CURRICULUM FRAMEWORK: TWO-YEAR M.ED. … Framework/M.Ed Curriculum.pdf · CURRICULUM FRAMEWORK: TWO-YEAR M.ED. PROGRAMME ... Model MEd syllabus, ... the contents of the courses seem

CURRICULUM FRAMEWORK: TWO-YEAR M.ED. PROGRAMME

NATIONAL COUNCIL FOR TEACHER EDUCATION

Hans Bhawan (Wing-II), 1, Bahadur Shah Zafar Marg,

New Delhi-110 002 www.ncte-india.org

2 Year M.Ed Curriculum | 2

Snapshot of the Two-Year MEd Programme Structure (As Approved in the NCTE Recognition Norms and Procedures, 2014)

The 2-year M.Ed. programme is designed to provide opportunities for students to extend as

well as deepen their knowledge and understanding of Education, specialise in select areas,

and also develop research capacities, leading to specialisation in either elementary education

or secondary education.

Programme Structure: While conceptualising the credit apportions, the Choice Based Credit System (CBCS) proposed by UGC should be adopted. The proposed programme follows the following

organisation and credit apportionment format:

Year 1: 16 – 18 weeks * 2 semesters + 3 weeks in summer

Year 2: 16 – 18 weeks * 2 semesters + 3 weeks in inter-semester breaks

Total: 16 – 18 weeks * 4 semesters = 64 – 72 weeks; + 6 weeks for field immersion during

inter-semester breaks = 70 – 78 weeks. Apart from the 6 weeks in the various inter-semester

breaks, 7 weeks should be allocated to the field immersion. Each year should have a total of

at least 200 working days exclusive of admissions and exam period.

The MEd Sub-Committee has outlined a model that has 80 credits1 in total: 44 for core

courses, 20 credits for specialisations, 8 credits for field internship (4 credits in a teacher

education institution and 4 in the area of specialisation), and 8 credits for research leading to

dissertation. Put differently, the curriculum will have core courses (which shall have about

60% of credits) and specialisation courses and dissertation with about 40% of credits.

Critical reflection on gender, disability and marginalisation should cut-across the courses

in core and specialisations. Similarly skills pertaining to ICT and educational technology should be integrated in various courses in the programme. The taught courses will also have practicum components including workshops [even on aspects that go beyond theory courses

such as self-development for mental and physical well being through modalities such as yoga, etc.], seminar and other field-based activities that supplement teaching-learning.

1 Each credit in a taught course is equated to one hour of teaching or two hours of seminars/ group work/ tutorial/ laboratory work/ practical work/ field-work/ workshop per week for 16 weeks. Thus, a 4-credit course entails 4 hours of regular teaching per week or as much as 8 hours of teaching and other programme activities.


A picture of the organisation of the programme is given below and its components are briefly

described in the subsequent table. These are explained in deatil in the Section 3 of the Report

that follows.

Common Core (Perspectives, Tools, Teacher Education)(Taught Courses &

Practicum = 44 Credits; and Internship

= 4 Credits)

Elementary School Stage Specific Specialisation

(Taught Courses + Practicum = 20 Credits, Internship = 4 Credits, and Dissertation = 8

Credits)

Core within Elementary

Specialisation

Further Specialisation in any 1 Thematic Cluster: a. Curriculum, Pedagogy and Assessment; b. Policy, Economics and Planning; c. Administration, Management and Leadership; d. Inclusive Education; etc.

Secondary School Stage Specific Specialisation

(Taught Courses + Practicum = 20 Credits, Internship = 4 Credits, and Dissertation = 8

Credits)

Core within Secondary Specialisation

Further Specialisation in any 1 Thematic Cluster: a. Curriculum, Pedagogy and Assessment; b. Policy, Economics and Planning; c. Administration, Management and Leadership; d. Inclusive Education; etc.


The curriculum of the two-year M.Ed. programme will comprise of the following

components:

Major Components

Areas Covered Description Suggested Credit Allocation

Common Core (Theory and Practicum included)

Perspective, Tool, and Teacher Education Courses

1. Perspective Courses in the areas of: Philosophy of Education, Sociology-History-Political Economy of Education, Psychology of Education, Education Studies, and Curriculum Studies. 2. Tool Courses comprising basic and advanced level education research, academic writing and communication skills; educational technology and ICT; self development (with focus on gender and society, inclusive education and mental and physical well-being through modalities such as yoga) 3. Teacher Education Courses (which are also linked with the field internship/ immersion/attachment in a teacher education institution) shall also be included in the core.

Perspective: 24 Credits; Tool Courses: 12 Credits; Teacher Education: 8 Credits; (excluding 4 credits for field internship)

Specialisation Branches (Theory and Practicum included)

Courses in any one of the school levels/areas (such as elementary, or secondary and senior secondary) and further thematic specialisations.

The Specialisation branches in one of the school stages: Elementary (upto VIII), or, secondary and senior secondary (VI to XII), each with: 1. Core courses, within elementary/secondary specialisation, focussing on mapping the area 2. Specialisation/elective clusters in thematic areas pertinent to that stage, such as: Curriculum, pedagogy and assessment; Policy, economics and planning; Educational management and administration; Education for differently abled; Education Technology, etc.

20 Credits (excluding 4 credits of field attachment)

Internship/ Field Attachment

Teacher Education Institution + Related to specialisation

Field internship/attachment in: 1. A Teacher Education Institution, and 2. The area of specialisation

8 Credits (4 Credits each)

Research leading to Dissertation

Related to specialisation/ foundations

Students (in close mentoriship of a faculty member) learn to plan and conduct a research, and write a thesis.

8 Credits

80 Credits


Section 1: Conceptual Framework This section of the Report serves as the context or the rationale for the recommendations of

the Sub-Committee. It first presents the main recommendations of the JVC Report in the

context of the post-graduate professional programme for preparation of professional

practitioners education. Based on these recommendations, the highlights of the review of the

Model MEd syllabus, developed by NCTE (and presented to this Sub-Committee for review

as per JVC recommendations) has been presented. This is followed by a brief note on the

conceptual basis of the programme proposed by the Sub-Committee.

2.1. Recommendations of JVC Report and NCFTE 2009, and Review of the Model MEd Syllabus developed by NCTE As explained in Section 1 of the report, the recommendations of the Sub-Committee are

situated in the context of JVC recommendations, and NCFTE, 2009. In the process of

developing the curriculum framework, the Sub-Committee etched out the essential features of

a programme that is being imagined in the NCFTE and JVC. These include:

1. Stage specificity in training for various school levels and overcoming the hierarchies

between the various levels.

2. Two year MEd programme or longer integrated models.

3. A framework (along with a rationale for) for defining the conception of a professional

programme in education (in terms of what makes it different from a liberal programme).

NCFTE states, “[MEd] is also indistinguishable from the 2-year M.A. in Education

(considered a programme of liberal, academic study of education) because in actual course

design and content, the two do not differ on any sound academic rationale.” (p. 79).

4. A logical framework of core courses and specialisation streams that train entrants for the

various professional roles including teacher educators, specialists in foundations of education,

curriculum developers, policy makers, administrators and the like.

