BPSC Headmaster Mock Test Free, Practice Tests, Best Books, Syllabus 2022
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BPSC Headmaster Syllabus 2022
General Studies
1. General Science.
2. Current events of national and international importance.
3. History of India and salient features of the history of Bihar.
4. Indian National movement and the part played by the Bihar in it.
5. Geography.
6. Indian Polity.
7. Indian Economy.
8. Elementary Mathematics and Mental ability test.
Concerned Subject (B.ED)
UNIT.1:
1. Understanding Childhood : Developmental Perspective
2. children and their childhood: The contextual Realities of Bihar
3. Dimensions of individual development: physical, cognitive, language, social and moral
their interrelationships and implications for teachers (with reference to PiagetErickson and Kohlberg)
4. Adolescence : assumptions, stereotypes and need of a holistic understanding
5. Factors affecting adolescence: social, cultural, political and economic
6. The contextual reality of adolescence in Bihar
UNIT.2:
1. Socialization and the context of school : impact of entry to 3chool,- school as a social
institution and its notions in Bihar, value formation in the context of schooling'
2. Inequalities and resistances in society: issues ofaccesg, retention and exclusion'
3. Difference in learners based on socio-cultural contexts : impact of home languages of
learners and language of instruction, impact of differential cultural capital of learners
4. understanding of differently-abled learners: slow learners and dyslexic learners
5. Methods of assessing individual differences: tests, observation, rating scales' selfrePort
UNIT.3 :
1. understanding' Identity Formation: emergence of multiple identities in the- formation
of a person placed in various social and institutional contexts; the need for inner
coherence; managing'conflicting' identities
2. School as a site of identity formation in teachers and students; school, culture and
ethos, teaching-learning practices and teacher discourse in the classroom' evaluation
practices; value system and hidden curriculum in school
3. concept : Meaning and definitions of education, Processes of education-schooling
Instruction, Training and Indoctrination, Modes of education-Formal' Informal and
Non-Formal
4. constitutional provisions on education that reflect National ideals: Democracy'
equality, liberty, secularism and social iustice
5. Education for National development: Education commission (1964-66)
UNIT-4:
1. Philosophy and Education : Meaning and definitions of philosophy, Branches of philosophy andtheir relationship with educational problems and issues ehilosoptrical systdms: Schools of philosophy, Idealism, Naturalism, Pragmatism'
2. Marxism and Humanism with special reference to their concepts of reality, knowledge and values, and their educational implications for aims' Curriculum, methods of teaching and disciPline
3. Indian Thinkers : RN. Tagore, M.K. Gandhi, swami vivekananda, Aurobindo Ghose, jiddu Krishnamurthi and Giiiubhai Badheka
4. Western Thinkers : Plato, Rousseau, Dewey,
UNIT.5
1. Meaning of equality and constitutional provisions
2. prevailing nature and forms of Inequality, including dominant and minor gyqups and related ilsues
3. lnequality in schooling : Public-private schools, rural-urban schools, single teacher schools and many other forms of inequalities in school system 3nq 1tr" processes
leading to disParities
4. Differential quality in schooling : variations in school quality
5. Right to Education : Bill and its provisions.
Unit 6
1. Basic Assumptions and analysis of the relevance of Learning Theories Social, Cognitive & Humanistic learning theories Learning as a process of construction of Knowledge-Constructivist, Behavioural, Approach to learning
2. Relationship of learning with school performance and ability of the learner
3. Concept of Motivation; types, techniques of enhancing motivation
4. Forgetting classroom learning-meaning and its causes; strategies for improving retention oflearning
5. Meaning of learningto learn skills; ways of developing self-study
UNIT-7:
1. An analysis of teacher's roles and functions, skills and competencies in the Pre-active phase - visualizing, decision-making on outcomes, preparing and organization; Interactive phase - facilitating and managing leaming; Post-active phase - assessment of learning outcomes' reflecting on pre-active, interactive and post-active processes
2. Characteristics associated with effective teachers; Teacher's professional identity -
what does it entail?
3. Visualizing: The learner and learning readiness characteristics, the subject matter content and their inter-linkages, the learning resources, approaches/srategies'
4. Decision maBing on outcomes: Establishing general instructional goals, specification of objectives and standards for learning allocation of instructional time for various
activities/tasks-instructional time as a variable in learning
5. preparing for instruction: Identiffing selecting available learning resources or developing required learning resource.
6. Preparation of a plan : Unit plan and Lesson plan'
UNIT.8:
1. Motivating the learners and sustaining their attention-importance of stimulus variation and reinforcement as skills.
2. euestioning Illustration and explanation as teacher competencies influencing studentIearning in the classroom;
3. Strategy of Teaching -a) Expository Strategy as approacll.LA-teaching for understanding: Presentation - discussion - demonstration, the Advance Organizer tiiodel; O) inquiry Strategy as approach to teaching'thinking skillsand construction of lmowledge : Concept attainment/ Concept formation, Inductive thinHng Problem - basedlearning/Project Based Learning.
4. Approaches to Small Group and Whole group Instruction : Cooperative and Collaborative approaches to learning. Brain storming Role play and Dramatization, Group discussion, simulation and Games, Debate, Qui-z a1d seminar.
UNIT-9:
1. How children learn language with sp6cial reference to SHnner, Chomsky, Piaget and VygotskY.
2. Social and cultural context of language : Language and Gender, LangUage and Identity' language and Power,language and Class (Society)
3. Political context of language; Multilingual perspective of India and Bihar' Constitutional provisions related to languages in India
4. Language and construction of knowledge; understanding the objectives of learning I anguages ; ima gination, creativity, sensitivity, skill development
5. Critical review of Medium of Instruction; Different school subiects as registers;
6. Position of Languages in India; articles 343-351, 350A;
Unit 10
t. The Philosophical Perspective: Unity and plurality
2. The Anthropological Perspective: Culture and Tribes
3. The Sociological Perspective: Professionalization and Division of Labour
4. The Historical Perspective: Evolution and Discontinuity
5.TheManagementPerspective:Marketandorganization
6. The educational Perspective: Teaching and L0arning
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