1. List-I gives levels of Teaching Activities and List II provides teacher learner activities with underlying purpose)
    1. Autonomous Development Level – Feeling of autonomy with little or no scope for teacher intervention – Purpose is to promote self-feelings leading to a sense of freedom.
    2. Memory Level – Clear and systematic presentation of facts and their description with an eye on correct retention – The main emphasis  is on  orderly presentation of thoughts leading to their longer retention
    3. Understanding Level – Emphasis on positive and negative examples with a view to promote concept attainment – The main objective  is to know  the subject in depth and developing insight leading to clarity of structures
    4. Reflective Level – Problem raising and problem solving by teachers and students in a participatory mode – The basic purpose  is to engage students in clear, coherent and critical thinking leading to patterns of thought.
  2. A teacher educator offers immediate comments in the following form for classroom behaviour as being practiced by the student teacher “No, you should do  it rather this way
    1. This is  an example  of : Corrective feedback
  3. Action Research in the field of teacher education
    1. Improving teaching skills of student teacher.
    2. Modification of teaching behavior of trainees.
    3. Enhancing professional competencies of both trainees and teacher educators.
  4. In behavioristics model of teacher education more stress is given on  Skill development
  5. The four ‘D’ model of dream, discover, design and deliver will be the best fit with the Competency based models of teacher education .
  6. List I Models of teacher education List II Description
    1. Competency based – Participants become proficient through demonstrating mastery
    2. Behaviouristic – Principle of operant conditioning used for teacher training
    3. Inquiry oriented – Participants explore academic content by posing and investigating question
  7. An inquiry oriented activity in which the information comes from resources on the internet, optimally supplemented with video conferencing is called Web Quest.
  1. the following are considered as key behaviors  of effective teaching as evident from researches
    1. Lesson clarity implying the extent, to which teacher’s presentation is clear to the class
    2. Instructional variety involving teacher’s variability and flexibility during presentation.
    3. Student success rate implying the rate at which students understand and correctly complete the  exercises.
  2. Difference between various modalities of teaching such as instruction, conditioning and training and that of teaching depends in critical terms on which of the following
    1. Use of intelligence
  3. In the two sets given below, Set-I embodies the domain of teaching competencies while Set-II provides the specific competencies which make a teacher effective
    1. Personality and attitude related competencies – Self efficacy and locus of control.
    2. Behavioural competencies – Teaching and managing
    3. Substantive competencies – Subject and general knowledge
    4. Style related competencies – Dynamism and flexibility.
  4. Assertion (A): Teacher education curriculum has to give enough scope to learners for developing their own logical thinking and problem solving ability.
    1. Reason (R): The learners today need considerable freedom to explore, enquire and investigate. 
    2. Both (A) and (R) are true and (R) is the correct explanation of (A).
  5. the current problems of teacher education
    1. Launching of integrated programmes without adequate preparation on the part of sponsors.
    2. Inadequate or no dialogue between teacher education institutions and the practising schools.
    3. Apathy and competence level of teacher educators.
    4. Enhanced duration of courses without attention on time intensive transactional strategies.
    5. No space for faculty improvement programme for teacher educators
  1. Inservice teaching include
    1. to develop comprehensive programmes for professional development of secondary school teachers
    2. a teacher should continue his/her education to attain competency in teaching methodology
    3. faculty development programmes for teacher educators should be institutionalized.
  2. Refresher Courses has been put in place for faculty improvement programmes in teacher education.
    1. Developing professional competencies and skills relating to effective communication.
    2. Advancing and updating the knowledge of subject matter and pedagogy.

Understanding Knowledge base of Teacher Education:

