NET-UGC-Teaching-and-Learning-Aptitude-KVS-Madan.pdf

 About Pearson Pearson is the world’s learning company, with presence across 70 countries worldwide. Our unique insights and world-class expertise comes from a long history of working closely with renowned teachers, authors and thought leaders, as a result of which, we have emer...

 About Pearson Pearson is the world’s learning company, with presence across 70 countries worldwide. Our unique insights and world-class expertise comes from a long history of working closely with renowned teachers, authors and thought leaders, as a result of which, we have emerged as the preferred choice for millions of teachers and learners across the world. We believe learning opens up opportunities, creates fulfilling careers and hence better lives. We hence collaborate with the best of minds to deliver you class-leading products, spread across the Higher Education and K12 spectrum. Superior learning experience and improved outcomes are at the heart of everything we do. This product is the result of one such effort. Your feedback plays a critical role in the evolution of our products and you can contact us - [email protected]. We look forward to it. This page is intentionally left blank  NTA UGC NET/SET/JRF Paper 1 Teaching and Research Aptitude Third Edition KVS Madaan Faculty cum Founder-director netmentor.net, Chandigarh Former Associate Director Arni School of Business Management Arni University Himachal Pradesh  To my revered gurus, my parents Smt. Devika Rani and Late Shri. Prem Singh Madaan Copyright © 2019 Pearson India Education Services Pvt. Ltd Published by Pearson India Education Services Pvt. Ltd, CIN: U72200TN2005PTC057128. No part of this eBook may be used or reproduced in any manner whatsoever without the publisher’s prior written consent. This eBook may or may not include all assets that were part of the print version. The publisher reserves the right to remove any material in this eBook at any time. ISBN 978-93-534-3374-1 eISBN: Head Office: 15th Floor, Tower-B, World Trade Tower, Plot No. 1, Block-C, Sector-16, Noida 201 301,Uttar Pradesh, India. Registered Office: 4th Floor, Software Block, Elnet Software City, TS-140, Block 2 & 9, Rajiv Gandhi Salai, Taramani, Chennai 600 113, Tamil Nadu, India. Fax: 080-30461003, Phone: 080-30461060 website: in.pearson.com, Email: [email protected]  Contents Preface vii About NTA ix About the Author x Syllabus xi Strategy about NTA-UGC NET Exam xix 1 Teaching Aptitude 1.1 2 Research Aptitude 2.1 3 Comprehension 3.1 4 Communication 4.1 5 Mathematical Reasoning and Aptitude 5.1 6 Logical Reasoning 6.1 7 Data Interpretation 7.1 8 Information and Communication Technology (ICT) 8.1 9 People, Development and Environment 9.1 10 Higher Education System 10.1 UGC NET Paper 1 December 2012 P.1 UGC NET Paper 1 June 2013 P.8 UGC NET Paper 1 Reconduct June 2013 (in September, 2013) P.13 UGC NET Paper 1 December 2013 P.19 UGC NET Paper 1 June 2014 P.25 CBSE-UGC NET Paper 1 December 2014 P.31 CBSE-UGC NET Paper 1 June 2015 P.36 CBSE-UGC NET Paper 1 December 2015 P.42 CBSE-UGC NET Paper 1 July 2016 P.48 CBSE-UGC NET Paper 1 January 2017 P.55 CBSE-UGC NET Paper 1 November 2017 P.62 CBSE-UGC NET Paper 1 July 2018 P.69 CBSE-UGC NET Paper 1 December 2018 P.78 CBSE-UGC NET Paper 2 December 2018 P.82 This page is intentionally left blank  Preface With new frontiers of knowledge being explored every moment, the role of a teacher in the society can only get bigger. It is only a teacher who imparts knowledge, inculcates values, and teaches norms of the society to the youngsters. There has always been an insatiable demand for people who adopt teaching as a long-term career option. NTA-UGC NET/SET/JRF Paper I—Teaching and Research Aptitude has been written for students who aspire to eke out a career in academics and research. This book not only focuses on preparing the candidates for qualifying the NET Examination but also focuses on developing teaching and research aptitude in real terms. It is primar- ily designed to help students assess their reasoning ability, comprehension, divergent thinking, and general awareness. The book has been divided into 10 units as per the prescribed syllabus. The discussion throughout the book has been supported by updated facts, figures, and diagrams as per the previous years’ examination pattern. A NET aspirant’s Teaching and Research aptitude is tested through Papers I of NTA-UGC Net Exam and subject knowledge is assessed on the basis of performance in Paper II. Exam pattern was made totally objective in June 2012. Now the marks obtained in Paper 1 are counted for the preparation of final list of qualifying candidates. Thus performance in this paper has become very crucial. A genuine attempt has been made to incorporate concepts on which questions can be asked in the forthcoming examinations. The language is simple, short, and crisp. Each unit is followed by extensive practice questions, so as to instill candidates with the confidence. The solutions offered at the end of the papers actually come in handy. The variety and scope of probable questions is expanding with each examination, but, importantly, the level of difficulty has remained almost the same. For suggestions and feedback you may write to: [email protected] or contact at 09417315300. Acknowledgments I feel indebted to Prof. Surindra Lal (formerly Principal of Multani Mal Modi College, Patiala, and a renowned authority on Physics) who has always been a mentor and continuous source of inspiration to me at a personal level. I am thankful to my friends and faculty colleagues—Dr Sukhwinder Kaur (Director Career Spot, Chandigarh), Dr Kiran Thakur (NIT, Hamirpur), Prof. (Dr) Pankaj Thakur, School of Chemistry, Shoolini University, Solan (HP), and Mr Parveen Bansal (MD, Abhimanu IAS Visions, Chandigarh) who have always been forthcoming to offer their help and support. I would like to extend my gratitude to the Team Pearson, who have always been prompt in offering help during different stages of publishing. My special gratitude is due for Mr Vikas Sharma, who is actually the motivation behind the whole project, and like an elder brother to me, provided inputs that enabled me to come out with the improvised third edition as per requirements of the NET career aspirants. It is not possible for me to put his contribution into words. My younger brother Parminder Madaan also provided me motivational support. Last, but not the least, I am indebted to my better half Anshu Bala for keeping me motivated during all stages of project. I always feel a divine power supporting my efforts when kids Jiya, Srijan, and Jappan are around. They actually made me work harder on the project. KVS Madaan This page is intentionally left blank  About NTA The National Testing Agency (NTA) has been established as a premier, specialist, autonomous and self-sustained testing organization to conduct entrance examinations for admission or fellowship in higher educational institutions. It has been set up with the following specific objectives. 1. To conduct tests in an efficient, transparent and international standard in order to assess the competency of candidates for admission and recruitment purposes. 2. To undertake research on educational, professional and testing systems in order to identify gaps in the knowl- edge systems and take steps for bridging them. 3. To identify experts and institutions in formulating examination questions. 4. To produce and disseminate information and research on education and professional development standards. The NET exam is conducted on behalf of UGC for determining the eligibility of candidates opting for the post of Assistant Professor only or Junior Research Fellowship (JRF) and Assistant Professor both in Indian universities and colleges. The JRFs being selected will acquire essential stipend while pursuing PhD/Fellowship. Until recently, the CBSE conducted NET exam in 84 subjects at 91 selected cities spread across the country. From December 2018, the UGC-NET (Eligibility for Assistant Professor only or Junior Research Fellowship and Eligibility for both Assistant Professor) is to be conducted by NTA. The NTA intends to create a question bank for all subjects using modern techniques. The administration of NTA has been entrusted to the governing body with Shri R. Subrahmanyam, Secretary, Department of Higher Education, MHRD, being its first chairman. eligibility Candidates who have secured at least 55% marks in Master’s degree or equivalent examination from recog- nized universities in Humanities (including languages) and Social Science, Computer Science and Applications, Electronic Science, etc., are eligible to appear for this test. A relaxation of 5% for other reserved categories has also been entitled to candidates. Candidates who are pursuing their Master’s degree or equivalent course should comply to all the eligibility criteria. It is essential for the candidates to complete their Master’s degree or equivalent examination within two years from the date of NET result with required percentage of marks, failing to which they will be treated as disqualified. The Ph.D. degree holders whose Master’s level examination had been completed by 19th September 1991 (irrespective of the date of result declaration) shall be eligible for a relaxation of 5% in aggregate marks, i.e., from 55% to 50% for appearing in NET. Candidates are advised to appear in the subject of their post-graduation only. The candidates, whose post- graduation subject is not covered in the list of subjects, may appear in a related subject.  