Odisha Teacher Eligibility Test Examinations is conducted 2 times every year by BSE, Odisha for determining the eligibility of the candidates to became a teacher . Who want to became a teacher in Primary School (Class I to V) have to qualify the OTET Paper -1 Examination . OTET is a Entrance exam contains 150 Multiple Choice Questions and time duration is 2 hour and 30 Minutes. OTET Paper 1 syllabus and Exam Patter for Odisha Teacher Eligibility Test is mentioned below.
OTET Paper – 1 Question Pattern :
- Total number of questions 150 Nos.
- Full Mark of the exam 150 Marks.
- Time Duration : 2 Hours and 30 Minutes
- Questions will be asked from 5 subjects. 30 Multiple choice questions (MCQ) from each subject. That is total 150 number of questions.
- 1 Mark for each CORRECT Answer and No Negative Marking for WRONG Answer
- The question will be based on the topics of the Prescribed syllabus of the state for class I to V but their difficultly standard as well as linkages could be up to the secondary stage.
- Students have to answer the questions by filling the appropriate circle using BLACK Ball Point Pen on the OMR Sheet.
OTET Paper-I Exam Pattern :
In Paper I examination, there are 5 subjects. In Language-I, students can choose their MIL subject. From each chapter 30 questions will be asked. Except Pedagogy subject, in all other subjects, 10 questions will be asked from the Pedagogy related to that subjects, and 20 questions from the theory. The mark distributions is mentioned below.
1. Child Development & Pedagogy
2. Language-I, Odia/ Urdu/ Hindi/ Telugu/ Bengali
3. Language-II (English)
4. Mathematics
5. Environment Studies
Qualifying Mark (Score) :
If a candidates will score 60% mark that is 90 marks out of 150 Marks will be considered as the OTET qualified candidates. He will a get a OTET certificate whose validity is 7 years.
OTET (PAPER – 1) Course Contents & Full Syllabus :
OTET Paper-I full syllabus and Contents are given below. Candidate should first see the contents to know the chapters from which the questions will come in the exam. After that you can see the Chapter wise full syllabus to know the chapters which are important for the examination.
Section – A : Child Development and Pedagogy ( 30 Marks )
- Unit – 1 : Understanding Child Development during Childhood (focus on children at primary level).
- Unit – 2 : Understanding Learning Process and Learners
- Unit – 3 : Concept of Inclusive Education and Understanding Children with special needs.
- Unit – 4 : Approaches to teaching and learning
- Unit – 5 : Assessment.
Section B : Language (Odia / Urdu / Hindi / Telugu / Bengali) ( 30 Marks )
Group– A : Pedagogy
- Unit – 1 : Learning Odia / Urdu / Hindi / Telugu / Bengali at elementary level
- Unit – 2 : Teaching, Reading and Writing Skills
Group -B: Content
- Unit – 3 : Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali
- Unit – 4 : Language items
- Unit – 5 : Language Comprehension
Section C : Language (English) ( 30 Marks )
Group– A : Pedagogy
- Unit – 1 : Learning English at the Elementary Level
- Unit – 2 : Language Learning
- Unit – 3 : Skills in learning English
- Unit – 4 : Assessment of English
Group -B: Content
- Unit – 5 : Comprehension
- Unit – 6 : Language items
Section D : Mathematics ( 30 Marks )
Group– A : Pedagogy
- Unit – 1 : Mathematics Education in Schools
- Unit – 2 : Methods and Approaches to Teaching-Learning Mathematics
- Unit – 3 : Assessment in Mathematics
Group -B: Content
- Unit – 4 : Number System and Operation in Numbers
- Unit – 5 : Measurement
- Unit – 6 : Shapes and spatial Relationship
- Unit – 7 : Data Handling and Patterns
Section E : Environmental Studies (EVS) ( 30 Marks )
Group– A : Pedagogy
- Unit – 1 : Concept
- Unit – 2 : Methods and Approaches
- Unit – 3 : Evaluation in EVS
Group -B: Content
- Unit – 4 : Governance
- Unit – 5 : Physical Features of Odisha and India
- Unit – 6 : History of Freedom Struggle in India and Odisha
- Unit – 7 : Health and Diseases
- Unit – 8 : Internal Systems of Human Body
- Unit – 9 : Matter, Force and Energy
OTET Paper 1 Syllabus :
Section – A : Child Development and Pedagogy
Unit – 1 : Understanding Child Development during Childhood (focus on children at primary level)
- Concept, principles and stages of child development
- Characteristics of physical, cognitive, social, emotional and moral development in childhood
- Influence of heredity and environment in understanding the child
Unit – 2 : Understanding Learning Process and Learners
- Learning – concept, nature and individual differences in learning
- Understanding how child learns – learning through observation, limitation
- Understanding low child learns – various methods of learning
- Basic conditions of learning and promotion of learning through motivation, classroom learning environment and teacher behaviour
- Development of creative thinking
Unit – 3 : Concept of Inclusive Education and Understanding Children
with special needs
- Concept of inclusive education
- Addressing the needs of diverse group of learning in inclusive classroom (CWSN, girls, SC / ST)
- Addressing the talented, creative learning
Unit – 4 : Approaches to teaching and learning
- Teacher-centred, learner-centred and learning-centred approach
- Competency-based and activity-based approach
- TLM – its importance, use and preparation for classroom transaction
- Teaching competency to handle mono-grade and multi-grade situation
Unit – 5 : Assessment
- Continuous and comprehensive assessment
- Purpose of assessment
- Assessing scholastic and other scholastic areas