  1. In behavioristic model of teacher education more stress is given on skill development
  2. Schulman coined – pedagogical content knowledge
    1. Need for teachers to integrate their knowledge of subject matter with content specific pedagogical strategies – successful teaching outcomes
  3. Deng and luke
    1. three concepts of knowledge proposed by Deng and Luke – Disciplinary, practical, experimental.
  4. Kolb’s experiential teaching learning Feel, watch, think and do.
  5. Habermas Approach includes:
    1. Emancipatory reflection.
    2. Modes of discovering knowledge.
    3. Hypothetical deduction.
      1. Critical-emancipatory approaches to program evaluation is largely based on action research for the purposes of social transformation
  6. Theory of Habermas which is useful way to explore knowledge and its impact on student engagement- Knowledge-constitutive Interest Theory
  7. Assertion (A): The quality of reflection is determined by the ability to match teaching behaviour to the established codes
    1. Reason (R) : In technical approach to reflection propositional knowledge is reflected upon and then applied to practice.
      1. Both (A) and (R) are true but (R) is not the correct explanation of (A)
  8. When A teacher is organizing reflective level academic deliberations in the classroom – Transactional communication.
  9. The communication process is active and interactive at a very high level in reflective level of teaching.
  10. In the following list of statements identify those which are related to interactive stage of teaching. For indicating your answer select from the code.
    1. The teacher organizes learning tasks and monitors them.
    2. The teacher takes a planned repetition
    3. The teacher keeps students maximally ‘on task and minimally off task’.
  1. a most objective tool for assessing reflective teaching
    1. Video recording
  2. an example of reflective writing assignment 
    1. Learning diary
    2. Peer review
    3. Reflective notes
  3. According to signaling theory  There is reflection of correlation between education and unobserved ability
  4. A teaching process where teachers think over their teaching practices, analyzing how some thing was taught and how the practice might be improved or changed for better learning outcomes is  Reflective teaching.
  5. In developing ‘learning-outcome based curriculum’, the formulation of objectives in behavioural terms poses challenge for Learning of critical and creative thinking.
  1. In Teacher Education reflective teaching styles is emphasised by action words
    1. Engage, explore and evaluate
    2. Explain, clarify and elaborate
  2. The most appropriate in encouraging reflection amongst learners- Think, Pair and Share Sessions.

Agencies and Institutions:

  1. NCTE was given statutory status in the year,1993
  2. In 1997, NCTE developed a Code of Professional Ethics for Teachers
  3. National Curriculum framework for Teacher Education in India (2009) was developed by NCTE
  4. Implementation of curricular of teacher education is the direct responsibility of NCTE.
  5. The purpose of establishing the NCTE is to  To improve the quality of teacher education
  6. The three components of teacher education suggested by NCTE are competency, commitment and Performance .
  7. NCERT is directly responsible for the professional growth of school teachers in India.

Professionalism:

  1. To improve preservice teacher education programme the aspirants for teaching profession be screened for their aptitude in teaching.
    1. Statement II: Faculty improvement programme for teachers should be regularized to improve in-service teacher education.
    2. Both S-1 and S-2 are true
  2.  pre-service teacher education is related to Proper screening of teaching aspirants through teaching aptitude tests.
  3. The main objectives of pre-service teacher education program are
    1. Preparing teachers with positive attitude towards children, learning, school and manual work.
    2. Developing professional competencies and skills relating to effective communication.
    3.  Inculcating skills of organising co-curricular activities.
  4. The  basic  competencies  needed  for  an  effective  teacher  education  programme  have  to  be related to which of the following personality and attitude related domains?
    1. Locus of control
    2. Self-efficacy
    3. Positive expectancy
  5. The characteristics of profession are
    1. membership of a professional organisation
    2. Long duration of pre-service training
    3. working with service motive.
  6. For describing teaching as a Profession
    1. Teaching Profession has an organized body of knowledge
    2. Teaching Profession implies a set of attitudes
    3. Teaching Profession has its own code of moral ethics
    4. Duration of Teacher Training Programme is a professional pre-requisite
  7. For describing teaching as a profession the following statements are most appropriate
    1. Long or short duration of training has effect on making teaching skill repertoire representative
    2. A well defined performance standard facilitates professional acquisition
    3. An organised body of knowledge brings sophistication in a profession.

