Tripura TET Syllabus 2022 and New Exam Pattern

Tripura TET Syllabus 2022: Teachers Recruitment Board Tripura(TRBT) has released the Notification for Tripura Teacher Eligibility Test (TET) 2022 on the official website. T–TET 2022 exam will be going held for 2 papers. Those candidates who are appearing for Tripura TET, are looking at the Tripura TET Syllabus. Here we are providing the Tripura TET syllabus, and exam patterns for candidates to start to help in their preparation.

Tripura TET Syllabus 2022 Highlights

Tripura TET 2022-Exam Pattern

• Mode of Application: Online Mode
• Mode of Exam: Offline Mode
• Nature of Exam:  Bilingual
• Duration For Exam: 2.5 Hour
• Negative Marking: No

Tripura TET Syllabus Paper 1

PART – I: CHILD DEVELOPMENT AND PEDAGOGY 

1. CHILD DEVELOPMENT AND LEARNING

• Growth, development and maturation: their relationship with learning.
• Principles of development of childhood.
• Impact of heredity and environment on development: nature-nurture controversy.
• Socialization process of the child (with special reference to teachers, parents and peers).
• Domains of development up to late childhood: physical, cognitive, emotional, social, moral and language.
• Theories of Piaget, Kohlberg, Carol, Chomsky, Vygotsky and Rogers in relation to child development (with critical perspectives).
• Concept of child-centric and activity-based
• Individual differences: attitude, aptitude, interest and intelligence, their measurement.
• Language and thought
• Theories of intelligence: Spearman, Guilford, Thurstone and Gardner – critical perspectives of the construct of intelligence.
• Gender and education: gender roles, gender bias and educational practice with special reference to child development.
• The mental health of the child: adjustment and behavioural problems during childhood.
• Understanding differences among children based on diversity of language, caste, gender, community, and religion.
• The distinction between Assessment for learning and assessment of learning: school-based assessment, continuous and comprehensive evaluation, perspectives and practices.
• Formulating appropriate questions for assessing the readiness level of learners for enhancing learning and critical thinking in the classroom, measuring the learning outcome of the learners.

2. CONCEPTS OF INCLUSIVE EDUCATION AND UNDERSTANDING CHILDREN WITH SPECIAL NEEDS 

• Concept of exceptional children and children with special needs (CWSN).
• Addressing learners from diverse backgrounds including disadvantaged and deprived.
• Concept of learning disability (LD), addressing the needs of children with learning disabilities.
• Addressing the gifted, creative, specially-abled learners (mentally retarded and physically challenged).

3. LEARNING AND PEDAGOGY:

• Process of thinking and learning of children: causes of children’s failure to achieve success in school performance with respect to quality education.
• Basic approaches to learning: 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 scientific investigator.
• Alternative concepts of learning in children: understanding children’s ‘errors’ as significant steps in the learning process.
• Cognition and emotions: concept and nature of cognition, basic emotions, characteristics of childhood emotionality.
• Motivation and learning: factors contributing to learning – personal and environmental, influence of motivation in learning.
• Class – room management: creation of non – threatening learning environment, managing behavioural problems in class – room.
• Punishment and its legal implications, rights of a child.
• Guidance and counselling: concept, nature and types.
• Factors contributing to learning – personal and environmental.

PART – II: LANGUAGE – I, ENGLISH 

LANGUAGE COMPREHENSION

(i) Two passages, one from prose and the other from poetry with questions on comprehension, inference, grammar and test of vocabulary. (prose passage may be literary, scientific, narrative or discursive.)

(ii) Test of grammatical knowledge on the following items: –

• Determiners
• Subject-verb
• Concord
• Interrogatives
• Framing Yes/No & ‘WH’ questions
• Question tags
• Prepositions
• Tense and time
• Phrasal verbs
• Gerunds & Participle
• Auxiliary verbs

PEDAGOGY FOR LANGUAGE DEVELOPMENT

• Learning and acquisition.
• Principles of language teaching.
• A critical perspective on the role of grammar in learning a language for communicating ideas in oral and written form.
• Challenges of teaching language in diverse classrooms: language difficulties, errors and disorders.
• Introduction to English Phonology: vowels and consonants, syllable division.
• Language skills.
• Evaluating language comprehension and proficiency in LSRW (Listening, Speaking, Reading and Writing).
• Teaching-learning materials: textbooks, multimedia materials, multilingual resources of the classroom.
• Strategies for teaching children with special needs (CWSN).
• Remedial teaching.

