- Scheme of Exam for Direct Recruitment of Trained Graduate Teachers:
- The written test is of 180 marks (180 objective type multiple choice questions) carrying 01 mark for each question.
- The duration of written test will be 180 minutes without any time limit for each part individually.
- Section Name -Nature of Questions Part I - Proficiency in Languages (20 marks):
- A. General English-10 questions
- B. General Hindi-10 questions
- Part II — General awareness, Reasoning & Proficiency in Computers (20 marks) .
- 4. General Awareness & Current Affairs (10 ques.)
- 5. Reasoning Ability (5 ques.)
- 6. Computer Literacy (5 ques.)
- Part-Ill: Perspectives on Education and Leadership (40 questions)
- (1) Understanding the Learner-(10 questions)
- (g) Understanding Teaching Learning -(15 questions)
- (h) Creating Conducive Learning Environment
- (i) School Organization and Leadership (15 questions)
- (j) Perspectives in Education
- Part IV - Subject-specific Syllabus (100 marks)
- Professional Proficiency Test:
- The Professional Competency Test is of 60 marks (including Demo Teaching - 30 marks and Interview — 30 Marks).
- Note: The weightage of Written Test & Professional Competency ( Demo Teaching: 15 and Interview: 15 will be 70:30 Final merit list will be based on the performance of the candidate in Written Test & Professional Competency Test taken together.
Syllabus of Exam for Direct Recruitment of Trained Graduate Teachers:
Part I - Proficiency in Languages (20 marks):
(a) General English(10 questions)
Reading comprehension, word power, Grammar & usage
(b) General Hindi(10 questions)
Part II — General awareness, Reasoning & Proficiency in Computers (20 marks):
(j) General Awareness& Current Affairs (10 questions)
(k) Reasoning Ability (5 questions)
(I) Computer Literacy(5 questions)
Part Ill -Perspectives on Education and Leadership (40 marks):
(c) Understanding the Learner (10 questions)
• Concept of growth, maturation and development, principles and debates of development,
development tasks and challenges
• Domains of Development: Physical, Cognitive, Socio-emotional, Moral etc., deviations in
development and its implications.
• Understanding Adolescence: Needs, challenges and implications for designing institutional
support.
• Role of Primary and Secondary Socialization agencies. Ensuring Home school continuity.
(d) Understanding Teaching Learning (15 questions)
• Theoretical perspectives on Learning -Behaviorism, Cognitivism and Constructivism with special
reference to their implications for:
vii. The role of teacher
viii. The role of learner
ix. Nature of teacher-student relationship
x. Choice of teaching methods
xi. Classroom environment
xii. Understanding of discipline, power etc.
• Factors affecting learning and their implications for:
iv. Designing classroom instructions,
v. Planning student activities and,
vi. Creating learning spaces in school.
• Planning and Organization of Teaching-Learning
viii. Concept of Syllabus and Curriculum, Overt and Hidden Curriculum,
curriculum organization
ix. Competency based Education, Experiential learning, etc.
x. Instructional Plans: -Year Plan, Unit Plan, Lesson Plan
xi. Instructional material and resources
xii. Information and Communication Technology(ICT) for teaching-learning
xiii. Evaluation: Purpose, types and limitations. Continuous and
Evaluation,Characteristics of a good tool.
xiv. Assessment of learning, for learning and as learning: Meaning,
considerations in planning each.
• Enhancing Teaching Learning processes: Classroom Observation and Feedback,
Principles of
Comprehensive
purpose and
Reflections and
18
Dialogues as a means of constructivist teaching
c.) Creating Conducive Learning Environment(06 questions)
■ The concepts of Diversity, disability and Inclusion, implications of disability as social construct,
types of disabilities-their identification and interventions
■ Concept of School Mental Health, addressing the curative, preventive and promotive dimensions
of mental health for all students and staff. Provisioning for guidance and counselling.
■ Developing School and community as a learning resource.
(d) School Organization and Leadership(U5 questions)
■ Leader as reflective practitioner, team builder, initiator, coach and mentor.
■ Perspectives on School Leadership: instructional, distributed and transformative
■ Vision building, goal setting and creating a School development Plan
■ Using School Processes and forums for strengthening teaching learning-Annual Calendar, timetabling, parent teacher forums, school assembly, teacher development forums , using
achievement data for improving teaching —learning, School Self Assessment and Improvement
■ Creating partnerships with community , industry and other neighbouring schools and Higher
Education Institutes — forming learning communities
(e)Perspectives in Education(03 questions)
■ Role of school in achieving aims of education.
■ NEP-2020: Curriculum and Pedagogy in Schools: Holistic & Integrated Learning; Equitable and
Inclusive Education: Learning for All; Competency based learning and Education.
■ Guiding Principles for Child Rights, Protecting and provisioning for rights of children to safe and
secure school environment, Right of Children to free and Compulsory Education Act, 2009,
■ Historically studying the National Policies in education with special reference to school
education;
■ School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School
Stages, Pedagogy and Assessment
Part IV — Subject-specific Syllabus (100 marks): Refer Annexure
Professional Competency Test:
The Professional Competency Test is of 60 marks (Demo Teaching -30 marks and Interview -30
Marks)
Note: The weightage of Written Test & Professional Competency Test (Demo Teaching and Interview)
will be 70:30. Final merit list will be based on the performance of the candidates in Written Test,
Professional Competency Test taken together.
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