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Paper II will contain 50 objective type
compulsory questions from the subject selected by the candidate. The
duration of exam is 75 Minutes.
Paper III will contain 75 compulsory
questions from the subject selected by the candidate. The duration of exam
is 2½ Hours.
There will be no negative marking. The syllabus of
Paper-I, Paper-II and Paper-III will remain the same.
Scheme of Exam
|
Session |
Paper |
Number of Questions |
Marks |
Duration |
|
First Session |
I |
60 (out of which 50 questions are to be answered) |
50x2=100 |
1¼ Hours (From 09.30 am to 10.45 am) |
|
First Session |
II |
50 compulsory questions |
50x2=100 |
1¼ Hours ( From 10.45 am to 12.00 Noon) |
|
Second Session |
III |
75 compulsory questions |
75x2=150 |
2½ Hours ( From 01.30 pm to 04.00 pm) |
Subjects:
Economics, Philosophy, Anthropology, Political
Science, Psychology, Sociology, Commerce, History, Education, Defence and
Strategic Studies, Social Work, Home Science, Population Studies, Public
Administration, Music, Management, English, Hindi, Kannada, Maithili,
Bengali, Malayalam, Punjabi, Sanskrit, Tamil, Telugu, Oriya, Urdu, Arabic,
Linguistics, Dogri, Manipuri, Assamese, Rajasthani, Gujarati, Marathi,
French, Nepali, Chinese, Spanish, Russian, Persian, German, Japanese, Adult
Education/ Continuing Education/ Andragogy/ Non Formal Education, Physical
Education, Indian Culture, Arab Culture and Islamic Studies, Labour
Welfare/Personnel Management/Industrial Relations/ Labour and Social
Welfare/Human Resource Management, Library and Information Science, Mass
Communication and Journalism, Jaina, Buddhist, Gandhian and Peace Studies,
Law, Comparative Study of Religions, Performing Arts – Dance/Drama/Theatre,
Museology & Conservation, Archaeology, Criminology, Tribal and Regional
Language/Literature, Folk Literature, Sanskrit Traditional Subjects
(including Jyotis ha/Sidhanta Jyotisha/ Navya Vyakarna/ Vyakarna/ Navya
Nyaya/ Sankhya Yoga/ Mimamsa/ Tulanatmaka Darsana/ Madhva Vedanta/ Dharma
Sastra/ Shukla Yajurveda/ Sahitya/ Purana-itihasa/Agama/Advaita Vedanta),
Comparative Literature, Women Studies, Visual Arts (including Drawing &
Painting/Sculpture/ Graphics/Applied Art/History of Art), Geography 8,
Social Medicine & Community Health, Forensic Science, Pali, Kashmiri,
Konkani, Computer Science and Applications, Electronic Science,
Environmental Sciences, International and Area Studies 9, Bodo, Prakrit,
Human Rights and Duties, Tourism Administration and Management
Syllabus:
UGC NET Education Paper II
1. Philosophical Foundation
of Education
Relationship of Education and Philosophy
Western Schools of Philosophy :
- Idealism, Realism, Naturalism, Pragmatism,
Existentialism, Marxism with special reference to the concepts of
knowledge, reality and values their educational implications for aims,
contents and methods of education.
- Indian Schools of Philosophy (Sankhya,
Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to
the concept of knowledge, reality and values and their educational
implications.
- Contributions of Vivekananda, Tagore,
Gandhi and Aurobindo to educational thinking.
- National values as enshrined in the
Indian Constitution, and their educational implications.
- Modern concept of Philosophy :
Analysis – Logical analysis. Logical empiricism and Positive relativism –
(Morris L. Prigge).
2. Sociological Foundations of Education
Relationship of Sociology and Education
-
Meaning and nature of Educational Sociology
and Sociology of Education. Education – as a social subsystem – specific
characteristics Education and the home.
- Education and the
Community 6with special reference to Indian Society
- Education and
Modernization.
- Education and
Politics.
- Education and
Religion.
- Education and
Culture.
- Education and
Democracy.
- Socialization of the
Child.
- Meaning and Nature of
Social Change.
- Education as related
to Social Stratification and Social Mobility.
- Education as related
to Social Equity and Equality of Educational Opportunities.
- Constraints on Social
Change in India (Caste, Ethnicity, Class, Language, Religion,
Regionalism).
-
Education of the socially and economically disadvantaged
sections of the society with special reference to scheduled castes and
scheduled tribes, women and rural population.
3. Psychological Foundations of Education
Relationship of Education and Psychology
-
Process of Growth and Development.
- Physical, social,
emotional and intellectual.
- Development of
concept formation, logical reasoning, problem solving and creative
thinking; language development.
- Individual
differences – determinants; role of heredity and environment; implications
of individual differences for organising educational programs.
Intelligence – Its theories and
measurement.
Learning and Motivation
-
Theories of learning – Thorndike is
connectionism; Pavlov’s classical and Skinner’s operant conditioning;
Learning by insight; Hull’s reinforcement
- theory and
Tolman’s theory of learning;’ Lewin’s – Field theory.
