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  #2  
22nd September 2014, 03:35 PM
Super Moderator
 
Join Date: Apr 2013
Re: WB TET Eligibility Criteria

West Bengal Teacher Eligibility Test is taken by the The Government of West Bengal for applicants aspiring to become teachers in primary (class I -V) and upper primary (VI-VIII) schools in the state of West Bengal.

Eligibility
Classes I-V (Paper I):

Applicants should have passed in Senior Secondary with at least 45 percent marks.

Applicants appearing in final 2 year Diploma in Elementary Education are also eligible.
OR
Applicants with BA / B.Sc. with at least 50 percent marks and B.Ed qualification can also apply.

Classes VI-VIII (Paper II)

Applicants having B.A. / B.Sc and those Applicants appearing in final 2 year D.Ed. / B.A. /B.Sc. with at least 45 percent marks and passed / appearing in B.Ed / 4-year BA/ B.Sc.Ed. or B.A. (Ed.)/B.Sc. (Ed.) / B.Ed. (Special Education) with 50 percent in BA or B.Sc /Senior Secondary with at least 50 percent marks and passed or appearing in final 4-year Bachelor in Elementary Education (B.El.Ed) are eligible or WBSSC TET.

Important Dates:
WB TET 2014 was held on:30th Mar, 2014
  #3  
18th March 2015, 04:52 PM
Unregistered
Guest
 
Re: WB TET Eligibility Criteria

I want to give WB TET (West Bengal Teacher Eligibility Test) so please give me Eligibility Criteria and Syllabus of this Exam?
  #4  
18th March 2015, 04:54 PM
Super Moderator
 
Join Date: May 2012
Re: WB TET Eligibility Criteria

West Bengal Teacher Eligibility (WBTET) is conducted by the Government of West Bengal for candidates aspiring to become teachers in primary (class I -V) and upper primary (VI-VIII) schools in the state of West Bengal.

Eligibility Criteria:

For Teachers of Classes I-V (Paper I):
Candidates should have passed in Senior Secondary (or its equivalent) with at least 45 percent marks.

For Teachers of Classes VI-VIII (Paper II):
Candidates should have passed B.A. / B.Sc and those appearing in final 2 year D.Ed. / B.A. /B.Sc. with at least 45 percent marks and passed / appearing in B.Ed / Senior Secondary with at least 50 percent marks.


WBTET Syllabus:

Syllabus of Paper I -for classes I to V- Primary Stage:

I. Child Development and Pedagogy

a) Child Development (Primary School Child)
Concept of development and its relationship with learning
Principles of the development of children
Influence of Heredity & Environment
Socialization processes: Social world & children (Teacher, Parents, Peers)
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
Concepts of child-centered and progressive education
Critical perspective of the construct of Intelligence
Multi Dimensional Intelligence
Language & Thought
Gender as a social construct; gender roles, gender-bias and educational practice
Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
Distinction between Assessment for learning and assessment of learning; School-Based Assessment,
Continuous & Comprehensive Evaluation: perspective and practice
Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) Concept of Inclusive education and understanding children with special needs
Addressing learners from diverse backgrounds including disadvantaged and deprived
Addressing the needs of children with learning difficulties, ‘impairment’ etc
Addressing the Talented, Creative, Specially abled Learners

c) Learning and Pedagogy
How children think and learn; how and why children ‘fail’ to achieve success in school performance
Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.
Child as a problem solver and a ‘scientific investigator’
Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process.
Cognition & Emotions
Motivation and learning
Factors contributing to learning- personal & environmental


II. Language

a) Language Comprehension
Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

b) Pedagogy of Language Development
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as a tool
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
Remedial Teaching


III. Language -II

a) Comprehension
Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

b) Pedagogy of Language Development
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as a tool
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
Remedial Teaching
Geometry
Shapes & Spatial Understanding
Solids around Us
Numbers
Addition and Subtraction
Multiplication
Division
Measurement
Weight
Time
Volume
Data Handling
Patterns
Money

c) Pedagogical issues
Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics


IV. Mathematics

a) Content
Evaluation through formal and informal methods
Problems of Teaching
Error analysis and related aspects of learning and teaching
Diagnostic and Remedial Teaching


