West Bengal Primary TET syllabus

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West Bengal Primary TET syllabus

Structure and Content of Syllabus

Child Development and Pedagogy 30 Questions
(a) Child Development
• Concept and principles of development, growth and maturation, difference between growth and
development, relationship of development with learning
• Heredity & Environment as factors of development
• Socialization processes: Social world & children (Teachers, Parents, Peers)
• The important period of lifespan after Arnest James and Rousseau; physical, psychological and
social development according to each period of lifespan.
• Physical, Social, Emotional, Language and Cognitive development; Views of Piaget, Kohlberg
and Vygotsky
• Personality : meaning, nature and theories (Freud, Erickson)
• Intelligence-meaning, nature and theories (Spearman, Thorndike, Guilford, Gardner, Sternberg)
and their implications
• Individual differences among learners and its educational implications in teaching learning
(b) Concept of Inclusive education and understanding children with special needs
• Addressing learners from diverse backgrounds including disadvantaged and deprived groups
• Addressing the needs of children with learning difficulties (physical, sensory, developmental
and behavioural or emotional) types of learning disabilities (dyscalculia, dysgraphia, dyslexia,
nonverbal learning disabilities).
• Addressing the Talented, Creative, Differently abled Learners, Learners with SLD
• Gender as a social construct; gender roles, gender-bias and educational practices
(c) Learning and Pedagogy
• Learning-meaning; nature; theories (Pavlov, Skinner, Thorndike, Gestalt) and their implications.
• Concepts of child-centred, learner-centred and progressive education
• Teaching-meaning, nature, phases of teaching, levels of teaching
• Constructivism: nature, principles, types and 5E model
• Motivation and learning-Maslow’s theory, Achievement motivation
• Methods of teaching based on Lecture, Demonstration, Discussion, Discovery, Heuristic, Inductive,
Deductive, Project and Problem solving
• Bloom’s taxonomy of instructional objectives and learning outcomes
• Microteaching and Teaching skills
• Formative and Summative evaluation; Assessment for learning and Assessment of learning;
School-Based Assessment, Continuous & Comprehensive Evaluation, Diagnostic test
• Formulating appropriate questions for assessing learners, for enhancing learning and critical
thinking in the classroom and for assessing learner’s achievement.
Model Questions
Part-B : Language – I 30 Questions
(a) Language Comprehension: 15 Questions
Reading of two unseen Passages — one from prose and another from poetry (Prose Passage may
be linguistic, literary, scientific and discursive and poetry stanza may be descriptive and dramatic).
9 questions from prose and 6 questions from poetry may be given based on comprehension, grammar
and language ability.
(b) Pedagogy of Language Development: 15 Questions
— Learning and acquisition.
— Basis of Language Teaching – Skills.
— Functions of Language skills – Role of listening and speaking: how learners use these as tools.
— Role of Grammar in Language learning for communication ideas both oral and written form.
— Difficulties and Challenges in Language teaching in diverse classrooms – errors and disorders.
— Teaching of first language in a multilingual classroom – transition from mono-lingual to multilingualism.
— Evaluation of language proficiency and comprehension – Development of Teaching learning materials –
Text Books, Teaching Materials, multi-media materials with ICT, multilingual resources etc.
— Remedial Teaching
— Lesson Plan/design
— Microteaching
— Assessment and Evaluation


Part-C : Language – II (English) 30 Questions
(a) Comprehension: 15 Questions
Two unseen prose passages (discursive, literary, narrative, scientific) with questions on comprehension,
grammar and vocabulary.
(b) Pedagogy of Language Development: 15 Questions
• Learning and acquisition.
• Principles of language teaching
• Role of listening and speaking; function of language and how children use it as a tool.
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally
and in written form.
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders.
• Language Skills.
• Approaches, Methods and Techniques of Teaching English.
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing.
• Teaching Learning Materials (TLM): Textbook, multi-media, multi-lingual resources to be used in
classroom teaching.
• Remedial Teaching.


Part-D : Mathematics 30 Questions
(a) Content: 15 Questions
(1) Geometry (2) Shapes (3) Numbers (4) Addition & Subtraction (5) Multiplication
(6) Division – Division Algorithm (7) Area & Perimeter (8) Time (9) Patterns (10) Money
(b) Pedagogical Issues 15 Questions
1. Nature, characteristics and theoretical aspects of Mathematics education.
2. Aims and objectives of teaching Mathematics at primary stage.
3. Relevant curriculum and resource in Mathematics learning.
4. Mathematics teacher and teaching learning methods and approaches.
5. Pedagogic content knowledge.
6. Planning for teaching Mathematics.
7. Evaluation of Mathematics learning.
8. Mathematical problems based on deep concept to justify the teaching ability based on application
concerning pedagogical issues.
Part-E : Environmental Studies 30 Questions
(a) Content 15 Questions
• Physical and Social Environment
• Geographical location of India and West Bengal and their environment
• Environment related historical events
• Food, Shelter, Clothes, Travel
• Ecology and ecosystem, food chain
• Atmosphere, land, water
• Environmental pollution
• Plants, animals, biodiversity
• Natural resources
• Family and Friends
• Waste and waste management
• Global environmental issues
• Environment and health
• Human skill and endeavour
(b) Pedagogical Issues 15 Questions
• Concept and scope of EVS
• Significance of EVS, integrated EVS
• Environmental Studies & Environmental Education
• Learning principles
• Scope and relation to Science and Social Science
• Approaches of presenting concepts, activities; Lesson plan/design
• Observation, Data Collection, Experimentation/Practical work
• Discussion, Explanation, Drawing inference, Judgement and justification
• Teaching learning materials/aids
• Problem solving and Reflective teaching practices in EVS
• Scope of ICT in teaching EVS

For More Information Downlode this pdf-Information and Guideline for TET-2022_K

wb tet 2023 syllabus pdf downlode

wb tet 2023 syllabus


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