Syllabus for
Post Graduate Diploma (International Education)
Academic Year  (2022)

The Post Graduate Diploma in International Education (PGDIE) and the International Baccalaureate Educator Certificate (IBEC) is an academic programme designed as a dual qualification for students in schools in India and abroad. The International Baccalaureate Organisation (IBO) recognises the PGDIE offered by CHRIST (Deemed to be University) for the issue of an IB Educator Certificate in Teaching and Learning for the Diploma Programme (IBDP)

The PGDIE is a one year programme, structured to be delivered in a blended mode. It is suitable for students and teachers who wish to enhance their professional qualifications and career prospects. The curriculum is designed to prepare competent and professional educationists who will be able to perform various roles in the field of education. Experienced university professors will deliver the academic programme, along with IBEN members, IB School coordinators, teachers and educational leaders.

Course modules, assignments and assessments, aligned with the philosophy, mission, standards and practices of IB, will prepare students for international education settings. The blended part comprises hybrid teaching, video conferencing, workshops, online presentations and webinars. Workshops led by international and IB facilitators, university professors are a rich resource of professional learning and network. The internship in IB schools provides opportunities for the students to observe, interact, learn and teach in IB Schools

Students are evaluated for each course on the basis of Continuous Internal Assessment written submission and viva. Each course carries a maximum of 100 marks and the pattern of evaluation is as follows:

End Semester Exam (ESE) Continuous Internal Assessment (CIA I, II, III) CIA-30%:70%

End Semester Exam: 50 marks  Departmental

End Semester exam will be reduced to 30 for deciding the promotion criteria.

Continuous Internal Assessment

This course is offered in the first semester. It creates awareness about the educational systems at the national and international levels. This course will help the students in acquiring the knowledge of educational schools of thought. The student teachers will understand the need for developing a sound understanding of philosophical bases of International Baccalaureate education. Students also acquire the knowledge of principles and processes of teaching, learning and current pedagogical practices in the International Baccalaureate education. Educational thoughts of great thinkers and their influence in the society are also discussed to motivate the teacher trainees to reflect about their roles as teachers.

• Demonstrate the essential knowledge to perform competently as an IB teacher
• Critically reflect on the branches of philosophies of education
• Articulate their personal teaching philosophy that draws from evidence-based practices, policies, ethics, international-mindedness, sustainability, and service

Meaning, nature, and scope of education. – at individual level, national level, and global level. Meaning and Functions of Philosophy; Branches of Philosophy: Metaphysics, Epistemology and Axiology; Relationship between Philosophy and Education with respect to teacher, student, curriculum, and teaching.

History of International Baccalaureate; IB key influential educationalists - John Dewey, A.S Neil, Jean Piaget, Jerome Bruner and their key insights contributing to IB. Theories underpinning IB, IB education, IB mission, IB organization. Educational aim of IB.                                                             

Ten attributes of IB learner profile, IB DP subject groups, Approaches to learning; Approaches to teaching; Academic honesty practices in IB. Conceptual understanding of international mindedness in IB DP. IB DP Policies for learner, IBDP subject guide, IB DP Policies for teacher, IB learner resources, IB teacher resources, IB teacher job Description.

Brubacher, J. S. (2018). Modern philosophies of education. Sarup.

Durant, W. (2022). The story of philosophy. Dover Publications.

Hendricks, S. (2017). 10 schools of philosophy and why you should know them.

https://bigthink.com/thinking/10-schools-of-philosophy-and-why-you-should-know-them

International Baccalaureate. (2022). International Baccalaureate. https://www.ibo.org

Ministry of Education. (2020). National Education Policy.https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

NCERT. (2014), Basics of education. https://ncert.nic.in/pdf/publication/otherpublications/basic_in_education.pdf

Perez, D. (2022). Foundational philosophies in education. In D. Perez, (Ed.), Social foundations of K-12 education. https://kstatelibraries.pressbooks.pub/dellaperezproject/

Peters, R. S. (1967). The concept of education (International Library of the Philosophy of Education Volume 17). Routledge.

Zalta, E. N. (2006). The Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/

International Baccalaureate. (2022). International Baccalaureate. https://www.ibo.org/

Ministry of Education. (2020). National Education Policy.https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

This course is offered as a core course in the first semester of the programme. It introduces the students to a variety of theoretical perspectives, principles and philosophies in education. It helps the students acquire knowledge on curriculum designs, development and evaluation. It engages the students in practices of international mindedness and inquiry-based learning.

Learning Objectives

●      To acquaint the students with the theoretical background of curriculum

●      To design authentic application of appropriate learning activities

●      To develop a futuristic vision about devising new curriculum designs

●      To reflect and review curricula to improve implementation and evaluation

●      To create opportunities to synthesize, apply and demonstrate mastery of use online resources

●      Analyse the importance of philosophical, psychological and sociological bases of curriculum construction at the local, national and international contexts.

●       Apply and demonstrate curriculum processes in the International Baccalaureate and  the principles, stages and criteria of curriculum construction.

●       Develop and practice professional competencies in educational settings

Meaning and concept of curriculum, aims, objectives, goals and types of curriculum design. Philosophical foundations of the curriculum. Sociological foundations of the curriculum. Psychological foundations of the curriculum. 