5. A logical balance between theory and field exposure.

6. A greater emphasis on the mastery over the content areas taught at school level.

In the light of the above recommendations, the review the 1-year MEd syllabus developed by

the NCTE indicates that it does not adhere to the spirit of the NCFTE and JVC in the context

of the following:


− The NCTE model syllabus is for a 1-year MEd programme and therefore does not

adhere to the JVC’s and NCFTE’s (2009) recommendation for a move towards longer

duration models.

− There is a skew in the programme contents and design in the favour of psychology

and research methods courses at the cost of other critical areas.

− Given that the entrants of the MEd programme would be drawn from longer duration

first degree programmes in education, the contents of the courses seem to be basic.

− The various components of the syllabus and the course outlines are not fleshed out in

terms of the rationale, focal concerns, modality, and approach. For example, the

dissertation component does not explain the vision with which it has been included in

the programme, how it has been integrated in the design, how it would be structured,

etc.

− The course rubrics are also problematic. For example: “Pedagogy of science

education”.

How the model syllabus locates itself in the context of the contemporary teacher education

scenario in the country also does not come across from the document.

In this context, it emerged from the deliberations of the Sub-Committee that it would be

essential to formulate a framework for a 2-year Masters in Education programme that is

located in the concerns that JVC and NCFTE are addressing.

2.2. The Context of the Recommendations This section of the report presents the conceptual basis on which the 2-year MEd programme

framework (outlined in the subsequent section) is based. It revolves around three questions:

What is the character/nature of professionalisation in education? In a situation when the very

domain of education is contested, can there be a generally accepted basis to define the

domain and the concerns therein? In the context of these, what are the major concerns (or

objectives) of the programme structure proposed in the Report?


2.2.1. Nature of Professionalisation in Education

How is the domain of education constituted and what is the rationale for a professional

training in education?

Education is a complex organisation or arrangement of a large variety of elements facilitating

the process of student learning which is core to this entire enterprise. Facilitation of learning

happens essentially through teaching. Although there are several elements like curriculum,

textbooks, school organisation and so on, providing a context to as well as actively

supporting teaching, the role of the teacher of actually engaging with learners in a live, real-

time context, is undoubtedly central to the facilitation process. Teaching is a complex process

that presupposes on the part of the teacher both professional skills as well as conceptual and

theoretical perspectives to locate these in. Professional preparation and continuing

professional development of teachers in turn needs teacher educators who are themselves

professional teachers and who have, through a process of critical scrutiny of theory, critical

reflection on practice as well as doing research, deepened their understanding of the larger

societal factors that circumscribes the context and scope of the core education processes, the

nature and structure of knowledge that the learners construct and develop and the dynamics

played out in the psychic and social world of the learners. MEd is the context of professional

training of teacher educators. Therefore, the programme needs to provide for and facilitate

the above mentioned deepening of understanding and critical reflection though both critical

comprehension of theory as well as hands-on reflective practice.

What makes a professional programme professional and how is it different from a liberal

programme? What are the distinct features of education (if any) vis-à-vis the other

professional domains?

Professional programmes have certain distinct elements over and above those of liberal

programmes. Therefore, in addition to critical comprehension of theory and collective

reflections, exploratory readings, and inquiry through research, both theoretical and

empirical, which are elements of good liberal programmes, professional programmes have a

distinct additional emphasis on hands-on and field-based experiences, deep and protracted

reflective practice, development of competencies and skills, particularly those related to

practice of the profession, and inculcation of ethical principles that characterise the

profession. Professional training in education in this sense would be constituted by the above

features that are common to most of the professional fields.


However, while there is a utility in drawing parallels between education and other

professional fields like engineering and law, there are limits to these comparisons. There are

certain specific kinds of expectations from the professionals in education that are distinct

from those in other professions. In more apparent ways, this is because education demands a

training in pedagogy of school subjects, which itself requires a deeper engagement with the

epistemological bases of the cognate disciplinary areas. In addition education demands a

greater integration of the contributing disciplines. For example, say, a 101 course in

Mathematics in an engineering curriculum can simply be a mathematics course; but a

foundation course in education is a “sociology or philosophy or psychology of education”

course, which plays a constitutive role.

2.2.2. Education as a Domain and the Thrusts of the MEd Programme In a situation when the very domain of education is contested, can there be a generally

accepted basis to define the domain and the concerns therein?

There is an ongoing debate about the status of education as an area of knowledge or

discipline. Largely irrespective and independent of this debate, there is a consensus about the

professional status of teaching and other supportive processes like educational administration,

curriculum design, textbook development, educational evaluation and so on. It follows

logically therefore that preparation of educators to engage with these processes is itself an

exercise of professional preparation. It is important to differentiate between the two major

components that constitute preparation of educators and their continuing professional

development, viz., the domain of perspective building and the domain of competence

development. While one must acknowledge the contributions of the various foundational

areas in the perspective building exercise, it must be emphasised that the essence of

professional preparation as educators is reflective practice involving hands-on engagement

with the core processes of education.

In the context of the above stated questions, what are the major concerns (or objectives) of

the programme structure proposed in the Report?

The major thrust of the MEd programme would be professional preparation of teacher

educators who would through this process be equipped with the knowledge and competencies

to facilitate and conduct initial preparation and continuing professional development of

teachers. They would need to be necessarily equipped with the core competencies and


knowledge related to teacher education, its philosophical underpinnings, organisation,

methodology, and so on. They would also need to specialise in one or the other of such areas

as – curriculum, pedagogy and assessment; policy and economics; leadership, administration

and organisation; early childhood education; secondary education; and the like. In addition,

they should have a coherent perspective – socio-historical, political-economic, philosophical,

and psychological – to make sense of education – its policies, systems, institutions, practices

and processes. The programme should aim at developing in teacher educators skills related to

independent study of literature, research, academic writing, professional communication and

team work. It should also endeavor to develop in the future practitioners a deep and critical

awareness of professional ethics and an ability to critically engage in and reflect on practice.


Section 2: MEd Programme Structure 3.1. Entry Level Expectations and Qualifications 3.1.1. Expectations from the First Degree

− Adequate content knowledge at par with a bachelors degree in a school subject area

− School experience

− Initiation in the foundations of education and pedagogic studies

− Familiarity with contemporary context of education

3.1.2. Entry Qualifications The universities offering MEd programme should stipulate the minimum eligibility marks at

par with what is practiced in the university in other professional and post-graduate

programmes. It is essential that an entrance exam (which may include a written test and an

interview) is conducted for selection of the students. The applicants for entrance test should

be drawn from the following programmes:

a. BEd degree of 1 or 2 years duration, or

b. 4 year integrated teacher education degree programme (BElEd/ BScEd/ BAEd), or

c. DElEd/ DEd with a bachelors degree (BA/BSc/BCom, etc.)2

Since teacher education is a praxis based field of study, it is desirable that teacher educators

have a teaching experience. In this context, it is recommended that possibilities that

encourage working teachers to join MEd are explored. Thus, teaching experience may also be

a desirable entry requirement for the programme. Institutions offering the programme may

assign suitable weightage to prior teaching experience in the process of selecting the

candidates.