  1. activities will be considered most relevant for pre-active stage of teaching
    1. Writing of instructional objectives
    2. Preparation of Lesson Plan
  2. Set-I (Interventions of kothari commission)  Set-II  (Target  Stage/Group)
    1. Two-year training course  – Primary level (Pre-service Training)
    2. One-year training course having 230 working days- Secondary level (Pre-Service Training) 
    3. Organization  of  summer  institutes – In-service training of staff
    4. Correspondence  courses  and study leave – Unqualified teachers 
  3. Recommendations given by Kothari Education Commission for Free and Compulsory Education:
    1. Strenuous efforts should be made for the early fulfillment of the Directive Principle underArticle 45 of the Constitution seeking to provide free and compulsory education for all children up to the age of 14.
    2. Suitable programs should be developed to reduce the prevailing wastage and stagnation in schools and
    3. to ensure that every child who is enrolled in school successfully completes the prescribed course
  4. For describing teaching as a profession, which of the following statements are most appropriate
    1. Long or short duration of training has effect on making teaching skill repertoire representative
    2. A well defined performance standard facilitates professional acquisition
    3. An organized body of knowledge brings sophistication in a profession.
  5. Developing teacher code for transaction of teaching-learning systems has relatively greater promise for professionalisation of teacher education in India.
  6. Assertion  (A)  : There  have  been  conscious  efforts  to  bring  together  all teacher  education programmes, at various stages, leading to stage specific and programme specific different forms of knowledge base.
    1. Reason (R) :NCTE acquired statutory status and brought a discussion document on teacher Education.
    2. Both (A) and (R)  are true and (R) is not the  correct explanation of (A)
  7. Professionalization of Teacher Education is needed
    1. to enrich teacher’s knowledge of subjects being taught
    2. to sharpen teaching skills in the classroom.
    3. generate and contribute new knowledge for the profession.
  8. The components of practicum in teacher education courses are included to provide Acquisition of professional competencies.
  9. In the following two sets, Set I indicates various components of teacher education programme and set II gives the rationale for providing such components.
    1. Foundation courses – For enabling the students to understand the basic principles underlying teaching learning process
    2. Elective courses – For promoting application of knowledge and skills
    3. Practical and Practicum courses – For providing situations of applying pedagogical knowledge of skills.
    4. Enhancing professional  – For broad basing the competencies of teaching.
  10. List I mentions the strategies for development of the competencies and List II indicates the specific competencies.
    1. List I (Strategy) List II (Competency)
      1. Action research – School community relationship competencies
      2. Interaction analysis procedures – Diagnostic skill related competencies –
      3. Simulation – Perceptual skill related competencies
      4. Microteaching – Core teaching skills related competencies
  11. For modifying teaching behaviour, strategies which have been supported by research evidence Interaction analysis procedure.
  12. The focus of the Ned Flanders interaction analysis categories system is on the study of:
    1. A Verbal behaviour of students
  13. In modifying teaching behaviour which of the following focuses on teacherñlearner exchanges leading to influence patterns Ned Flander’s procedure of systematic observation.
  14. The contextual factors which tend to affect teacher development in India
    1. The schools are lacking in adequate ICT support
    2. The modern society is averse to teacher status
    3. There is little or no scope for capacity building for teachers.
  15. For the systematic improvement of teacher education,
    1. Curriculum of teacher education courses should be updated.
    2. Teacher education programmes should be monitored periodically.
    3. Continuous professional development programmes should be conducted.
  16. Those related to in-service teacher education programme
    1. There is an urgent need to develop comprehensive programmes for continuing professional development of secondary school teachers.
    2. A teacher should continue her/his education to attain competency in teaching methodology.
    3. Faculty development programmes for teacher educators should be institutionalised.
  17. the following programmes are related to quality improvement in in-service education of teachers.
    1. Skill development programmes
    2. Induction training
    3. Micro simulation for competency development
  18. Orientation and refresher courses are the devices for competency building in