Curriculum framework in International Baccalaureate (IB) programmes: Primary year programme (PYP), Middle year programme (MYP), and Diploma Programme (DP). IB curriculum as a continuum from PYP to DP. IB DP programme standards and practices. Principles of learning underpinning the IB curriculum. Structure of IB curriculum; DP curriculum framework logo, DP subject logo, IB Diploma Programme model and its constituent parts, Core elements of IB curriculum: Extended essay, Theory of Knowledge, Creativity, Activity and Service, Role of subject groups, learner profile attributes, and DP core elements in developing international mindedness. Working with MYIB for DP curriculum related resources. Impact of IB curriculum on student learning. Critiquing the IB curriculum. IB Language policy

Principles of Curriculum Construction, Stages, Criteria of curriculum design. Interdisciplinary, trans-disciplinary and multidisciplinary curriculum. Curriculum Development Models- analysis, design, development, implementation and evaluation.  Tyler model of Curriculum Development: Taba model of curriculum development. Differentiated Learning Strategies.  Evaluation an integral part of the Curriculum - Criteria for evaluating curriculum – Models of curriculum evaluation. Tyler’s Model, Stufflebeam’s CIPP model, Stake’s Responsive model, Eisner’s model.Instructional design, Principles of instructional design, Types of instructional design: Backward design, ADDIE, Merril’s Model, Kirkpatrick, Gagne’s Nine Events of Instruction, ASSURE model. Curricular mapping.

IB. (n.d). Diploma Years Programme.  https://resources.ibo.org

IB. (2013). IB Learner Profile. http://www.ibo.org

IB. (n.d). Middle Years Programme.  https://resources.ibo.org

IB. (n.d). Primary Years Programme.  https://resources.ibo.org

Jain, M. (2015). Curriculum studies in India: Colonial roots and postcolonial             trajectories. In W. Pinar (Ed.). Curriculum studies in India: Intellectual             histories, present circumstances, (pp. 111–139). Springer. doi:              10.1057/9781137477156_5

Ornstein, A. C., & Hunkins, F. P. (1998). Curriculum: Foundations, principles, and issues.             Allyn and Bacon.

Mathews, J. (2018). Curriculum exposed. Routledge.

Stobie, T. (n.d.). Coherence and consistency in international curricula: A study of      the International Baccalaureate Diploma and Middle Years Programmes.             The SAGE Handbook of Research in International Education, 140–151.    doi: 10.4135/9781848607866.n13

Jurowski, C. (2002). BEST think tanks and the development of curriculum modules for teaching        sustainability principles. Journal of Sustainable Tourism, 10(6), 536–545. doi:             10.1080/09669580208667186

NCERT. (2014). Curriculum in transaction.  https://www.ncert.nic.in/departments/nie/dtee/activities/pdf/syllabus_bed.pdf

Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.). ASCD.

Harlacher, J. E., Sakelaris, T. L., & Kattelman, N. M. (2013). What is curriculum-based       evaluation? In J. E. Harlacher, T. L. Sakelaris, & N. M. Kattelman (Eds.),    Practitioner’s Guide to Curriculum-Based Evaluation in Reading (pp. 47–61).      Springer Science & Business Media. doi: 10.1007/978-1-4614-9360-0_4

Lam, T. S. J. (2012). Curriculum evaluation. In S. S. Yeung, J. T. Lam, A. W. Leung, & Y. C., Lo (Eds.), Curriculum change and innovation.Curriculum change and innovation (pp. 189-214). Hong Kong University Press. doi:             10.5790/hongkong/9789888139026.003.0008

Rothwell, W. J., Benscoter, G.M., King, M. & King, S. B. (2015). Planning and managing instructional design projects. In W. J. Rothwell, G.M. Benscoter,             M. King, & S. B. King. (pp. 334–340). Mastering the Instructional Design   Process. doi: 10.1002/9781119176589.ch19

Rothwell, W. J., Benscoter, G.M., King, M. & King, S. B. (2015). An overview of instructional design. In W. J. Rothwell, G.M. Benscoter, M. King, & S. B. King. (pp. 1-16). Mastering the Instructional Design Process. doi: 10.1002/9781119176589.ch19

Wiggins, G., & McTighe, J. (2005) Understanding by design (2nd ed.).ASCD.

This core course is offered in the first semester. It brings out the relationship between teaching, learning and assessment. It creates an understanding on the assessment of learners' understanding. It trains the trainee teacher in numerous ways of formative and summative assessments with respect to the International Baccalaureate Diploma Programme. Furthermore, the student teacher would gain knowledge and computations skills of basic descriptive statistics needed for analysis of assessments

Course Objectives

The course develops in the students an understanding of the assessment practices in national and international schooling. It familiarizes them with domain-based assessment practices. The students would be trained in developing effective assessment tasks and instruments. Furthermore, students would be equipped with computational skills of descriptives statistics. Furthermore, students would be equipped with computational skills of descriptive statistics.

●      Describe the fundamental concepts and practices of educational assessment in national and international schools.

●      Develop skills and competencies in constructing and using various assessment of TOK, EE, CAS.