- Gagne’s Hierarchy of
Learning.
- Factors Influencing
Learning.
- Learning and
Motivation.
- Transfer of learning
and its theories.
Psychology and education of exceptional children – creative, gifted,
backward, learning disables and mentally retarded.
Personality – type and trait theories – measurement of personality
Mental health and hygiene – process of adjustment, conflicts and defence
mechanism, mental hygiene and mental health. Sex Education
Guidance.
4. Methodology of Educational Research
-
Nature and Scope of Educational Research.
- Meaning and Nature.
-
Need and Purpose.
- Scientific Inquiry
and Theory Development – some emerging trends in research Fundamental –
Applied and Action Research.
- Formulation of
Research Problem.
- Criteria and sources
for identifying the problem.
- Delineating and
Operationalizing variables.
- Developing
Assumptions and Hypothesis in various types of Research.
- Collection of Data
Concept of population and sample various methods of sampling
Characteristics of a good sample.
- Tools and Techniques.
- Characteristics of a
good research tool.
- Types of research
tools and techniques and their uses.
- Questionnaire –
Interviews – Observations.
- Tests and scales,
projective and sociometric techniques.
- Major Approaches to
Research.
- Descriptive Research.
- Ex – post facto
Research.
- Laboratory
Experiment.
- Field Experiment.
- Field Studies.
- Historical Research.
Analysis of Data
Descriptive and Inferential Statistics. The null hypothesis, test of
significance, types of error, one – tailed and two – tailed tests.
The t – test.
The F – test (one – way and ANOVA) Non – Parametric tests (Chi – square
test).
Biserial, point – biserial. tetrachoric and phi – coefficient of
correlation.
Partial and multiple correlations.
UGC NET Education Paper III (A) [ Core Group ]
Unit – I
Western Schools of Philosophy :
Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special
reference to the concepts of knowledge, reality and values; their
educational implications for aims, contents and methods of education.
Indian Schools of Philosophy (Vedanta, Buddhism, Jainism, Islamic
traditions) with Special Reference to the Concepts of Knowledge, Reality and
Values and their Educational Implications.
Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and
Aurobindo to educational thinking.
Unit – II
Meaning and Nature. Education and Social change, constraints on social
change (caste, ethnicity, class, language, religion, population and
regionalism).
Education as related to social equity and equality of educational
opportunities. Education of socially and economically disadvantaged section
of society with special reference to scheduled castes and scheduled tribes,
women and rural populations.
Unit – III
Process of Growth and Development
-
Physical, Social, Emotional and
Intellectual.
-
Development of Concept Formation, Logical Reasoning, Problem – Solving and
Creative Thinking Language Development.
Individual differences – determinants – role
of heredity and environment. Implications of individual differences for
organising educational programs.
Unit – IV
Intelligence – its Theories and Measurement
Learning and Motivation :
-
Theories of Learning:
Thorndike’s conditions, Pavlov’s classical and Skinner’s operant
conditioning; learning by insight. Hull’s reinforcement theory and
Tolman’s theory of Learning.
- Gagne’s Hierarchy of
Learning.
- Factors Influencing
Learning.
- Learning and
Motivation.
- Transfer of learning
and its theories.
Unit – V
-
Personality – type and trait Theories –
Measurement of Personality Mental Health and Hygiene.
- Process of
adjustment, conflicts and defence mechanism, mental hygiene.
Unit – VI
-
Concept and principles of guidance and
counselling, types of guidance and counselling.
- Tools and Techniques
of Guidance – records, scales and tests, techniques, interview.
- Organizing Guidance
services at different levels of education, occupational information, kinds
of services, like information, testing, counselling and follow – up.
Unit – VII
-
Sample : Concept
of Population and Sample, various methods of sampling.
-
Hypotheses : Concept,
difference with Assumptions, Source, various types of Hypothesis.
-
Tools : Questionnaire,
Observation and Interview as Tools of Data Collection, Tests and Scales.
Unit – VIII
-
Descriptive Research, Ex – post facto
Research, Survey Research, Historical Research.
-
Experimental
Research : Designs
of experimental research, characteristics. Internal and external validity
in experimental research.
-
Qualitative
Research : Phenomenologlcal
Research, Ethnomethodical and Naturalistic inquiry.
Unit – IX
-
Universalization of elementary education in
India.
- Vocationalization of
education in USA and India.
- Educational
administration in USA, UK (Britain and Ireland) and India.
- Distance education
and continuing education in Australia,
UK and India.
Unit – X
Construction and Development of Curriculum
Different Models – Administrative – Grass root – Demonstration – System
Analysis – Curriculum Evaluation – Formative – Summative – Interpretation of
evaluation results.
UGC NET Education Paper III (B) [ Elective /
Optional ]
Elective – I
Development of Modern Concept of Educational Administration from 1900 to
Present – day.
