OPSC Senior Teacher Educator (DIET) Syllabus & Exam Pattern is given below for download in Pdf. OPSC is going to conduct the recruitment examination for the appointment of Senior Teacher Educator Group-B for District Institute of Education and Training (DIET). The details syllabus for DIET Examination is mentioned below. The written examination will consist of the following three papers. Each paper will be of two hours duration. The details of syllabus for the various papers are given below.
OPSC Senior Teacher Educator Exam Pattern :
- Paper-1 : General English : 100 marks
- Paper-2 : General Knowledge : 100 marks
- Paper-3 : Education : 150 marks
The candidate who secure such minimum qualifying marks in the written examination as may be fixed by the Commission, will be called to appear at the Viva-Voice Test for 50 Marks.
OPSC Senior Teacher Educator (DIET) Syllabus & Exam Pattern
The paper will be of Graduate Degree standard carrying a maximum mark of 100, including 50 marks for an essay .The remaining 50 marks are intended to test the candidates understanding of and power to write English and the candidates thus will be required to write precis and letter on given subjects.
The paper will carry a maximum mark of 100 and will be designed to test the candidates knowledge of matters including current events and of such matters of every day observation and experience in their scientific aspects as may be expected of an educated person who has not made a special study of any scientific subject, The paper will also include question on Indian History and Geography of a nature which the candidates should be able to answer without special study.
The paper on Education will be of Post-Graduate standards carrying maximum mark of 150. The subjects for this paper are as follows:
3.1. Philosophy of education
Contemporary western educational thought & contemporary Indian educational thought. Education and society, social control, social change, process of socialization and modernization, determinants of culture, culture and education.
3.2. Educational Psychology.
(i) Concept, Nature and scope of learning
(ii) Theories of learning and laws of learning
(iii) Transfer and training
(iv) Motivation, functional autonomy of motive
(i) Differences due to heredity & environment
(ii) Types and extent of individual differences
(iii) Educational provision for individual differences
It’s nature and measurement, special abilities and their measurement- tests and their administration.
Personality and its measurement
(ii) Traits of personality
(iii) Measurement of personality
(i) Mental health and adjustment
(ii) Conflict, frustrations and complexes
(iii) Defence mechanisms
(iv) Behaviour problems in schools
(v) Teacher’s mental health
3.3 Teacher Education
(i) Teacher Education with reference to University Education Commission 1948, Secondary Education Commission 1953, Kothari Commission 1964-1966, Chattopadhya Commission 1985 and Justice Verma Commission 2012.
(ii) Teacher preparation and Teacher Development (Pre-service and In-service Training of Teachers)
(iii) Centrally sponsored scheme of Teacher Education
(iv) Teacher Education system in the country and in the state: Structure, management, finances and programme.
3.4 Educational administration and supervision (With reference to school and Teacher Education)
(i) Scope of educational administration and the factors determining it.
(ii) Principles of educational administration in a democracy.
Educational control and management
(i) Educational authorities: Central, State and local, their organization, power & functions.
(ii) Important central agencies such as U.G.C., N.C.E.R.T., NUEPA, NCTE, All India Council for Teacher
(i) Concept, scope and principles
(iii) Process and techniques of supervision
(iv) Enabling supervision for school effectiveness
(i) Concept, scope and principles
(ii) Source of Educational finance- Central, State, Local 8s Private, Public-Private-Partnership
(iii) Centrally sponsored programmes in Education
(iv) Educational expenditure
(v) Plan and Non-plan Expenditure
(vi) Optimum utilization of financial resources
3.5 Educational planning
(i) Concept and importance
(ii) Types of planning : Centralized and decentralized
(iii) Planning for inclusion : social category groups, gender and disability
(iv) Planning process
(v) School-based planning
3.6 Contemporary Developments in Education
(i) National Policy on Education 1986/1992
(ii) National Curriculum Framework, 2005
iii) National Curriculum Framework for Teacher Education, 2009
(iv) Right of children to free and compulsory Education Act, 2009
(v) NCTE Regulation 2014