About the Author KVS Madaan is Faculty cum Founder-director of netmentor.net – a Mock Test platform for various prestigious competitive exams. A post graduate in Business Administration from Haryana School of Business, GJUST, Hisar, he qualified for UGC-NET in the subject area of Management and is currently pursuing his Ph.D. With more than eighteen years of rich teaching and research experience, he has helped thousands of career aspirants to realise their goals. He has worked as Associate Director, School of Business Management, Arni University, Kathgarh (Himachal Pradesh); Director, Punjab Business School, Mohali and Head of Department – Management, MM University, Solan, Himachal Pradesh; and also as Faculty for Management with Chandigarh University, SAS Nagar, Mohali. A trainer cum keynote speaker at many UGC and AICTE sponsored Faculty Development Programmes; he has conducted training sessions with many renowned institutes across the country.  Syllabus UNIVERSITY GRANTS COMMISSION NET BUREAU PAPER-I Subject: General Paper on Teaching and Research Aptitude The main objective is to assess the teaching and research capabilities of the candidates. The test aims at assess- ing the teaching and research aptitude as well. Candidates are expected to possess and exhibit cognitive abilities, which include comprehension, analysis, evaluation, understanding the structure of arguments, deductive and inductive reasoning. The candidates are also expected to have a general awareness about teaching and learning processes in higher education system. Further, they should be aware of interaction between people, environment, natural resources and their impact on the quality of life. The details of syllabi are as follows: I. Teaching Aptitude Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics and basic requirements. Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional and Cognitive), Individual differences. Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution. Methods of teaching in Institutions of higher learning: Teacher centred vs. Learner centred methods; Off-line vs. On-line methods (Swayam, Swayamprabha, MOOCs etc.). Teaching Support System: Traditional, Modern and ICT based. Evaluation Systems: Elements and Types of evaluation, Evaluation in Choice Based Credit System in Higher education, Computer based testing, Innovations in evaluation systems. II. Research Aptitude Research: Meaning, Types, and Characteristics, Positivism and Post-positivistic approach to research. Methods of Research: Experimental, Descriptive, Historical, Qualitative and Quantitative methods. Steps of Research. Thesis and Article writing: Format and styles of referencing. Application of ICT in research. Research ethics. III. Comprehension A passage of text be given. Questions be asked from the passage to be answered. IV. Communication Communication: Meaning, types and characteristics of communication. Effective communication: Verbal and Non-verbal, Inter-Cultural and group communications, Classroom communication. Barriers to effective communication. Mass-Media and Society.  xii Syllabus V. Mathematical Reasoning and Aptitude Types of reasoning. Number series, Letter series, Codes and Relationships. Mathematical Aptitude (Fraction, Time & Distance, Ratio, Proportion and Percentage, Profit and Loss, Interest and Discounting, Averages etc.). VI. Logical Reasoning Understanding the structure of arguments: argument forms, structure of categorical propositions, Mood and Figure, Formal and Informal fallacies, Uses of language, Connotations and denotations of terms, Classical square of opposition. Evaluating and distinguishing deductive and inductive reasoning. Analogies. Venn diagram: Simple and multiple use for establishing validity of arguments. Indian Logic: Means of knowledge. Pramanas: Pratyaksha (Perception), Anumana (Inference), Upamana (Comparison), Shabda (Verbal testimony), Arthapatti (Implication) and Anupalabddhi (Non-apprehension). Structure and kinds of Anumana (inference), Vyapti (invariable relation), Hetvabhasas (fallacies of inference). VII. Data Interpretation Sources, acquisition and classification of Data. Quantitative and Qualitative Data. Graphical representation (Bar-chart, Histograms, Pie-chart, Table-chart and Line-chart) and mapping of Data. Data Interpretation. Data and Governance. VIII. Information and Communication Technology (ICT) ICT: General abbreviations and terminology. Basics of Internet, Intranet, E-mail, Audio and Video-conferencing. Digital initiatives in higher education. ICT and Governance. IX. People, Development and Environment Development and environment: Millennium development and Sustainable development goals. Human and environment interaction: Anthropogenic activities and their impacts on environment. Environmental issues: Local, Regional and Global; Air pollution, Water pollution, Soil pollution, Noise pol- lution, Waste (solid, liquid, biomedical, hazardous, electronic), Climate change and its Socio-Economic and Political dimensions. Impacts of pollutants on human health. Natural and energy resources: Solar, Wind, Soil, Hydro, Geothermal, Biomass, Nuclear and Forests. Natural hazards and disasters: Mitigation strategies. Environmental Protection Act (1986), National Action Plan on Climate Change, International agreements/ efforts-Montreal Protocol, Rio Summit, Convention on Biodiversity, Kyoto Protocol, Paris Agreement, International Solar Alliance. X. Higher Education System Institutions of higher learning and education in ancient India. Evolution of higher learning and research in Post Independence India. Oriental, Conventional and Non-conventional learning programmes in India. Professional, Technical and Skill Based education. Value education and environmental education. Policies, Governance, and Administration. NOTE: (i) Five questions each carrying 2 marks are to be set from each Module. (ii) Whenever graphical/pictorial question(s) are set for sighted candidates, a passage followed by equal number of questions and weightage be set for visually impaired candidates.  Syllabus xiii sAmple Questions I. Teaching Aptitude 1. Which one of the following is the main objective of teaching? (a) To give information related to the syllabus. (b) To develop thinking power of students. (c) To dictate notes to students. (d) To prepare students to pass the examination. Key: (b) 2. Which one of the following is a good method of teaching? (a) Lecture and Dictation (b) Seminar and Project (c) Seminar and Dictation (d) Dictation and Assignment Key: (b) 3. Teacher uses teaching aids for (a) Making teaching interesting (b) Making teaching within understanding level of students (c) Making students attentive (d) The sake of its use Key: (b) 4. Effectiveness of teaching depends on (a) Qualification of teacher (b) Personality of teacher (c) Handwriting of teacher (d) Subject understanding of teacher Key: (d) 5. Which of the following is not characteristic of a good question paper? (a) Objectivity (b) Subjectivity (c) No use of vague words (d) Reliable. Key: (b) II. Research Aptitude 1. A researcher is generally expected to: (a) Study the existing literature in a field (b) Generate new principles and theories (c) Synthesize the ideas given by others (d) Evaluate the findings of a study. Key: (b) 2. One of the essential characteristics of research is: (a) Reliability (b) Generalizability (c) Usability (d) Objectivity Key: (d) 3. The Government of India conducts Census after every 10 years. The method of research used in this process is: (a) Case study (b) Developmental (c) Survey (d) Experimental Key: (c) 4. An academic association assembled at one place to discuss the progress of its work and future plans. Such an assembly is known as a (a) Conference (b) Seminar (c) Workshop (d) Symposium Key: (a) 5. An investigator studied the census data for a given area and prepared a write-up based on them. Such a write- up is called: (a) Research paper (b) Article (c) Thesis (d) Research report Key: (b) III. Comprehension Read the following passage and answer the question nos. 1 to 5: The Constitution guarantees every citizen the fundamental right to equality. Yet after 50 years of independence, just one perusal of the female infant mortality figures, the literacy rates and the employment opportunities for women is sufficient evidence that discrimination exists. Almost predictably, this gender bias is evident in our polit- ical system as well. In the 13th Lok Sabha, there were only 43 women MPs out of a total of 543; it is not a surprising figure, for never has women’s representation in Parliament been more than 10 per cent.  xiv Syllabus Historically, the manifestos of major political parties have always encouraged women’s participation. It has been merely a charade. So, women’s organizations, denied a place on merit, opted for the last resort: a reservation of seats for women in parliament and State Assemblies. Parties, which look at everything with a vote bank in mind, seemed to endorse this. Alas, this too was a mirage. But there is another aspect also. At a time when caste is the trump card, some politicians want the bill to include further quotas for women from among minorities and backward castes. There is more to it. A survey shows that there is a general antipathy towards the bill. It is actually a classic case of doublespeak: in public, politicians were endorsing women’s reservation but in the backrooms of Parliament, they were busy sabotaging it. The reasons are clear: Men just don’t want to vacate their seats of power. 