-
Taylorism
- Administration as a
process
- Administration as a
bureaucracy
- Human Relations
Approach to Administration
Meeting the Psychological needs of employees, systems approach specific
trends in Educational Administration such as (a) Decision making, (b)
Organizational Compliance, (c) Organizational Development, (d) PERT, (e)
Modern Trends in Educational Management.
Leadership in Educational Administration :
-
Meaning and Nature of Leadership
- Theories of
Leadership
- Styles of Leadership
- Measurements of
Leadership
Educational Planning :
-
Meaning and Nature
- Approaches to
Educational Planning
- Perspective Planning
- Institutional
Planning
Educational Supervision :
-
Meaning and Nature
- Supervision as
Service Activity
- Supervision as a
Process
- Supervision as
Functions
- Supervision as
Educational Leadership
- Modern Supervision
- Functions of
Supervision
- Planning the
Supervisory Program
- Organizing
Supervisory Program
- Implementing
Supervisory Program
Elective – II
Educational Measurement and Evaluation Concept, Scope, need and relevance
Tools of measurement and evaluation subjective and objective tools, essay
test objective test, scales, questionnaires, schedules, inventories,
performance tests.
Characteristics of a good measuring Instrument :
-
Validity
- Reliability
- Norms
- Usability
Test Standardization :
-
Norm – referenced and criterion – referenced
tests, scaling-standard scores. T – Scores and C – scores.
- Steps in the
standardization of a test.
Measurement of achievement, aptitudes, intelligence, attitudes, interests
and skills.
Interpretation of test-scores and methods of feedback to students.
New Trends :
Grading, Semester, Continuous Internal Assessment, Question Bank, uses of
computer in evaluation, qualitative analysis.
Elective – III
-
Meaning and Scope of Educational Technology :
- Educational
Technology as systems approach to education.
- Systems approach in
educational technology and its characteristics.
- Components of
educational technology, software, hardware Multi – media approach in
Educational Technology.
- Modelities of Teaching –
difference between teaching and instruction, conditioning and training.
- Stages of teaching –
pre – active. interactive and post-active Teaching at different levels –
memory, understanding and reflective.
- Modification of
teaching behaviour : Microteaching, Flander’s Interaction Analysis,
simulation.
- Programmed
Instruction (origin, types, linear and branching, development of
programmed instruction material – linear / branching model, teaching
machines, computer assisted instruction.
-
Models of
Teaching : Concept,
different families of teaching models
- Designing
Instructional System.
- Formulation of
instructional.
- Objectives Task.
- Analysis Designing
of Instructional Strategies, such as Lecture, Team Teaching, Discussion,
Panel Discussion, Seminars and Tutorials.
-
Communication
Process : Concept
of communication, Principles. Modes and Barriers of communication,
Classroom communication (interaction verbal and non – verbal).
-
Distance
Education : Concept,
Different contemporary systems, viz., Correspondence, Distance and open;
Student support services; Evaluation Strategies in Distance Education;
Counselling Methods in Distance Education.
- Development of
Evaluation Tools – Norm – referenced and criterion – referenced tests.
Elective – IV
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Concept and Nature of Special
Education
* Objectives
* Types
* Historical perspective
* Integrated education |
Education of Mentally Retarded
* Characteristics of the retarded
* Educable mentally retarded
* Teaching strategies
* Enrichment programs
* Remedial programs
* Etiology and prevention
* Mental hygiene as remediation |
Education of the visually impaired
* Characteristics
* Degree of impairment
* Etiology and prevention
* Educational programs |
Education of the Hearing Impaired
* Characteristics
* Degree of impairment
* Etiology and prevention
* Educational programs |
|
Education of the Orthopaedically
Handicapped
* Types of handicap
* Characteristics
* Educational programs |
Education of the Gifted and Creative
Children
* Characteristics
* Creativity and identification process
* Educational Programs |
Learning Disabled Children
* Characteristics
* Identification
* Educational Program |
Education of Juvenile Delinquents
* Characteristics
* Problems of alcoholion, drug addiction
* Anti – Social and character disorder
* Educational Programs for Rehabilitation |
Elective – V
Teacher Education : Historical
perspective Recommendations Of various commissions on teacher education;
Kothari Commission.
National Policy on Educationa
Aims and objectives of teacher education at :
-
Elementary Level
- Secondary Level
- College level
Teaching as a Profession :
-
Professional organisations for various levels
of teachers and their role; performance appraisal of teachers.
- Faculty improvement
program for Teacher Education.
Types of teacher education programs and agencies :
-
Inservice Teacher Education.
- Preservice Teacher
Education.
- Distance Education
and Teacher Education.
Orientation and Refresher courses Current Problems :
-
Teacher Education and Practicing Schools
- Teacher Education and
Other Institutions
- Preparing Teachers
for special schools
Areas of Research :
-
Teaching Effectiveness
- Criteria of Admission
- Modification of
Teacher Behaviour
- School Effectiveness
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