APTET Paper-I 2024 Syllabus in Detail. Govt of AP released the guidelines for conduct of TET in GO 91. Paper-I of APTET is for Primary Teachers. The APTET Paper-I syllabus is given below.
Below is the detailed syllabus for APTET Paper-I. The APTET Paper-I Contains the Child Development and Pedagogy for 30 Marks, Language I 30 Marks, Language II (English) 30 Marks, Mathematics 30Marks, Environmental Studies 30Marks.
APTET Paper-I Syllabus AP TET SGT Syllabus
As per the APTET 2024 Notification, Syllabus, the AP TET 2024 SGT Syllabus is as follows:
No.of Multiple Choice Questions (MCQs) –150
Below is the Syllabus TET New Syllabus.
TET Paper-I content part will be tested from I to VIII class of A.P. Government syllabus and CDP (Child Development and Pedagogy ) and Methodology portions will be tested from present D.El.Ed syllabus.
b) Duration of Examination : 2 hours and 30 minutes:
c) Structure and Content (all compulsory)
- i) Child Development and Pedagogy 30 MCQs 30 Marks
- ii) Language I 30 MCQs 30 Marks
- iii) Language II (English) 30 MCQs 30 Marks
- iv) Mathematics 30MCQs 30Marks
- v)Environmental Studies 30 MCQs 30Marks
Total 150 MCQs 150Marks
The syllabus for Mathematics & Environmental Studies is designed on the basis of topics of Classes III to VIII. The difficulty standard as well as linkages of content/topics could be up to Secondary Stage (up to Class X) for testing.
The test items in Mathematics and Environmental Studies will contain 30 Multiple Choice Questions (MCQs) each, both on Content and Pedagogy .In Mathematics, 24 MCQs will be on Content and 6 MCQs on Pedagogy. Similarly, in Environmental Studies 24 MCQs will be on Content and 6 MCQs on Pedagogy.
The detailed syllabus for all subjects shall be designed by the SCERT and the same shall be issued along with the Notification.
The test items in Mathematics and Environmental Studies will contain 30 Multiple Choice Questions (MCQs) each, both on Content and Pedagogy .In Mathematics, 24 MCQs will be on Content and 6 MCQs on Pedagogy. Similarly, in Environmental Studies 24 MCQs will be on Content and 6 MCQs on Pedagogy.
The detailed syllabus for all subjects shall be designed by the SCERT and the same shall be issued along with the Notification.
The detailed syllabus for all subjects shall be designed by the SCERT and the same shall be issued along with the Notification. Candidates are informed to follow present State syllabus Textbooks of Class III to IX and for class X previous Textbooks of 2023-24 only. The candidates has to follow
2016, 2019 editions of D.Ed / D.El.Ed Telugu Academy/SCERT textbooks
| i) | Child Development and pedagogy | 30 MCQs | 30 Marks |
| ii) | Language I (Tel/Urdu/Hindi/Kannada/Tamil/ Odiya | 30 MCQs | 30 Marks |
| iii) | Language II (English) | 30 MCQs | 30 Marks |
| iv) | Mathematics | 30 MCQs | 30 Marks |
| v) | Environmental Studies | 30 MCQs | 30 Marks |
| Total | 150 MCQs | 150 Marks |
APTET 2024 PAPER-I SGT Syllabus
TET Paper-I content part will be tested from I to VIII class of A.P. Government syllabus and CDP (Child Development and Pedagogy ) and Methodology portions will be tested from present D.El.Ed syllabus.
