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Please use this identifier to cite or link to this item: http://13.126.40.108:8080/xmlui/handle/123456789/149
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dc.contributor.authorYadav, Deepti-
dc.date.accessioned2019-03-06T07:22:04Z-
dc.date.available2019-03-06T07:22:04Z-
dc.date.issued2013-07-05-
dc.identifier.urihttp://172.30.9.200:8021/jspui/handle/123456789/149-
dc.descriptionPersonal use of this material is permitted. However, for any use other than the copyright act clause dealing with "fair use" permission may be obtained from RIE Bhopalen_US
dc.description.abstractAs mentioned in the introductory chapter of the study, Chattopadhyaya (1985) and Yashpal (1993) committee, both express a worry over the scenario in teacher education. Committee by NCERT appointed in 2005 also points out ineffective integration in the teacher education. Similarly, other national documents published like NCF (2005), NCFTE, Discussion Paper (2006) and NCFTE (2009) repeatedly state the weaknesses of these courses. NCERT runs the teacher education courses in its RIEs in the name of 'integrated courses' with an aim of producing science and social science teachers. This critical study intended to look into the integration in the content of the course and its relevance in the present context.en_US
dc.language.isoenen_US
dc.publisherRegional Institute of Education, Bhopalen_US
dc.relation.ispartofseriesD-393;-
dc.subjectIntegrated Courseen_US
dc.subjectB.Sc. B.Ed.en_US
dc.subjectintegrationen_US
dc.titleCritical Analysis ff Four-Year Integrated (VIII Semester) B.Sc.B.Ed. Course of Rie, Bhopalen_US
dc.typeOtheren_US
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