    1. In-service teacher education
  19. In  Planning  In-service  Teacher  Education  programs  in  India
    1. making in-service teaching-learning systems as an integral part of teacher preparation
    2. focusing on human resource development
    3. Emphasis on building commitment and confidence level  of teachers
  20. Assertion (A) : Planning for instructions refers to the decisions made about organising, implementing and evaluating instruction.
    1. Reason (R) : Planning gives a sense of direction and through this a feel of confidence to the teacher. It helps the teacher to become a reflective decision maker about instruction.
    2. Both (A) and (R) are correct and (R) is the correct explanation of (A)
  21. Continuing professional development and updating of a teacher is an essential requirement to ensure that Teacher should play an active part in the process of qualitative improvement of education.
  22. The strategies which is most appropriate for identifying the training needs of in-service teachers,
    1. Using can-do-will do analysis.
  23. For application of Total Quality Management (TQM) in teacher education
    1. Can do, Will do analysis for specified groups of teacher education
    2. SWOC  analysis  by  teacher  educators
    3. Action research  projects  to  improve  school  practices
  24. An effective programme of teacher education aims at developing teacher proficiency and competence that will consequently empower the teacher with
    1. Skill in designing the teaching learning situations
    2. Eagerness for upgradation of knowledge
    3. Understanding of interpersonal relations in a class
    4. Competencies in making quality decisions about managing, monitoring and evaluating learning behaviours.
  25. Emphasis on internship session with in–built feedback is directly related to quality enhancement of teacher education programme.
  26. The component of pre-service teacher  education programme has a greater scope for experiential learning Internship through school attachment.
  27. pre-service teacher  education programme has a greater scope for experiential learning
  28. The concept of reflective journal in teacher education is supposed to be based on the idea of Providing more reflective space for quality learning.
  29. In Set-I are mentioned levels of teacher education while in Set-II are provided the aims and objectives at various levels of teacher education. 
    1. Pre-primary level – Developing proactive, open, amiable disposition and excellent emotional management skills.
    2. Primary level – Promoting competences for addressing diverse learner needs, a sense of national identity and regard for environment.
    3. Secondary level – Sharpening ,enhancing, professional competencies and content mastery
    4.  College (higher) level – Updating, advancing content knowledge and providing orientation in teaching, evaluating and curriculum design.
  30. The indicators of external accountability for an institution of higher learning
    1. Relevance of courses to the societal needs
    2. Performance of students in public examinations.
    3. Employment pattern of pass-out students
  31. Below are given the various types of 
    1. Set – I (Teacher Education Programmes  Set – II (functions)
      1. In-service Teacher Education (i)  To Sharpen and deepen the subject knowledge.
      2.  Pre-Service Teacher Education – To prepare teachers in terms of the requirements of demand-supply analysis.
      3. Distance Education – To prepare teachers with an eye on the shortage of  teachers in the far flung areas.
      4. Refresher Courses – To bring refinement and upgradation in teaching skills.
  1. As a professional an educator is in a position to profess substantive beliefs about the meaning and value of education.
  2. steps taken by NCTE for the systematic improvement in teacher education
    1. Curriculum of teacher education at various levels has been updated.
    2. Enhancement of academic support in the form of various resources.
    3. Emphasis on reflective practices.
    1. Rationalization in the demand and supply situation in the country.
  3. Reflective Practice implies use of one’s Metacognition.
  4. The functions of National Council for Teacher Education(NCTE)
    1. Making admission of students in teacher education institutions
    2. Preventing commercialization of teacher education
  5. the apex body for controlling, guiding and monitoring the activities and programmes of DIETS and other centrally sponsored schemes for teacher education State Council of Educational Research and Training (SCERT).
  6. Broad functions of the  SCERT are
    1. Development of curriculum, textbooks, training, research and innovation.
  7. organizations are mainly associated with policy-making and quality control aspects of teacher education
    1. NCERT
    2. SCERT 
    3. NCTE
  8. DIET’s at the district level has been entrusted with the responsibility of in-service teacher-education for primary and elementary schools.

