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    Courses

    The purpose of education is to replace

    an empty mind with an open one

D.EI.ED & B.ED


D.Ed.& B.ED courses covers teaching skills, historical patterns, some philosophical theories and current classroom trends. Studying the history and evolution of education, many prospective teachers can identify the practices have been the most effective and in what context. It also pinpoints the reason behind prior state and federal legislative policies along with establishing a purpose for the credentials that are required to become a teacher today



D.EI.ED
There is also a one year regular programme of D. EI. Ed course for untrained undergraduate teachers from 12 zones of District Pulwama. The teachers are deputed on the seniority basis to the DIETs for undergoing this diploma course.

B.ED Programme
Bachelors of Education (BEd)    
  • Duration: (Min) 2Years (Max) 5 years . 
  •  Course Fee : Rs. 12,500
  • Minimum Age: No bar 
  • Maximum Age: No bar 
  • Eligibility:
  • a) Bachelor’s  Degree in any field. and
  • b)   in service teachers

The Bachelor of Education (B.Ed.) programme of Indira Gandhi National Open University (IGNOU) has been designed with the aim to develop an understanding of teaching-learning process at secondary and senior-secondary level among student teachers. It focuses on enabling student-teachers to reflect critically on perspectives of education and integrate holistically the theory and practices to facilitate active engagement of learners for knowledge creation.

PROGRAMME  OBJECTIVES
The B.Ed. programme focuses on:
  •  Developing an understanding of context of education in contemporary Indian Society,
  •  Appreciating the role of context and socio-political realities about learners in facilitating learning in inclusive settings,
  •  Creating sensitivity about language diversity in classroom and its role in teaching-learning process
  • Developing an understanding of paradigm shift in conceptualizing disciplinary knowledge in school curriculum,
  •  Identifying, challenging and overcoming gender inequalities in school, classroom, curricula, textbook, social institutions, etc.
  • Enabling student-teachers to acquire necessary competencies for organizing learning experiences,
  •  Developing competencies among student-teachers to select and use appropriate assessment strategies for facilitating learning, 
  •  Engaging student-teachers with self, child, community and school to establish close connections between different curricular areas, 
  • Enabling student-teachers to integrate and apply ICT in facilitating teaching-learning process and in school management,
  • Systematizing experiences and strengthening the professional competencies of student teachers, and
  •  Providing first-hand experience of all the school activities through engaging student-teachers as interns in secondary/senior secondary schools.