●      Evaluate the assessment tools and competencies in constructing and using rubrics and tests

Level of Knowledge– Conceptual and Working Knowledge

Measurement and Evaluation, Principles of assessment, Assessment for learning, Assessment as learning, and assessment of learning, Formative assessment, Summative assessment, Norm referenced testing, Criterion referenced testing, Internal assessment, External assessment. Assessment based on Bloom’s taxonomy, Peer Assessment, Performance Assessment- GRASPS model.

Level of Knowledge– Conceptual and Working Knowledge

Class quiz: Construction of e-quiz and quiz, Worksheet: Construction, Home assignment. Rubrics: meaning, types, and construction. Module test procedures in IB DP. Using LMS/Moodle for formative assessment. Assessment Portfolios, Using technological tools for assessment: Kahoot, scorative, gform. Nature of Performance-Based Concept of Feedback, Types of Feedback: Teacher feedback, Peer feedback, Performance feedback. Parents’ feedback. Practices at IB. Student feedback practices at IB. Assessment. Designing Meaningful performance-based assessment.

Level of Knowledge– Conceptual and Working Knowledge

Concept, Construction, and uses of Teacher made Test (Module test in IB), Assessment of TOK exhibition;  Extended essay assessment rubric, Assessment Criteria Grade; Descriptors; EE viva voce; EE grading using sample EE. Academic honesty in assessment. Maximum and minimum points for IB Course certificate, non-regular IB diploma, and IB Diploma certificate. CAS experience authenticating procedure. Subject wise internal and external assessment ratios and points. Subject wise Mark boundaries. Assessment of students for whom language of instruction is not their mother tongue, Assessment of special educational needs students, Support system required of inclusive education. Subject wise Summative assessment for standard and Higher levels. IB examination regulations,Predicted grading.

Level of Knowledge– Conceptual and Working Knowledge

Assessment course from TLEC

Spendlove, D. (2015). 100 Ideas for Secondary Teachers: Assessment for Learning. Bloomsbury        Education

Binkley, M., Erstad, O., & Herman, J. (2010). Defining 21st century Skills. Retrieved from http://                  atc21s.org/wp-content/uploads/2011/11/1-Defining-21st-Century-Skills.pdf.

Bolhuis, S. and Voeten, M, (2001). Toward Self-Directed Learning in Secondary Schools: What do teachers do? Teaching and Teacher Education. 17 (7).

Erickson, L. (2012). Concept-based teaching and learning. IB Position Paper.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to                                                     Achievement. New York, USA: Routledge.

King, LG. (2009). The importance of failing well. Unpublished thesis. Retrieved from http://                                             taolearn.com/articles/article28.pdf.

Kohn, A. (2000). Punished by Rewards. New York, USA: Houghton Mifflin.

McKinney, P. (2014). Information Literacy and Inquiry Based Learning: Evaluation of a Five-year Programme of Curriculum Development. Journal of Librarianship and Information Science. 46.148-166 .

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93 (3), 223–231.

Schulz, C. (2011). Being Wrong: Adventures in the Margin of Error. London, UK: Portobello                                              Books.

Wagner, T. (2010). The Global Achievement Gap. New York, USA: Basic Books.

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, Indiana, USA: Solution Tree Press.

Aggarwal, J.C. (2003). Essentials of Examination System Evaluation Tests and Measurement.

New Delhi: Vikas Publishing House.

Coolidge, Frederick L. (2013). Statistics- A Gentle Introduction. New Delhi: SAGE Publications. Pathak (2012). Measurement and Evaluation in Education. New Delhi: Pearson Education.

Reid, Howard M. (2013). Introduction to Statistics-Fundamental Concepts and Procedures of                                              Data Analysis. New Delhi: SAGE Publications Pvt Ltd.

Care, Esther, McGaw, Barry & Griffin, Patrick. (2012). Assessment and Teaching of 21st Century Skills. New York: Springer

Gardner, John. (2012). Assessment and Learning -2nd edition. New Delhi: SAGE Publications.

Patel, N. R. (2001). Educational Evaluation- Theory and Practice. Mumbai: Himalya Publishing House.

Rao, V. K. (2006). Perspectives in Educational Evaluation. New Delhi: Common Wealth                Publishers.

Sharma, R.A. (2004). Essentials of Measurement in Education and Psychology (4th ed.):                                  SuryaPublication.

Singh, B. (2004). Modern Educational Measurement and Evaluation System. New Delhi: Anmol   Publication.

Vashisht, S.R. (2004). Theory of Educational Measurement. New Delhi: Anmol Publications.

Spendlove, D. (2015). 100 Ideas for Secondary Teachers: Assessment for Learning. Bloomsbury        Education

Binkley, M., Erstad, O., & Herman, J. (2010). Defining 21st century Skills. Retrieved from http://                  atc21s.org/wp-content/uploads/2011/11/1-Defining-21st-Century-Skills.pdf.

Bolhuis, S. and Voeten, M, (2001). Toward Self-Directed Learning in Secondary Schools: What do teachers do? Teaching and Teacher Education. 17 (7).

Erickson, L. (2012). Concept-based teaching and learning. IB Position Paper.

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 meta-Analyses Relating to                                                     Achievement. New York, USA: Routledge.

King, LG. (2009). The importance of failing well. Unpublished thesis. Retrieved from http://                                             taolearn.com/articles/article28.pdf.