1. The problem raised in the passage reflects badly on our (a) Political system (b) Social behaviour (c) Individual behaviour (d) Behaviour of a group of people Key: (b) 2. According to the passage, political parties have mostly in mind (a) Economic prosperity (b) Vote bank (c) People’ welfare (d) Patriotism Key: (b) 3. “Trump Card” means (a) Trying to move a dead horse (b) Playing the card cautiously (c) Sabotaging all the moves by others (d) Making the final jolt for success Key: (d) 4. The sentence “Men just don’t want to vacate their seats of power” implies (a) Lust for power (b) Desire to serve the nation (c) Conviction in one’s own political abilities (d) Political corruption Key: (a) 5. What is the percentage of women in the Lok Sabha? (a) 10 (b) 7.91 (c) 43 (d) 9.1 Key: (b) IV. Communication 1. Informal communication network within the organization is known as (a) Interpersonal Communication (b) Intrapersonal Communication (c) Mass Communication (d) Grapevine Communication Key: (d) 2. TV Channel launched for covering only Engineering and Technology subjects is known as (a) Gyan Darshan (b) Vyas (c) Eklavya (d) Kisan Key: (c) 3. In which state the maximum number of periodicals are brought out for public information: (a) Uttar Pradesh (b) Tamil Nadu (c) Kerala (d) Punjab Key: (c) 4. The main objective of public broadcasting system i.e. Prasar Bharti is (a) Inform, Entertainment and Education (b) Entertain, Information and Interaction (c) Educate, Interact and entertain (d) Entertainment only Key: (a) 5. The competerrcy of an effective communicator can be judged on the basis of: (a) Personality of communicator (b) Experience in the field (c) Interactivity with target audience (d) Meeting the needs of target audience. Key: (d) V. Mathematical Reasoning and Aptitude 1. Which one of the following belongs to the category of homogeneous data: (a) Multi-storeyed houses in a colony. (b) Trees in a garden (c) Vehicular traffic on a highway (d) Student population in a class. Key: (a)  Syllabus xv 2. In which of the following ways a theory is not different from a belief? (a) Antecedent – consequent (b) Acceptability (c) Verifiability (d) Demonstrability Key: (b) 3. The state – “Honesty is the best policy” is (a) A fact (b) An value (c) An opinion (d) A value judgement Key: (d) 4. Which one is like pillar, pole and standard? (a) Beam (b) Plank (c) Shaft (d) Timber Key: (a) 5. Following incomplete series is presented. Find out the number which should come at the place of question mark which will complete the series: 4, 16, 36, 64,? (a) 300 (b) 200 (c) 100 (d) 150 Key: (a) VI. Logical Reasoning 1. The following question is based on the diagram given below. If the two big circles represent animals living on soil and those living in water, and the small circle stands for the animals who both live on soil and in water, which figure represents the relationships among them? (a) (b) (c) (d) Key: (d) 2. Of the following statements, there are two statements both of which cannot be true but both can be false. Which are these two statements? (i) All machines make noise (ii) Some machines are noisy (iii) No machine makes noise (iv) Some machines are not noisy (a) (i) and (ii) (b) (iii) and (iv) (c) (i) and (iii) (d) (ii) and (iv) Key: (c) 3. In the following question, a statement is followed by two assumptions (i) and (ii). An assumption is something supposed or taken for granted. Consider the statement and the following assumptions and decide which of the following assumptions is implicit in the statement. Statement: We need not worry about errors but must try to learn from our errors. Assumptions: (i) Errors may take place when we are carrying out certain work. (ii) We are capable of benefiting from the past and improve our chances of error-free work. (a) Only assumption (i) is implicit (b) Only assumption (ii) is implicit (c) Either assumption (i) or (ii) is implicit (d) Both the assumptions are implicit Key: (d) 4. The question below is followed by two arguments numbered (i) and (ii). Decide which of the arguments is ‘strong’ and which is ‘weak’. Choose the correct answer from the given options below: (a) (b) (c) (d)  xvi Syllabus Should the press exercise some self-restraint? (i) Yes, they should not publish news items which may incite the readers to indulge in wrong practices. (ii) No, it is the responsibility of the press to present the truth irrespective of the consequences. (a) Only the argument (i) is strong (b) Only the argument (ii) is strong (c) Neither argument (i) nor argument (ii) is strong (d) Both the arguments (i) and (ii) are strong Key: (a) 5. Study the argument and the inference drawn from that argument, given below carefully. Argument: Anything that goes up definitely falls down. Helicopter goes up. Inference: So the helicopter will definitely fall down. What in your opinion is the inference drawn from the argument? (a) Valid (b) Invalid (c) Doubtful (d) Long drawn one Key: (d) VII. Data Interpretation Four students W, X, Y, Z appeared in four papers, I, II, III and IV in a test. Their scores out of 100 are given below: Students Papers I II III IV W 60 81 45 55 X 59 43 51 A Y 74 A 71 65 Z 72 76 A 68 Where ‘A’ stands for absent. Read the above table and answer below mentioned questions 1 to 5 1. Which candidate has secured between 60–65% marks in aggregate? (a) W (b) X (c) Y (d) Z Key: (a) 2. Who has obtained the lowest average in aggregate? (a) W (b) X (c) Y (d) Z Key: (b) 3. Who has obtained the highest average? (a) W (b) X (c) Y (d) Z Key: (a) 4. In which paper the lowest marks were obtained by the candidates? (a) I (b) II (c) III (d) IV Key: (b) 5. Which candidate has secured the highest percentage in the papers appeared? (a) W (b) X (c) Y (d) Z Key: (d) VIII. Information and Communication Technology (ICT) 1. ICT stands for (a) Information common technology (b) Information and communication technology (c) Information and computer technology (d) Inter connected technology Key: (b)  Syllabus xvii 2. Computer can (a) Process both quantitative and qualitative information (b) Store huge information (c) Process information and fast accurately (d) All the above Key: (d) 3. Satellite Communication works through (a) Radar (b) Transponder (c) Receptor (d) Transmitter Key: (b) 4. A computer is that machine which works more like a human brain. This definition of computer is (a) Correct (b) Incorrect (c) Partially correct (d) None of the above Key: (a) 5. Information and communication technology includes (a) E-mail (b) Internet (c) Educational television (d) A1l the above Key: (d) IX. People, Development and Environment 1. It is believed that our globe is warming progressively. This global warming will eventually result in (a) Increase in availability of usable land. (b) Uniformity of climate at equator and poles. (c) Fall in the sea level (d) Melting of polar ice. Key: (d) 2. In which parts of India ground water is affected with arsenic contamination? (a) Haryana (b) Andhra Pradesh (c) Sikkim (d) West Bengal Key: (d) 3. Sunderban in Hooghly delta is known for (a) Grasslands (b) Conifers (c) Mangroves (d) Arid forests Key: (c) 4. Sardar Sarover dam is located on the river (a) Ganga (b) Godavari (c) Mahanadi (d) Narmada Key: (d) 5. Which one of the following trees has medicinal value? (a) Pine (b) Teak (c) Neem (d) Oak Key: (c) X. Higher Education System 1. Which one of the following is not considered a part of technical education in India: (a) Medical (b) Management (c) Pharmaceutical (d) Aeronautical Key: (a) 2. Which of the following is a Central University? (a) Mumbai University (b) Calcutta University (c) Delhi University (d) Madras University Key: (c) 3. Identify the main Principle on which the Parliamentary System operates. (a) Responsibility of Executive to Legislature (b) Supremacy of Parliament (c) Supremacy of Judiciary (d) Theory of Separation of Power Key: (a) 4. The reservation of seats for women in the Panchayat Raj Institutions is: (a) 30% of the total seats (b) 33% of the total seats (c) 33% of the total population (d) In proportion to their population Key: (b) xviii Syllabus 5. Match List-I with List-II and select the correct answer from the code given below: List-I List-II (Institutions) (Locations) (1) Indian Veterinary Research Institute (i) Pune (2) Institute of Armament Technology (ii) Izat Nagar (3) Indian Institute of Science (iii) Delhi (4) National Institute for Educational Pannesi and Administrators (iv) Bangalore (a) 1 (ii), 2 (i), 3 (iv), 4 (iii) (b) 1 (ii), 2 (iv), 3 (ii), 4 (iii) (c) 1 (ii), 2 (iii), 3 (i), 4 (iv) (d) 1 (iv), 2 (iii), 3 (ii), 4 (i) Key: (a)  Strategy about NTA-UGC NET Exam The National Eligibility Test is a national level exam conducted in India by NTA on the behalf of University Grants Commission (UGC). This test enables Post Graduate students to qualify for university level teaching jobs in India and also to seek admissions in Ph.D. level programmes. The test ensures that a candidate qualifies for the minimum standards in the teaching profession