ಜೂನ್ ನಲ್ಲಿ ನಡೆದ ಕೆ.ಎ.ಎಸ್. ಪರೀಕ್ಷೆಯ ಎರಡು ಪ್ರಶ್ನೆಪತ್ರಿಕೆಗಳಿಗೆ ಮಾತ್ರ ಉತ್ತರಗಳನ್ನ ನೀಡಲಾಗಿದ್ದು, ಇನ್ನುಳಿದ ಪ್ರಶ್ನೆಪತ್ರಿಕೆಗಳನ್ನ ಬೆರಳಚ್ಚಿಸುವ ಕಾರ್ಯ ಭರದಿಂದ ಸಾಗಿದೆ.. ಶೀಘ್ರದಲ್ಲೇ ಈ ತಾಣ ಸಮಗ್ರವಾಗಲಿದೆ. ನಿಮ್ಮ ಸಹಕಾರ, ಪ್ರೋತ್ಸಾಹಕ್ಕೆ ಪ್ರಶ್ನೋತ್ತರ ತಂಡ ಕೃತಜ್ಞತೆ ಸಲ್ಲಿಸುತ್ತದೆ.

ಆತ್ಮೀಯ ಸ್ಪರ್ಧಾರ್ಥಿಗಳೇ, ಎಲ್ಲ ರೀತಿಯ ಸ್ಪರ್ಧಾತ್ಮಕ ಪರೀಕ್ಷೆಗಳಿಗೆ ಉಪಯುಕ್ತವಾಗುವಂತೆ ಮಾಹಿತಿ ನೀಡಲಾಗುತ್ತಿದೆ.https://t.me/kpsc2019 Karnataka TET Syllabus
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 Karnataka TET Syllabus
  • Child development and pedagogy
  • Language-I
  • Environmental Studies
  • Language-II
  • Mathematics
Subject nameSyllabus
I. Child Development and Pedagogya)     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 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 – IIa)     Comprehension
  • Two unseen prose passages (discursive or literary or narrative or scientific) with question 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-Mathematicsa)Content
  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction etc.
b) 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
  • Evaluation through formal and informal methods
  • Problems of Teaching
V. Environmental StudiesContent
  • I. Family and Friends:
    • 1.1 Relationships
    • 1.2 Work and Play
    • 1.3 Animals
    • 1.4 Plants
  • II. Food
  • III. Shelter
  • IV. Water
  • V. Travel
  • VI. 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
  • Child development and pedagogy
  • Language-I
  • Social Studies
  • Language-II
  • Mathematics & Science
SubjectTopics
Child Development and Pedagogy
  • Child Development (Elementary School Child)
  • Concept of Inclusive education and understanding children with special needs
  • Learning and Pedagogy
Language I
  • Language Comprehension
  • Pedagogy of Language Development
Language – IIComprehension, Pedagogy of Language Development
Mathematics and ScienceMathematics, Science
Social Studies/Social Sciences
  • History
  • Geography
  • Social and Political Life
  • Pedagogical issues
S. No.Name of SubjectNo. of QuestionsMarks
1Child Development and Pedagogy3030
2Language I3030
3Language II3030
4Mathematics3030
5Environmental Studies3030
Total150150
S. No.Name of SubjectNo. of QuestionsMarks
1Child Development and Pedagogy (compulsory)3030
2Language I (compulsory)3030
3Language II (compulsory)3030
4-(i)For Mathematics and Science teacher6060
4-(ii)For Social Science teacher
4-(iii)For any other teacher – either (i) or (ii)
Total150150
x
Paper-1 (Lower Primary Teacher)


Paper II (for classes VI to VIII) Upper Primary Teacher

KTET Exam Pattern
The Exam is organized in two papers: Paper I and Paper II. Paper I is conducted appointment of teachers for classes I to V and Paper II is conducted for engagement of teachers for classes VI to VIII.
Exam Pattern for Paper I:
This paper comprises of total 150 Multiple Choice type questions in which 30 Questions are asked from each 5 subjects: Child Development and Pedagogy, Language I, Language II, Mathematics and Environmental Studies. The time duration of the exam is 90 minutes.

Exam Pattern for Paper II:
This paper also includes total 150 questions of 150 marks. 30 questions are asked from each of the subjects: Child Development and Pedagogy, Language I, Language II, Mathematics and Science.

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