{"id":1252,"date":"2022-05-04T16:26:37","date_gmt":"2022-05-04T10:56:37","guid":{"rendered":"https:\/\/www.indiajoblive.com\/?p=1252"},"modified":"2022-05-04T16:26:37","modified_gmt":"2022-05-04T10:56:37","slug":"bpsc-head-teacher-post-syllabus-2022-published-view-download-pdf","status":"publish","type":"post","link":"https:\/\/www.indiajoblive.com\/bpsc-head-teacher-post-syllabus-2022-published-view-download-pdf\/","title":{"rendered":"BPSC Head Teacher Post Syllabus 2022 Published View Download PDF"},"content":{"rendered":"

BPSC Head Teacher Post Syllabus 2022:<\/strong> Check Exam Syllabus and Exam Pattern (General Studies and D.El.Ed) for 40506 BPSC Head Teacher Vacancies in Primary Schools under the Education Department of the Government of Bihar.<\/p>\n

\"BPSC<\/p>\n

BPSC Head Teacher 2022 Syllabus<\/h2>\n

BPSC Head Teacher 2022 Syllabus: The Bihar Public Service Commission (BPSC) is accepting applications from eligible Indians to fill 40,506 BPSC Head Teacher vacancies in primary schools under the Education Department of the Bihar Government. Previously, the registration deadline was April 22, 2022. Today, May 2, 2022, is the last day to apply for BPSC Bihar Head Teacher Eligibility 2022.<\/p>\n

BPSC Job Exam Pattern 2022 Head Teacher Post<\/h2>\n

BPSC Job Exam Pattern 2022: The BPSC Head Teacher Admit Card and Exam Date for 2022 have not yet been released. A written exam is part of the BPSC Head Teacher selection procedure. We have provided the BPSC Head Teacher 2022 Syllabus and Exam Pattern in this article.<\/p>\n

Recollect these Important Dates Notified by Bihar Public Service Commission (BPSC)<\/h2>\n

\u26aaNotification Release Date: 24 March 2022
\n\ud83d\udd35Starting date of Application: 28 March 2022
\n\ud83d\udd34Last Date for Submission of Application (Revised): 2 May 2022
\n\u26aaApplication Edit Date (Revised): 3 May 2022 to 9 May 2022
\n\u26aaBPSC Head Teacher 2022 Admit Card: To Be Announced
\n\u26aaBPSC Head Teacher 2022 Written Exam: To Be Announced<\/p>\n

BPSC Head Teacher 2022 Exam Pattern<\/h2>\n

The BPSC Head Teacher 2022 Written Exam will consist of 150 questions divided into two sections: Section I General Studies and Section II D.El.Ed. Each question will be worth one mark, with 0.25 points deducted for each incorrect response.<\/p>\n

Subject: Section \u2013 I General Studies, Section \u2013 II D.El.Ed.
\nNo. of Questions: 75 each
\nMarks: 75 each
\nDuration: 2 Hours
\nTotal No. of Questions: 150
\nTotal Marks: 150<\/p>\n

BPSC Head Teacher 2022 Syllabus<\/h2>\n

Syllabus & Topics for Section \u2013 I General Studies<\/strong><\/p>\n

Questions will be asked from:
\nGeneral Science
\nCurrent events of national and international importance
\nIndian National movement and the part played by the Bihar in it.
\nGeography
\nIndian Polity
\nElementary Mathematics and Mental ability test<\/p>\n

Syllabus & Topics for Section \u2013 II D.El.Ed.<\/strong><\/p>\n

Unit-1<\/strong><\/em>
\nChildren and childhood: social, cultural and historical understanding.
\nReference to child rights: With special discussion on children coming from marginalized sections
\nEducation, School, and Society: Understanding the Interrelationships
\nProcess of Socialization in School: Understanding the Role and Effects of Different Factors
\nEducation: General Concept, Objectives, and Nature of School Education
\nDifferent bases\/approaches to understanding education: Philosophical, Psychological, Sociological, Literature of Education, History of Education, etc. Concept of Knowledge: Philosophical Perspectives<\/p>\n

Unit-2<\/strong><\/em>
\nMahatma Gandhi-Hind Swaraj: Outlining the relationship between social philosophy and education
\nGijubhai Badheka \u2013 Daydreaming: Outlining the idea of experimentation in education.
\nRabindranath Tagore \u2013 Education: Underlining the role of independence and autonomy in learning
\nFrom the book Maria Montessori-The Receptive Mind, Chapter titled \u2018Sequences of Development\u2019: Outlining the Special Method in relation to children\u2019s learning
\nStatement is given to Jyotiba Phule-Hunter Commission (1882): Outlining educational, social, and cultural inequality
\nDr. Zakir Hussain-Educational Articles: Underlining the Importance of Child-Centered Education
\nJ. Krishnamurthy \u2013 \u2018What is education: underlining the role of dialogue in teaching-learning
\nArticle titled \u2018Education as a necessity of life\u2019 from John-DV-Education and Democracy: Outlining the Interaction of Education and Society<\/p>\n

