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[QUOTE=muthukalee;279513][B][U]Name of the Organisation  [/U][/B]: Board of Secondary Education, Odisha (bseorissa.in)
[B][U]Type of Announcement  [/U][/B]: Syllabus
[B][U]Designation  [/U][/B]: Odisha Teacher Eligibility Test OTET 2013
[B][U]Reference Number  [/U][/B]: --

[B][U]Syllabus [/U][/B]: [URL]http://bseorissa.in/Download/Syllabus_Teacher-Eligibility_Test.pdf[/URL]
[B][U]Home Page  [/U][/B]: [URL]http://bseorissa.in/[/URL]
[B][U]
Syllabus of Teacher Eligibility Test[/U]
[/B][CENTER][B]FRAMEWORK FOR TEACHER ELIGIBILITY TEST, ODISHA [/B]
[/CENTER]
In accordance to the section 23(1) of the RTE Act, 2009, the National Council for Teacher Education has laid down minimum qualification for any candidate to be eligible for appointment as a teacher at elementary level. As per the NCTE notification dated 23rd August, 2010, one of the essential qualification for any candidate for appointment as a teacher is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by Government. The TET conducted by the Government of Odisha, School and Mass Education Department is named as Odisha Teacher Eligibility Test (OTET).

[B][U]Structure and Content of OTET [/U][/B]: 
There shall be two papers in the OTET. Paper I will be for a candidate who intends to be a teacher for class I to V. Paper II will be for a candidate who intends to be a teacher for classes VI to VIII. A candidate who intends to be a teacher either for classes I to V or for classes VI to VIII will have to appear in both papers (paper I and Paper II).

[B][U]Qualifying Marks[/U][/B]: 
** A candidate who scores 60% or more in the TET examination will be considered as TET pass.
** Candidates belonging to SC, ST, SEBC/OBC, Physically Handicapped securing scores 50% may be considered as TET pass. 
** The TET score will be given weightage in the recruitment process.

DETAILED SYLLABUS FOR OTET PAPER – I

[B][U]Section – A [/U][/B]: Child Development and Pedagogy
[B][U]Unit – 1 [/U][/B]: 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

[B][U]Unit – 2 [/U][/B]: 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

[B][U]Unit – 3 [/U][/B]: 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

[B][U]Unit – 4 [/U][/B]: 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 
 
[B][U]Unit – 5 [/U][/B]: Assessment 
** Continuous and comprehensive assessment 
** Purpose of assessment 
** Assessing scholastic and other scholastic areas 
** Sharing of assessment outcomes and follow up

[B][U]Section B [/U][/B]: Language (Odia / Urdu / Hindi / Telugu / Bengali) 
[B][U]GROUP – A [/U][/B]: (PEDAGOGY)

[B][U]Unit – 1 [/U][/B]: Learning Odia / Urdu / Hindi / Telugu / Bengali at elementary level 
** 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

[B][U]Unit – 2 [/U][/B]: 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 
 
[B][U]GROUP – B [/U][/B]: (CONTENT) 
[B][U]Unit – 3 [/U][/B]: Assessment of learning Odia / Urdu / Hindi / Telugu / Bengali 
** Assessment language comprehensive and proficiency : speaking, listening, reading, writing – construction of different types of test items 
** Remedial teaching

[B][U]Unit – 4 [/U][/B]: Language items 
** Part of speech – Noun, Pronoun, Verb, Adverb, Adjectives, Conjunction 
** Formation of words – using prefix and suffix 
** Synonyms and antonyms 
** Phrases and idioms 
 
[B][U]Unit – 5 [/U][/B]: 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) 
 
[B][U]More Details [/U][/B]: Refer the PDF link.[/QUOTE]

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