AP D.Ed Course New Curriculum 2021

AP D.Ed Course New Curriculum 2021: Government of AP, School Education Department, TTC Course New Curriculum, AP D.Ed Course New Curriculum 2015-2016, Revised Curriculum for 2 years D.Ed Course in AP. AP D.Ed Course New Curriculum 2020. 

Govt.of AP, DSE has revised the two-year D.El.Ed Course for the academic year 2015-2016 and given detailed guidelines on AP D.Ed Course i.e, D.Ed Programme Curriculum, Syllabus, Duties of Teachers, Theory courses, Practicum, School Internship, Programme Implementation, and Assessment. AP D.Ed Course New Curriculum 2015-2016 details given here.

Reference:
1. GO.Ms.No. 35, School Education, dated 09-07-1999.
2. GO.Ms.No. 30, School Education, dated 11-02-2009.
3. Right of Children to Free and Compulsory Education (RTE-2009), Act. No. 35 of 2009, dated 26-08-2009.
4. AP RTE Rules-2010 issued in GO.Ms.No. 20 School Education (PE-Prog.I) Dept.. dated 03-03-2011
5. NCFTE-2009 on Teacher Education.
6. NCTE, New Delhi New regulations Notification No. 51-1/2014- NCTE (N&S), dated 28-11-2014 published in Government of India Gazette extraordinary No. 346, dated 01-12-2014.
7. From the Commissioner of School Education, P. HyderabadLetter Rc. No. 695/C&T/SCERT/2015, dated 17.12.2015.

Government of India have enacted Right of Children to Free and Compulsory Education, vide Act No. 35 of 2009(RTE Act 2009), dated 26-08-2009 and based on this Act, Government of Andhra Pradesh have issued A.P. Right of Children to Free and Compulsory Education Rules, 2010 in the G.O. 4th read above. The subsection (2) of section 29 of RTE- Act, 2009 reads:

Duties of Teachers:  The academic authority, while laying down the curriculum and the evaluation procedure under sub-section (1), shall take into consideration the following, namely:
(a) conformity with the values enshrined in the Constitution;
(b) all-round development of the child;
(c) building up a child’s knowledge, potentiality, and talent;
(d) development of physical and mental abilities to the fullest extent;
(e) learning through activities, discovery, and exploration in a child-friendly and child-centered manner;
(f) the medium of instructions shall, as far as practicable, be in child’s mother tongue;
(g) making the child free of fear, trauma, and anxiety and helping the child to express views freely,
(h) comprehensive and continuous evaluation of the child’s understanding of knowledge and his or her ability to apply the same.

Further under sub-section (1), (2) & (3) of section 24 of the Act “Duties of Teachers” envisages that :

(a) maintain regularity and punctuality in attending school:
(b) conduct and complete the curriculum in accordance with the provisions of sub-section ( 2 ) of section 29;
(c) the complete entire curriculum within the specified time;
(d) assess the learning ability of each child and accordingly supplement additional instructions, if any, as required;
(e) hold regular meetings with parents and guardians and apprise them about the regularity in attendance, ability to learn, progress made in learning and any other relevant information about the child; and
(f) perform such other duties as may be prescribed.

(2) A teacher committing default in performance of duties specified in sub-section (1), shall be liable to disciplinary action under the service rules applicable to him or her: Provided that before taking such disciplinary action, a reasonable opportunity of being heard shall be afforded to such teacher.
(3) The grievances, if any, of the teacher shall be redressed in such manner as may be prescribed.  

In order to implement the Act in true spirit in terms of imparting quality education to the child between the age group of 6-14, there has been a strong need to revise Teacher Education curriculum of 2-year Diploma in Elementary Education (D.El.Ed) which is at preparing teachers for the elementary stage of education that is for classes I to VIII.

Further, one of the goals of the teacher education program is to prepare reflective practitioners who can judiciously question some of the inappropriate current promises, on schooling and education, which lack relevance, flexibility, socio-cultural context, and quality. Hence, the Government sees, there is a need to develop these abilities in prospective teachers through curricular interventions, in order to transact elementary school curriculum to the child effectively keeping in view the NCTE draft curriculum of D.El.Ed. June 2015.

