KARNATAKA TET SYLLABUS 2015 TEACHER ELIGIBILITY TEST EXAM PATTERN

Karnataka TET Syllabus 2015

By the help of this page all such aspirants who are going to participate in Karnataka Teacher Eligibility Test, they can check their Karnataka TET Syllabus 2015 amp; prepare themselves according to this course outline. Here candidates may get complete Teacher Eligibility test Exam Pattern without any trouble.

Candidates can get good consequences only if they have a suitable knowledge of paper pattern and syllabus of this assessment program. Applicants can check the complete details about KTET Syllabus 2015, Exam Pattern

Karnataka TET Syllabus 2015 Details:

Paper I (for classes I to V):

Subject	Topics
Child Development and Pedagogy	Child Development (Primary School Child) Concept of development and its relationship with learning Principles of the development of children Influence of Heredity amp; Environment Socialization processes: Social world amp; 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 amp; Thought Gender as a social construct; gender roles, gender-bias and educational practice Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous amp; Comprehensive Evaluation: perspective and practice Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement. Concept of Inclusive education and understanding children with special needs Addressing learners from diverse backgrounds including disadvantaged and deprived 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. Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of 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 amp; Emotions Motivation and learning Factors contributing to learning – personal amp; environmental
Language I	Language Comprehension Reading unseen passages – two passages one prose or drama 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 Role of listening and speaking; function of language and how children use it as a tool 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	Comprehension Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
	Pedagogy of Language Development Learning and acquisition Principles of language Teaching Role of listening and speaking; function of language and how children use it as a tool 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	Content Geometry Shapes amp; Spatial Understanding Solids around Us Numbers Addition and Subtraction etc.
	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 Language of Mathematics Community Mathematics Evaluation through formal and informal methods Problems of Teaching
Environmental Studies	Content I Family and Friends Relationships Work and Play Animals Plants Food Shelter Water Travel Things We Make and Do
	Pedagogical Issues Concept and scope of EVS Significance of EVS, integrated EVS Environmental Studies amp; Environmental Education Learning Principles Scope amp; relation to Science amp; Social Science Approaches of presenting concepts Activities Experimentation/Practical Work Discussion CCE Teaching material/Aids Problems

TET Syllabus:

Paper II (for classes VI to VIII):

Subject	Topics
Child Development and Pedagogy	Child Development (Elementary School Child) Concept of Inclusive education and understanding children with special needs Learning and Pedagogy
Language I	Language Comprehension Pedagogy of Language Development
Language – II	Comprehension, Pedagogy of Language Development
Mathematics and Science	Mathematics, Science
Social Studies/Social Sciences	History Geography Social and Political Life Pedagogical issues

Karnataka Teacher Eligibility Test Exam Pattern 2015

Karnataka Teacher Eligibility Test Exam Pattern 2015 is given belowthis Teacher Eligibility Test is organized in two papers: Paper I and Paper II. Paper I is consist for the appointment of teachers for classes I to V and Paper II is organized for the engagement of teachers for classes VI to VIII.

Pattern for Paper I:

This paper is consists total 150 Multiple Choice type questions in which 30 Questions are asked from 5 subjects which are written below. The time duration of the exam is 90 minutes.

S. No.	Name of Subject	No. of Questions	Marks
1	Child Development and Pedagogy	30	30
2	Language I	30	30
3	Language II	30	30
4	Mathematics	30	30
5	Environmental Studies	30	30
	Total	150	150

Pattern for Paper II:

This paper carries total 150 questions which consist of 150 marks. 30 questions are asked from each of the subjects: Child Development and Pedagogy, Language I, Language II, Mathematics and Science.

Karnataka TET Solved Previous Year Paper:

Q 1. Most important work of teacher is—

(A) to organize teaching work

(B) to deliver lecture in class

(C) to take care of children

(D) to evaluate the students

Ans. (A)

Q 2. Navodaya Schools have been established to—

(A) increase number of school in rural areas

(B) provide good education in rural areas

(C) complete ‘Sarva Shiksha Abhiyan’

(D) check wastage of education in rural areas

Ans. (B)

Q 3. A student comes late in your class. Then you will—

(A) inform to parents

(B) punish him

(C) try to know the reason

(D) not pay attention there

Ans. (C)

Q 4. The priority to girls education should be given because—

(A) The girls are more intelligent in comparison than the boys

(B) The girls are lesser in number than boys

(C) The girls were badly discriminated in favour of boys in the past

(D) Only girls are capable of leading for social change

Ans. (D)

Q 5. The idea of Basic Education is propounded by—

(A) Dr. Zakir Hussain

(B) Dr. Rajendra Prasad

(C) Mahatma Gandhi

(D) Rabindranath Tagore

Ans. (C)

Q 6. How the students should be motivated to get success in life?

(A) Selected study

(B) Incidental study

(C) Intensive study

(D) Learning by recitation

Ans. (C)

Q 7. A teacher can develop social values among students by—

(A) telling them about great people

(B) developing sense of discipline

(C) behaving ideally

(D) telling them good stories

Ans. (C)

Q 8. ‘National Council of Educational Research and Training’ was established in—

(A) 1961

(B) 1962

(C) 1963

(D) 1964

Ans. (A)

Q 9. What is most important for a teacher?

(A) to maintain discipline in class

(B) to be punctual in class

(C) to remove difficulties of students

(D) to be good orator

Ans. (C)

Q 10. The ideal teacher—

(A) Teaches the whole curriculum

(B) Helps his students in learning

(C) Is a friend, philosopher and guide

(D) Maintains good discipline

Ans. (C)