PART – V MATHEMATICS

• Geometry: types of angels, measurement of angels, line, axis, reflection and symmetry.
• Shapes, spatial understanding, solids, the perimeter of rectilinear figures, area of rectangles, practical problems, surface area and volume of solids (sphere, cube, rectangular, parallelepiped), practical problems.
• Measurement: basic operations in solving problems involving length, weight, time, capacity and their standard units, relation between them.
• Numbers: natural numbers, place value, addition, subtraction, multiplication and division of natural numbers, factors and multiples, prime factors, lowest common multiple (LCM) and highest common factor (HCF), decimals and their operation on decimals.
• Arithmetic: Unitary method, ratio, proportion, percentage, average, profit and loss.
• Fractions: Concept of fraction, a fraction of a measure such as a metre, litre, gram, fractional parts of objects, equal fractions, operations on fraction, practical problems.
• Weight
• Time
• Data handling.
• Pattern
• Money

(B) PEDAGOGICAL ISSUES IN MATHEMATICS

• Language of Mathematics.
• Community Mathematics.
• Nature of mathematics, understanding children’s thinking and reasoning, place of mathematics in curriculum, historical development of mathematics, great mathematicians and their contributions (Indian and World).
• Methods of teaching mathematics, inductive and deductive method, analytical and synthetic method, project method, laboratory method.
• Instructional material in mathematics, TLM in mathematics, mathematics laboratory, mathematical puzzle.
• Evaluation, concept of continuous and comprehensive evaluation.
• Problems in teaching mathematics.
• Error analysis and related aspects of learning and teaching.
• Diagnostic and remedial teaching.

PART – VI: ENVIRONMENTAL STUDIES 

(A). CONTENT

• Family and Friend: Relationships, duties of family members, nuclear and joint families, social abuse (child marriage, child labour, and dowry system), rights and responsibilities in common places.
• Work and Play: different types of professions in our surroundings, effects of games and sports on health.
• Plants and Animals: World of plants and animals, parts of plants (leaves, flowers, types of root and stem, different kinds of fruit and seeds), germination, pollination, dispersal of seeds, plants in our society (sacred groves, flowers and festivals, vanamohatsav), photosynthesis, animals in different environments, movement and food habit, uses of animals, animal products, reserve forest, sanctuaries, tiger reserves, national parks.
• Food: Different types of food, balanced diet and its importance, nutrients of food, nutrient deficiencies and related diseases.
• Health and Hygiene: External parts of body and their cleanliness, general understanding of internal parts of our body, causes of some common diseases (gastroenteritis, amoebiasis, anaemia, flurosis, malaria and dengue) and their prevention.
• Shelters: Types of shelters, characteristics of animal shelters, various types of houses and building materials.
• Travel: Types of vehicles used, railways, waterways and airways.
• Water: Types of water resources, conservation of water resources, water pollution, cause and prevention of water pollution, the impact of water pollution on the environment, flood and drought.
• Air: Composition of air, causes and impact of air pollution on the environment, greenhouse effect and global warming.
• Soil: Different types of soil, soil erosion, the impact of soil pollution and its prevention.
• Energy: Types of energy and its transformation from one to another, application of energy in daily life, various types of fuels, renewable and non-renewable resources of energy, conservation of energy.
• Environmental Characteristics of Tripura: Location, climate, crops, clothes, village, districts, physical features, hills and plains, rivers, plants and animals, endangered and rare species, reserve forests, sanctuaries.
• Environmental Protection: Constitutional provision, role of individuals, local bodies and government in environmental protection, major environmental protection acts.
• Things we make and do.