A first masters degree is not mandatory for entry in the MEd programme. However, for

certain kinds of specialisations such as for senior secondary levels, institutions offering the

2Note: The 2-year MEd assumes content/domain knowledge of the entrants at the level of graduate. Wherever it is found to be lacking, institutions may add bridge courses for the same. The Sub-Committee acknowledges that there may be different perspectives on whether or not diploma in education can be considered equivalent to the qualifications mentioned in points 1 and 2. While the equivalence or non-equivalence needs to be established by a review of the two kinds of teacher preparations, it can be said that in the current scenario the one year degree in education is also not of satisfactory quality. Also, the 2-year diploma will gradually be phased out after the JVC recommendations are implemented. In this context, the members agreed that if the 2-year diploma holders have completed their bachelors degree study in sciences/humanities/social sciences before or after the diploma, then they may be considered to be qualified to enter the programme.


programme may decide to add a first masters degree in the essential qualifications. The

decision, for not making a first masters degree an essential qualification for entry, was taken

in view of the following:

a. Minimum qualifications do not debar entrants with higher degrees from applying to and

entering the programme

b. Since MEd is a post-graduate programme which requires candidates to have a first

degree in education as well, to ensure that it attracts good graduates it is essential to keep

the total duration of study viable.

c. This also gives candidates an opportunity to choose their areas of masters after MEd.

This would enable the graduates of the MEd programme to make more informed choice

of the discipline in which they would want to pursue their second masters (MA/ MSc

etc.).

It is presumed that the candidates who have specialised at a particular school level (ECE,

elementary/ secondary/ senior secondary) will continue in the same stream while pursuing

MEd with specialisation in school based levels.

3.2. Structure for the 2-year MEd Programme 3.2.1. Programme Structure The proposed framework should not be seen as prescriptive by various institutions which will

offer MEd programmes. While the spirit of the recommendations must be retained, these

should not come in the way of innovations by universities. The proposed programme follows

the following organisation and credit apportionment format:

- Year 1: 16 – 18 weeks * 2 semesters + 3 weeks in summer

- Year 2: 16 – 18 weeks * 2 semesters + 3 weeks in inter-semester breaks

- Total: 16 – 18 weeks * 4 semesters = 64 – 72 weeks; + 6 weeks for field immersion

during inter-semester breaks = 70 – 78 weeks; Apart from the 6 weeks in the various

inter-semester breaks, 7 weeks should be allocated to the field immersion.

The Sub-Committee has outlined a model that has 80 credits in total: 44 for core courses, 20

credits for specialisations, 8 credits for field internship (4 credits in a teacher education

institution and 4 in the area of specialisation), and 8 credits for research leading to

dissertation. The taught courses will also have practicum component. Each credit in a taught

course is equated to one hour of teaching or two hours of seminars/ group work/ laboratory

work/ field-work/ workshop per week for 16 weeks. Thus, a 4-credit course entails 4 hours of

regular teaching per week or as much as 8 hours of teaching and other programme activities.


While conceptualising the credits the Choice Based Credit System (CBCS) proposed by UGC

should be adopted.

Programme Structure for 2-year Full-Time MEd: 4 semesters+ 1 summer; 80 credits

Modality Components

(e) Taught (f) Practicum/ Workshop/ Seminar

(g) Internship (h) Research Project

(a) Perspectives 24 credits (e+f)

Sociology-History-Political Economy (8 credits); Philosophy of Education (4 credits); Curriculum Studies (4 credits), Introduction to Education Studies3 (4 credits), Psychology of Development and Learning (4 credits)

8 credits (preferably in specialization area or in foundations)

(b) Tools 12 credits

Research Methods (Introductory and advanced levels adding-up to 8 credits); Communication skills (including ICT), Expository Writing, and Academic Writing (3 credits); Self Development (focus on: gender and inclusive education, and mental-physical well being including Yoga) (1 credit)

(c) Teacher Education 12 credits (e+f+g)

Institutions, Systems and Structures; Conceptual basis of Teacher Education; TE Curriculum, Policy and Practice; Continuing Professional Development and In-Service TE. [Total: 8 credits]

4 credits in a TE institution

(d) Specialisations 24 credits (e+f+g)

Choice between Elementary (upto Class VIII) or Secondary and Senior Secondary (Classes VI to XII) Levels [or Early Childhood Education, or Higher Education], each having: 1. Core courses within elementary/secondary stage, and 2. Theme based electives: Curriculum, Pedagogy and Assessment; Policy, Economics, Administration and Leadership; Inclusive Education; Education Technology; etc. (20 Credits for both the components)

4 credits based on the choice of specialisation cluster

Total Credits = 80 (e+f+g+h)

64 + 8 = 72 8

3 This course will be aimed at introducing education as a phenomenon and as a field of study with a body of knowledge.


The above progromme structure is explained in the section below. First the various

components of the programme structure (perspectives, tools, teacher education and

specialisations) are discussed. This is followed by a discussion on the proposed modality of

transacting these (taught, workshop/seminar/practicum, internship and dissertation).

3.2.2. Components of the Programme Structure a) Perspective Courses The main thrust of the MEd programme is visualised as a professional programme to prepare

teacher educators; however in the current developing scenario in education it should also

cater adequately to academic pursuits like curriculum and textbook development, research,

policy analysis, and educational administration. The profession of the teacher educator has to

be visualised keeping this broadened view of a teacher educator. There are many

characterisations of a profession, some emphasising socio-political aspects of it and others

keeping academic aspects at the centre. One such characterisation of profession that is

adequate from academic perspective is provided by Downie in Professions and

Professionalism, Journal of Philosophy of Education, Vol, 24, No. 2, 1990. This framework

can be used to visualise profession of teacher education; without prejudice to other

characterisations as the central points made in them have a very substantial overlap. What

Professor Downie calls “ideal characteristics” of a profession emphasise the following

(paraphrased):

1. Skill or expertise based on broad knowledge base.

2. Service provided with a relationship characterised by desire to help and with a sense

of integrity, and authorised by an institutional body.

3. Entails duty to speak on matters of public policy, going beyond duties to specific

clients and jobs.

4. Independence of influence of state and commerce.

5. Educated and not merely trained.

6. Moral and legal legitimacy depends on the satisfaction of the criteria 1 to 5 above.

Expertise emanating from broad base of knowledge and understanding, skill and judgment

being guided by theoretical considerations, public function, integrity and independence of

professional judgement are generally accepted as necessary characteristics of a profession.

Teacher education as a profession might have some special characteristics of its own as far as

the required knowledge base is concerned. In, say, engineering a knowledge base of science,


abilities specific to engineering and situating the profession in the society may be enough.

But teacher education as a profession may additionally demand:

i. Certain knowledge of pedagogy to help others acquire knowledge and capabilities.

ii. A general perspective on society, social needs and concerns and well-being of human

beings will also be essential to be an educator.

iii. A wider understanding of human knowledge, an idea of epistemic structure of

disciplines other than one’s own also will be necessary for a teacher educator to

situate her own work in the curriculum, and educational perspective.

iv. In depth and breadth of understanding education of teacher educators will have to

match liberal studies otherwise it would be restrictive and further development of

knowledge by the teacher educator himself/herself will be impaired.