Kohn, A. (2000). Punished by Rewards. New York, USA: Houghton Mifflin.

McKinney, P. (2014). Information Literacy and Inquiry Based Learning: Evaluation of a Five-year Programme of Curriculum Development. Journal of Librarianship and Information Science. 46.148-166 .

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education. 93 (3), 223–231.

Schulz, C. (2011). Being Wrong: Adventures in the Margin of Error. London, UK: Portobello                                              Books.

Wagner, T. (2010). The Global Achievement Gap. New York, USA: Basic Books.

Wiliam, D. (2011). Embedded Formative Assessment. Bloomington, Indiana, USA: Solution Tree Press.

Aggarwal, J.C. (2003). Essentials of Examination System Evaluation Tests and Measurement.

New Delhi: Vikas Publishing House.

Coolidge, Frederick L. (2013). Statistics- A Gentle Introduction. New Delhi: SAGE Publications. Pathak (2012). Measurement and Evaluation in Education. New Delhi: Pearson Education.

Reid, Howard M. (2013). Introduction to Statistics-Fundamental Concepts and Procedures of                                              Data Analysis. New Delhi: SAGE Publications Pvt Ltd.

Care, Esther, McGaw, Barry & Griffin, Patrick. (2012). Assessment and Teaching of 21st Century Skills. New York: Springer

Gardner, John. (2012). Assessment and Learning -2nd edition. New Delhi: SAGE Publications.

Patel, N. R. (2001). Educational Evaluation- Theory and Practice. Mumbai: Himalya Publishing House.

Rao, V. K. (2006). Perspectives in Educational Evaluation. New Delhi: Common Wealth                Publishers.

Sharma, R.A. (2004). Essentials of Measurement in Education and Psychology (4th ed.):                                  SuryaPublication.

Singh, B. (2004). Modern Educational Measurement and Evaluation System. New Delhi: Anmol   Publication.

Vashisht, S.R. (2004). Theory of Educational Measurement. New Delhi: Anmol Publications.

Attendance 

The Marks distribution for attendance is as follows

95%-100%         : 05 marks

90%-94%           : 04 marks

85%-89%           : 03 marks

80%-84%           : 02 marks

76%-79%           : 01 mark

This course is offered in the first semester. It develops the knowledge of psychological methods and its application in the educational context. It enhances the views of a teacher towards the pupils in a positive way viz., Intelligence, Individual differences, Interest, Attention, Attitude, Memory etc. It helps to develop teachers’ attitude and retain a healthy atmosphere in the classroom.

●       Apply the various types learning theories  in teaching learning process

●       Analyse the various factors affecting learner and the self

Meaning and Scope of Educational Psychology; Methods of Educational Psychology- Observation, Case Study, Experimentation, Meaning, Steps, Uses and Limitations; Need of Educational Psychology to the teacher. Concept of Growth and Development; Adolescents Psychology: Meaning, Characteristics, Various developments. Mental Health- Meaning, causes for mental ill-health, Role of a teacher in fostering mental health.

Individual differences: Meaning and factors-heredity and environment, Differences between individual learners, learning style, self-concept, self-esteem, attitude, aptitude, and interest; IQ and its distribution; Multiple Intelligence by Howard Gardner; Emotional Intelligence Concept, dimensions and its importance; Gifted children: Meaning, Nature, Identification, Educational programmes for gifted children; Educationally Backward Children: Meaning, characteristics, causes and remedial instruction; Creativity: Meaning, characteristics of creative children, role of teachers and parents in fostering creativity. Socio-emotional learning. Theory Personality: Meaning and Classification; Structure of Personality. Assessment of Personality - Subjective, Objective and Projective techniques; Role of a teacher in moulding personality.

Learning: Meaning and Nature; Theories of learning - Constructivism: Meaning and types: Cognitive constructivism: Piaget’s theory of cognitive development and social constructivism: Vygotsky theory of cognitive development and its educational implications; Erik Erikson’s stages of psycho social development; Albert Bandura social learning theory;  Reflections and critical analysis of one‘s own ‗self ‗and identity  ∙ Understanding the role of teacher as facilitator and partner in well-being among learners. ∙ Individual differences: Meaning and factors-heredity and environment, Differences between individual learners, Reflecting on one‘s own childhood and adolescent years of growing-up ∙ Facilitating development of awareness about identity among learners ∙ Developing skills of effective listening, accepting, positive regard etc. as a facilitator ∙ Identifying factors in the development of ‗self‘ and in shaping identity

Black, P., & William, D. (2010). Inside the black box: Raising standards through classroom assessment. Kappan Magazine, 92(1), 81-90. 

Brookhart, S. M. (2008). Feedback that fits. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.454.9500&rep=rep1&type=pdf

Cambridge Assessment International Education. (n. d.). Getting started with Assessment for Learning. https://cambridge-community.org.uk/professional-development/gswafl/index.html#afl-checklist-6891

IRIS Center. (2022). What is differentiated instruction? Retrieved from https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/

Ministry of Education. (2020). National Education Policy. https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Mueller, J. (2016). Authentic Assessment toolbox. http://jfmueller.faculty.noctrl.edu/toolbox/index.htm

Reynolds, C. R., Livingston, R. B., Willson, V., & Jha, K. A. (2017). Measurement and assessment in education, (2nd ed.). Pearson.