(B). PEDAGOGICAL ISSUES IN ENVIRONMENTAL STUDIES 

• Concept and scope of environmental studies
• Significance of environmental studies.
• Integrated approach in environmental studies.
• Scope and relation of environmental studies to science and social science.
• Comprehensive and continuous evaluation.
• Teaching material – aids.
• Approaches of presenting concepts.
• Environmental studies and environmental education.
• Learning principles.
• Activities
• Discussion
• Continuous and comprehensive evaluation (CCE).
• Problems

Tripura TET Syllabus 2022 PAPER – II 

(A) CHILD DEVELOPMENT (ELEMENTARY SCHOOL CHILD):

• Concept of development and its relation with learning.
• Growth and development, stages of development, infancy, childhood and adolescence.
• Principles of development of childhood.
• Influence of heredity and environment on the development of child, role of the teachers.
• Socialization process, social world and children, role of parents, peers and teachers in the process of socialization.
• Piaget, Kohlberg, Vygotsky: constructs and critical perspectives, cognitive development theory of Piaget, moral development theory of Kohlberg, social constructivism theory of Vygotsky and their educational implications.
• Concept of child – centred and progressive education, methods of teaching and learning, concept of progressive education, role of teachers.
• Critical perspective of the construct of intelligence, multidimensional intelligence, Sternberg’s information processing theory, intelligence tests, concept of IQ.
• Language and thought, different stages of language development, role of teacher in the process of language development.
• Gender as a social construct, gender roles, gender – bias and educational practices, gender equality, teachers’ role.
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community and religion etc.
• Distinction between assessment for learning and assessment of learning, school based assessment, continuous and comprehensive evaluation, perspectives and procedures.
• Formulating appropriate questions for assessing readiness levels of learners for enhancing learning and critical thinking in the classroom and for assessing learners’ achievement.

(B) CONCEPT OF INCLUSIVE EDUCATION AND UNDERSTANDING CHILDREN WITH SPECIAL NEEDS

• Addressing learners from diverse backgrounds, including the disadvantaged and deprived, has educational implications.
• Addressing the needs of children with learning difficulties, impairment etc., mentally retarded, physically challenged socially and culturally deprived, identification and remedial measures.
• Addressing the needs of exceptional children, talented, creative, specially-abled learners.

(C) LEARNING AND PEDAGOGY

• Basic process of teaching and learning, children’s strategies of learning, learning as a social activity, and social context of learning.
• Creative learning situations, criteria of learning experiences, different modes of learning, social learning, cooperative and collaborative learning, group discussion, role of teachers.
• 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: its process, perception, concept formation, thinking, imagination, reasoning – inductive and deductive, problem-solving, and memory.
• Emotion: characteristics, emotional maturity, emotional intelligence, emotional quotient (EQ).
• Motivation: concept, types and importance, theories of motivation.
• Motivation and learning: factors affecting learning, theories of learning – Pavlov, Thorndike, Skinner, Piaget and Vygotsky.
• Factors contributing to learning: personal and environmental.
• Personality and adjustment: concepts, approaches, types and traits, measurement of personality, projective and non projective techniques and adjustment mechanisms.

PART – II; LANGUAGE – I, ENGLISH 

LANGUAGE COMPREHENSION

(i) Two passages, one from prose/drama and the other from poetry with questions on comprehension, inference, grammar and test of vocabulary. (Prose passage may be literary, scientific, narrative or discursive).

(ii) Test of grammatical knowledge on the following items:

• Concord
• Question tags
• Prepositions
• Tense and time
• Determiners
• Phrasal verbs
• Gerunds
• Error identification
• Modals
• Degree of comparison
• Transformation of sentences

PEDAGOGY FOR LANGUAGE DEVELOPMENT

• Language acquisition and learning.
• Principles of language teaching.
• Language skills – strategies to develop them.
• A critical perspective on the role of grammar in learning a language for communicating ideas in oral and written form.
• Challenges of teaching language in diverse classrooms – language difficulties, errors and disorders.
• Introduction to English Phonology – vowels and consonant classification as per IPA, syllable division.
• Teaching-learning materials: textbooks, multimedia materials, ICT, and multilingual resources of the classroom.
• Evaluating language comprehension and proficiency in LSRW (listening, speaking, reading and writing)
• Strategies for teaching children with special needs (CWSN).
• Remedial teaching.