Curriculum:

  1. Epistemology branch  of  philosophy  has  a  direct  relevance  for  deciding  transactional  strategies of curriculum.
  2. The correct  reason  for  including  philosophy  of education in Teacher Education Curriculum 
    1. Philosophy helps in understanding educational concepts in a holistic way.
    2. Philosophy and education are two sides of the same coin.
    3. Philosophical analysis of educational concepts helps in developing a rational view point.
  3. A teacher is faced with the problem of choosing the appropriate teaching method for the trans action of a course content. The branch of philosophy that most appropriately describe his/her predicament – Epistemology.
  4. For  curriculum  development  at  the  college/university  level  the  following  reflects  the intentions of UGC
    1. Curriculum should be changed every year, if not possible, every three years
    2. Choice based  credit system  should from  part  of university  curriculum
    3. Semesterized curriculum provides more of meaningful  engagement of the learner.
  5. The Academic and Administrative Reforms Committee of U.G.C. has given recommendations in respect of curriculum development suggesting some needed  steps.
    1. Updating/revision  of  curriculum  to  a  limited  extent every  year  and  substantially  every three years
    2. Updating curriculum  to  be  carried  out  in  terms  of  current  knowledge,  national  and international developments.
    3.  Curricular transactions and synergies of all faculty members.
  6. “Nobody plans to fail but failure results from a failure to plan.” The connotative meaning of this may  be more appropriately given by which of the following related areas of curriculum development – Not spelling out needs and related issue.
  7. The approaches to Curriculum objectives provides scope for meeting the self-actualization needs Humanistic — Aesthetic Approach.
  1. true statements are
    1. curriculum is a dynamic process
    2. curriculum is knowledge arranged systematically for progressive aquisistion
    3. curriculum is not confined to certain subjects only
  2. statement best explain the concept of curriculum
    1. Curriculum means a relevant set of learning experiences
    2. Curriculum has to be in consonance with the objectives of education
    3. Curriculum implies transactional as well as evaluation strategies
    4. Curriculum is a guide for teachers and evaluators
  1. For developing curricular framework in writing skill the set of activities will be considered most relevant
    1. Plan, Construct, Communicate, Reflect and Assess
  2. The principles of curriculum development
    1. Should be dynamic
    2. broad and comprehensive
    3. Mobility
  3. According to NCF (2005), the salient guiding principles of curriculum development include
    1. connecting knowledge to life outside the school
    2. ensuring that the learning shifts away from rote methods
    3. enriching curriculum beyond textbooks
  4. The concerns of National Curriculum Framework (NCF) 2005,
    1. A commitment to democracy and values of equality, Justice, Freedom, Secularism, respect for human dignity and rights
    2.  A capacity to learn and willingness to unlearn and relearn as means of responding to new situations in a flexible and creative manner.
    3. Appreciation of beauty and art being an integral part of human life. 
  5. the following shifts have been suggested by NCF-2005 for teachers
    1. Disciplinary to multidisciplinary focus.
    2. Teacher centric to learner centric designs.
    3. From four walls of classrooms to surroundings and outside the classroom.
  1. “Nobody plans to fail but failure results from a failure to plan” The connotative meaning of this may be more appropriately given by which of the following related areas of curriculum development?
    1. Not spelling out needs and related issues.
  2. The correct sequence of tasks involved in the development of curriculum
    1. Assessing needs.
    2. Formulating goals and objectives.
    3. Selecting and organising content.
    4. Selecting appropriate instructional strategies.
    5. Evaluating effectiveness of learning and instruction.

Models of Curriculum:

  1. Robert stakes model regarding curriculum evaluation is called responsive evaluation model.
    1. Intended and observed antecedents, transactions and outcomes.
  2. The Congruence-Contingency Model of Curriculum evaluation was developed by Robert Stake.
  3. Teaching as a system will be considered most effective if the difference between intended and actually achieved outcomes is minimum.
  1. Ralph Tyler model or goal attainment model
    1. Goal formulation through a detailed analysis of feedback from the students, society, and subject matter
  2. CIPP model – (Context, Input, Process, Product Model)of curriculum – interactive modes of relationships – Process
    1. context, Input and product are transaction based relationship
  3. List I consists of types of evaluation in CIPP model while List II comprises the objectives to be achieved through these evaluation
    1. Context evaluation – To determine the needs and opportunities present and diagnose the problems
    2. Input evaluation – To identify and assess the school system capacities
    3. Process evaluation – To identify defects in the procedural design or its implementation plan
    4. Product evaluation – To communicate information regarding objectives achieved and contents covered.
  4. Scriven’s model of evaluation:
    1. Formative –  During the process of curriculum development.
    2. summative – At the end of curriculum.
  5. Kirkpatrick – Animals are trained but teachers are educated”, 
    1. reaction – related to job training – Objective
    2. learning – Participants acquiring intended knowledge – Content
    3. behaviour – participants apply the learned knowledge – teaching methods
    4. results – targeted program outcomes
  1. For addressing needs of learners through a curriculum design to be relied upon and given consideration
    1. developmental stage of the learner
    2. socio-cultural background of the learner
    3. Cognitive characteristics of the learner.
  2. The statements given below, identify those which are related to competency-based curriculum design
    1. The abilities and learning styles of individuals get a support
    2. Individuals are helped to achieve their potential
    3. Domain specific proficiency of individuals is focused
  3. The dimensions of curriculum design focuses on interrelatedness of various aspects of curriculum
    1. Articulation.
  4. the following approaches to curriculum design constructivist orientation will be manifest Concept mapping as a tool for curricular choice.
  5. The observation “What the curriculum neglects is as important as what it advocates for” is related to which of the following types of curriculum?
    1. Overt Curriculum (2) Hidden Curriculum (3) Core Curriculum (4) Null Curriculum
  6. In a school set up, emphasis is laid on giving a message that teacher alone is the knowledge resource. This is called hidden curriculum.
  7. A curriculum whose structure allows for topics or skills to be repeated each time in more detail or depth is called the spiral curriculum.
  1. In grass-root model of Curriculum development
    1. Teacher
  2. School teacher, Mr. Patel developed a model of curriculum with the help of his students. In coming years this model became so popular that gradually all schools at district, state and national level implemented this model. This may be called an example of
    1. Grass root Model
  3. Match the two sets :
    1. Set-I (Curricular Model)            Set-II (Model developer)
      1. (a) Administrative – Apex level policy formulator
      2. (b)  Grass root   –  Students and teachers and stakeholders
      3. (c) Demonstration  – Students and teachers
      4. (d)  System Analysis  – Review committees at all levels–local, state and national
  4. Implementation of curricular of teacher education is the direct responsibility of NCTE