All this leads to the need of a robust theoretical perspective on education in general and

teacher education in particular. What constitutes an adequate theoretical basis for such a

perspective is a difficult question. One, because almost everything in the society and all

branches of human knowledge might be seen as required for education. But no curriculum

can aspire to teach everything. Therefore, a reasonable basis for deciding the extent of

theoretical basis and a criterion for selection is needed. Two, disciplinary knowledge that is

supposed to form an adequate perspective on education itself often approached in a manner

that pulls the student in different directions and rather than helping in the formation of a

coherent understanding leads to fragmentation and confusion. Therefore, curriculum planning

for perspective, together with a criterion for adequacy, also requires a principle of unity.

One possibility of such a principle of unity is provided by acceptance of ‘intentional teaching

and learning’ as the core of education, be that at the primary or university level. All that helps

in developing a vision of intentional teaching-learning, its critique, issues involved in it and

development of judgment to resolve those issues and answer those questions can be seen as

the core of educational perspective. Education, intentional or otherwise, however, always

happens in a socio-political and historical context and requires institutional basis for its

continuity.

The fundamental questions for intentional education in this sense can be seen as: why is it

needed? Answering this would require an articulation of educational aims. What needs to be

taught to achieve those aims? An adequate answer to this can only be in the form of criteria

for selection of knowledge, values and skills; that is criteria for selection of knowledge for


curriculum, and how the teaching should be done (which will demand criteria for an

acceptable pedagogy, see here as including assessment). For an adequate perspective for

teacher education one has to pose these questions both at the school level as well as at the

teacher education level.

The obvious disciplines that might directly contribute to such a perspective seem to be:

philosophy of education, psychology of education, sociology of education, history of

education and political economy of education. The questions regarding notion of human

being, ideas of desirable society, human knowledge and values (moral and aesthetic),

capabilities and skills, and ways of their development; all have to be considered in an

integrated manner in forming an adequate perspective on education. Therefore, understanding

and contribution required from these disciplines is not within the boundaries of their own

disciplinary limits; an interactive stance would be needed where fidelity is more to grappling

with educational issues rather than to disciplinary purity.

In the light of above discussion the core courses to build perspective on education and teacher

education can be thought of as below:

1. Introduction to Education Studies: This should be an introductory course to encompass

education as social phenomena, practice and field of study. The purpose here is to

introduce the nature of education studies and map the field rather than in-depth critical

understanding. It may be taught through short courses that focus on: a) introducing the

students to certain selected seminal educational texts that represent the foundational

perspectives [This may be done in a guided reading mode where a small cohort of

students reads these texts with a faculty mentor]; b) orienting the students to the

institutions, systems and structures of education and flagging the contemporary concerns

of education policy and practice (which would be taken-up in greater depth with in other

courses).

2. Philosophy of Education: This course should be used to develop capabilities for

conceptual analysis and recognise issues that need understanding from ethical, epistemic,

aesthetic and political philosophy perspective.

3. Psychology of Education: This course should be seen as including both psychology of

learning and development, and contribute to a fuller understanding of human being as

well as of pedagogical issues.


4. Sociology, History and Political Economy courses: The relatively formal understanding

developed through philosophical and psychological perspectives remains inadequate

unless understood in social, historical and political economy context. These courses

perhaps can be best constructed in interaction with each other, and be seen as

contextualising formal understanding of education.

5. Curriculum Studies: This course can bring all the understanding and analysis developed

though the earlier mentioned course into a coherent unified perspective on education.

Special care has to be taken in this course to build a broad, balanced and coherent

perspective on why, what, and how of education.

To be effective all these courses have to simultaneously address school education as well as

teacher education, and have to primarily gear to address educational issues while keeping

disciplinary authenticity and rigour.

Critical reflection on gender, disability and marginalisation should cut-across the courses in

core and specialisations. Similarly skills pertaining to ICT and educational technology

should be integrated in various courses in the programme. The taught courses will also have

Practicum Component including workshops [even on aspects that go beyond theory courses

such as self-development for mental and physical well being through modalities such as yoga,

etc.], seminar and other field-based activities that supplement teaching-learning.

b) Tool Courses As the rubric suggests, the tool courses are envisioned to provide students with certain skills

that enable them to work as professionals and scholars in the field. Located in the common

core of the MEd programme that will be taught to all students irrespective of the

specialisations they choose, these tool courses have been conceptualised in a broader fashion

(to encompass research, communication and writing skills) rather than restricting them to a

specialised domain of say policy analysis or curriculum development. [However, the

specialisation branches should include tool courses of specialised kind.] Ideally these tool

courses should be transacted through or be supplemented by workshops. The 12 credit tool

component in the core includes the following courses:

1. Two (or more) research methods courses of introductory and advanced levels adding-up to

8 credits: While the MEd graduates are expected to do research, they are also expected to

read research in all kinds of roles they assume as professionals. In this regard, the research

courses should have two main objectives: a) to equip students with skills and understandings


to ‘read’ educational research; b) to develop abilities to plan and do quality research. For

many students, MEd is the first formal occasion where they are introduced to research or at

least to research in education. Therefore, it appears essential to devote at least 8 credits

spread in two (or more) separate courses to the component of research out of which one

introduces the domain and the second advances this understanding with specific focus or foci.

The introductory research methods course(s) should primarily aim at orienting the students to

the idea of research, and basic research concepts and skills. For instance, it may focus on

introducing certain selected methods, tools and techniques; formulating research problems

and questions; framing hypothesis; observing and taking field-notes; interviewing and

transcription; developing proposals and the like. The course should also familiarise students

with basic educational statistics so as to make them better equipped to read educational

research and literature. The purpose is to introduce students to the enterprise of research by

providing a space for hands-on engagement. In this regard, it will be more meaningful if the

introductory course is supplemented by workshops or is conceptualised in a workshop

modality with short modules focussing on different areas.

The advanced course in research may be conceptualised or organised in various ways. For

example, one possibility is to design different kinds of courses for the different specialisation

areas offered in the programme. Second possibility is to design a course that may not be

specialisation specific but advances the pursuits undertaken in the introductory course by

delineating certain focal methodological frames. Third possibility is to offer students a basket

of research courses that have different focusses (for example, action research, ethnography in

education, programme evaluation, experimental designs and the like) from which they choose

one. Whichever approach is chosen, the aim should be to enhance the understandings not

only with respect to doing research, but also with regards the philosophical bases of research,

how these shape research practice, and making-sense (at a beginners level) of how research in

education is constituted. These understandings should be supplemented with focussed hands-

on assignments, activities or projects that further the students’ research skills and

understandings. Engagement with research ethics should cut-across these courses.

2. Communication skills, Expository writing and Academic writing (3 credits): The short

workshop courses (or course) on communication skills and expository writing are intended to

enhance the ability of the graduates to listen, converse, speak, present, explain and exposit


ideas in groups and before an audience – as this is one of the essential expectations from all

professionals in education. The workshops should also involve training in ICT and

educational technology. The academic writing component is meant to focus on questions

such as: What are the different kinds of writings and writing styles? What are the essential

requirements of academic writing? What distinguishes a good academic writing from others?