University of Reading. (n.d.). Engage in assessment: Using technology. https://www.reading.ac.uk/engageinassessment/using-technology/eia-using-technology.aspx

Vanderbilt University. (2022). Understanding by Design. https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Aggarwal, J.C. (2003). Essentials of examination system evaluation tests and measurement. Vikas Publishing House.

CAST. (2022). About Universal Design for Learning. Retrieved from https://www.cast.org/impact/universal-design-for-learning-udl

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.          

Wagner, T. (2010). The global achievement gap. Basic Books

This core course is offered in the first semester. This course introduces students to research, types of research, and all the basics in educational research. It introduces the essential elements of good research, and gives practice to do research and enables students to be able to make presentations and publications of the same.

●Employ quantitative and qualitative methods to do research.

●Recognize theoretical framework required for conducting Extended essay, CAS, and TOK

Meaning and nature, need and importance and scope of educational research; Action Research; Nature and scope of action research. Identification of research problem, Sampling techniques, Variables, Research tools, Formulating research question, hypothesis construction. Review of literature, Types of review of literature, In-text citation, Reference style APA, Introduction to Mendeley.

Correlation design, Survey design, Experimental design, Analysing Quantitative Data and interpretation: Correlation. Ethnographic research, content analysis, case study, Meta-analysis. Data collection in qualitative research: In-depth Interview, Focus group interview, Analysing Qualitative Data and interpretation

Introduction What is EE, benefit, history; Role of EE Coordinator; Role of Supervisor; Role of Librarian Assessment Criteria Grade; Descriptors Other EE requirements: Academic Honesty, Literature survey, subject specific policies, RQ training ; Core connections How EE is connected to ToK and CAS ;Importance on Critical Thinking ;World studies EE.

Best, J. W., Kahn, J. V., & Jha, A. K. (2016). Research in education. Pearson. 

Cohen, L. Manion. L & Morrison, K. (2007). Research methods in education. Routledge.  

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

IB Diploma Programme.

Retrieved from: http://www.ibo.org/programmes/diplomaprogramme/curriculum/extended-essay/

IB Publications. Retrieved from:

https://ibpublishing.ibo.org/extendedessay/apps/dpapp/toc.html?doc=d_0 _eeyyy_gui_1602_1_e Extended Essay Handbook, Western Academy Beijing, September 2016https://hfhs-hf233.libguides.com/EE2018

Creativity, activity, service. https://ibo.org/programmes/diploma-programme/curriculum/creativity-activity-and- service/.

Kumar R. (2005). Research Methodology: A step by step guide for beginners. Pearson.

Denzin, N. K., & Lincoln, Y. S. (2017). The Sage handbook of qualitative research. Sage.

Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Sage

This course introduces students to the aims and objectives of teaching School subjects at national and international schools. It introduces the essential elements of School subject teaching and practice needed to teach School subjects in an effective and inspirational manner. It develops the skills and competencies required for a School subject teacher to teach School subjects in the global context.

• To acquire School subject content knowledge suitable for the age group /level/grade
• To understand the theory of knowledge (TOK) with respect to School subjects.
• To recognise and practice IB learner profile attributes.
• To understand and practice approaches to teaching (ATT) as per IB.
• To understand and practice approaches to learning (ATL) as per IB.
• To recognise the role of School subjects in the local and global contexts.
• To understand and develop international-mindedness.
• To acquire the knowledge and use of command terms in developing teaching and learning plans.
• To develop the skill of preparing a Course outline, Unit plan, and Lesson plan as per IB
• To  understand and practice inquiry-based teaching and learning
• To  understand and use collaborative teaching techniques

• Adaptability: Understand principles of learning and teaching and adapt these principles to their own practice
• Facilitation: Identify approaches to teaching and learning and create a variety of learning environments that support student learning and assessment.
• Clarity and comprehensiveness: Possess clarity of thought and clarity in expression; ably articulate with comprehensiveness
• Social awareness and contribution: Reflect on one’s progress as a reflective and collaborative practitioner and articulate a process of integrating new learning into professional behaviour

Relationship of Inquiry, action, and reflection. Setting up of the purpose of a School subject Module: transferable goals, content, skills, application:  Bloom’s and Anderson’s Taxonomy of thinking for teaching and learning, Command terms for setting objectives.

Lesson Plan: Meaning and importance; Templates and construction of Lesson plan (PYP, MYP and DP), IB course outline;, IB Module unit Plan: Templates and construction

Approaches to teaching (ATT) and Approaches to learning (ATL), Inquiry-based teaching and learning: Structured inquiry, Guided inquiry, Open inquiry (Staver and Bay ,1987), Differentiated teaching strategies, Theory of Knowledge in School subject teaching; Role of a teacher in theory of knowledge; Stimulate, Facilitate, and Guide. Constructing Linking the learner profile in School subject class. 

The course purports to prepare a professional teacher. Teacher agency is vital to being a professional teacher. Students will know how to analyze their professional needs, the avenues available for developing professionally, how to communicate, grow and thrive in professional learning communities, research, evaluate and reflect on furthering one’s continuous professional development.

