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| Syllabus Education ugc net |
EDUCATION SYLLABUS FOR UGC NET EXAM 2021
Educational Research : UNIT I
a) The contributions of Indian theoretical schools
(Sankhya Yoga, Vedanta, Buddhism, Jainism), with special mention of Vidya,
Dayan and Darshan; b) Western Schools of Meditation (idealism, realism,
naturalism, The contribution of pragmatism, Marxism, and existentialism) and
its commitment to education are based on unique data, information and
intelligence. c) Methodological Sociology of Education (Representative
Interaction, Structural Functionalism and Conflict Theory). The concept and
type of social system and its capabilities (family, school, and society), the concept
of social movement, the theory of social movement (relative deprivation,
resource mobilization, political process theory, and new social movement
theory) d) Socialization and teaching School education and culture
Contributions of planners (Swami Vivekananda, Rabindranath Tagore, Mahatma
Gandhi, Aurobindo, J. Krishnamurthy, Paulo Freire, Wollstonecraft, Nel Noddings
and Savitribai Phule) to the guiding ideology of promoting social change,
national values in the Indian Constitution: socialism,
secularism Doctrine, fairness, freedom, majority rule, correspondence
education, rarely mentioned training opportunities
The history of education, politics, and economics UNIT :2
a) Committees and committees’
contribution to teacher training. Secondary Education Committee (1953), Kothari
Education Committee (1964-66), National Education Policy (1986, 1992), National
Teachers Council (1999), National Curriculum Framework 2005, National Knowledge
Council (2007), Yashpal Council Report (2009), National Curriculum Teacher
Training Framework ( 2009)), the report of the Verma Judicial Committee (2012)
b) The relationship between policies and education, the link between education
policies and national development plans, the determinants of education policies
and the policy definition process: current situation analysis, strategic
choices Era, the evaluation of strategic choices, the determination of method
choices, the organization of strategy execution, the evaluation of strategic
impact and the subsequent disposal cycle. c) The concept of educational
economics: cost-benefit analysis and cost-benefit analysis in education,
economic reviews of higher education signal theory and human capital theory,
the concept of education financing; education accounts at the micro and macro
levels, budget concepts d) politics and The relationship of education, the
views of liberal, conservative and critical education policy, the method of
realizing politics (behaviourism, system analysis theory and rational choice
theory), political development education and political socialization.
Learners and the learning process UNIT 3
a) Growth and development: concepts and standards, cognitive processes and stages of cognitive development, personality: definitions and assumptions (Freud, Carl Rogers, Gordon Allport, Max Wertheimer, Kurt ·Kovka), mental health-existence and mental cleanliness b) the unification of multiple intellectual methods: the concept of social insight, numerous insights, passionate insight Sternberg, Gardner's theory of intelligence, intelligence assessment, problem solving Concepts, critical reasoning, metacognition and creativity c) Principles and theoretical learning: behavior i Sta, cognitive and social learning speculation, factors affecting social learning, social capabilities, social perception concepts, social relations and socialization Understanding of goals d) Guidance and advice: nature, principles and necessity, type of direction (guidance, professionalism, personal, welfare and social and guidance, non-authorization and compromise), counseling methods-cognitive behavioral counseling (Albert ·Ellis-REBT) and Humanities, People First (Carl Rogers)-Consulting Theory (Behavior, Reason, Emotion and Reality)
Teacher Training UNIT 4
a) The meaning, nature and scope of teacher training; types of teacher training programs , The structure of the teacher training curriculum and its vision in the NCERT and NCTE curriculum documents at the elementary, middle and high school levels, the organization of the training section, the pre-administrative teacher training transaction method (for institutional courses), explanatory, collaborative, and experiential learning b ) To understand the knowledge base of teacher training from the perspectives of Shulman, Deng, Luke and Habermas, the significance of reflective teaching and the strategies to promote reflective teaching, teacher training model: behavioral, ability-based, and inquiry-based Oriented teacher training. Model c) The concept, needs, purpose and scope of administrative teacher training, the organization and mode of administrative teacher training, regional, state and national administrative teacher education institutions and institutions (SSA, RMSA, SCERT, NCERT, NCTE and UGC), in Preliminary considerations (purpose, duration, resources and budget) in management planning and management of teacher training plans d) Professional and professional concepts, professional teaching, teacher professional ethics, personal and background factors that affect teacher development, ICT integration, teacher training professional Innovative quality improvement for teacher.