V.Environmental Studies

a) Content

1. Family and Friends:
Relationships
Work and Play
Animals
Plants

2. Food
3. Shelter
4. Water
5. Travel
6. Things We Make and Do

b) Pedagogical Issues
Concept and scope of EVS
Significance of EVS, integrated EVS
Environmental Studies & Environmental Education
learning Principles
Scope & relation to Science & Social Science
Approaches of presenting concepts
Activities
Experimentation/Practical Work
Discussion
CCE
Teaching material/Aids
Problems


Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy

a) Child Development for Elementary School Child
Concept of development and its relationship with learning
Principles of the development of children
Influence of Heredity & Environment
Socialization processes: Social world & children (Teacher, Parents, Peers)
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
Concepts of child-centered and progressive education
Critical perspective of the construct of Intelligence
Multi Dimensional Intelligence
Language & Thought
Gender as a social construct; gender roles, gender-bias and educational practice
Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
Distinction between Assessment for learning and assessment of learning; School-Based Assessment,
Continuous & Comprehensive Evaluation: perspective and practice
Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) Concept of Inclusive education and understanding children with special needs
Addressing learners from diverse backgrounds including disadvantaged and deprived
Addressing the needs of children with learning difficulties, ‘impairment’ etc
Addressing the Talented, Creative, Specially abled Learners

c) Learning and Pedagogy
How children think and learn; how and why children ‘fail’ to achieve success in school performance
Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity;
social context of learning
Child as a problem solver and a ‘scientific investigator’
Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process.
Cognition & Emotions
Motivation and learning
Factors contributing to learning- personal & environmental


II. Language I.

a) Language Comprehension
Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

b) Pedagogy of Language Development
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as a tool
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
Remedial Teaching


III. Language- II

a) Comprehension
Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

b) Pedagogy of Language Development
Learning and acquisition
Principles of language Teaching
Role of listening and speaking; function of language and how children use it as a tool
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
Language Skills
Evaluating language comprehension and proficiency: speaking, listening, reading and writing
Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom
Remedial Teaching


IV. (A) Mathematics and Science:

1. Mathematics 30 Questions

a) Content 20 Questions
Number System
Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
Algebra
Introduction to Algebra
Ratio and Proportion
Geometry
Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Constructions (using Straight edge Scale, protractor, compasses)
Mensuration
Data handling

b) Pedagogical issues 10 Questions
Nature of Mathematics/Logical thinking
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problems of Teaching


2. Science

a) Content

I Food
Sources of food
Components of food
Cleaning food

II. Materials
Materials of daily use

III. The World of the Living

IV. Moving Things People and Ideas

V. How things work
Electric current and circuits
Magnets

VI. Natural Phenomena

VII. Natural Resources

b) Pedagogical issues
Nature & Structure of Sciences
Natural Science/Aims & objectives
Understanding & Appreciating Science
Approaches/Integrated Approach
Observation/Experiment/Discovery(Method of Science)
Innovation
Text Material/Aids
Evaluation- cognitive/psychomotor/affective
Problems
Remedial Teaching


V. Social Studies/ Social Sciences

a) Content - 40 Questions in All -

(i) History
When, Where and How
The Earliest Societies
The First Farmers and Herders
The First Cities
Early States
New Ideas
The First Empire
Contacts with Distant lands
Political Developments
Culture and Science
New Kings and Kingdoms
Sultans of Delhi
Architecture
Creation of an Empire
Social Change
Regional Cultures
The Establishment of Company Power
Rural Life and Society
Colonialism and Tribal Societies
The Revolt of 1857-58
Women and reform
Challenging the Caste System
The Nationalist Movement
India After Independence

(ii) Geography
Geography as a social study and as a science
Planet: Earth in the solar system
Globe
Environment in its totality: natural and human environment.
Air
Water
Human Environment: settlement, transport and communication.
Resources: Types- Natural and Human
Agriculture

(iii) Social and Political Life
Diversity
Government
Local Government
Making a Living
Democracy
State Government
Understanding Media
Unpacking Gender
The Constitution
Parliamentary Government
The Judiciary
Social Justice and the Marginalised

c) Pedagogical issues
Concept & Nature of Social Science/Social Studies
Class Room Processes, activities and discourse
Developing Critical thinking
Enquiry/Empirical Evidence
Problems of teaching Social Science/Social Studies
Sources – Primary & secondary
Projects Work
Evaluation


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