  1. “The child, the school, and education itself are shaped largely by social and cultural forces” was
    one of the basic principles of Reconstructionism philosophical thought.
  2. List I consists of types of evaluation in CIPP model while List II comprises the objectives to be achieved through these evaluation
    1. Context evaluation – To determine the needs and opportunities present and diagnose the problems
    1. Input evaluation – To identify and assess the school system capacities
    1. Process evaluation – To identify defects in the procedural design or its implementation plan
    1. Product evaluation – To communicate information regarding objectives achieved and contents covered.
  3. The factors which affect curriculum change
    1. Socio-cultural context
    2. National priorities
    3. Stakeholder’s needs and aspirations.
  4. The factors influence curriculum change
    1. Growth in knowledge
    2. Technology change
    3. Needs and aspirations of people.
  5. List I consists of kinds of curriculum change according to complexity, List II comprises examples of such curriculum change:
    1. Substitution –  New text book replaces the old text book
    1. Alteration – Introduction of new content into existing learning materials
    1. Perturbation – Change in time allowed for teaching a particular subject
    1. Value orientation – Emphasis on personal growth of students than academic growth
  6. Curriculum change envisages
    1. Change in aims and objectives
    2.  Change in contents
    3. Change in methods of teaching
    4. Change in evaluation process
  7. the following factors affect curriculum change
    1. Students’ level of participation
    2. Students performance in the test
    3.  Student-teacher perception about himself/herself
  8. Instructional objective change is to  be  placed  at  the  peak  of  the  ‘curriculum  triangle’  while  effecting  a change.
  9. In ensuring sustainable curriculum change and improvement crucial role in the indian context are,
    1. Role of student’s feedback
    2. Role of teacher’s feedback
    3. Role of educational authorities
  1. Broad functions of the  SCERT are
    1. Development of curriculum, textbooks, training, research and innovation
  2. Curriculum related matters for school education in India
    1. NCERT
  3. In any university the curriculum is approved by Management council.
  4. Board of studies in an university is responsible for curriculum development.

Pedagogy

  1. ‘Critical Pedagogy’ of Paulo Freire
    1. Teaching is inherently political
    2. Teaching implies absence of neutrality of knowledge
    3. Issues of social justice and democracy are integral part  of teaching
  2. Pedagogy and social interaction are two major result-oriented activities of a teacher
    1. Reason (R) : Communication has a limited role in both these activities
    2. Both (A) and (R) are true and (R) is not the correct explanation of (A)
  3. An element of pedagogical analysis
    1. content analysis
    2. selection of evaluation devices
    3. selection of teaching methods
  4. A students score on criterion referenced test used to provide information about students mastery of a defined body of content
  5. Increased feedback almost always improves learning and performance
  6. reflective writing assignment
    1. learning diary
    2. peer reviews
    3. reflective notes

Organizing Teaching:

  1. Match the following two sets, in which Set I status the levels of teaching and Set Il indicate the underlying purpose
    1. Autonomous development level – Purpose is to promote self-feeling leading to a sense of freedom
    2. Memory level – The main emphasis is on orderly presentation of thoughts leading to their longer retention
    3. Understanding level – The main objective is to know the subject in depth and developing insight leading to clarity of structures
    4. Reflective level – The basic purpose is to engage students in clear, coherent and critical thinking leading to patterns of thought.
  2. A teacher is organizing reflective level academic deliberations in the classroom. There is a scope for transactional communication will be optimum in such a situation.
  3. List-I gives levels of teaching and List-II provides teacher learner activities.
    1. Memory Level – Clear and systematic presentation of facts and their description with an eye on correct retention
    2. Understanding Level – Emphasis on positive and negative examples with a view to promote concept attainment
    3. Reflective Level- Problem raising and problem solving by teachers and students in a participatory mode
    4. Autonomous Development Level – Feeling of autonomy with little or no scope for teacher intervention – a kind of negative education
  4. According to Morrison model, understanding level of learning includes both  Memory and insight
    1. Set I (Steps of Morrison’s Teaching Model)  Set II (Description of steps)
      1. Exploration – ascertaining the previous task-related behaviour of students
      2. Presentation – describing the theme to  be taken up for discussion
      3. Assimilation – helping students to relate presented material to their internal self
      4. Organization – asking students to present their acquired ideas without help of teacher
      5. Recitation – revisiting the material.