What are academic sources and how to refer to them? How to cite a source, paraphrase and

acknowledge the source? How to edit one’s own writing?

3. Self-development workshops (1 credit): These workshops should engage the students in

reflecting on the linkages between the self and one’s professional practice. Themes such as

gender, society and education, ‘disability’, psycho-social dimensions of exclusion, and

inclusive education, should be central to these workshops. Sessions on mental and physical

well-being (through modalities such as Yoga), should also be interwoven in the sessions.

c) Teacher Education Component The master of education programme is viewed primarily as a programme that prepares

teacher educators who would be involved in either initial teacher preparation or in-service

teacher professional development or both. Even though all courses in the MEd Programme

will contribute to the making of a teacher educator, it is necessary to provide focussed

exposure and experiences in teacher education. This component on teacher education hence

will be compulsory for all students. It would consist of two taught courses transacted on-

campus and an internship transacted in an institution of teacher education.

The notion of teacher cognition and teacher learning has acquired a special meaning in the

last 20-30 years. This is also embedded in the concept of teacher development/growth that

enables a teacher to keep learning and growing in the profession. In keeping with learner-

centred approaches to teaching leading to autonomy, it is necessary for the teacher educator

to employ learner centred approaches in the teacher education classroom. A teacher education

programme would need to equip a teacher educator to this end.

The would be teacher educator needs space and time in the curriculum to realistically

understand the roles and functions expected of them by observing and analysing the activities

performed by the teacher educators in an institutional context. They also need opportunities

to put into action the theoretical understandings about teacher preparation gained through


various courses in the curriculum. This component in MEd is designed in keeping with the

above rationale and with an intention to help students integrate theory and practice of teacher

education on the one hand and of school experiences with that of teacher education on the

other. The broad objectives of the teacher education component would be:

• Gain insight and reflect on the concept and the status of pre-service and in-service

teacher education

• Be acquainted with the content, and organisation of pre-service teacher education

curriculum, infrastructure and resources needed, and the issues and problems related

to teacher preparation

• Examine the existing pre-service and in-service teacher education programmes from

the view point of policy and its relevance to the demands of present day school

realities

• Involve in various activities and processes of a teacher education institution, in order to

gain an insight in to the multiple roles of a teacher educator and understand the

organisational culture.

• Develop competence in organisation and evaluation of various components of a pre-

service and in-service teacher education programmes

• Design in-service teacher professional development program/activities based on the

needs of teachers

• Critically examine the role and contribution of various agencies and regulating bodies

in enhancing the quality of teacher education.

• Understand and appreciate the research perspective on various practices in teacher

education.

• Develop professional attitudes, values and interests needed to function as a teacher

educator

The teacher education component would comprise of 12 credits. This includes 8 credits for

taught, workshop and/or seminar courses (and practicum associated with these) and 4 credits

for internship. The internship will be organised for duration of three to four weeks with

attachment to both pre-service teacher education and in-service teacher education settings.

This could be done in two phases either in a linear or a non-linear manner. Necessary

orientations to the students and mentor teacher educators from the respective institutions of

teacher education need to be provided before organising the internship. One way in which the

contents of the 8 credits may be apportioned is shared below. While institutions developing


MEd programmes may organise the 8 course credits in various ways, this framework

proposes to organise these in the form of 2 courses of 4 credits each.

Suggested Content of the Taught Courses Course I: Pre-Service and In-Service Teacher Education Course Credit: 4 Unit 1: Structure, Curriculum and Modes of Pre-service Teacher Education

• A review of the understandings developed on teacher roles and functions

• Pre-service teacher education – concept, nature, objectives and scope.

• The structure of teacher education curriculum and its vision in curriculum documents

of NCERT and NCTE

• Components of pre-service teacher education – foundation courses, subject

specialisation and pedagogy, special fields, school based practicum and internship –

weightages in course work and evaluation

• Modes of pre-service teacher education – face-to-face (linear and integrated),

distance and online – relative merits and limitations

Unit 2: Organisation of Different Components of Teacher Education Curriculum

• The student teacher as an adult learner – characteristics. The concept of andragogy

and its principles

• Organisation, transaction and evaluation of different components of teacher education

curriculum – existing practices.

• Transactional approaches for the foundation courses – Expository, Participatory,

Collaborative, Peer Coaching, and Inquiry. Scope and possibilities for organisation

and evaluation

• Transactional approaches for the skill and competency development courses – need

for awareness-modeling-analysis-practice-feedback cycle – scope and possibilities for

organisation and evaluation – practicum records and portfolio assessment

• Concept and scope of school based practicum and internship – the existing practices,

their nature, objectives, organisation and duration. Activities and experiences in pre-

internship, internship and post-internship

Unit 3: In-service Teacher Education in India – Concept, Structure and Modes

• Concept, need for continuing professional development of a teacher – areas of

professional development. Purpose of an in-service teacher education programme –

orientation, refresher, workshop, seminar and conference – their meaning and


objectives

• The structure for in-service teacher education – sub-district, district, state, regional

and national level agencies and institutions.

• Modes and Models of in-service teacher education:

- Modes of in-service teacher education – face-to-face, distance mode, online and

mixed mode.

- induction, one shot, recurrent, cascade, multi-site, school based and course work

scope, merits and limitations of each of them

Unit 4: Planning, Organising and Evaluating an In-service Teacher Education

• Planning an in-service teacher education programme – preliminary considerations of

purpose, duration, resource requirements, and budget

• Designing an in-service teacher education programme – steps and guidelines –

assessment of training needs, formulation of training curriculum, preparation of

course material

• Organising an in-service teacher education programme – common problems faced by

a teacher educator and guidelines for communication, arrangement, preparation,

facilitating participation and collecting feedback and evaluation.

• Qualities and characteristics of an effective in-service teacher educator

The sessional work may include:

- A “comparative study of state and national curricula” of pre-service teacher education

in terms of their components, weightages, duration, organisation, transaction and

assessment – document analysis

- Design, implementation and evaluation of a training input in any one course of pre-

service teacher education – mentored practicum

- Critical study of an in-service teacher education programme in terms of their need and

relevance, duration, planning, organisation and outcomes – document analysis

- Interview of practicing teachers to identify the nature of in-service teacher education

received and the felt needs.

Course II: Perspectives, Research and Issues in Teacher Education

Course Credit: 4 Unit I: Perspectives and Policy on Teacher Education

• Teacher Development – Concept, Factors influencing teacher development – personal,

contextual.


• Teacher Expertise – Berliner’s stages of development of a teacher.

• Approaches to teacher development – self-directed development, cooperative or

collegial development, change-oriented staff development.

• National and state policies on teacher education – a review

• Different organisations and agencies involved in teacher education – their roles,

functions and networking

• In-service teacher education under DPEP, SSA and RMSA

• Preparation of teachers for art, craft, music, physical education and special education

– need, existing programmes and practices

• Initiatives of the NGOs in designing and implementing in-service teacher education

programmes

Unit II: Structure and Management of Teacher Education

• Structure of teacher education system in India – its merits and limitations

• Universalisation of Secondary Education and its implications for teacher education at

the secondary level

• Preparing teachers for different contexts of school education – structural and

substantive arrangements in the TE programmes

• Vertical mobility of a school teacher - avenues

• Professional development of teachers and teacher educators – present practices and

avenues

• Systemic factors influencing the quality of pre and in-service education of secondary

school teachers

Unit III: Research in Teacher Education

• Paradigms for research on teaching – Gage, Doyle and Shulman.

