B.Ed. Course

The objectives of the Course

1. To provide creative teacher education

1.1. To provide innovations in teacher education for continuous improvement

1.2. To develop thinking skills: self-directed and independent thinking.

1.3. To be a resource centre in teacher education;

a. Provide extension services.

b. Make teaching resources available to member schools.

c. Provide educational consultancy services.

d. Establish greater presence in academic circles and policy making bodies.

e. Greater collaboration with other teacher education colleges.

f. Greater collaboration with model school (SXBA)

g. Provide a forum for schools to voice their needs and problems.

1.4. To make greater use of educational technology

1.5. To develop research skills

1.6. To be more productive through research activities and publication of articles

2. To make teaching-learning an enjoyable experience

2.1. To find out what makes for an enjoyable experience

2.2. To plan events which make teaching learning enjoyable

3.To prepare agents of social change

3.1. Women‟s issues, environment, non-formal education, etc.

The objectives, though stated more than six decades ago, have been progressive and much ahead of its times. The objectives have given importance to the intellectual, moral, social, economic, spiritual, ecological and technological development of the individual and the society. Teacher education at the institute is not a finished product; its objective is continuous improvement in all its aspects. The effective implementation of the objectives is endeavoured in theoretical as well as practical facets of the B.Ed. Course.

The major considerations addressed by the objectives are:

Intellectual and Academic:

Keeping in sync with the theoretical changes, curriculum transactions aim at learner engagement and autonomy. Innovative and participatory methods are used. Library work, study circle, self-study and self-directed processes are encouraged. Even lesson plans are encouraged to be more creative and innovative. Research work is promoted in different educational topics. Research culture is strengthened in the institute by organising seminars, conferences, research paper reading, paper presentation and publications. Reflective lesson planning and thinking is inculcated from the very beginning to promote self-directed and intellectual thinking.

Technology has been absorbed in every arena of theoretical and practical activities. Students are kept updated and faculty also uses technology in creative ways. Students are encouraged to use technology for lesson planning, references, conducting co-curricular activities and even in giving lessons, seminars and paper presentations.

Reflective Teaching and thinking:

The institute promote the attitude of introspection and critical reflection among staff and student teachers through journaling of various curricular and co-curricular activities.

Self- development:

Training workshops in life skills, inclusion, yoga, technology, making creative learning resources and theatre in education have been included to make teaching learning creative as well as contemporary. Self-development is encouraged with exposure to

these activities.

Access to the Disadvantaged and equity:

From the admission process to the classroom grouping, the Institute advocates harmony and fellowship. Students from different strata; those with any socio-economic disadvantage and the differently abled are given equal and equitable treatment. Students are encouraged to help each other, work in small groups with cooperation and team work so that the weaker students are also given opportunities to be participative. counseling, tutorials, mentoring are accommodated to understand the students’ academic and emotional challenges. Community service, an important feature at the institute is conducted as visits to rural areas and community centres, or extension work. This is done with compassion and concern. Visits to orphanages, donating stationary and clothes to underprivileged children, inviting orphanage children to the college for celebrating festivals has sensitised student teachers. Thus, the objective of preparing agents of social change is emphasised, leading to the development of socially engaged citizens.

Value orientation:

Every curricular and co-curricular program of the institute promotes values in form of everyday assemblies, lesson planning, everyday teaching, student council activities and even educational visits and excursions. The institute’s annual fest ‘Prayas’ also reflects the social values.


This aspect is paid attention to at the Institute. Campus placements and pre-campus orientation is made available for the student teachers. Preparation for campus interviews is also given importance by conducting mock interviews, sessions on personal grooming and communication skills.

Global trends:

The institute conducts certificate course on Global understanding with East Carolina University. Global trends are ensured by inviting resource persons from other universities to give perspectives on contemporary teaching learning methods, conducting research, attending seminars, conferences at the local, national and international levels.

Environment and ecology:

These issues are absorbed in curricular subjects, special fields, and even activities like e-waste management, paper recycling and visits to aquarium and botanical garden. Even the cleanliness campaign was carried out by the students at the community centres.


Collaborations with experimental school, practice teaching schools and other colleges of education have been maintained. Conferences, workshops and interactive activities are arranged in collaboration with different academic and educational bodies.