Andragogy:

  1. Malcolm knowles – Self directed learning – The basic concept of andragogy is art and science of helping adults to learn.
    1. Adults are involved in planning of instruction.
    2. Adult learning is based on the experience of adult.
    3. Adult learn the subject that have immediate relevance to them.
  2. According to Anderson and krathowl taxonomy of cognitive domain to create is at highest level.
  3. The highest level category of taxonomies in
    1. cognitive domain – Evaluation
    2. affective – Characterization
    3. psycho-motor domains – Naturalization
  1. Dave’s psychomotor domain of taxonomy
    1. imitation
    2. manipulation
    3. precision
    4. articulation
    5. naturalisation
  2. “Automated. unconscious mastery of activities and related skills at strategic level” with reference to classification of objectives of learning in the psychomotor domain proposed by R.H. Dave means Naturalization.
  3. learning outcome based behaviours belong to the category of being high in terms of taxonomic categories in cognitive domain
    1. Analysis
    2. Creation
    3. Critical thinking
  4. The  basic  competencies  needed  for  an  effective  teacher  education  programme  have  to  be related to which of the following personality and attitude related domains
    1. Locus of control
    2. Self-efficacy
    3. Positive expectancy
  5. In the two sets given below, Set-I embodies the domain of ‘teaching competencies’ while Set-II provides the specific competencies which make a teacher effective
    1. Set-I (Domain of teaching competencies) Set-II (Specific competencies)
      1. Personality and attitude related competencies – Self efficacy and locus of control
      2. Behavioural competencies – Teaching and managing
      3. Substantive competencies – Subject and general knowledge
      4. Style related competencies – Dynamism and flexibility
  1. The sequence which correctly indicates the order for ensuring teaching-learning activities in a constructivist approach – Engage, Explore, Explain, Evaluate and Extend.
  2. in Maslow’s hierarchy are related to higher order learning Needs for self actualization.
  3. the correct order of human needs as formulated in Maslow’s hierarchy of needs
    1. Physiological needs
    2. Safety needs
    3. Love and belonging needs
    4. Esteem needs
    5. Self-actualisation needs

Assessment:

  1. Those which are the related criteria for teacher evaluation
    1. Teacher’s personality pattern and motivational disposition
    2. Social competence and self-esteem of a teacher
  2. A teacher develops an achievement test with items saturated with high difficulty value and widely divergent content domain. This may be called an example of diagnostic assessment.
  1. During the course of teaching a teacher very often uses probing questions to clarify student’s ideas and concepts. This may be linked with which of the following assessment procedures?
    1. Formative assessment
  2. the following statements are indicative of formative assessment mode
    1. The teacher encourages students to answer
    2. The teacher asks questions to motivate students
    3. The teacher provides prompts to help students to avoid incorrect responses
  3. Formative assessment
    1. Teacher’s method of providing feedback and follow up action during instruction
    2. Extent of learning and motivation ensured by the teacher while teaching
    3. Management and mentoring technique employed by the teacher
  4. Feedback form an essential component of formative assessment.
  5. An adult students strength weakness knowledge and skills prior to instruction is assessed by diagnostic assessment.
  1. A  teacher  intends  to  conduct  remedial  classes  for  some  students  who  are  not  responding satisfactorily. Which type of evaluation she / he would  undertake for choosing students for her/ his remedial classes Diagnostic Evaluation.
  2. The assessment area of learning outcomes will belong to the category of lower level
    1. mastery of facts and  information as shown in reproducing them  when asked for
  3. At semester end, a teacher wants to assess the learning outcomes of his/her students. Which of the following test formats will be considered appropriate inthis regard ?
    1. Summative assessment
  4. Below are given two sets- Set-I provides stages of valuedevelopment while Set-Il indicates their critical features from the point of view of value education. Match the two sets and choose your answer from  the code
    1. Value collection –  Providing opportunity for imitation
    2. Value  assessment  – Providing hints for inner evaluation
    3. Value clarification – Exposure to other values
    4. Value consolidation – Characterization through integration of values
  5. The characteristic features of formative and summative assessment procedures used in various teaching-learning contexts
    1. It is used for improvement of capacity and quality.
    2. It is used during instruction.
    3. It is based on participation of both teacher and student.
  6. When ‘System approach’ is used for ensuring quality in schools, it implies
    1. Assessment of students’ prior experience   
    2. Adequacy of school resources  
    3. Interaction between teachers and parents   
    4. Fixing of benchmarks for judging quality of learning 
  7. related to continuous assessment 
    1. Teacher evaluates subject matter, skills, values, attitude etc.
    2. Teacher takes tests after each unit, periodically and also at the end
    3. Teacher provides feedback to students regularly
  8. Assertion (A) :The purpose of assessment is to improve the quality of teachinglearning
    1. Reason (R) : Assessment must be held continuously to develop holistic understanding of child.
    2. (A) and (R) both are correct but (R) is not the explanation of (A).
  9. An adult student’s strength, weaknesses, knowledge and skills prior to instruction is assessed by  Diagnostic assessment