• Research on effectiveness of teacher education programmes – characteristics of an

effective teacher education programme

• Methodological issues of research in teacher education – direct versus indirect

inference, generalisability of findings, laboratory versus field research, scope and

limitations of classroom observation

• Trends of research in teacher education – review of a few recent research studies in

teacher education with reference design, findings and policy implications

Unit IV: Problems and Issues in Teacher Education


• Challenges in professional development of teachers – relevance to school education,

improperly qualified teacher educators, assurance of quality of teacher education

programmes,

• Sufficiency of subject matter knowledge for teaching at the senior secondary level,

• Single subject versus multiple subject teachers – implications for subject

combinations in initial teacher preparation

• Issues related to enhancing teacher competence, commitment and teacher

performance

• Partnerships in secondary teacher education – TEI with school and community,

Government Agencies with University, with NGOs, between teacher education

institutions preparing teachers for different levels of school education

Sessional Work may include:

• Study of the Annual Reports of SCERT/RIE/NCERT/NUEPA to identify the various

programmes for professional development of teacher educators.

• Select any one current practice in teacher education and trace the background of its

formulation as a policy.

• A review of researches in any one area of research in teacher education and write the

policy implications

• A review of a research article in teacher education and write implications for

practitioner

Evaluation: Whereas the evaluation of the taught on-campus courses would involve tests, assigned

readings, seminar and project in the same way as in other taught courses; the internship

would be evaluated differently. This may involve performance rating through

- Observation of performance in transacting a unit from the teacher education

curriculum,

- Cumulative assessment by the mentor teacher educator on dispositions and

developmental aspects such as professionalism,

- Outcomes of activities such as designing training material and

- Records submitted on reflections during internship, study of the teacher education

institution on instructional and evaluation practices.


(d) Specialisations The specialisation component has 24 credits (including 4 credits for field

engagement/attachment). In the process of developing the specialisation clusters, the

professional roles that a graduate of the revised MEd programme may assume/perform have

been kept in mind. The idea is to develop a programme that prepares teacher educators who

not only have a thorough understanding of a specific school stage (such as

elementary/secondary and senior secondary) but also specialise in one such area as

curriculum, pedogogy and assessment; policy, planning and economics; administratoion and

leadership; inclusive education, and the like. Keeping this in mind, the specialisation

component has been organised in the following fashion:

School/Education level/stage based specialisation clusters: Since the entrants of the 2-year

MEd programme will already have a first degree in education with a specific school

level/stage focus, they may specialise in the same level in the MEd programme. Thus, the

students would make a choice from among the following stage/level based specialisations:

a. Elementary Education, or

b. Secondary and Senior Secondary

[The Sub-Committee recommends that NCTE explores the possibility of offering

specialisations in Early Childhood Education (ECE) and Higher Education levels. There is a

clear need for Early Childhood professionals in the country. Therefore, there is a need for

teacher educators who specialise in ECE level. There is a similar need for a cadre of

professionals who are trained in the Higher Education level. While at present there is no

specific programme for training such professionals, there are various institutional structures

(like Academic Staff Colleges and Institutions for Continuing Professional Development) at

higher education level where such trained personnel are needed.]

Within these Elementary and Secondary-Senior Secondary clusters there would be a common

core and theme based specialisation clusters:

A. Core within the elementary/secondary-senior secondary specialisation: This would

comprise courses (full or half) that focus on orienting the students to certain essential

stage-specific areas/concerns which must be understood by any kind of specialist working

in that stage. These courses can be seen as those aimed at broadly mapping the area:

i. Institutions, Systems and Structures at the school stage level (2 credits)

ii. Stage specific status, issues and concerns (2 credits)


iii. A stage specific general course on Curriculum, Pedagogy and Assessment

(focusing on policy and practice) (2 credits)

B. Further specialisation in any 1 theme based trajectories [total 14 credits (which may be

organised in full and half courses) + 4 credits for internship] focussing on different focal

areas in education amongst which the student chooses any 1 for further specialisation:

i. Curriculum, pedagogy and assessment

ii. Education policy, economics and planning,

iii. Educational management, administration and leadership

iii. Inclusive Education

iv. Education Technology/ICT

iv. Other theme based areas based on institutional strengths

From the various trajectories the universities offering the MEd programme may choose any,

based on their institutional resources strengths.

The above specialisations are only exemplary. The institutions offering MEd programmes can

conceptualise other theme based specialisations based on their institutional strengths.

However, before offering an area of specialisation the following must be ensured:

− There is a body of knowledge which is discernible for offering a particular

specialisation

− There are experts specialised in the area who can assume the role of faculty in an

institution

− There are adequate number of candidates interested in the specialisation stream

− There are work/employment prospects for the graduates who specialise in the stream

Teacher education is not proposed as a separate stream of specialisation as it comprises the

common core of the programme. This is because the programme is primarily focusing on

preparing teacher educators who may specialise and work in a variety of domains.

As examples, outlines of the content areas that may be included in two of the theme based

specialisation clusters are presented below. It is hoped that these are seen as suggestive and

the institutions offering the degree design their own courses.


1. Theme i: Curriculum, Pedagogy and Assessment The Curriculum, Pedagogy and Assessment specialisation is about the central action in

education. It is supposed to develop capabilities of theoretical understanding of curriculum,

pedagogy and assessment as well as practical abilities to work in these areas. The curriculum

and pedagogy is seen as including understanding of appropriate teaching learning material

(textbooks and other materials). The “electives within the specialisation” are briefly outlined

below; institutions can add more as per faculty research interests and expertise; and as per

institutional priorities:

I. Advanced curriculum theory (4 credits)

II. Advanced level subject pedagogy course (4 credits)

III. Approaches to assessment (4 credits)

IV. Material Design (2 credits)

V. Instructional design (2 credits)

VI. Comparative study of curricula (2 credits)

VII. Comparative study of pedagogical features in different educational institutions (2

credits)

VIII. Relevant electives from other thematic clusters such as Inclusive education, Policy,

economics and planning, and the like.

The above are only indicated areas and credit allocations. The institutions may design these

in different ways. There is a possibility of overlap in the elective courses among various

thematic clusters within a specific school stage level specialisation. Similarly, there could

also be overlaps between the same thematic cluster offered in different school stages – for

example the course contents in the electives offered in the Curriculum, Pedagogy and

Assessment clusters in Elementary and Secondary/Senior Secondary Stages, may have some

commonalities. It is advisable that the institutions identify such overlaps so that resources can

be more optimally utilised.

Internship (4 credits) in organisations working in the field of curriculum (preferably in the

specialisation-electives chosen by students) may be organised. These may include

NCERT/SCERT, textbook bureaus, private/innovative/alternative schools which develop

their own curricula, centres of research where relevant projects are being worked-upon, etc.

