Bachelor of Elementary Education (B.El.Ed.) Theory and Practicum Courses: Overview

 The different areas of study are as follows: 

A) Theory - The student-teacher is expected to study 19 Theory Courses during the 4-year program of study. Theory courses include study through projects and related fieldwork.

Foundation Courses	These offer an in-depth study of the process of child development and learning; how the education of children is influenced by the social, political, economic and cultural contexts in which they grow; techniques and processes of school organization and management; educational theory, issues and concepts specific to elementary education. In addition to developing theoretical constructs and frameworks of analysis, these courses also aim to cultivate skills to relate and communicate as teachers.
Core Courses	These offer the student-teacher the opportunity to reconstruct concepts learned in school and to integrate them within a multi-disciplinary perspective. These also form the foundation for pedagogy courses.
Pedagogy Courses	These provide a study of pedagogical theory to develop skills specific to the teaching of young children. While developing perspectives in pedagogy, student-teachers also learn the methodologies of teaching specific knowledge areas.
Liberal Courses	These offer studies in a specific discipline with academic rigor. They are designed to enrich the knowledge base, to allow for further study in the discipline and in the pedagogies in which student-teachers opt to specialize.
Specialized Courses in Education	The optional courses offered in the fourth year provide specialized support to the student-teacher.

B) Practicum - These courses are designed to allow a variety of experiences with children within and outside the elementary school. In addition, student-teachers acquire a wide range of professional skills including drama, craft, developing curricular material, classroom management, systematic observations, documentation, and evaluation.

Performing & Fine Arts, Crafts & Physical Education	They enable the student-teachers to experience and understand the learning process in a holistic manner, rather than confining it to the ‘cognitive’ domain.
School Contact Programme	It is the 1st contact of student-teachers with children. While initiating contact with elementary schools, student-teachers contend with issues of planning and organizing creative activities for children within the school. They also explore ways of organizing meaningful interaction with children outside the school. Student-teachers get the opportunity to develop the ability to relate, communicate and develop a positive attitude towards children and teaching.
Observing Children	It is designed to help establish a crucial link between theoretical concepts and ground realities. Through systematic observation and study of children in different settings, the student-teacher evolves scientific ways of understanding children while also verifying theoretical constructs.
Self-Development Workshops	Through a process of self-reflection and analysis, students sharpen their abilities and learn to question, be critical and reflective.
Classroom Management & Material Development	This program begins with systematized observations and analysis of pedagogic practices in conventional and innovative settings. The student-teacher is facilitated to evolve pedagogic practices that address crucial concerns of classroom management, design and choice of activities, material development and evaluation.
School Internship	Placement in schools forms a major component of the fourth year of the B.El.Ed. program. Student interns actively engage in teaching elementary school children. Systematic feedback and evaluation are provided by supervisors. Functioning as regular teachers, the interns attempt to translate their knowledge-base and professional skills into reflective classroom practice.
Projects	Student-teachers are required to take up projects based on themes arising out of their school experience. This enables them to acquire basic research skills of systematic observation, documentation, and analysis.
Tutorial/Colloquia	Tutorials help student-teachers to build connections between theory, observations and classroom teaching. Student-teachers are expected to present term papers and participate in discussions. Colloquia are structured to include activities on children’s literature, storytelling, drama and music; organizing teaching and learning resource centers and seminar presentations of school experiences. Colloquia are an essential part of all four years of study.
Academic Enrichment Activities	A structural provision within the program of study is for discussion forums and seminars. It offers student-teachers the opportunity to interact with faculty of diverse disciplines from within and outside the college.