MTET Syllabus 2023 PDF for Paper 1 and 2, Know Exam Pattern

MTET Syllabus 2023 Overview

• Concept of development
• Development is continuous and a lifelong process
• Stages of development with respect from infancy to childhood stage
• Development of children in a socio-cultural context

• Physical and motor development
• Cognitive development
• Social and emotional development
• Moral development

• Concept of gender and sex
• Gender socialization and stereotypes
• Gender inequality (gender bias and educational practices)

• Naturalistic and participant observation
• Case study
• Reflective journals
• Student portfolio
• Anecdotal records

• Concepts, meaning of inclusive education
• Difference between integrated and inclusive education
• Understanding disability and types of disability
• Understanding exceptional students (talented, creative, slow learners, and under-achievers)

• Concept of teaching and learning (factors affecting learning)
• Basic learning styles (audio, visual and tactile/kinesthetic learners)
• How students learn (observation, inquiry etc)
• Teaching skills and activities
• Steps of preparation of teaching (pre-teaching, transaction of the lesson and post-teaching including teaching plans/lesson plans)
• Approaches to learning and teaching (teacher-centred approach, learners centred approach, constructivist approach)

• Formative and summative assessment
• School-based assessment (SBA)
• Assessment for learning and assessment of learning
• Techniques and tools of SBA including activity-based assessment
• Different types of questions
• Assessment and remedial measures

• Khasi
• GARO
• ASSAMESE
• Bengali
• Hindi
• Nepali

• Oral language development
• Reading for meaning
• Writing to learn
• Knowledge about language – grammar, sentence construction & word meaning
• Textbook analysis - writing reports

• Nature of mathematics — precision and accuracy, abstraction, hierarchical/sequential, patterns and logic
• Inductive reasoning
• Conceptual and procedural knowledge
• Use of games and activities
• Theories of learning mathematics — theories according to Piaget and Skemp
• Issues of learning mathematics (language and mathematics phobia)

• Numbers — counting, place value, arithmetic operations
• Measurement — length, area, weight, volume, time, money
• Data handling — sorting, classification, frequency distribution and simple graph reading
• Numerical and geometrical pattern
• Simple shapes, spatial understanding, and solids around us
• Fractions and decimals — concept, types, operations and applications
• Percentage and applications

• Nature and Scope, Importance of teaching-learning EVS at the primary stage
• Learning objectives of EVS with reference to NCF 2005
• Assessment-Types of assessment; Purpose of assessment; Tools and Techniques for assessing EVS
• Learning Resources -(Including local resources) Approaches to teaching-learning EVS –Observation, Discussion, Projects, Visits, Experiment, Problems solving, Activity Base

• Natural Resources-Air, water and conservation
• Our Environment- Land and people, plants and animals
• Food
• Matter and materials around us
• Pollution and control of pollution
• Meghalaya-Physical features, vegetation, climate, wildlife, origin and life of the Khasis and Garos and their occupation
• North Eastern Region- Physical features

• Meaning and concept of growth and development
• Developmental characteristic with respect to childhood and adolescent stage
• Development of children in a socio-cultural context and its relationship to learning

• Physical and motor development
• Cognitive development
• Social and emotional development
• Moral development

• Difference between gender and sex
• Stages of gender development
• Stereotypes in the process of gender development
• Gender bias and educational practices
• Gender identity in the family and in a matrilineal society

• Cross-sectional, longitudinal and case studies
• Naturalistic and participant observation
• Reflective journals
• Student portfolio
• Anecdotal records
• Interview

• Concepts, meaning of inclusive education
• Difference between integrated and inclusive education
• Understanding disability and types of disability
• Barriers and challenges to inclusive education
• Inclusive education and children from different backgrounds (tribal students, underprivilege students, children from low financial backgrounds, children of literate parents etc)

• Concept of teaching and learning (factors affecting learning)
• Information processing approaches (concept of working memory, long term memory, attention, encoding and retrieval)
• Piaget’s constructivism (what is learning, the relationship between learning and development)
• Vygotsky’s constructivism
• Teacher centred vs. Learners centred approach of teaching
• Teaching skills and activity-based teaching
• Steps of preparation of teaching (pre-teaching, transaction of the lesson and post-teaching including teaching plans/lesson plans)

• Formative and summative assessment
• School-based assessment (SBA)
• Assessment for learning and assessment of learning
• Techniques and tools of sba including activity based assessment
• Different types of questions
• Assessment and remedial measures

• Khasi
• Garo
• Assamese
• Bengali
• Hindi
• Nepali
• Urdu
• Mizo

• Functional aspects of language
• Social context of language
• Early literacy
• Reading
• Writing
• Assessment – to test candidates’ ability to respond to content rather than form and structures
• Internship - writing reports & maintain profiles of children

• Building blocks of mathematics— definition, axioms, conjecture, proof and counterexamples
• Problem-solving method— a process
• Place of mathematics in the school curriculum
• Learning mathematics outside the classroom
• ICT tools and resources; learning apps and software
• Assessment and evaluation (CCE tools and techniques)

• Number system
• Prime and composite numbers
• Factors and multiples including lcm & hcf
• Ratio and proportion with applications
• Discount, profit and loss
• Introduction to algebra
• Variables, a coefficient to variables and constants
• Linear equations, algebraic identities
• Lines, angles, triangles and their properties
• Area and perimeter of triangle, rectangle, parallelogram and circle with applications
• Bar graph, mean, median, mode

• Nature of science- process, characteristics, scientific knowledge, scientific inquiry, scientific method, scientific attitude
• Learning objectives- science with reference to NCF 2005
• Assessment- Formative and summative, nature of assessment; use of CCA; recording and reporting; assessment tools and techniques
• Approaches to teaching science - different methods in teaching-learning science; observation, experiments, hands-on activities, concept map, constructivism
• Learning resources and classroom transactional strategies - use of local resources, textbooks, ICT, laboratories, field trip, films, science exhibition, use of locally available resources

• Motion
• Heat
• Light
• Electricity
• Plants and animals cell
• Respiration in plants and animals
• Living and non-living things
• Locomotion and movement in plants and animals water
• Air

• Nature and scope of social science at the elementary level
• Concept of social science
• Differences between social studies and social science
• Learning objectives of social science with special reference to NCF 2005
• Approaches in social sciences
• Pedagogical approaches and learning resources
• Assessment for social science learning at the elementary level
• Social science knowledge