Teacher training innovation: Curriculum research UNIT 5
a) Curriculum concepts and principles, curriculum development strategies, the stages in the curriculum development process, the basis of planning and planning n Research-philosophical basis (national, based on popularity), Sociological premises (social social entertainment), psychological basis (students’ requirements and interests), bank statements and the role of national statutory institutions-UGC, NCTE and universities in curriculum development b) Curriculum design model: traditional and modern models ( Academic/discipline-based model, ability-based model, social function/activity model [social reconstruction], interest and demand model individual, result-based integrated model, intervention model, CIP model (context, input, process, product model) c ) Teaching system, teaching media, teaching technology and materials to improve education plan transactions, evaluation methods Curriculum: courses and teaching methods (based on academic and ability methods), curriculum evaluation models: Mo Tyler's delo, Stakes Model, Scriven Model, Kirkpatrick Model d) The meaning and type of curriculum changes, factors that affect educational plan changes, methods of educational plan changes, alternative students, teachers, and supervisors' guiding role in the changes and improvements of educational plans, the scope of review of educational plans and courses Research type of research in Curriculum Studies
Research
in schooling UNIT 6
a) that means and
Scope of instructional research, meaning and steps of clinical technique,
characteristics of medical method (Replicability, Precision, Falsifiability and
Parsimony), varieties of scientific technique (Exploratory, Explanatory and
Descriptive), goals of research as a scientific interest: problem-solving,
concept constructing and Prediction, varieties of studies (fundamental, applied
and motion), methods to academic research (Quantitative and Qualitative),
Designs in instructional studies (Descriptive, Experimental and ancient)
b) Variables:
which means of standards, Constructs and Variables, kinds of Variables
(impartial, based, Extraneous, Intervening and Moderator), Hypotheses - concept,
sources, types (studies,Directional, Non-directional, Null), Formulating
hypothesis, characteristics of a very good speculation, Steps of Writing a
studies thought, concept of Universe and sample, characteristics of a very good
sample, strategies of Sampling (opportunity and Non-probability Sampling), gear
of studies - Validity, Reliability and Standardisation of a device, types of
gear (score scale, mind-set scale, Questionnaire, aptitude check and
fulfillment take a look at, inventory), techniques of studies (remark,
Interview and Projective techniques)
c) kinds of size
Scale (Nominal, Ordinal, interval and Ratio), Quantitative statistics analysis
- Descriptive information evaluation (Measures of important tendency,
variability, fiduciary limits and graphical presentation of facts), testing of
hypothesis (type I and sort II errors), tiers of importance, energy of a
statistical take a look at and impact length, Parametric techniques, Non-
Parametric techniques , conditions to be glad for using parametric strategies,
Inferential information analysis, Use and Interpretation of statistical
strategies: Correlation, t-check, z-test, ANOVA, chi-rectangular (identical
opportunity and ordinary probability hypothesis). Qualitative data analysis -
information reduction and class, Analytical Induction and constant contrast,
concept of Triangulation
d) Qualitative
research Designs: Grounded theory Designs (types, characteristics, designs,
Steps in carrying out a GT studies, Strengths and weak spot of GT) - Narrative
studies Designs (that means and key traits, Steps in engaging in NR layout),
Case observe (meaning, characteristics, components of a CS design, forms of CS
design, Steps of carrying out a CS research, Strengths and weaknesses),
Ethnography (which means, traits, Underlying assumptions, Steps of engaging in
ethnographic studies, Writing ethnographic account, Strengths and weaknesses),
mixed method Designs: characteristics, styles of MM designs (Triangulation,
explanatory and exploratory designs), Steps in conducting a MM designs,
Strengths and weak spot of MM research.
Pedagogy,
Andragogy and assessment UNIT 7
a) Pedagogy,
Pedagogical evaluation - idea and tiers, critical Pedagogy- meaning, need and
its implications in instructor training, Organizing coaching: memory level
(Herbartian version), information degree (Morrison teaching model), Reflective
stage (Bigge and Hunt teaching model), concept of Andragogy in
training:meaning, standards, abilties of Self-directed studying, idea of
Andragogy (Malcolm Knowles), The Dynamic version of Learner Autonomy
b) assessment –
that means, nature, views (evaluation for studying, assessment of learning and
evaluation of learning) - styles of evaluation (Placement, formative,
diagnostic, summative) relations between targets and outcomes , evaluation of
Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and psychomotor
domains (R.H. Dave) of gaining knowledge of
c) assessment in
Pedagogy of education: remarks devices: meaning, sorts, criteria, guidance as a
comments devices: assessment of Portfolios, Reflective journal, subject
Engagement the usage of Rubrics, Competency primarily based assessment,
evaluation of teacher organized ICT resources
d) evaluation in Andragogy of training - interaction evaluation: Flanders’ interplay evaluation, Galloway’s system of interplay evaluation (Recording of school room events, production and Interpretation of interplay Matrix), criteria for instructor assessment (Product, method and Presage standards, Rubrics for Self and Peer evaluation (meaning, steps of production).