The internship should be guided by faculty supervisor/s. The organisation of internship may

be conceived in such a fashion that the students get opportunities to observe relevant

activities (of say material design) and interact with the practitioners, along with engaging in


some activities while on the site. The internship experience should be structured around a

focused task (for example writing a short report on a particular aspect relating to material

design).

2. Theme ii: Educational Policy, Economics and Planning: This could include electives

(and internship) in areas such as:

I. Advanced course in Economics of education

II. Analysis of policy and financing of education in India

IV. Comparison of policy and financing patterns amongst some countries

III. Educational planning: Approaches and alternatives

IV. Workshop courses on Strategy planning, Budget preparation, Policy analysis method, etc.

VI. Relevant courses from other thematic clusters, especially from Educational management,

administration and leadership basket.

3.2.3. Modality of Transacting the above Components Taught (classroom lectures and interactions), practicum (for example, visit to specific field-

sites for a particular module in a course), workshop (for instance, analysing curriculum

documents while working on an issue in a course), and seminars (for example, a set of

lectures organised around one seminal theme where students get an opportunity to present

their ideas) have been visualised as the modalities through which the courses will be

transacted. Practicum, workshops and seminars are not to be confused with internship

component (to which 8 credits have been allocated). In this programme design, these have

been visualised as integral parts of the courses and allied to the taught modality.

It is strongly recommended that the programme begins with a more hands-on learning for

students and gradually engage in a perspective building. Thus the tools components may be

located in the first semester. These tools courses may also be supplemented by close

mentorship and hand-holding, through formats such as study circles and workshops. It is also

recommended that smaller groups of faculty and students engaging in academic activities and

dialogue in a tutorial modality should continue all through the programme. The transactional

approach of the various components may cut across areas like ICT, analysis of policy and

curricular documents. Also research and comparative perspectives need to be integrated with

all the components of the programme.


g) Internship The internship has been conceptualised in two parts or 4 credits each. First part involves a

compulsory attachment with a teacher education institution during the summer. The second

part involves interning at/associating with a field site relevant to the area of specialisation.

Both these internships will be organised for durations of three to four weeks each. It is

suggested that the institutions develop a network of partner organisations where the students

can intern. Such partnerships (with mutual interests of both the partners) on the one hand

reduce the need for logistical arrangements every year, on the other they also facilitate

structure and consistency in internship and a scope of reviewing and improving it for every

academic cycle. The host organisations may help in designing the field internship keeping in

view the activities that will be going on during the internship period and by suggesting

aspects for study/work/focus which may be useful from the host as well as the

interns/students.

This also implies that the internship should be structured around some focussed tasks or

projects which students may design (in consultation with faculty and field coordinators) prior

to going to the host organisation. These tasks may converge in a short field report on the basis

of which a part of assessment may be done. A student’s regularity, engagement in the field

sites, and discussions with mentors (during pre-planning and during and after the internship)

should also be included in the assessment. This implies that the internship should be seen as a

mentored component whereby a faculty and a member from the host association (field

mentor) together guide groups of (3 to 5) students. Adequate handholding should be provided

to the students such that they are able to (or at least begin to) make-sense of their field

observations and experience. This is also to facilitate a bridge between what students learn in

classroom and observe in the field. These expectations necessitate that orientations to the

students and mentor teacher educators from the respective institutions of teacher education

are provided before organising the internship.

g) Research Dissertation The dissertation is a compulsory 8 credit component of the MEd programme. A dissertation

is distinguished from other writing assignments in the programme on the basis of the

expectations and processes involved therein. It is visualised as a curricular space where

students (with close mentorship/guidance of a faculty member) learn to plan and conduct a

research, and write a thesis. It is also a space where students come to see and draw linkages


between education theory (transacted through taught courses) and research. Thus, while the

product or the outcome of this component (i.e. the thesis) is important, the process through

which it is arrived at is equally (if not more) significant. This makes a case for this

component to be guided or mentored closely by a faculty mentor.

Various skills that are expected to be developed through this component include: articulating

and formulating a research problem and research questions, designing a plan to study it,

executing the plan (which includes engaging with the relevant body of literature and

theory(/ies) ), analysing and writing the findings in an academic fashion, and presenting the

work. [However, this should not be seen as implying that the dissertation must be field-based.

It may be a long essay/treatise.] The dissertation should preferably be in the area of

specialisation that a student opts or in the areas introduced in the perspective courses.

While a dissertation may be submitted at the end of the Semester 4 of the programme, the

process of arriving at it should begin early on, ideally in the Semester 2 onwards. This also

means that the assessment of this component should be spread over various stages in this

process, viz., developing a research proposal, presenting it, conducting the research,

developing the first draft, finalising the dissertation and presenting it in a viva-voce situation.

All these stages should be given due weightage in the assessment of the dissertation.

For supporting the students through these processes, apart from mentoring by faculty, timely

orientations (to explain the expectations, processes, roles of the students and research

mentors, and assessment), workshops (for example: on developing research proposals, doing

fieldwork, taking field-notes, referencing and editing, etc.) and research seminars (where the

MEd students present work-in-progress, and other researchers are invited to present their

work) should be organised. Sessions guiding students to understand the interfaces between

theory (transacted through taught courses) and the dissertation must also be planned. These

could be in the form of special tutorials in relevant courses.

It is strongly recommended that a department offering the MEd programme, develops a

concept note on the dissertation component that clearly specifies the expectations, assessment

rules and procedures, and guidelines for students. This note should also include aspects like

style sheet, and the word limit for the dissertation (ideally between 15,000 to 20,000 words).

While a set of clearly laid guidelines should be put in place for this component, there should


be an openness in terms of allowing and encouraging various research styles, areas, kinds of

problems, and writing styles.

h) Relationship between specialisation and internship and dissertation

Internship is viewed as an intensive on site engagement of a student in institution of teacher

education. The specialisation courses would have provided the students with the conceptual

understandings and insights expected in a specialist. If the transacted specialisation courses

provide specialised understandings and insights, the internship provides opportunities to put

into action the theoretical understandings gained through various courses in the curriculum.

The nature and extent of activity and participation during internship are also directed by the

specialisation courses. For example, if a student seeking to specialise in Curriculum is

required to ‘design, implement and evaluate a module in any school subject’ as a mentored

practicum under the sessional work, the implementation and evaluation of the designed input

may be an activity to be undertaken during internship. Similarly, for other specialisations

sessional work in one or more transacted courses may have activity to be organised during

internship.

Further, level based specialisations (such as ECCE, Elementary, Secondary and Tertiary)

would necessitate that the internship for students with these specialisations are organised in

institutions at the relevant level only. For example, if students with specialisation in

elementary education will be placed in Elementary School/Elementary Teacher Education

institution, those with secondary education will be placed in Secondary School/Secondary

Teacher Education Institution.

Just as internship is the culmination of theoretical understandings developed in transacted

courses, dissertation is the culmination of understandings developed in tool courses for

methodology and other courses for matter. As a specialised professional experience,

dissertation provides an MEd student with an opportunity to investigate and understand the

operational dynamics of a selected educational phenomenon. Though organised as separate

courses, internship and dissertation aim at further strengthening the specialisation from a

practical angle. By organising them in the second year of the programme, it is envisaged that

they would draw heavily from the courses taught earlier.