and research. The test is conducted in Humanities (including languages), Social Sciences, Environmental Sciences, Geography, Commerce, Management to name a few. cAreer options After QuAlifying in ugc net exAm Once you clear UGC NET, you are eligible to become an Assistant Professor or pursue Junior Research Fellowship in distinguished universities. The vacancies are announced from time-to-time and you have to apply for the same. AssistAnt professor Once you clear NET, you can apply for the post of Assistant Professor as and when the vacancies are announced by the colleges and universities. While clearing NET is a mandatory criterion in many colleges and universities, the final appointment will depend on how well you fare in the interview conducted by the concerned university. Junior reseArch fellowship Junior Research Fellowship is for those who have their heart set on research. You become eligible for the Junior Research Fellowship if you have applied for it in your application form and you have subsequently cleared NET. Once you get selected, then you can pursue research in any prestigious university and get the tuition fees reim- bursed. In some universities, the students even get direct admission into M.Phil. programmes in case they qualify NET Exam. tips And techniQues to prepAre for ugc net Preparing well in time: The preparation for UGC NET Exam starts while undergoing Post Graduate course. Once Post Graduation is complete, a focused preparation of three to six months is mandatory. Preparation should be planned and implemented in such a manner that it leaves scope for revision also. Refer to past questions: The previous years’ questions help the career aspirant to get familiarity with pattern of the exam. Go through them, and try to solve at least few of them. This will give you an idea of what to expect in the exam, and it also builds the confidence in you. Take help of the teachers or seniors if required. Better, if can, make a list of important topics, though it is an objective pattern now. Gaining familiarity with the syllabus: Run through the syllabus thoroughly. It is important that you under- stand the syllabus completely and prepare for each topic accordingly. As all papers are objective now, do not leave out any topic. Prioritising the subjects: Out of the three papers, Paper II and Paper III will be based on the subject of your choice, whereas Paper I will be based on General Awareness and Aptitude. It is very important that you have a complete hold over your subject, as you can score well there. While focusing your attention on the subject papers, start preparing for the General Awareness test by solving sample papers. UGC NET Paper I, which is not merely qualifying now, marks are calculated towards the final score also. Therefore, students are taking this paper seriously now. Earlier, Paper I was only qualifying in nature, and one had to score only 40% in this paper, only then Paper II and Paper III would be evaluated. xx Strategy about NTA-UGC NET Exam Making personal notes: This is applicable for all the subjects and Paper I also. These notes work as a kind of ‘ready reckoner’ once the exam is nearing fast. In general, go for big page note books or registers, divide the page into three columns—on the left-hand side, write main topics, titles, serial number, etc., the middle column is for main discussion of the topic, and right-hand side for any addition, updations, references, etc., that may be required to be done at some later date. The notes help in revision. The same may be done in case of Paper I also. Build upon speed and quality of preparation: While your aim should be on completing all the topics men- tioned in the syllabus, quality must also be kept in mind. While preparing, concentrate on improving the qual- ity of your preparation, which means you can concentrate more on zeroing down on what exactly has to be studied and how much has to be studied. Time management: Time management depends upon the nature of subject. Some subjects are purely theo- retical, some are technical, and some are both. Utilise time in an efficient manner. Have a strategy in place as to how to complete all the questions within the given time. It is best if you time yourself while preparing the subjects. Be confident: There is no substitute of confidence. Confidence is the outcome of your degree of preparation. Once you decide that you have to eke out a distinguished career in teaching, then UGC NET Exam is the step- ping stone. “All The Best and Do Your Best”  Teaching Aptitude 1.1 CHAPTER Teaching Aptitude 1 leArning obJectives After completing the chapter, you will be able to: Education: Basic Elements Methods of teaching in Institutions of higher Teaching: Concept, Objectives, Levels of teach- learning: Teacher centred vs. Learner centred ing (Memory, Understanding and Reflective), methods; Off-line vs. On-line methods (Swayam, Characteristics and basic requirements. Swayamprabha, MOOCs etc.). Learner’s characteristics: Characteristics Teaching Support System: Traditional, Modern of adolescent and adult learners (Academic, and ICT based. Social, Emotional and Cognitive), Individual Evaluation Systems: Elements and Types of differences. evaluation, Evaluation in Choice Based Credit Factors affecting teaching related to: Teacher, System in Higher education, Computer based Learner, Support material, Instructional facili- testing, Innovations in evaluation systems. ties, Learning environment and Institution. educAtion of man’s innate powers’. This definition means each human being has immense natural, inborn talent definitions and meaning of education or talents in him. Education provides development The word ‘education’ has a wide meaning, and it is dif- conducive atmosphere to him or her. ficult to define it in precise terms. As per NTA Exam John Dewey defines education as the power by pattern, there are no direct question pertaining to defi- which man is able to control his environment and ful- nition, still some of the statements are here for better fill his possibilities. retention of concept of education. According to Frobel, ‘Education is a process by The terms education, teaching and learning are which the child develops its inner potential in a man- closely related. The objective of education is learning, ner so as to participate meaningfully in the external not teaching. Teaching is the way to make students environment’. ‘The purpose of education is to expand learn, but then, it is not the only way. Education is the life of the individual in order to participate in its all the key to everything that is good in our world today. pervading spirit which manifests and realizes itself in Education is not only about the past and present, but it and though the whole universe’. is also the key to the future. Education not only teaches our children facts but also teaches them how to think major philosophies and Approaches in and learn on their own. education Swami Vivekananda defines education as the mani- Philosophy is a vast subject. All aspects of education festation of perfection already in man. such as aims, objectives, curriculum, teaching meth- Aristotle defined education as a ‘creation of a sound ods, teacher, text books and discipline are influenced mind in a sound body’. by philosophy. Keeping in view that an examiner now According to Heinrich Pestalozzi, ‘Education is the tends to ask multidimensional aspects in a single ques- natural harmonious and progressive development tion, philosophies become important. 1.2 CHAPTER 1 1. Three basis of education: The educational pro- 5. Constructivism: The learner actively constructs cess is decided on the basis of three questions – knowledge. Jean Piaget and J. S. Bruner believed ‘Why’, ‘How’, and ‘What’. Here, the question of that learning involves an active processing of infor- ‘Why’ is most important. This is answered by phi- mation and that each individual activity organizes losophy. The ‘How’ is decided by the psychology and constructs knowledge for itself. Educational and ‘What’ is decided by the social needs. Hence, psychology believes that there are developmental education is based on the basis of philosophical, stages for knowledge organization. psychological, and sociological basis. According to Jean Piaget, ‘accommodation’ and There are many philosophies of education, some ‘assimilation’ are basic to learning. A learner devel- of the important philosophies of education have ops new ‘schema’ through accommodation. New been mentioned below. experiences are assimilated into already existing 2. Idealism: The word ‘idealism’ has been derived schemas or they may be accommodated by creat- from ‘Ideal’. It is basically about ‘Mind and Self’, ing new schemas. that is actually spiritualism. The universal mind or 6. Humanism: It is a reasonable balance in life and God is central in understanding the world. God is regards humans as the centre and measure of all the source of all creation and knowledge, spirit and activities. Humanism believes in the interests and mind constitute reality. welfare of all human beings. Thus, the life of a Values are absolute, eternal and unchanging. human being should be transformed so that the Real knowledge is perceived in mind that is welfare of all becomes the goal. The form of learn- more important than knowledge gained through ing is on self-actualization. the senses. It advocates cooperation, mutual tolerance and Man has a superior nature that is expressed social understanding. in the form of intellectual culture, morality and 7. Rationalism: Rationalists claim that there are sig- religion. nificant ways in which our concepts and knowledge Froebel, Kant, Plato, Swami Dayanand, are gained independently of sense experience. Vivekananda and Sri Aurobindo are main propo- 8. Empiricists claim that sense experience is the ulti- nents of idealism. mate source of all our concepts and knowledge. 