Mode –
Calculation, interpretation and uses. Measures of variability – Range, Quartile
deviation, Average deviation, Standard deviation – Calculation, interpretation
and uses.
Unit -
VIII Measures of Association (10 Hours) Linear correlation: meaning and
uses – co-efficient of correlation – Rank difference Method, Pearson’s product
moment method – calculation, interpretation and uses. Regression and
prediction, Chi square test, its computation and uses.
Unit – IX
Inferential Statistics (10 Hours) Elementary ideas of probability:
the normal distribution -its properties and uses – Skew ness and Kurtosis. The
significance of statistical measures – concept of standard error and its uses –
Testing of difference between two means – test for small and large samples
-Elementary ideas about F-test one-way analysis of variance.
TEACHER EDUCATION(70 Hours)
Unit – I Teacher
and Education in the emerging society (5 Hours) The teacher in ancient
India and in the emerging Indian society, The characteristics and demands of
teaching profession, Qualities of a good Teacher, Teachers as professionals,
Professional ethics, Problems in Teacher Education. Suggestions to remedy the
problems.
Unit – II Training Institutions (10 Hours) Various
levels of training -Pre-Primary, Primary, Secondary and Higher Secondary
training, Technical teacher’s training, Special teacher training such as
physical education, music, teaching the handicapped, Training institutions such
as Regional Colleges of Education, Institutes of Advanced study in Education,
University Departments of Education, Ideal physical facilities for good teacher
training institutes and colleges of education.
Unit –
III Selection
of student teachers (5 Hours) Selection of suitable students for teacher
training programmes: Admission tests, Interests, Aptitude, Attitude, Interview
and Achievement tests.
Unit – IV Organisation
of practice teaching (10 Hours) Preparation of trainees for teaching –
Model lessons, criticism lessons, Block teaching/ Internship training, the role
of co-operating schools and teachers, Supervision before classroom teaching,
during class teaching, New trends in teacher preparation-Micro teaching,
Flander’s interaction analysis.
Unit – V Dynamics
of Teaching Strategies and Teaching Models for Teacher Education (10 Hours)
Interactive teaching, Team teaching, Student centered methods such as activity
method, Heuristic method, Project method, Lecture cum demonstration, Assignment
method, Tutorials, Seminar and Role-play. Meaning and assumptions of teaching
models, Teaching models by Taba, Turner.
Unit – VI Teacher
and School organization (10 Hours) Objectives of professional development,
Professional prospects for teachers, Meaning and programme of In-service
training, Service conditions of teachers, Principles and types of time table,
Budgeting, Teacher-Student relationship.
Unit –
VII Research
in Teacher Education (10 Hours) Areas of research in Teacher Education –
Institutional context, Curriculum context and practicing school context,
Studies in innovative teacher training practices such as use of learning
materials, Use of mass-media, micro-teaching, techniques of behaviour
modification, training in teaching models.
Unit –
VIII National Organizations in Teacher Preparation (10 Hours) Role and
functions of NCTE, NCERT, NAAC, NUEPA, UGC, DEC, ICSSR, MHRD, SCERT, DTERT,
RCI.
WOMEN’S EDUCATION (70 Hours)
Unit- I: Introduction
to Women’s Studies (5 Hours) Concept and need for Women’s Studies-Scope of
Women’s Studies-Women’s Studies as an academic discipline, Women’s
Movements-Pre-independent, Post-independent and Current Women’s movements.
National Committees and Commissions for Women. Government Organisations for
Women-Department of Women and Child Development.
Unit- II: Women
and her family (5 Hours) Liberal Feminism-Rationality, Freedom, Education
Marxist Feminism-Production, Reproduction, Class, Alienation, Marriage and
family. Radical Feminism-Gender, Patriarchy, Reproductive Technology,
Motherhood. Socialist Feminism –Class and Gender, Division of Labour, Unifies
and Dual System, Exploitation, Indian Women-Family, Caste, Class, Culture,
Religion, Social System.
Unit
–III: Women’s education (10 Hours) Women Education-Gender bias in
enrolment-Curriculum content-Dropouts Negative Capability in Education-Values
in Education-Vocational Education Recent Trends in Women’s Education –Women
teacher training-committees and Commissions on Education Adult literacy and
Non-formal education for Women’s development.
Unit –IV: Women
Resource and National Development (10 Hours) Concept of Work-Productive and
non-productive work-Use value and market value. Gender Division of labour-Mode
of Production-Women in organized and unorganized sector-Training, skills and
income generation. New Economic Policy and its impact on Women’s employment-
Globalization- Structural Adjustment Programmes.
Unit- V: Human
Entrepreneurships (5 Hours) Concept and meaning – Importance of
Entrepreneurships-Entrepreneurial traits-Factors contributing to women
Entrepreneurship-Micro Enterprises Gender and technology-Technology and
production-Technology Transfer-Appropriate Technology-Emerging Technologies
information Technology-Impact on Women’s Development.
Unit-VI: Eye
opener to women health education (10 Hours) Gender in Health-Health status
of women in India – Mortality and Morbidity factors influencing health – Nutrition
and health – HIV and AIDS control programme.National Health and Population
Policies and Programmes-Maternal and Child Health (MCH) to Reproductive and
Child Health approaches, Issues of Old age Women and Environment – Nature as
feminine principle – Basic needs in Rural and Urban Environments-Care and
management of natural resources-Depletion of natural resources –Sustainable
environment and impact on women.
Unit
–VII: Women and Society (10 Hours) Girl child in society – Child
labourers-Changing role of Women, Marriage-Single parent, Motherhood,
Widows.Theories of development-Empowerment-Alternative approaches Women in
Development (WID), Women and Development (WAD) and Gender and Development
(GAD)-State Policy and Programmes Women Development approaches in Indian five –
Year Plans-Collectivity and Group dynamics-Self –help groups Women and
leadership-Panchayat Raj-Political Role and Participation-NGOs and Women
Development- National and International Funding Agencies.
Unit
–VIII: Justice for women (5 Hours) Indian Consititution and provisions
relating to women Personal laws-Labour Laws-Violence against women-Human
trafficking -Legal protection-Family Courts-Enforcement machinery – Police and
Judiciary Human Rights as Women’s Rights.
Unit –IX: Women issues
(5 Hours) Portrayal of Women in Mass Media (Cinema, TV, Print media)Role of
Women in media-Development of Communication skills Alternative media-Folk art,
Street play and Theatre – Women as change agents Indecent Representation of
Women (Prohibition) Act, 1986- Impact of media on Women.
Unit- X: Evaluation
(5 Hours) Limitations of methodology of Social Science, Research for
Women’s Studies. Scope and Significance of research in Women’s Studies Research
Design and Methods- Survey-Exploratory- Diagnostic Experimental, Action
Research Qualitative verses Quantitative Research- Case Studies.