| Division | Subjects | Marks | Syllabus |
|---|---|---|---|
| Part – A (90 Marks) |
CDP | 30 | D.El. Ed |
| Language – I (Telugu/Urdu/Kannada/Tamil/Odiya | |||
| Content | 24 | I - VIII Class | |
| Methodology | 6 | D.El.Ed | |
| Language – II | |||
| Content | 24 | I - VIII Class | |
| Methodology | 6 | D.El.Ed | |
| Part – B (60 Marks) |
Mathematics | ||
| Content | 24 | I - VIII Class | |
| Methodology | 6 | D.El.Ed | |
| EVS – Science | |||
| Content | 12 | I - VIII Class | |
| Methodology | 3 | D.El.Ed | |
| Social Studies | |||
| Content | 12 | I - VIII Class | |
| Methodology | 3 | D.El.Ed | |
| Total Marks | 150 |
APTET 2024 PAPER-1 Child Development and Pedagogy (30 Marks)
1. Development, Growth & Maturation — Concept & Nature, Differences between Growth and Development :• Principles of development and their educational implication
• Factors infiuencing Development — Biological, Psychological, Sociological, emotional.
• Dimensions of Development and their interrelationships - Physical & Motor, Cognitive,
• Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Child hood,adolescence.
• Understanding Development — Piaget, Kohlberg, Chomsky, Carl Rogers, Erikson
• Individual differences — Concept, Types of individual differences (intra & inter) Factors of individual differences ( heredity & environment).
• Factors infiuencing individual differences in the areas of Attitudes, Aptitude, interest, Habit, intelligence, creativity, Values, level of aspiration, self concept, achievement.
• A) Intelligence: Concept and meaning of intelligence, Definitions, Types of intelligence, Theories of Intelligence, Measurement of intelligence, IQ, Classification of IQ, Types of Intelligence tests and Uses.
C) Interest: Concept and meaning of interest , Definitions, Characteristics of interest, Measurement of interests. How to develop interest among students – role of teacher.
D)Attitude: Concept and meaning of attitude, Definitions, Characteristics of attitude, Attitude scales, Measurement of attitudes. How to develop positive attitudes among children-role of teacher.
E) Creativity: Concept and meaning of creativity, Definitions, Characteristics and stages of creativity,assessment of creativity,The role of a teacher in fostering creativity among the children
F) Thinking : Concept, Meaning , Definition, types of thinking, characteristics of thinking, factors of thinking, classroom implication.
G) Reasoning: Concept, Meaning, Definition, Characteristics, Reasoning process, types of reasoning classroom implication.
• Metacognition :- Meaning, Concept, Nature, uses, Aspects in metacognition process, experimental learning.
• Development of Personality - Meaning and concept of personality, definitions, characteristics, elements and factors of personality, theories of personality, assessment of personality(Projective and Non Projective)
• Mental health, adjustment & behavioral problems, confiicts, frustration, tension, anxiety, mall adjustment, defence mechanism.
• Methods and Approaches of Child Development Introspection, Observation, Interview, Case study
• Experimental, Cross sectional and Longitudinal Developmental tasks and Hazards.
2. UNDERSTANDING LEARNING
• Learning – Meaning, Concept, Definitions, Characteristics of Learning , Types of Learning, determinants of learning, Readiness, Maturity & Motivation , Learning curves.• Factors of Learning — Personal and Environmental
• Dimensions of Learning — Cognitive,Afective and Psycho - Motor.
• Motivation and Sustenance —its role in learning.
• Concept: Meaning, Definition, Formation of concept, Classification of concept, Types of concept, Concept Development, Role of teacher in conceptual development.
• Perception:- Concept, Meaning, Definitions, process of perception, Characteristics, Laws of perceptual organization, Infiuencing factors of perception.
• Memory & Forgetting
• Transfer of Learning
Approaches to Learning and their applicability.
A):Behaviorism(Skinner,Pavlov,Thorndike B):Gestalt(Kohler,Kofka) C):Observational(Bandura) D):Constructivism(Piaget,Vygotsky)
E):Bruner's theory of instruction, Experimental learning
3. PEDAGOGICAL CONCERNS
• Teaching and its relationship with learning and learner.• Learners in Contexts: Situating learner in the socio-political and cultural context
• Children from diverse contexts — Children With Special Needs (CWSN), Inclusive Education.