After the completion of the course, the students will be able to:

●                 Create a professional development plan based on self-analysis of one’s approaches to teaching.

●                 Demonstrate teacher professional behaviour in the classroom, during field experiences, and as in-service teachers.

●                 Internalize the professional behaviour expected of professional teachers.

●                 Create a professional development plan based on self-analysis of one’s approaches to teaching.

●                 Demonstrate teacher professional behaviour in the classroom, during field experiences, and as in-service teachers.

●                 Internalize the professional behaviour expected of professional teachers.

1. Professional Development:

Profession. Professionalism. Professional development. Compulsory and Self-directed professional development. Funding & time factors for professional development programmes

2. Teacher Professional Development:

Teaching as a profession. Teacher-Professionalism & Teacher Agency. Need for teacher professional development. Critical review of the current national and international policies and documents on teacher continuous professional development. Criteria for effective teacher professional development programmes. Impact of teacher professional development programmes

1. Teacher Professional Development Programmes:

Education in a VUCA world and its implications for teacher professional development programmes; Types of teacher professional development programmes; Teacher competencies/professional standards: Knowledge, Dispositions, Skills; Self-assessment of teacher professional standards; Needs analyses and choosing a suitable professional development programme; Workshops: Sources for information; kinds of workshops; enroll; attend/facilitate; Education conferences or seminars: Sources for information; kinds of conferences or seminars;

1. Teacher-Communication:

Listening: Types; barriers; improving Listening skills. Speaking: With students, colleagues, administrators, and parents; speech; talk; presentations; engaging in informal dialogue with peers on how to improve teaching. Reading: Different genres, reading professional literature, especially practitioner journals/magazines; reading habit for teachers and students. Writing: Giving student-feedback; blackboard; slides; other genres; adherence to grammar and spelling; writing for practitioner journals/magazines

2. Teacher-Reflection:

Need for reflection. Process of reflection. Barriers to reflection. Reflective writing; Writing a teaching philosophy statement; Creating an e-teaching portfolio with teaching-assessing artifacts; Self- and peer-evaluation and feedback

Ministry of Education. (2020). National Education Policy.https://www.mhrd.gov.in/sites/upload_files/mhrd/files/NEP_Final_English_0.pdf

Priestley, M., Biesta, G.J.J. & Robinson, S. (2015). Teacher agency: what is it and why does it matter? In R. Kneyber & J. Evers (Eds.), Flip the system: Changing education from the bottom up, (pp. 134-148). Routledge.

Schön, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. Jossey-Bass.

Silver, F. (2018). Why is it important for teachers to have good communication skills? https://work.chron.com/important-teachers-good-communication-skills-10512.html

Aguilar, E. (2013). 10 ways to cultivate a love of reading in students. https://www.edutopia.org/blog/cultivating-love-reading-students-elena-aguilar

Andrade, D. (n.d.). The importance of communication in education. http://www.techlearning.com/blogentry/8716Australian Council of Professions. (n.d.). What is a profession? https://www.professions.org.au/what-is-a-professional/

Beaton,G. (2010). Why professionalism is still relevant. https://www.professions.org.au/wpcontent/uploads/Why_Professionalism_is_still_Relevant_Beaton.pdf

Brookfield, S. (1998). Critically reflective practice. Journal of Continuing Education in the Health Professions, 18(4), 197-205.

Calvert, L. (2016). The power of teacher agency. The Learning Professional, 37(2), 51-56.Cambridge Assessment International Education. (n.d.). Getting started with reflective practice. https://www.cambridge-community.org.uk/professional-development/gswrp/index.html

Centre for Teacher Accreditation. (2018). CENTA standards.https://mycentacertificationsubmissions.nyc3.digitaloceanspaces.com/CENTA_Standards_v3.0.pdf

Cox, J. C. (2020).  4 teaching philosophy statement examples: Develop your own teaching philosophy.https://www.thoughtco.com/teaching-philosophy-examples-2081517

Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017).Effective teacher professional development.https://learningpolicyinstitute.org/product/effective-teacher-professionaldevelopment-report

Dewey, J. (1997). How we think. Courier. https://www.gutenberg.org/ebooks/37423

Grant, C., & Zeichner, K. (1984). On becoming a reflective teacher. In C. Grant (Ed.), Preparing for reflective teaching: A book of readings, (pp. 1-9). Allyn & Bacon.

This core course is offered in the second semester. It helps to acquire knowledge on emerging national and international issues in education and concerns such as Human rights, Peace, health and safety, sustainable development and service learning. It gives an opportunity for students to debate, negotiate, and resolute contemporary issues in education in global context.

Learning Objectives

●      To provide experiential learning and promote global citizenship.

●      To recognize the existing contemporary issues in education.

●      To sensitize about emerging concerns such as Human rights, Peace, health and safety, environment, sustainable development and service learning.

●      To locate and address local educational challenges.

●      To inculcate rational thinking, critical awareness, decision making.

●      Analyse the contemporary global issues in education such as human rights, peace, health and safety, environment, sustainable development 

●      Develop 21st Century competencies such as critical thinking, creativity, communication, and collaborative skills towards addressing contemporary educational issues.