- Sharing of assessment outcomes and follow up
Section B : Language (Odia / Urdu / Hindi / Telugu / Bengali)
GROUP – A : (PEDAGOGY)
- Aims and objectives of teaching Odia / Urdu / Hindi / Telugu /
- Bengali as mother tongue
- Principles of language teaching
- Acquisition of four-fold language skills in Odia / Urdu / Hindi /
- Telugu / Bengali viz., listening, speaking, reading and writing
- Interdependence of four language skills
- Objectives and strategies of transacting integrated text for the beginners
Unit – 2 : Teaching, Reading and Writing Skills
- Technique of developing intensive and extensive reading skills
- Teaching-learning composition and creative writing
- Critical perspective on the role of grammar in learning language
- for communicating ideas in written form
- Challenges of teaching language in a diverse classroom,
- language difficulties and errors
GROUP – B : (CONTENT)
Unit – 3 : Assessment of learning O dia / Urdu / Hindi / Telugu / Bengali
- Assessment language comprehensive and proficiency : speaking,
- listening, reading, writing – construction of different types of test
- items
- Remedial teaching
Unit – 4 : Language items
- Part of speech – Noun, Pronoun, Verb, Adverb, Adjectives,
- Conjunction
- Formation of words – using prefix and suffix
- Synonyms and antonyms
- Phrases and idioms
Unit – 5 : Language Comprehension
- Reading two unseen passages – one passage from prose and one poem with questions on comprehension, drama, inference, grammar and verbal ability (prose passage may be literary, scientific, narrative or discursive)
Section C : Language (English)
GROUP – A : (PEDAGOGY)
Unit – 1 : Learning English at the Elementary Level
- Importance of learning English
- Objectives of learning English (in terms of content and competence specifications)
Unit – 2 : Language Learning
- Principles of language teaching
- Challenges of teaching language in a diverse classroom
Unit – 3 : Skills in learning English
- Four-fold basic skills of learning viz., listening, speaking, reading
- and writing : interdependence of skills
- Techniques and activities for developing listening and speaking
- skills (recitation, story telling, dialogue)
- Development of reading skills : reading for comprehension,
- techniques and strategies for teaching, reading (phonic,
- alphabet, word, sentence and story)
- Development of writing skill – teaching composition
Unit – 4 : Assessment of English
- Assessing language comprehension and proficiency : listening, speaking, reading, writing
GROUP – B : (CONTENT)
Unit – 5 : Comprehension
- Two unseen prose passage (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability
Unit – 6 : Language items
- Nouns, Adverbs, Verbs, Tense and Time, Preposition, Articles, Adjectives, Prepositions, Punctuation
Section D : Mathematics
GROUP – A : (PEDAGOGY)
Unit – 1 : Mathematics Education in Schools
- Nature of Mathematics (exactness, systematic, patterns, preciseness)
- Aims and objectives of teaching Mathematics
- Specific objectives of teaching Mathematics
Unit – 2 : Methods and Approaches to Teaching-Learning Mathematics
- Methods : Inductive, deductive, analysis, synthesis, play-way
- Approaches : Constructivist and Activity-based
Unit – 3 : Assessment in Mathematics
- Assessment in Mathematics
- Formal and informal assessment
- Different types of test items
- Planning for remedial and enrichment programme in
- Mathematics
GROUP – B : (CONTENT)
Unit – 4 : Number System and Operation in Numbers
- Number system (natural, whole, rational, real)
- Fundamental operation on numbers
- Fractional numbers and decimals – operations in fractional
- numbers and decimals
- Factors and multiples – NCF and LCM
- Percentage and its application
Unit – 5 : Measurement
- Measurement of length, weight, capacity
- Measurement of area and perimeter of rectangle and square
- Measurement of time (concept of am, pm and time interval)
Unit – 6 : Shapes and spatial Relationship
- Basic geometrical concepts (point, line segment, ray, straight line, angles)
- Geometry of triangles, quadrilaterals and circles Symmetry
- Geometrical slides (cube, cuboid, sphere, cylinger cone)
Unit – 7 : Data Handling and Patterns
- Pictography, bar graph, histogram, pie chart
- Interpretation of these graphs
- Patterns in numbers and figures
Section E : Environmental Studies (EVS)
GROUP – A : (PEDAGOGY)
Unit – 1 : Concept
- Concept and Significance
- Integration of Science and Social Science
- Aims and objectives of teaching and learning EVS
Unit – 2 : Methods and Approaches
- Basic principles of teaching EVS
- Methods : Survey, Practical Work, discussion, observation,
- project
- Approaches : Activity-based, theme-based
Unit – 3 : Evaluation in EVS
- Tools and techniques for evaluation learning in EVS
- Diagnostic assessment in EVS
GROUP – B : (CONTENT)
Unit – 4 : Governance
- Local-self, Government – State and Central
- Judiciary
Unit – 5 : Physical Features of Odisha and India
- Landscape
- Climate
- Natural resources
- Agriculture and industry
Unit – 6 : History of Freedom Struggle in India and Odisha
Unit – 7 : Health and Diseases
- Nutritional, elements, balanced diet
- Nutritional, deficiency and diseases
- Waste materials and disposal
- First-aid
- Air and water pollution
Unit – 8 : Internal Systems of Human Body
- Respiratory, circulatory, digestive and excretory system – structure and parts of plant – structure and function
Unit – 9 : Matter, Force and Energy
- Matter and its properties
- Earth and sky, effect of rotation and revolution of earth
- Work and energy