3. Naturalism: Contrary to idealism, naturalism 9. Existentialism: It is a philosophy that emphasizes is a philosophy with the belief that nature alone individual existence, freedom and choice. This represents the entire reality. Human life is a part emphasizes the uniqueness and isolation of the of nature; it is a self sufficient entity having its individual experience in a hostile or in different own natural matter, natural force and natural universe, regards human existence as unexplain- laws. Its emphasis is on matter and the physi- able, and stresses freedom of choice and responsi- cal world. It does not believe in spirituality and bility for the consequences of one’s acts. supernaturalism. 10. Behaviourism: It assumes that learner is a passive Our senses are the gateway to knowledge, and organism who may be conditioned to learn new nature is the source of all knowledge. Mind is sub- behaviour. ordinate to nature. The educative process must be Therefore, learning could be explained by pleasurable and set in natural surroundings. change in observable behaviour. E. L. Thorndike The main protagonists of naturalism are Tagore, postulated the law of exercise and the law of effect. Rousseau, and Herbert Spencer. (a) Law of exercise: Repeating a conditioned 4. Pragmatism: ‘Pragmatism’ is basically a greek response would strengthen the bond between word that means practice or action. Here, the key the stimulus and the response. In other words, word is ‘utility’, whatever is useful is good and practice makes a man perfect. whatever is good is useful. A pragmatist lives in a (b) Law of effect: Law of effect is the principle of world of facts. reinforcement and punishment. Pleasures and Pragmatism focuses on activity or doing. There pains resulting from previous behavior decides are no absolute values of life. Truth is created dur- our future behaviour. ing the course of experience. Humans are active 11. Gestalt psychology: It believes that the whole is beings and have the ability to solve their problems greater than the sum of its parts. through the logic of experiments and scientific For example, in the human body, there are cells, methods. tissues, organs, systems, etc., the sum of all these The main thinkers are John Dewey, Kilpatrick, components (human body) is greater than the sum Mead are some of the exponents of this philosophy. of its parts. This is because the parts are interre- lated to each other.  Teaching Aptitude 1.3 Further, Gestalt psychology demonstrated the 2. Informal education: The quote by George significance of perception. It also showed that com- Santayana, ‘A child educated only at school is an plex learning need not occur gradually through uneducated child’, amply reflects upon the impor- lengthy practice but may develop through insight. tance of informal education. 12. Eclectic philosophy: Eclecticism is nothing but Informal education is not pre-planned or delib- fusion of knowledge from all sources. It is a peculiar erate, it is indirect and spontaneous. It takes place type of educational philosophy which combines all from day to day activities, experiences and living good ideas and principles from various philosophies. in the family or community. There are no formal There are many more philosophies of education, goals. Pestalozzi believed parents are the first each of the philosophies have its contributions and informal teachers of every man or woman, family limitations. Not a single philosophy is complete in environment is the first learning environment. itself. Also, a single philosophy cannot be applied 3. Non-formal education: Education is a lifelong successfully in all situations because the world and process, it is integrated with life and work. its values are continuously changing. The educa- It falls within the formal and informal types of tional system also changes from time to time. education. It is a flexible system. It is intentional, incidental and given outside the formal system of table 1.1 Important Concepts in Education and its system. It is consciously and deliberately planned, Proponents organized and systematically implemented. It is an Concepts Main proponents open system of education without rigid rules, reg- ulations and fixed ages, stages or time schedule. Basic education (Wardha Education Mahatma Gandhi Social or adult education, distance education System) are the examples of non-formal education. Learning to take place in nature and Rabindranath All these three types of education, such as for- from nature Tagore mal, informal and non-formal, have their due Integral education Sri Aurobindo place in the modern system of education. Each has its own merits and demerits. There is need to inte- Focus on spiritual aspects of Indian Dr. Sarvepalli grate the three forms and make education holistic philosophy Radhakrishnan and comprehensive. Education to transform human mind J. Krishnamurti Thus we can see that above three components Experiential learning John Dewey are mixed up in actual life situations. Active agen- cies like family, schools and colleges work through Self-education through development Maria Montessori human interaction. Cinemas, radios, newspapers of individuality and magazines are counted as passive agencies Kindergarten focus on self-activity, Froebel where education is mostly seen as one way inter- creativeness, and social cooperation action but some feedback mechanism and panel No formal learning nature is the only Rousseau discussions may also exist. teacher Aims And obJectives of educAtion forms of education In today’s situation, no nation can think of social or Though there are no clear-cut forms of education, we economic development without an abundant supply of can discuss about the three types that are as follows. highly educated and skilled people. The issue of func- 1. Formal tion and objectives of education is of utmost impor- 2. Informal tance because all other aspects of education, like the 3. Non-formal content (subject matter), method (of teaching and instruction), discipline and evaluation are integrated 1. Formal education: It is pre-planned direct, orga- with it. nized and given in specific educational institu- Most of the functions of education become clear to tions, such as schools and colleges. It is limited to a us through various definitions given above. specific period and it has well-defined curriculum. Havighurst and Neugarten have given two impor- It is given by qualified and trained teachers. tant functions of education system: Formal Education observes strict discipline. It occurs at different levels, such as in primary, middle, sec- 1. A mirror that reflects society as it is or to be stabi- ondary, higher secondary, graduate, post graduate, lizer of the society. doctorate, post doctorate. It can be in humanities, 2. An agent of social change or a force directed science, technical and professional areas. towards implementing the ideas of society.  1.4 CHAPTER 1 George Payne, a sociologist, has given three main 8. Self-actualization and total development: functions: Education should help a person to become what he has to become according to his or her individual 1. Assimilation of traditions potentials. 2. Development of new social patterns The education aims at total development of an 3. Creative and constructive role individual and it includes physical, mental, emo- Emile Durkheim established ideas on transmission of tional, social and spiritual developments. society’s norms and values as the major function of 9. Harmonious development: Mahatma Gandhi society. He also acknowledged education as a training emphasized this aim of education very much when for specialized roles including adopting some occupa- he said ‘By education, we mean an all round draw- tion for livelihood. Education is required to perform ing out of the best in child and man-body, mind the function of cultural transmission and enrichment, and spirit’. acceptance and reformulation, change and reconstruc- 10. Moral and character development: Some edu- tion. The process why the young generation learns the cationalists consider these as the supreme aim of traditional ways of society is called enculturation and education. it differs from society to society. Through education, Herbert Spencer emphasized that education enculturation is formalized. must enable the child to cultivate moral values Acculturation is a process through which a person and virtues, such as truthfulness, goodness, purity, or group from one culture comes to adopt the practices courage, reverence and honesty. and values of another culture, while still retaining their 11. Citizenship: As a member of the society, a student own distinct culture. This concept has become impor- should be conscious about his or her duties, func- tant in an increasingly globalized society. tions and obligations towards society. 