●      Internalise emerging policies to address educational challenges

Recognizing contemporary educational issues, Case studies on cutting edge educational change in teaching and learning. Prime educational issues in China and Finland, Issues and Concerns in International Baccalaureate programme, Barriers to education in the world, Addressing local issues of education through CAS, Education and world economy, Online educational resources and its authenticity to a learner, Educational aid during natural calamities. Social diversity – at the level of the individual, of regions, languages, religions, castes, tribes-how it enriches our life and at the same time poses challenges for universal education,Liberalization / Privatisation / Globalization/ -Factors behind-LPG and Education

Human rights education- Concept, Need, Significance, Pedagogy for Human rights education- International and National contexts. Child Rights Education - Concept, Need, Significance, and Child rights in the Indian Constitution, India and United Nations Convention on the Rights of the Child (UNCRC).

Aims of Education in Contemporary Indian society Universalization of Elementary Education Samagra Shiksha Abhiyan,  RTE ACT 2009,  MHRD and education, Significant recommendations of commission and committees – National Education Policy 2020. Sustainable Development: Meaning, nature, scope, approaches and strategies, Integration in the school curriculum, Role of teacher in promoting sustainable development.

What are the pros and cons of Finland’s education system ... (n.d.)  https://www.quora.com/What-are-the-pros-and-cons-of-Finlands-education-system.

Sugata Mitra. (n.d.).  https://theschoolinthecloud.org/people/sugata-mitra/. Taj, H. (2005). Current challenges in education. Hyderabad: Neelkamal Publications.

Balkrishna K (2009) Human Rights Education in India: Needs and Future Actions

www.hurights.or.jp/archives/human_rights_education_in_asian_schools/section2/1999/03/human-rights-education-in-india-needs-and-future-actions.html

Mehta, D. D. (2009). Education in Emerging Indian Education, Indian Education.Ludhiyana: Tondan Publications, Books Market.

Pathak, K. R. (2007). Education in the Emerging India. New Delhi: Atlantic Publishers. Chandra, U. (2007). Human Rights. Allahabad: Law Agency Publications.

“The Human Rights Education Resource book”, second edition, Human Rights Education Associates (HREA), 2000. Available on-line at <http://www.hrea.org>.

http://www.bdu.ac.in/cde/docs/ebooks/B-Ed/II/PEACE DUCATION.pdf.

Read, H. (2011). Education for peace. London: Routledge.

Peace and Human Security

(n.d.).http://www.unesco.org/new/en/education/themes/leading the-international-agenda/education-for-sustainable-development/peace-and-human-security/

Centre for Environment Education. (2005). Education for a sustainable future: 18-20 January, 2005, Ahmedabad, India: final report of the International Conference on Decade of Education for Sustainable Development. Ahmedabad, Gujarat, India.

Bartlett N. (2013) What Makes Service-Learning Unique: Reflection and Reciprocity http://www.facultyfocus.com/articles/curriculum-development/what-makes-service-learning-unique-reflection-and-reciprocity/#sthash.I0SsR0mr.dpuf

Education for Sustainable Development (ESD) (n.d.).  http://www.unesco.org/new/en/education/themes/leading-the- international- agenda/education-for-sustainable-development/

Bartlett N. (2013) What Makes Service-Learning Unique: Reflection and Reciprocity http://www.facultyfocus.com/articles/curriculum-development/what-makes-service- learning-unique-reflection-and-reciprocity/#sthash.I0SsR0mr.dpuf

Cortese, A. (2001). Education for a Sustainable Future: The Next Industrial Revolution.

Boston, MA: Second Nature, Inc.

This paper will help the students acquire knowledge of Educational Management. Students will understand the principles of preparation of School Time Table and Management of Material and Human resources. Students will understand the concept of Total Quality Management. Students will also understand the various dimensions of Organizational Culture and the various styles of Leadership followed in Educational Institutions.

●            Describe the principles and process of Management.

●            Summarize the concept and importance of Time Management.

●            Articulate an understanding of Theories of leadership and Management.

         Describe the concept of TQM and its application

Management: Concept, functions, importance - Principles of Management-Process of

Management. Educational Management-purpose and importance

Leadership - Principles, Leadership styles, Leadership theories

Management Vs leadership

Teams, Teams vs Groups

Decision making- types; factors influencing Decision Making

Organization-Principles of Organization- Types of Organization and Structure. Organizational

Development-Objectives of Organizational Development-Process of organizational

Development- Organizational Culture-Concept-Creating an Organizational Culture; Organizational Climate-

Concept

TQM – Definition - Fundamental principles - Process of TQM - Quality tools of TQM.

Davis, B., & West-Burnham, J. (2003). The Handbook of Educational Leadership & Management.                   London: Pearson Education.

Jain, V. (2012). Management Theory and Practice (3rd ed.). New Delhi: International Book House.

Kochhar, S. K. (2005). Secondary School Administration. New Delhi: Sterling Publishers.

Mohanty, J. (1990). Educational Administration and Supervision. New Delhi: Sterling Publishers.

Murthy, S. K. (1995). Essentials of School Organisation and Administration. New Delhi: Tandon                  Publishers.

Myageri, C. V. (1993). Textbook of Educational Management. Gadag: Vidyanidhi Prakashan.

Pandya, S. R. (2007). Administration and Management of Education. New Delhi: Himalaya Publishing          House.