• Understanding of pedagogic methods — Enquiry based learning, Project based learning, Survey,Observation and Activity based learning, Cooperative and collaborative learning. Individual and Group learning.
• Issues and concerns with respect to organizing learning in class room like Study habits, Self learning and Learning to learn Skills.
• Organizing learning in heterogeneous classroom groups Socio - economic background
• Abilities and Interests.
• Paradigms of organizing Learning-Teacher centric, Subject centric and Learner centric.
• Theory of instruction – Bruner
• Teaching as Planned activity — Elements of Planning
• Phases of Teaching — Pre active, Interactive and Post active
• General and Subject related skills, competencies required in teaching and attributes of good facilitator.
• Learning resources — Self, Home, School, Community, Technology.
• Class room Management: Role of student, teacher, Leadership style of teacher, Creation of on threatening learning environment, Managing behavior problems, Guidance & Counseling, Punishment and its legal implications, Rights of a child, Time Management.
• Distinction between Assessment for Learning & Assessment of Learning
• Computer Hardware, Internet, Text Documents, SpreadSheets, Presentations.
• Open Education Resources, Handheld devices, Netiquette (Etiquettes in the use of Internet)
• ICT – National and State Policies
• ICT based learning process – Creation of learning Environment, Educational games.
• Self Exercise questions.
• Pedagogy – Analysis : integrating with ICT and teaching
• Cyber law and protection free software's
• Integrating ICT in Assessment of portfolios, rubrics and data management.
• Preparation of multimedia lessons in subjects and planning
• Activities to be conducted in multimedia lessons, the role of the teacher before, during and after multimedia lessons, social media and their role in learning.
• Online learning courses for teachers professional development
• Open education resources, ICT platforms and MOOC.
• Assessment, Continuous Comprehensive Evaluation : Perspective & Practice.
• Understanding teaching learning in the context of NCF, 2005 & Right to Education Act, 2009.
• NEP – 2020 – Introduction, ECCE, Teacher Education.
• New Policies and Programmes implemented by A.P., Government.
• Abilities and Interests.
• Paradigms of organizing Learning-Teacher centric, Subject centric and Learner centric.
• Theory of instruction – Bruner
• Teaching as Planned activity — Elements of Planning
• Phases of Teaching — Pre active, Interactive and Post active
• General and Subject related skills, competencies required in teaching and attributes of good facilitator.
• Learning resources — Self, Home, School, Community, Technology.
• Class room Management: Role of student, teacher, Leadership style of teacher, Creation of on threatening learning environment, Managing behavior problems, Guidance & Counseling, Punishment and its legal implications, Rights of a child, Time Management.
• Distinction between Assessment for Learning & Assessment of Learning
ICT-A
• The Concept of ICT, Tools• Computer Hardware, Internet, Text Documents, SpreadSheets, Presentations.
• Open Education Resources, Handheld devices, Netiquette (Etiquettes in the use of Internet)
• ICT – National and State Policies
• ICT based learning process – Creation of learning Environment, Educational games.
• Self Exercise questions.
ICT -B
• Exploring for ICT resource (Hardware, Software) evaluate and adoption of ICT resources.• Pedagogy – Analysis : integrating with ICT and teaching
• Cyber law and protection free software's
• Integrating ICT in Assessment of portfolios, rubrics and data management.
• Preparation of multimedia lessons in subjects and planning
• Activities to be conducted in multimedia lessons, the role of the teacher before, during and after multimedia lessons, social media and their role in learning.
• Online learning courses for teachers professional development
• Open education resources, ICT platforms and MOOC.
• Assessment, Continuous Comprehensive Evaluation : Perspective & Practice.
• Understanding teaching learning in the context of NCF, 2005 & Right to Education Act, 2009.
• NEP – 2020 – Introduction, ECCE, Teacher Education.
• New Policies and Programmes implemented by A.P., Government.
Download APTET 2024 PAPER I and Paper II Syllabus Revised