Technology in/ for training UNIT 8
a) concept of
tutorial generation (ET) as a subject: (statistics technology, communication
technology & records and verbal exchange era (ICT) and academic technology,
programs of instructional technology in formal, non formal (Open and Distance
mastering), informal and inclusive schooling structures, assessment of
Behaviourist, Cognitive and Constructivist Theories and their implications to
instructional layout (Skinner, Piaget, Ausubel, Bruner, Vygotsky), courting
among learning Theories and instructional techniques (for massive and small
corporations, formal and non formal organizations )
b) structures
method to instructional design, models of improvement of tutorial layout (ADDIE,
guarantee, Dick and Carey model Mason’s), Gagne’s 9 events of guidance and 5
E’s of Constructivism, nine elements of Constructivist educational design,
application of computers in schooling: CAI, CAL, CBT, CML, concept, method of
preparing ODLM, idea of e getting to know, techniques to elearning (Offline, on
line, Synchronous, Asynchronous, combined mastering, cellular getting to know)
c) emerging
tendencies in e learning: Social learning (idea , use of web 2.zero tools for
studying, social networking web sites, blogs, chats, video conferencing,
dialogue discussion board), Open training resources (creative not unusual, big
Open online courses; idea and alertness), E Inclusion - idea of E Inclusion,
software of Assistive era in E gaining knowledge of , high-quality of E
studying – Measuring exceptional of device: statistics, system, carrier,
consumer satisfaction and net blessings (D&M IS success model, 2003), moral
issues for E Learner and E trainer - teaching, getting to know and studies
d) Use of ICT in
evaluation, administration and research: E portfolios, ICT for studies -
on-line Repositories and on-line Libraries, on line and Offline assessment gear
(on-line survey gear or take a look at mills) – idea and development.
Educational control, management and leadership UNIT 9
a) instructional
management and administration – which means, concepts, capabilities and
importance, Institutional constructing, POSDCORB, CPM, PERT, control as a
machine, SWOT analysis, Taylorism, management as a technique, management as a
paperwork, Human family members technique to management, Organisational
compliance, Organinsational development, Organisational climate
b) leadership in
educational management: that means and Nature, methods to leadership: Trait,
Transformational, Transactional, price based, Cultural, Psychodynamic and
Charismatic, models of management (Blake and Mouton’s Managerial Grid,
Fiedler’s Contingency version, Tri-dimensional version, Hersey and Blanchard’s
model, chief-Member exchange principle)
c) concept of nice
and nice in schooling: Indian and worldwide perspective, Evolution of best:
Inspection, exceptional manipulate, best assurance, overall first-rate
management (TQM), Six sigma, satisfactory professionals: Walter Shewart, Edward
Deming, C.okay Pralhad
Inclusive
education UNIT 10
a) Inclusive
education: concept, principles, Scope and goal organizations (diverse freshmen;
inclusive of Marginalized group and novices with Disabilities), Evolution of
the Philosophy of Inclusive schooling: special, integrated, Inclusive
education, legal Provisions: regulations and legislation (countrywide coverage
of training (1986), Programme of movement of movement (1992), folks with
Disabilities Act (1995), national coverage of Disabilities (2006), national
Curriculum Framework (2005), Concession and facilities to diverse newbies
(academic and economic), Rehabilitation Council of India Act (1992), Inclusive
schooling beneath Sarva Shiksha Abhiyan (SSA), functions of UNCRPD (United
countries convention on the Rights of people with Disabilities) and its
Implication
b) idea of
Impairment, incapacity and Handicap, category of Disabilities based totally on
ICF version, Readiness of faculty and fashions of Inclusion, incidence, types,
characteristics and academic wishes of diverse beginners’ intellectual, bodily
and multiple Disabilities, reasons and prevention of disabilities,
identification of diverse newbies for Inclusion, instructional assessment
techniques, techniques and gear
c) planning and
control of Inclusive school rooms: Infrastructure, Human useful resource and
educational Practices, Curriculum and Curricular diversifications for various
beginners, Assistive and Adaptive generation for various newbies: Product (Aids
and home equipment) and method (Individualized education Plan, Remedial
coaching), discern-expert Partnership: role of mother and father, friends,
specialists, instructors, faculty
d) barriers and
Facilitators in Inclusive schooling: mind-set, Social and educational,
cutting-edge popularity and moral issues of inclusive training in India,
studies trends of Inclusive schooling in India.
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