Communication:

  1. A: The initial messages to students in the classroom by a teacher need to be critical to establish interactions later
    1. R: More control over the communication process means more control over what the students are learning.
    2. Both (A) and (R) are true, and (R) is the correct explanation of (A).
  2. Assertion (A) : To communicate well in the classroom is not a natural ability.
    1. Reason (R) : Effective teaching in the classroom demands knowledge of the communication process.
    2. Both (A) and (R) are true, and (R) is the correct explanation of (A).
  3. Assertion (A): Classroom communication is a transactional process.
    1. Reason (R): A teacher operates under the assumption that students’ responses are purposive.
    2. Both (A) and (R) are true, and (R) is the correct explanation of (A).
  4. The classroom communication should essentially be: Empathetic
  5. Educational communication has limitation of the Attention span of receivers
  6. statements are correct for describing the human communication process
    1. Non-verbal communication can stimulate ideas.
      Communication is a learnt ability.
      Communication is not a universal panacea
      Communication cannot break-down
  7. Differentiation between acceptance and non-acceptance of certain stimuli in the classroom
    communication is the basis of selective attention.
  8. Assertion (A): Classroom communication is a transactional process.
  9.      Reason (R) : A teacher operates under the assumption that students’ responses are purposive.
    1. Both (A) and (R) are true, and (R) is the correct explanation of (A).
  10. In the Transactional model of communication based on collaborative projects there is optimum scope for encoding and decoding messages.
  11. Verbal and non-verbal communication skills of the teacher is a factor that affects teaching
  12. In pre-learning preparation, an important stage of communication is Information acquisition and its processing.
  13. Communication variables involved in a model of performance are
    1. Encoding
    2. Channelisation
    3. Decoding
  14. To communicate effectively with students, teachers should use : 
    1. (a) Affinity-seeking strategies 
    2. b) Immediacy behaviours
      (c) Humour or ice breaker
  15. Assertion (A) : Classroom communication behaviours imply making the contents relevant
    1. Reason (R) : It is the functions of teachers to make students organise information for effective interaction.
    2. (1) Both (A) and (R) are true, but (R) is the correct explanation of (A).
  16. Transactional communication will be optimum in such a situation where a teacher is organizing reflective level academic deliberations in the classroom.
  17. The dress code followed  by an individual signifies non-verbal communication in an  essential way
  18. a  stage of intrapersonal communication is Transcendental
  19. The semantic barrier of communication is implied when the receiver does not understand the meaning of the message
  20. Assertion (A): Communication presupposes a shared, symbolic environment, a social relationship among participants.
    Reason (R): It leads to social interaction, which in combination with other factors contributes to a sense of community
    1. Both (A) and (R)  are true and R is the  correct explanation of A
  21. Effective educational communication is Continuous
  22. Focused listening help overcome communication barriers
  23. Successful educational communication is dependent upon the  skills of
    1. Verbal communication and body language
    2. Analyzing the audience needs
  24. The theory of Social Constructivism can be applied to classroom communication.
UGC NTA NET
solving previous year questions