12. Education for leisure: Leisure is the time which factors determining educational Aims is utilized for enjoyment and recreation. It is Education is mostly a planned and purposeful activity. needed to keep up rest and regain energy. Leisure, Educational aims are necessary in giving direction to if wisely used, gives birth to physical and mental unique activities which are determined by the follow- balance. Artistic, moral and aesthetic develop- ing factors. ments can be inspired through the beneficial use of leisure time. 1. Philosophy: Philosophy and education are the two sides of a coin. Philosophy is the main factor Some specified aims of education in Indian that determines the aim of education. Education context: When India became free there was a need is termed to be the best means for propagation of for re-orientation and restructuring of all our exist- philosophy. ing social, political and educational systems, in order 2. Human nature: It is closely linked with philoso- to meet the socio-economic, political and educational phy. For example, idealists regard unfolding of the needs of the country. divine in man as the aim of education. Since independence, various committees and com- 3. Socio-cultural factors and problems: Education missions were appointed to lay down the aims and has to preserve and transmit the cultural heritage objectives of education in India. and traditions from one generation to another. 1. University Education Commission of 1948 was 4. Religious factors: In ancient India, Buddhism chaired by Dr. S. Radhakrishnan. emphasized the inculcation of the ideals of 2. Secondary Education Commissions of 1952–53. religion, such as ahimsa and truth into the prevail- was headed by Dr. Murlidhar as its chairman. ing educational system. 3. National Education Committee was set up under 5. Political ideologies: The educational aims of a Dr. S. Radhakrishnan as its chairman. democratic political system can be quite different 4. Kothari Education Commission of 1964–66. from that of an autocratic political set up. 6. Exploration of knowledge: Knowledge is must National Educational Policy (1986) specified the for good interpersonal relationships, healthy following aims and objectives of our education: adjustment in life, modification of behaviour, self- awareness and for social growth, it is also a source 1. All round material and spiritual development of all of happiness. people. 7. Vocational: Education should prepare the child 2. Cultural orientations and development of interest to earn his livelihood and make him self-sufficient in Indian culture. and efficient in both economic and social factors. 3. Scientific temper 4. National cohesion  Teaching Aptitude 1.5 5. Independence of mind and spirit. Furthering the pedagogy model goals of socialism, secularism and democracy. Pedagogy is a conventional approach. In this method, 6. Man-power development for different levels of the instructor, more or less, controls the material to economy. be learned and the pace of learning while presenting 7. Fostering research in all areas of development. the course content to the students. The purpose of this 8. Education for equality. method of learning is to acquire and memorize new knowledge or learn new skills. teAching concept Instructor-centred teaching can also be described as ‘pedagogical approach’. Pedagogy is the art and ‘Educationists should build the capacities of the science of teaching. It determines ‘how the teaching spirit of inquiry, creativity, entrepreneurial and occurs, the approach to teaching and learning, the way moral leadership among students and become their the content is delivered, and what the students learn as role model’ a result of the process’. —Dr. APJ Abdul Kalam In pedagogical approach, the learner is dependent upon the instructor for all learning, and the teacher These words reflect the whole idea of what it means to assumes full responsibility for what is taught and how be a teacher. The progress and prosperity of a nation it is learned. The teacher or instructor evaluates the depends upon the development of its human resources. learning processes of the students. For this purpose, we need highly competent teachers. Teaching aptitude is all about evaluating candidates Andragogical model who want to enter teaching profession on the basis of In this model, the learner is mostly self-directed and is their knowledge and skills. It refers to basic qualities responsible for his or her own learning. The students required to become a successful teacher. This includes learn best not only by receiving knowledge but also by qualification, intelligence, attitude and many other interpreting it, i.e., learning through discovery and, at qualities expected from a person who wants to become the same time, setting the pace of their own learning. a successful teacher. In this method, the instructors facilitate the learning Teaching can be defined in the following ways: of participants and help them by offering opportuni- 1. Teaching is the purposeful direction and manage- ties to learn themselves and acquire new knowledge ment of the learning process. table 1.2 Major Shifts in Pedagogy 2. Teaching is a process of providing opportunities for students to produce relatively permanent change From To through engagement in experiences provided by Teacher centered, Learner centered, the teachers. fixed designs flexible process 3. Teaching is a skilful application of knowledge, Teacher’s direction and Learner’s autonomy experience and scientific principles with an objec- decisions tive to set up an environment to facilitate learning. Teacher’s guidance and Teacher’s facilitation, 4. Teaching is a planned activity and effective teach- monitoring of learning support and ing depends on the following factors. encouragement for learning (a) How clearly the students understand what they are expected to learn. Passive reception in Active participation in (b) How accurately their learning can be measured. learning learning 5. Teaching is a process in which the learner, teacher Learning within the four Learning in the wider social and other variables are organized in a systematic walls of the classrooms context way to attain some predetermined goals. Knowledge as ‘given’ and Knowledge as it evolves and 6. Teaching is an activity that influences a child to ‘fixed’ is created learn and acquire desired knowledge and skills and also their desired ways of living in the society. Disciplinary focus Multidisciplinary, educational focus Linear exposure Multiple and divergent bAsic teAching models exposure There is no basic model of teaching that augurs well Assessment short, Few Assessment multifarious, for all the situations. Two contrasting models are dis- continuous cussed here; these models separately or in combina- tion could be used for different courses. Source: NCERT Pedagogy  1.6 CHAPTER 1 and develop new skills. This type of teaching is also 3. It makes pupil understand the generalizations, referred to as andragogical approach. principles and facts. Self-evaluation is also the characteristic of this 4. It provides more and more opportunities for the approach. Andragogical approach is also identified students to develop ‘intellectual behaviour’. with ‘adult learning.’ 5. It provides active role for both the pupil and the teacher for the assimilation of facts. 6. The evaluation system mainly includes both essay nAture or chArActeristic and objective-type questions. feAtures of teAching reflective level of teaching (rlt) The characteristic features of teaching includes the 1. Hunt is the main proponent of reflective level of following: teaching. 1. It has different levels of teaching. 2. It is the highest level of teaching and it includes 2. It takes place in a dynamic environment. both ULT and MLT. 3. It is closely related to education, learning, instruc- 3. It is a problem-centric approach of teaching. tion and training. 4. The students are assumed to adopt some sort of 4. It is essentially an intellectual activity. research approach to solve the problem. 5. It is an art as well as science. 5. Classroom environment is to be sufficiently ‘open 6. It tends towards self-organization. and independent’. The learners are motivated and 7. It is a social service. active. 8. It includes lengthy period of study and training. 6. The aim is to develop the reflective power of learn- 9. It has high degree of autonomy. ers so that they can solve problems of their lives 10. It is a continuous process. by reasoning, logic and imagination, and lead suc- 11. Teaching is a profession. cessful and happy lives. 