PART – V: MATHEMATICS AND SCIENCE 

MATHEMATICS – (30 MCQs)

• Number System: Knowing our numbers, whole numbers, positive and negative integers, rational numbers – their properties, fractions and decimals, playing with numbers.
• Algebra: Formation of algebraic expressions, idea about monomials, binomials and Polynomials , addition, subtraction, multiplication and division of algebraic expressions, some identities as (a + b)2 = a2 + 2ab + b2, (a – b)2 = a2 – 2ab + b2, a2 – b2=(a + b) (a – b) and their applications, formation and solution of linear equation for one unknown variable, factorization using identities, factorisation in (x + a) (x + b) form exponents and powers.
• Arithmetic: Square and square root, cube and cube root, ratio and proportion, inverse proportion as proportionality with the reciprocal, percentage, profit and loss, simple and compound interest.
• Geometry: basic geometrical ideas (2 – D), understanding elementary shapes (2 – D and 3 – D).
• Lines and angles, triangles and its properties, congruency of triangles, classification of quadrilaterals as rectangle, square, rhombus, parallelogram, trapezium, and their various characterization, idea of various polygons, practical geometry (triangle and quadrilateral), symmetry, construction (using straight edge scale, protector, compasses)
• Mensuration: Perimeter and area of rectangle, square, parallelogram, rhombus, trapezium, triangle and circle, the idea about cuboid, cube, cylinder and their surface area and volume.
• Data handling: Graphical representation, representing numerical data, as pictographs, bar graphs, double bar graph and pie chart, tabular representations, representing numerical data as frequency table, mean, median, mode and their applications.

 PEDAGOGICAL ISSUES IN MATHEMATICS:

• Nature of mathematics, logical thinking, understanding children’s thinking and reasoning, language of mathematics, community mathematics, place of mathematics in curriculum, aims and objectives of learning mathematics in primary classes, values of mathematics learning, correlation with other subjects, lower primary and upper primary mathematics curriculum.
• Mathematics, trends and developments, the historical development of mathematics, history of great mathematicians and their contributions.
• Approach to mathematics learning, proper learning experiences keeping in mind the characteristics of children, natural learning capacity and the learning process of the child, theoretical base of learning mathematics.
• The problem of teaching, different teaching-learning methods, inductive and deductive methods, analytic and synthetic method, project method, laboratory method, planning of a lesson,
• Learning materials in mathematics, textbook, and handbooks, mathematics collection, collection of mathematical puzzles, riddles, etc.
• Mathematics learning evaluation: Concept of a continuous and comprehensive evaluation, evaluation activities, grading the performance and recording the results, diagnosis, remedial teaching, and error analysis.

SCIENCE – 

• Food and Nutrition: definition , sources of food, components of food, type of food, balanced food, ideal food, nutrition and its importance, cleaning food, human digestive system and digestion process, food adulteration, plant nutrition (autotroph, heterotroph, parasite, insectivorous, plants, symbiosis, interrelationship between plants and animals (coexistence),
• Microorganisms and activities: definition, types of microorganisms with examples, beneficial organisms and their role, diseases caused by different microorganisms, their mode of transmission, symptoms, and preventive measures.
• Circulation and conduction: definition, blood & its composition, heart structure, arteries, vein and capillaries, circulation pattern in animals, conduction in plants.
• Ecosystem and Natural Resources: ecosystem and its components, food chain, its types with examples, food web, food pyramid, energy flow in ecosystem, biosphere, biodiversity and conservation, renewable and non – renewable resources, reserve forest, sanctuaries, national parks.
• Agriculture and Tools: crops, types, harvest and management, agricultural tools, fertilizers, manures and pesticides, irrigation and technique, crop protection, plant diseases and control, taxonomy, systematize, classification, binomial nomenclature.
• Pollution: definition, types of pollution and pollutants, greenhouse effect, global warming, acid rain, impacts of different types of pollutants upon animal lives and control measures, biodegradable, non – biodegradable pollutants.
• Motion, Force, and Pressure: rest and motion, graphical presentation of straight-line motion, Newton laws of motion and their application, different types of force, the concept of thrust and pressure, atmospheric pressure, barometer.
• Thermal Physics: heat and temperature, thermal conductivity, radiation, application of thermal insulators, thermometer.
• Sound: characteristic of sound, application of sound, the intensity of sound, sound pollution.
• Electrostatics, current electricity and magnetism, frictional electricity, electroscope, earthling, lightning, electric current and circuits, electric cell, heating, chemical and magnetic effects of current, magnets, properties of the magnet, applications, earth’s magnetism.
• Optics: reflection in a plane and spherical mirrors, an image in lenses.
• Solar System: sun, planets, satellites, comets, galaxy.
• Metal and Non – metal: acid, base, chemical properties of metal and non – metal physical and chemical changes of materials.