3.5. An Example and General Principles for Developing a Curriculum Based on the programme structure proposed in Section 3 above, the Sub-Committee

deliberated on the ways in which MEd curriculum may be organised. One model emerging

from these deliberations is presented as an example below. However, it is not being

recommended as the only possibility emerging from the proposed framework. Instead, it is

strongly recommended that individual institutions engage in consultative processes to evolve

a curriculum that best represents their institutional competencies.

The following model is only to provide an example and to demonstrate the general principles

that the Sub-Committee recommends for organising the MEd programme. These general

principles are also discussed in the section that follows the example.

3.5.1. An Example of Curriculum Organisation based on the Proposed Framework

Table: Curriculum Organisation for 2-year MEd Semester I

ISB* I Semester II ISB II Semester III

ISB III Semester IV

Psychology of Learning and Development (4 credit)

Communication and Expository Writing (1 credit); Self-Development (1 credit)

Philosophy of Education (4 credit)

Dissertation (2 credit); Internship in a TEI (4 credit)

2 Specialisation courses (8 credit)

Dissertation (2 credit)

3 Specialisation Courses (12 credit)

History and Political Economy (4 credit)

Sociology of Education (4 credit)

Research Methods (Advanced) (4 credit)

Academic Writing (2 credit)

Dissertation (4 credit)

Education Studies (4 credit)

Curriculum Studies (4 credit)

Teacher Education II (4 credit)

Introduction to Research Method (4 credit)

Teacher Education I (4 credit)

Internship (4 credit)

Field Visit/ Practicum 16 credit 2 credit 16 credit 6 credit 20 credit 4 credit 16 credit

*Inter-semester break


3.5.2. General Principles or Assumptions:

• All institutions offering MEd programme should evolve their respective curricula/ syllabi

based on the framework/ programme structure proposed in this report (in Section 3)

through a consultative process. The curriculum designed in this way should represent the

competencies of the faculty of the institution. That is, the choice of specialisation(s) an

institution would offer and organisation of various programme components should be

based on the institutional strengths and context. The curriculum proposed in the Section

3.5. should in no way be seen as a prescription or the only possible model for MEd.

• MEd needs to be visualised as a professional programme for preparation of stage

specialist teacher educators who can also work as curriculum specialists and pedagogues,

policy makers, administrators and leaders, school level based specialists, specialists in the

domain of education for differently abled, and the like. There can be more theme based

areas in which specialisations may be offered.

• The programme should begin with more hands-on and guided experiences and

introductory contents – and gradually take the students towards understanding more

abstract and rigourous theoretical perspectives. All the courses should attempt to organise

practicum, workshop and/or seminar components which may involve field visits,

development of tools, analysis of curricular material and documents, development of

materials, and the like.

• Ideally, the MEd programme should have a provision for regular field visits for students

across the semesters. For example, a day in every week may be reserved for this purpose.

Field visits is visualised as a space where practicum for various courses could be

organised. It should provide school experience opportunities (preferably in the first

semester) that have sufficient rigour to enable the student to understand school practice

from a broader/holistic perspective of/that informs teacher education (.i.e. it should not be

repetition of the school experience in first degree in education – and should weave in the

broader perspective of teacher education).

• Internship should be organised in a way that it involves engagement with teacher

education institutions for all students, and field experience associated with the

specialisation that a student chooses.

• Since the MEd programme structure proposed in this report is hinged on schools and

teacher education institutions (and other sites) based activities, the MEd calendar should

be developed keeping in mind the schedule of these institutions.


• While the programme structure suggested in this report suggests a face-to-face modality,

it recognizes the opportunities that blended mode offers. Since teacher education is a

praxis based field of study, it is desirable that the programme attracts working teachers. In

this context, it is recommended that possibilities that encourage working teachers to join

MEd without having to leave their jobs may be explored. Blended mode provides for this

possibility.


Section 3: Implications

This section of the report highlights some implications of the 2-year MEd programme – or

certain provisions that would need to be ensured to facilitate a shift to a longer duration post-

graduate programme in education. It does not provide a comprehensive account of all the

aspects on which the revised MEd curriculum will have a bearing, but points out some of the

obvious concerns on which (as can be anticipated) the institutions offering the 2-year MEd

programme will encounter challenge or need support. These aspects are listed below:

− NCTE would need to promulgate the curriculum framework of the 2-year MEd

programme and a suggestive guideline on how the institutions may progress towards

curricular revision. Since the duration of the programme has been enhanced as per the

JVC recommendations, it is anticipated that some advocacy work (through regional

consultations) may be needed to convince the institutions to progress towards longer

duration programmes.

− The institution would need resource support in the process of curricular revisions and for

enhancing the faculty strength to offer the 2-year programme.

− For the implementation of the revised MEd curriculum, a phased process will need to be

charted out. A deadline by which all states should comply with the recommendations

would need to be suggested by the NCTE. If a phased process is planned, there would be

a need to encourage candidates to take-up longer duration MEd [to avoid influx of

applicants to 1-year programmes that may co-exist with the longer duration MEd during

the transitory period]. To facilitate this, there is a need to conceptualise of a set of

recruitment rules that provide for better increments or some other provisions for those

who graduate from longer duration/revised programmes.

− Given the time investment and commitment that the revised structure of teacher

educators’ preparation would demand, there would be a need to initiate advocacy for

revision in the recruitment rules (particularly in relation to enhancement in the salary

structure) for the cadre of teacher educators. This may be initiated in view of bringing

about parity between teacher education and other professions. It is recommended that a

Sub-Committee is formed to look into the matters pertaining to recruitment rules for

teacher educators.


− NCTE also needs to re-examine its recruitment rules for teacher educators to ensure

equivalence among the varied kinds of stage specific programmes (elementary and

secondary) in the light of the anomalies that exist at present.

− To encourage candidates to pursue longer duration study in education, there may be a

need to de-link the entry into degree from the job of teacher educator. That is, candidates

without first masters degree may be permitted to join the programme (except in the cases

where it is indispensable). This will enable the candidates to make more thought-out

choice of the domain in which they would want to pursue their masters after completing

MEd.

− Possibilities of blended programmes (a blend of face-to-face and distance modalities)

may need to be explored. This is to facilitate greater viability of longer duration time

investment.

− In-service training and continuing professional development for the faculty will also need

to be planned as per the revised curriculum framework.

− The institutions would need to explore field networking with teacher education

institutions and other cognate sites (such as schools, SCERT etc.) with a fleshed-out plan

of field mentoring and structure of the field based assignments/attachments. In some

cases there will be need to coordinate the semester calendar with that of the field-site so

as to organise the field attachment in a meaningful fashion.

− The institutions would need to be encouraged to develop anthologies of practice,

recording lectures and a culture of writing to develop resource material for supporting

classroom transaction and research.

Documents

CURRICULUM FRAMEWORK: TWO-YEAR M.ED. … Framework/M.Ed Curriculum.pdf · CURRICULUM FRAMEWORK: TWO-YEAR M.ED. PROGRAMME ... Model MEd syllabus, ... the contents of the courses seem