7. The pupils occupy the primary place and teachers different levels of teaching assume the secondary place. Teaching takes place at three levels progressively, such 8. Essay-type test is used for evaluation. Attitude, as memory level of teaching, understanding level of belief and involvement are also evaluated. teaching and reflective level of teaching. dynamic environment memory level of teaching (mlt) Teaching is dominated by communication, which is 1. Herbart is the main proponent of memory level of very dynamic in nature. Teaching changes according to teaching. time and place. Its environment consists of interaction 2. It is the initial stage of teaching. among three variables, namely, independent, depend- 3. It induces the habit of rote memorization of facts ent and intervening variables. and bites of information. As students depend upon teachers for learning, 4. The teaching–learning process is basically a students are assumed to be dependent variables. ‘Stimulus–Response’ (S–R) here. Teachers are in a position to manipulate the behav- 5. It enables the learner to retain and also to repro- iours of students and hence, teachers are considered duce the learnt material whenever required. as independent variables. Teaching methods, teach- 6. The evaluation system mainly includes oral, ing instructional facilities and motivational techniques written and essay-type examination. which also facilitate the teaching–learning process are 7. Good memory includes rapidity in learning, stabil- termed as intervening variables. ity of retention, rapidity in recalling and the ability In case we want to look at teacher, learner, cur- to bring only desirable contents to the conscious riculum, physical conditions (climate), the fol- level. lowing scenarios emerge, starting from bipolar to understanding level of teaching (ult) quadrilateral. 1. Morrison is the main proponent of understanding 1. It is a bipolar process level of teaching. 2. It is ‘memory plus insight’ as it goes beyond just Teacher Learner memorizing of facts. It focuses on mastery of the subject. figure 1.1 Bipolar Process  Teaching Aptitude 1.7 2. It is a tripolar process Important Concepts Related to Teacher Teaching Teaching Instruction: It is the delivery of contents by Learning the teacher. It does not involve an interac- Process tion between the teacher and the learner but Learner Curriculum it still facilitates the achievement of teaching objectives. Instructions includes both teaching figure 1.2 Tripolar Process and classroom management. Teaching and Training: The main purpose of imparting training is to equip candidates with 3. It is a quadri polar process specific or job-related or technical skills. Teaching is assumed to be a wider concept than Teacher training. While teaching deals mainly with theo- retical aspects and training is the practical appli- cation of theoretical knowledge. Also, teaching seeks to impart new knowl- Teaching edge while training equips and enhances the Physical Learning Curriculum climate Process already knowledgeable concepts with tools and techniques to develop a specific skill set. One of teaching’s goals is to enrich the mind while train- ing’s end is to mould habits or performance. Learner Teaching is usually within the context of the academic world while training is generally asso- ciated with the commercial realm. Another dif- figure 1.3 Quadripolar Process ference is found between thought and action. Indoctrination: Indoctrination can be termed as According to the modern concept, education is more the highest order of teaching. In indoctrination, of a tripolar process that involves pupil, teacher and the beliefs and ideas are impressed upon others social environment. and can be included in teaching. Teaching can be closely related to education, learning, done without indoctrination but no indoctrina- tion is possible without teaching. instruction and training Teaching is basically a method to influence the learn- ing process. Nothing is assumed to be taught unless it social, psychological, historical, political and economi- is learnt by the students. Thus, learning and teaching cal spheres of life. It is also influenced by the religious, go hand in hand. Teaching is the main tool to educate spiritual and ethical beliefs of the society. Teaching a person. techniques are systematic, it has definite steps to be followed, and are easily communicable. On the basis intellectual Activity of assumptions of science, a teacher can be trained. There are definite steps that are followed in training Teaching is essentially an intellectual activity. It is not a teacher. merely talking or expressing one’s ideas, whereas it Teaching is an art as well. It takes places in a dynamic requires conscious and continuous organization of environment. The teacher has to deal with individual learning activities. It entails the creation of a conduc- differences in a class in a tactful manner, it needs a lot tive and supportive learning environment. A teacher of individualized approach and discretion. has to evolve a suitable plan of action to achieve desired changes in the behaviour of a group of learners. In self organization teaching–learning process, learners constitute the raw material. Learners are prepared to teach in continuous The people in teaching profession are sensitive towards involvements in the society with varied expectations. growth and development because it is self-organized. They evolve a definite mechanism to sustain and teaching is a science as well as an Art promote the standards of teaching profession. The growth in teaching profession is organic in nature, i.e., The teaching profession is based upon a systematic the growth happens in a spontaneous manner. body of knowledge, which has been derived from  1.8 CHAPTER 1 social service 6. From whole to part: Gestalt psychologists have It has been accepted that education is a potent tool proved that we first see the whole object and then to bring about changes in any nation. It is useful to its parts. For example, we first perceive the tree develop the society. and then its trunk, branches, leaves, etc. Thus, the introduction or overview of the topics is important. high degree of Autonomy 7. From indefinite to definite: The teacher should help to transform indefinite knowledge into defi- There is a high degree of autonomy in the teaching pro- nite one and aim to clarify the doubts of students. fession right from curriculum development, planning 8. From psychological to logical: During initial activities of a year, identifying instructional objectives, stages, psychological order is more important, deciding upon the method of teaching, media, evalu- whereas for grown-up learners, logical order is ation criteria and techniques to divide the admission emphasized more. and promotion rules, and autonomy in planning and 9. From analysis to synthesis: Initially, the students execution of co-curricular activities. have little or vague knowledge about the topics. Analysis means dividing problems into its constituent teaching as a profession parts, and then, these are studied. Teaching is the profession that makes other professions Synthesis means to understand by connecting possible. There are many courses, such as B.Ed, M.Ed, the knowledge acquired through analysing the etc., which impart knowledge and skills that establish parts. A teacher should use analytic–synthetic the foundation for a successful pathway to a teaching method. career. It entails a number of years of study and inter- 10. Follow nature: It means to regulate the education mittent training periods. A teacher has to improve his of a pupil according to his nature. or her qualification for advancements in the teaching 11. Training of senses: The types of sense, like sight, career. hearing, taste, smell and touch are gateways to knowledge. It is better if all or maximum of these effective teAching prActices senses can be applied in teaching. Montessori and Froebel are the main proponents of this maxim. maxims of teaching 12. Encouragement to self-study: Dalton’s system is based on self-study. A maxim is a ground rule or fundamental principle that has evolved over a period of time. It is a guide for future action or behaviour. Teaching has also its own principles of teaching set of maxims, which have been discussed below. They are closely related to maxims. Teaching methods are based on two types of principles, such as general 1. From simple to complex: The teacher should start principles and psychological principles. with simple things and ideas, and these can be done with day-to-day examples, if possible. Then gradu- general principles ally, a teacher can move towards concepts and tech- 1. Principle of motivation: It creates curiosity nical terms. This creates interest among learners among students to learn new things. to acquire new knowledge. This is helpful in better 2. Principle of activity (learning by doing): retention. Froebel’s Kindergarten (KG) system is based on 2. From known to unknown: This is related to first this principle. It includes both physical and mental maxim. Retention is always better if new knowl- activities. For example, students are asked to make edge can be linked with the known one. charts and models. 3. From seen to unseen: The students should be 3. Principle of interest: By generating genuine interest imparted knowledge about the present and then among the learner’s community, the effectiveness of they can understand the past and the future better. the teaching-learning process can be increased. 4. From concrete to abstract: The mental develop- 4. Principle of linking with life: Life is a continu- ment of students happen better with the concrete ous experience and learning linked with life can be objects, they become familiar with and define more enduring. micro-words for them at a later stage. 5. Principle of definite aim: This is important for 5. From particular to general: The students should optimum utilization of teaching resources and be presented with examples first and then general making learning more focused. laws and their derivations can be explained to 6. Principle of recognizing individual differences: them. The experiments and demonstrations serve Every student is unique in terms of intelligence, this purpose.  