PEDAGOGICAL ISSUES IN SCIENCE

Nature and structure of sciences, natural science – aims and objectives, understanding and appreciating science, methods of science – observation, experiment, discovery, innovations, questions, approaches to the science curriculum, criticism of contemporary science education, aims and objectives of science education, science literacy, approaches of science education, integrated approach, the taxonomy of science education, knowledge domain problem-solving skills,

creativity domain, attitudinal domain, application domain, scientific inquiry, pedagogic strategies, activity-based collaborative and cooperative learning, the significance of the history of science, evaluation – cognitive, psychomotor, affective, the significance of laboratory evaluation, continuous and comprehensive evaluation (CCE), assessment of performance, scientific attitude, the role of a science teacher, text material and teaching and learning aids, the psychological basis of science learning, problems and remedial teaching.

PART – VI: SOCIAL STUDIES 

GEOGRAPHY: (15 MCQs)

• Geography as social study and as science.
• The Solar System.
• Globe, Latitudes and Longitudes.
• Interior of the Earth.
• Rocks: types and characteristics.
• Our changing earth: weathering and erosion.
• Geomorphic process: endogenous process and landforms, folding, faulting, earth – quake and volcanic activities, exogenous process and resultant landforms – works of river, glacier, winds and waves.
• Atmosphere: composition, structure, temperature, pressure, wind system and precipitation,
• Hydrosphere: ocean currents (Indian, Pacific, Atlantic) and tides.
• Economic geography: resources, types – natural and human.
• Agriculture: types of farming.
• Industry: classification, locational factors of industries: iron and steel industry, cotton textile industry, automobile industry, information technology (IT) industry.
• Human Environment: settlement, transport and communication.
• Physical Environment: concept and nature.
• Pollution of air and water, deforestation and its impact, ozone depletion and green – house effect.
• Concept of hazard and disaster, industrial hazard, biological hazard, wild fire hazard, landslides.
• India as a physical unit (relief drainage).
• Forest, mineral and power resources of Tripura.

HISTORY: (15 MCQs)

• Civilization: Egypt, Mesopotamia, Harappa, and Aryan Civilization, Buddhism and Jainism, First Cities, Early Societies, First Farmers and Herders.
• Sixteen Mahajanapada and the First Empire: Asoka the Great, Contact with Distant Lands, Political Developments, Science and Literature in Gupta Age, Art and Architecture of Pallavas.
• Sultans of Delhi – 1st and 2nd Battle of Tarain, Foundation and Consolidation of Delhi Sultanate, The Slave Dynasty – Iltutmish, Khalji Dynasty – Allauddin. Taimur’s Invasion Architecture, The Bhakti and Sufi Movements.
• Beginning of the Mughal Rule – Babar, 1st and 2nd Battle of Panipat, Battle of Khanuar, Battle of Chousa, Akbar the Great, Mughal Art and Architecture, Social Change, Regional Cultures.
• The Establishment of Company Power in India, Battle of Palashi, Battle of Buxar, Grant of Diwani, Rural life and Society, Colonialism and Tribal Societies, Agrarian Revolts – Indigo, Santal, Munda, The Revolt of 1857, Social and Cultural Reform Movements of India in 19th Century India, Challenging the Caste System, Women and Reforms.
• The National Movement – Gandhian Era, Role of Netaji Subhas Chandra Bose.
• India after Independence.
• Tribal Society and Festivals of Tripura.

SOCIAL AND POLITICAL LIFE: (15 MCQs)

• Diversity in Indian Society: Society and Institutions, Unpacking Gender Inequality, Social Justice and the Marginalized, Human Rights, Understanding Media.
• Democracy, Government, Legislature, Executive, Judiciary, the Constitution of India, Parliamentary System of Government, Central Government, State Government, Local Self – Government in Tripura, Election Process in India.
• Social Justice and the Marginalised.

PEDAGOGICAL ISSUES IN SOCIAL STUDIES: (15 MCQs)

• Concept and Nature of Social Studies/ Social Science.
• Nature, Scope and Significance of Social Science Curriculum: Trends, Principles, and Organizations, Techniques and Planning of Instructions, Classroom Processes and Activities, Types of Learners and Requirments (Academic and Environmental), Problems of Teaching Social Science, Developing Critical Thinking, Sources of Knowledge in Social Science – Primary, Secondary, Concept and nature of Project Works, Co-Curricular Activities, Purpose and Modern Trends of Evaluation.

Sharing is caring!