Unit-3<\/strong><\/em>
\nCurriculum and Curriculum: Concept and Miscellaneous Basis
\nRole of Work and Education in Curriculum: The Problem of Focused Pedagogy
\nPsychosocial factors affecting childhood
\nChild Development: Concept, Different Dimensions of Development, Influencing Factors
\nGrowth and Development: Understanding of Interrelationships, Methods of Study
\nUnderstanding the physical and cognitive development of children.
\nCreativity: Concept, special importance in the context of children
\nMeaning of play: Concept, characteristic, importance in the context of children\u2019s development
\nVarious Dimensions of Personality Development: Special Reference to Erikson\u2019s Theory
\nAspects of Emotional Development in Children: John Balby\u2019s Theory and Other Ideas
\nMoral Development and Children: Concept of Right and Wrong, Theory of Jean Piaget and Kohlberg<\/p>\n

Unit-4<\/strong><\/em>
\nNeed and purpose of ECCE
\nUnderstanding of a contextualized and balanced ECCE curriculum
\nShort & Long Term Objectives and Planning of ECCE Curriculum
\nCreating a child-centered, development-friendly, and inclusive classroom environment
\nDifferent dimensions of development and learning in the early years
\nChildren with special needs (disabled) and early childhood care and education
\nPhysical Education: Concept and Importance
\nCurrent Status of Early Childhood Care and Education in Bihar
\nChallenges and Innovations of early childhood education in Bihar
\nAcademic and Social expectations of institutions in the preparation of schools in Bihar<\/p>\n

Unit-5<\/strong><\/em>
\nOrganizational Aspects of School Culture: A Critical Understanding of Concept, Structure, and Components
\nChanges in the school system under the Right to Education
\nSchool organization and management in line with inclusive education
\nChange in the school environment and classroom teaching through art integrated education?
\nNature of classroom teaching: Traditional, child-centered, democratic, creative, etc.
\nCo-curricular and Co-Scholastic Activities: Importance, Planning, and Implementation (Activities, Arts, Sports, etc.)
\nSystem of Assessment and Evaluation in School: Continuous and Comprehensive Assessment, Progress Sheet
\nTeacher Professional Development: Concept, Need, Policy Discussion, and Limitations
\nSchool Leadership and Teachers: Administrative, Collective, Pedagogical, Transformational<\/p>\n

Unit-6<\/strong><\/em>
\nNearby District Level Institutions: Cluster Resource Center (CRC), Block Resource Center (BRC), District Institute of Education and Training (DIET), College of Elementary Teacher Education (PTEC)
\nState Level Institutions: State Council of Education Research and Training (SCERT), Bihar Education Project Council (BEPC), Bihar School Examination Board (BSEB), Bihar Sanskrit Education Board (BSSB), Bihar State Madrasa Education Board (BSMEB), Bihar Board of Open Schooling and Examination (BBOSE)
\nNational Level Institutions: National Council of Educational Research and Training (NCERT). Central Board of Secondary Education (CBSE), National Institute of Educational Planning and Administration (NIEPA), National Council for Teacher Education (NCTE).<\/p>\n

Unit-7<\/strong><\/em>
\nDifferent forms of inclusion and exclusion in Indian society (marginalized society, gender, children with special needs-disabled persons)
\nUnderstanding Diversity and Inequality in Classrooms: Curricular and Pedagogical Context
\nNature and Process of Assessment for Inclusive Education
\nReference to Children with Special Needs in Inclusive Education: Historical Development, Present Situation, Challenges, Context of Bihar
\nGender discrimination prevailing in the education system and school: with special reference to curriculum, textbooks, classroom processes, student-teacher interaction
\nRole of Education in Gender Sensitivity and Equality
\nEducation for Equity, Equality and Social Justice: Concepts, Needs and Constraints
\nThe identity of teachers: Contemporary discourse, Concept of an ideal teacher<\/p>\n

Unit-8<\/strong><\/em>
\nNational Curriculum Framework \u2013 2005 and Bihar Curriculum Framework \u2013 2008 with special reference to science, environment, mathematics, language, and social science in front of pedagogy
\nImportance and use of audio-video, multimedia tools in teaching-learning
\nIntegration of ICT with the plan of Learning planning and school<\/p>\n

BPSC Head Teacher 2022: Syllabus Download PDF
\nSection \u2013 I General Studies: Download PDF<\/span><\/a><\/strong>
\nSection \u2013 II D.El.Ed.: Download PDF<\/span><\/a><\/strong><\/p>\n

Use these Beneficial Links from Bihar Public Service Commission (BPSC)<\/h2>\n

\ud83c\udf10 Official Website: View Now<\/span><\/a><\/span><\/strong>
\n\ud83d\udcd6 Syllabus: View Now<\/span><\/a><\/span><\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

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