NCF on Teacher Education 2009: Government also taking into cognizance of the vision for the National Curriculum Framework on Teacher Education, 2009 (ref. 5 cited above) viz., Teacher Education Curriculum be integrative (inter-disciplinary) and eclectic

  • Teacher Education shall be for building a learning society making people unlearn what does not work and relearn what works for all categories of children (Inclusive Education especially CwSN).
  • India being multicultural and multilingual society, modern pedagogy needs to be based on sociological and anthropological contexts, teaching for diverse children in contemporary times with love, care, and skill.
  • Acknowledging the existence of diverse learning spaces/curriculum sites (apart from the classroom) viz., farm, workplace, home, community, and media.
  • Building knowledge base treating the child as a constructor of knowledge (instead of the passive listener) through dialogical communication (instead of didactic communication) making learning a joyful, participatory and meaningful activity; so that knowledge becomes dynamic instead of “given”.
  • Organizing learner-centered, activity-based, participatory learning experiences – play, projects, discussion, dialogue, observation, visits and learn to reflect on their own teaching practice.
  • Integrating academic learning with social, personal qualities of learners responding to diversities in the classroom.
  • Promotes constitutional vision – values of peace, democratic way of life, equality, liberty, fraternity, secularism, zeal for social reconstruction.

The purpose of all these is to make the teacher fully engaged in children’s holistic learning and development, for which she/he (teacher) should have a thorough understanding of the child and her / his social-cultural contexts. In addition, the teacher must have competence in different areas of the school curriculum (based on NCF-2005 for the present) revised from time to time to use appropriate pedagogies.

The tools for pedagogy shall include ICT, Arts, and Crafts, including folk arts, community resources. This implies that the inclusion of all these pedagogical tools in the curriculum of teacher education program will enhance the effectiveness and quality of teacher preparation

In letter 7th read above, the Commissioner of School Education, Andhra Pradesh, Hyderabad has proposed to revise the D.El.Ed. the curriculum in supersession of the existing curriculum issued in the GOs 1st and 2nd read above and the new syllabus is proposed in order to operationalize the above National vision of teacher education.

After careful examination of the proposal of the Commissioner of School Education, Andhra Pradesh, Hyderabad, Government hereby accepts the proposal of the Commissioner of School Education, for revision of the D.El.Ed curriculum in supersession of the existing curriculum issued in the G.Os 1st and 2nd read above and the new syllabus will be adopted from the academic year 2015-16 which envisages following in order to operationalize the National vision of teacher education.

Revised curriculum to be centered around the four areas viz
i) Child studies including Early Childhood Care and Education (ECCE)and Elementary Education.
ii) Education and Contemporary Studies
iii) Curriculum and Pedagogy Studies
iv) In addition, Value added courses for holistic development (including pedagogy across curriculum and ICT integration, Art Culture Education; Yoga, Physical and Health Education; Work and Education; Value Education and Life )

  1. Theory courses: There shall be 12 theory papers (1st year 6, 2nd year 6) in this curriculum including pedagogy up to elementary level (I to VIII classes)
  2. Practicum: Every theory paper will have practicum as well. Practicum also includes weightages for value-added courses discussed in one above Self Development Courses.
  3. Records to be maintained by student teachers: Each student have to prepare 13 records (1st year 6, 2nd year 7) in all, in areas like CCE records, Action Research Records, Classroom observation and Reflective journals, School Experience Programmes Records
  4. School Internship: Ample opportunities are provided to student teachers for outside learning in various categories of schools like ECCE / Anganwadi, Govt. and Private Primary Schools and Upper Primary Schools, KGBVs, Residential Schools (General, Social Welfares, Gurukulas and Special schools (if any).
  5. Program Implementation: The DEOs concerned should take steps to see that the student’s teachers are permitted for their internship of schools as per the plan of Action / Calendar of Activities and Schedule prepared by the Principal DIET concern
  6. Assessment: Student Teachers are to be constantly assessed in turns of

Entire practicum course

  • Internal Assessment of 30% weightage in general shall include individual / group assignments, projects, action research, observation and reflective journal.
  • External Assessment of 70% weightage for examinations conducted by the examining body.

*Disclaimer: We have published the above information for reference Purpose only, For any changes on the content we refer to visit the Official website to get the latest & Official details, and we are not responsible for anything

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