Teaching Aptitude 1.9 attitude, abilities and potentialities, and socio-eco- nomic background. The teaching method should Microteaching be devised in such a manner to make all the stu- Microteaching is a teacher training technique for dents to avail equal opportunities in life. learning teaching skills. It employs real teach- 7. Principle of selection: The horizon of knowledge is ing situation for developing teaching skills and expanding every single day. The teacher should be helps to get deeper knowledge regarding the art able to pick contents that can be more relevant and of teaching. This Stanford technique involves the updated to the learners’ objectives. steps of ‘plan, teach, observe, re-plan, re-teach, 8. Principle of planning: Every teacher has certain and re-observe’. Most of the pre-service teacher time-bound objectives, and hence, teaching should education programs widely use microteaching, be systematic to make optimum use of resources and it is a proven method to attain gross improve- within the time limit. ment in the instructional experiences. Effective 9. Principle of division: To make learning easier, the student teaching should be the prime quality of subject matter should be divided into units and there a teacher. As an innovative method of equipping should be links between the units. teachers to be effective, skills and practices of 10. Principle of revision: To make learning enduring, microteaching have been implemented. the acquired knowledge should be revised immedi- ately and repeatedly. 11. Principle of creation and recreation: This prin- ciple is a must to make the classroom environment obJectives of teAching humorous and creative. An objective describes an intended result of instruction 12. Principle of democratic dealing: It entails rather than the process of instruction itself. A good students in planning and executing different objective should be specific, outcome based (i.e., it activities; it helps in developing self-confidence should emphasize on the output rather than the pro- and self-respect among the learners. cess of instruction) and measurable. The objectives of teaching and learning must inte- psychological principles grate at the end of the instruction. 1. Principle of motivation and interest: A teacher There are two main ways of classifying instruc- needs to understand that every student is a unique tional objectives. One classification is given by Bloom, psychological entity and a student can be moti- whereas another classification is given by Gagne and vated after identifying his or her motives and Briggs. needs. 2. Principle of recreation: Recreation is necessary bloom’s classification of teaching and instructional to tackle fatigue after attending lengthy classes. objectives This breaks monotony and prepares students for According to this classification, instructional objectives learning again. fall under one of the following three categories: 3. Principle of repetition and exercise: This is spe- cifically true in case of small children. 1. Cognitive domain: It is related to the development 4. Principle of encouraging creativity and self- of intellectual capability (i.e., thinking or knowl- expression: This is specifically applicable in edge) and it is the core learning domain. The other subjects, such as mathematics and in learning domains (i.e., affective and psychomotor) require languages. at least some cognitive components. It functions at 5. Principle of sympathy and cooperation: This six levels, which are as follows. principle is required for the motivation of students. (a) Knowledge: It is basically about recalling 6. Principle of reinforcement: Students should be information or contents. suitably rewarded for their desired behaviour. (b) Comprehension: It is the ability to grasp the 7. Principle of imparting training to senses: The meaning of a material. use of multimedia makes many senses get involved (c) Application: It converts abstract knowledge simultaneously, which is crucial for enduring into practice. learning. (d) Analysis: It involves breaking down a com- 8. Principle of remedial teaching: This principle is munication into its constituent parts in such necessary for the teacher to identify mistakes and a manner that relationship of ideas is under- suggest better answers to the problems. stood better. 1.10 CHAPTER 1 (e) Synthesis: It is basically about combining the Affective education takes a long time to achieve constituent parts to make it a whole. It is the the objectives. For example, any desirable change in antonym of analysis. the learner’s affective behaviour cannot be accom- (f) Evaluation: It involves judgement made about plished through a singular learning situation. the value of methods and materials for particu- As per one finding, an individual’s emotional and lar purposes. rational components of the brain are somewhat Anderson, a former student of Bloom, and independent of each other and operate separately. David Krathwohl rearranged the levels as But there are times when both the components following: work in harmony with each other. (i) Remembering: Recall or retrieve previ- When the individual is faced with a problem or ous learned information. dilemma and is required to make a decision, the (ii) Understanding: Comprehending the emotional center of the brain functions first while meaning, translation, interpolation and the rational brain is yet to start functioning. interpretation of instructions and prob- This implies that the educational process should lems. State a problem in one’s own words. provide the individual with adequate knowledge (iii) Applying: Use a concept in a new situa- about the situation to enable him or her to use rea- tion or unprompted use of an abstraction. soning to mould the emotional behaviour in a desir- Applies what was learned in the classroom able form. Daniel Golemann (1995) calls this type of into novel situations in the work place. mental functioning ‘Emotional Intelligence’, which (iv) Analysing: It separates a material or enables the individual to deal intelligently with vari- concepts into component parts so that its ous social problems that one faces in life situations. organizational structure may be under- An individual’s affective behaviour or learning is stood. It distinguishes between facts and influenced by both emotional intelligence and cog- inferences. nitive learning. (v) Evaluating: Make judgments about the Therefore, the implication for the educational value of ideas or materials. process is that cognitive learning and affective (vi) Creating: Builds a structure or pattern learning should be planned to go hand in hand. from diverse elements. Put parts together 3. Psychomotor domain: It is mainly concerned with to form a whole, with emphasis on creat- the acquisition of technical skills. Following are the ing a new meaning or structure. five different levels of instructional objectives in psy- 2. Affective domain: Man is a rational animal being chomotor domain. endowed with human qualities of love, sympathy, (a) Imitation: It includes demonstration of a skill tolerance, co-operation, fellow-feeling and similar by a skilled person and the learner tries to fol- things. The term ‘affects’ has a literary meaning of low the same. feeling, emotion and having preference for some (b) Manipulation: A learner tries to experiment object, issue, notion and etc. Affect is also treated various aspects, like manipulating machinery, as a response to different social, political and eco- equipment, etc. nomic issues in the form of attitudes. (c) Precision: Accuracy in performing various An individual has to develop and nurture desir- acts increases with practice. able positive attitudes and interests for his or her (d) Articulation: Achieving a desired level of effi- better adjustment in the society. ciency and effectiveness through practice. Thus, sffective domain deals with attitude, moti- (e) Naturalization: Skill is internalized and an vation, willingness to participate, valuing what is individual is able to adapt, modify or design being learned and ultimately incorporating the new techniques, methods or procedures values of discipline into a way of life. It asks for bet- according to the requirements of a situation. ter student participation. It includes the following levels: Thus, we can see that learning takes place through (a) Receiving: Willingness to listen. three different channels cognitive, psychomotor and (b) Responding: Willingness to participate. affective, it takes place as one process. (c) Valuing: Willingness to be involved. The three types of learning are not mutually exclu- (d) Organizing: Willingness to be an advocate of sive, the differentiation among them is warranted an idea. because of the nature of the behavioural outcomes. (e) Characterization: Willingness to change one’s It is clear that cognitive as well as affective learning behaviour or way of life. takes place simultaneously and with the same content of learning.  Teaching Aptitude 1.11 gagne and briggs classification of teaching and methods of teAching instructional objectives ‘If a child can’t learn the way we teach, we should According to this classification, the learning outcomes teach the way they learn’ fall under one of the following