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Uttarakhand TET Syllabus 2020

 

About Uttarakhand TET:

Uttarakhand Teacher Eligibility Test known as TET is an Indian entrance examination for teachers. The test is mandatory for getting teaching jobs in government schools from Class 1 to Class 8. Paper 1 is meant for teachers opting for Class 1 to Class 5 and Paper 2 for Class 6 to Class 8. It is conducted by both Central government and State governments in India. Most states conduct their own TET. The test is conducted in order fulfill and achieve the goals of the Right of Children to Free and Compulsory Education Act.

About Exam :

The Board will conduct the Written Exam for Uttarakhand TET. The Board will conduct the exam on the prescribed Exam centers on the decided Exam Date. The Exam will be Conducted in Two meetings.

All the Candidates filled there application form and now are waiting for there Exam. So the Candidates are Confuse and tense about there Exam. The Candidates have Confusion about “what to study” and “How to Study”. So here we are going to solve that problem. Here we are going to share the Syllabus and Exam pattern which will help all the Candidates.

Exam Pattern:                     

For Primary Level UTET – I

Subject Number Of Question Marks
Child Development & pedagogy 30 30
1st Language 30 30
2nd Language 30 30
Maths 30 30
Environment Study 30 30
Total 150 150

For Secondary Level UTET – II 

Subject Number Of Question Marks
Child Development & pedagogy 30 30
1st Language 30 30
2nd Language 30 30
Maths/For teacher of Science – Maths & ScienceFor teacher of Social Science – Social Science 60 60
Total 150 150

Uttrakhand TET Detailed Syllabus for UTET-I & II 2019

Child Development and Pedagogy:- 

 

 

Child Development  

The concept of development and its relationship with learning.

Principles of the development of children.

Influence of Heredity & Environment.

Socialization processes: Social world & children (Teacher, Parents, Peers).

Piaget, Kohlberg, and Vygotsky: constructs and critical perspectives.

Concepts of child-centered and progressive education.

Critical perspective of the construct of Intelligence.

Multi-Dimensional Intelligence.

Language & Thought.

Gender as a social construct; gender roles, gender-bias and educational practice.

Individual differences among learners, understanding differences based on the diversity of language, caste, gender, community, religion, etc.

The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice.

Concept of Inclusive education and understanding children with special needs

Addressing learners from diverse backgrounds including disadvantaged and deprived

The Addressing the needs of children with learning difficulties, ‘impairment’ etc

Addressing the Talented, Creative, Specially abled Learners

Learning and Pedagogy

How children think and learn; how and why children ‘fail’ to achieve success in school performance.

Children’s strategies of learning; learning as a social activity; social context of learning.

Basic processes of teaching and learning;

Child as a problem solver and a ‘scientific investigator’

Alternative conceptions of learning in children & understanding children’s ‘errors’ as significant steps in the learning process.

Cognition & Emotions

Motivation and learning

Factors contributing to learning- personal & environmental

Language I 

  • Language Comprehension.
  • Reading unseen passages – two passages one drama or prose and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive).
  • Pedagogy of Language Development.
  • Learning and acquisition.
  • Principles of Language Teaching.
  • The function of language and how children use it as a tool.
  • Role of listening and speaking.
  • The critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form.
  • Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders.
  • Language Skills.
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing.
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom.
  • Remedial Teaching

Language II (English) :-

  • Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar, and verbal ability.
  • Pedagogy of Language Development.
  • Learning and acquisition.
  • Principles of Language Teaching.
  • Role of listening and speaking; the function of language and how children use it as a tool.
  • The critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form.
  • Challenges of teaching language in a diverse classroom; language difficulties, errors, and disorders.
  • Language Skills.
  • Evaluating language comprehension and proficiency: speaking, listening, reading and writing.
  • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom.
  • Remedial Teaching.

Mathematics :-

  • Shapes & Spatial Understanding.
  • Addition and Subtraction.
  • Data Handling.
  • LCM & HCF.
  • Pedagogical issues
  • Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning.
  • Place of Mathematics in Curriculum.
  • The language of Mathematics.
  • Community Mathematics.
  • Evaluation through formal and informal methods.
  • Problems of Teaching.
  • Error analysis and related aspects of learning and teaching.
  • Diagnostic and Remedial Teaching.

Environmental Studies Syllabus :-

Unit I (Marks-05)

Family Personal relationships, nuclear and joint families, social abuses (child marriage, dowry system, child labor, theft); addiction (intoxication, smoking) and it’s personal, social and economical bad effects.

Clothes and Habitats – Clothes for different seasons; maintenance of clothes at home; handloom and powerloom; habitats of living beings, various types of houses; cleanliness of houses and neighboring areas; Different types of materials for building houses.

Unit II (Marks-05)

Profession – Profession of your surroundings (stitching clothes, gardening, farming, animal rearing, vegetable vendor etc.), small and cottage industries; major industries of Rajasthan State, Need for consumer protection, co-operative societies.

Public places and Institutions – Public places like school, hospital, post office, bus stand, railway station; Public property (street light, road, bus, train, public buildings etc.); wastage of electricity and water; employment policies; general information about Panchayat, legislative assembly, and parliament.

Our Culture and Civilization – Fairs and festivals, National festivals; Dresses, food-habits and art and craft of Rajasthan; Tourist places of Rajasthan; Great personalities of Rajasthan.

Unit III (Marks-05)

Transport and Communication – Means of transport and communication; Rules for pedestrians and transport; Effects of means of communication on the lifestyle.

Personal Hygiene – External parts of our body and their cleanliness; general information about the internal parts of the body; Balance diet and its importance; Common diseases (gastroenteritis, amoebiosis, methemoglobin, anemia, fluorosis, malaria, dengue.) their causes and methods of prevention; Pulse Polio campaign.

Living Beings~ Levels of organisation of plants and animals, diversity of living organisms, state flower, state tree, state bird, state animal; knowledge of reserve forest and wildlife (national parks, sanctuaries, tiger reserve, world heritage), conservation of species of plants and animals, knowledge of Kharif and Rabi crops.

Unit IV (Marks-05)

Matter and Energy – Common properties of substances (color, state, ductility, solubility) various types of fuels; types of energy and transformation of one form into another; Applications of energy in daily life, sources of light, common properties of light. > Basic knowledge of air, water, forest, wetlands, and deserts; different kind of pollution, renewable and non-renewable resources of energy in Rajasthan and concept of their conservation; weather and climate; water cycle.

Unit V (Marks-05)

Concept and scope of Environment Studies

The significance of Environment Studies, Integrated Environment Studies

Environmental Studies & Environmental Education learning Principles

Scope & relation to Science & Social Science

Approaches of presenting concepts Activities

Unit VI (Marks-05)

Experimentation/Practical Work

Discussion

Comprehensive and Continuous Evaluation

Teaching material/Aids

Problems of Teaching

Science:-

Life Science.

Methods and Approaches.

Evaluation in Science.

Nature of Science.

Physical Science.

Social Studies :-

Methods and Approaches.

Evaluation in Social Science.

Aims and Objectives of Teaching Social Studies.

History and Political Science.

Political Science.

 

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