Jain, V. (2012). Management Theory and Practice (3rd ed.). New Delhi: International Book House.

Luthans, F., Luthans, B.C & Luthans, K.W. (2015). Organizational behavior: An evidence based approach. 13th ed. Information Age Publishing, Incorporated

Suganthi, L., & Samuel, A. A. (2009). Total Quality Management. New Delhi: PHI Learning  Private Limited.

Terry, G. R., & Franklin, S. G. (1997). Principles of Management (8th ed.). New Delhi: AITBS Publishers.                                                                                                         

Weber, C. A., & Weber, M. E. (2007). Fundamentals of Educational Leadership. New York: McGraw-Hill Book Company.

Meaning - Definition - Scope and Significance of Educational Technology. Objectives-Forms of Educational Technology-Approaches of Educational Technology; Hardware and software approach. Role of technology in modern educational practices and in the classroom. ICT in Education: A Critical Literature Review and Its Implications; Quality Issues in ICT-Based Higher Education; A Monitoring and Evaluation Scheme for an ICT-Supported Education Program in Schools; Developing Thinking and Learning with ICT: Raising Achievement in Primary Classrooms; Meeting the Standards in Using ICT for Secondary Teaching; Learning to Teach ICT in the Secondary School: A Companion to School Experience; Quality Issues in ICT-Based Higher Education       

Attendance 

The Marks distribution for attendance is as follows

95%-100%         : 05 marks

90%-94%           : 04 marks

85%-89%           : 03 marks

80%-84%           : 02 marks

76%-79%           : 01 mark

Internship for PGDIE students at CHRIST’s School of Education, will be carried out in IB schools for a duration of one month which includes, observation, assisted teaching, and teaching with opportunities to reflect on the roles and responsibilities of IB teachers, the structure of the school, school culture, teaching techniques, assessment practices, feedback system, support system, and creating digital reporting systems.  Internship will be conducted during the second semester and will be held under the close supervision of a Faculty member. The intern is expected to maintain all the relevant academic documents (Reflective journal, observation book, lesson plan, teaching aids, unit plan documents) with respect to teaching practice as instructed by the department. Each trainee will be assigned with a mentor for effective monitoring of internship session. 

1)     Observe, interact, and learn from the experienced school mentor in the relevant subject.

2) Create and write reflective essays based on the interactions and observations

Orientation of Internship policy

Burbank, M.D., Ramirez, L.A. & Bates, A. J. (2016). The impact of critically reflective    teaching: A continuum of rhetoric. Action in Teacher Education, 38(2), 104-119.

Council for the Accreditation of Educators Preparation (2014). Standards. http://caepnet.org/standards/

Miller, P.C. & Mikulec, E.A. (2014), Pre-Service Teachers Confronting Issues of Diversity Though a  Radical Field Experience, Multicultural Education, 21(2), 18-24.

“Lesson Study” as Professional Culture in Japanese Schools: An Historical         Perspective on Elementary Classroom Practices, Mohammad Reza Sarkar Arani,  Seijoh University, Aichi, Japan, Fukaya Keisuke, Chūbu University, Aichi, Japan.

Mclntyre, D. J., Byrd, D. M. & Foxx, S. M. (1996). Field and laboratory experiences. In  J. Sikula, T. J. Buttery, & E. Guyton (Eds.), Handbook of Research on Teacher        Education (2nd ed., pp. 171-193). New York: Macmillan.

Black, A. & Ammon, P. (1992). A developmental-constructivist approach to teacher     education. Journal of Teacher Education, 13(2), 189-206.

Garibaldi, A. (1992). Preparing teachers. In M. Dilworth (Ed.), Diversity in teacher       education (pp. 23-39). San Francisco: Jossey-Bass.

Graham (2006). Conditions for successful field experiences: Perceptions of cooperating teachers, Teaching and Teacher Education, 22 1118–1129.

Monk, D. (2015). Reflections on teacher preparation, Symposium: 21st Century Ecellence in Education: Part 2. Published online, Springer Science+Business     Media New York: 21 April 2015. 

Zeichner, K. (1982). Reflective teaching and field-based experience in teacher     education. Interchange, 12(4), 1-21.

Bolhuis, S. and  Voeten, M, 2001, Toward self-directed learning in secondary schools: what do teachers do? Teaching and Teacher Education, vol. 17, no. 7  

I.B. (n.d.). What is the extended essay? Retrieved October 22, 2019, from

It is an action research to be conducted by each teacher trainee on any school related problem. As it is a capstone project, a trainee can work on it right from the beginning of the course however may submit the project report at the end of second semester. It has to follow the action research guidelines. It develops the habit of inquiry among teachers to solve their routine school related issues.

Every teacher trainee will have to conduct an action research project on a specified area, which could be empirical or theoretical in nature. Teacher trainee will undertake a project under the supervision of a faculty member from school of education, CHRIST. The research should strictly follow the action research guidelines and at the end of the course must submit a action research report. (For more details see Capstone action research policy)

University of Bristol, School of Eduation, http://www.bristol.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/

University of Bristol, School of Eduation, http://www.bristol.ac.uk/education/study/continuing-professional-development-cpd/actionresearch/

Students are required to submit a report related to their project. Assessment is based on the research work done and the report submitted.