1-Educational Qualification : She / he must be a Master’s Degree holder in Education (MA (Education) / M.Ed.) from any recognized University having minimum 55% marks in aggregate in case of General candidates and 50% of marks in aggregate in case of SC, ST, SEBC and PH candidate.
2- The candidates who have passed the qualifications mentioned at Point No. 3.1 from any university outside Odisha are required to produce the Equivalency Certificate during the time of Admission.
3-She / he must have passed Odia as MIL up to HSC level or any such equivalent or higher examination or should have passed Odia as a subject in specific examination conducted by Board of Secondary Education, Odisha of HSC standard or should have passed HSC Examination of Board of Secondary Education, Odisha in Odia medium with MIL other than Odia. Such candidates who have passed HSC examination of Board of Secondary Education, Odisha without Odia as MIL should produce a certificate to the effect from the Headmaster of that school that they have passed HSC examination in Odia medium.
4- The Candidates who have appeared the last qualifying examination i.e. M.Ed. / M.A. in Education (whose results are yet to be published) are also eligible to apply with a precondition that their selection for candidature shall only be considered for admission if they secure the required percentage of marks as mentioned under eligibility criteria at Para 4.1 above at the time of Admission failing which his / her selection will be cancelled.
S Y L L A B U S
|Subject Area||Marks||No. of Items|
|Education as a discipline and Process of Education||18||18|
|Learner and Learning Process||18||18|
|Educational Research ,Statistics and Assessment||18||18|
|Teacher Education at Elementary and Secondary Level||18||18|
|Education in Developmental Perspective||18||18|
Detailed Syllabus :
Education as a discipline and Process of Education
|§ Bases of Education and aims of Education. Basic tenets of different schools of Philosophy including Indian philosophical traditions and their implications for education
§ Contemporary Indian society with its linguistic and cultural diversity, Globalization and Liberalization. Education for socialization and acculturation. Issues of equity and equality in educati onal opportunities. Role of education in meeting challenges of disadvantaged learners.
§ Pedagogy Processes, Shifts in pedagogy. Forms of understanding. Critical pedagogy
§ Approaches and principles for developing curriculum, Curriculum transaction at different stages.
§ Role expectations from teachers. Professional characteristics of teachers and teacher educators. Role of
teacher educators in preparation of quality teachers. Professional ethics
Learner and Learning Process
|§ Issues of transmission and construction of learning experiences. Learner and Learning-centered approaches,
§ Stages of development and factors influencing development. Differential learning needs and mechanisms of addressing the learner differences. Needs and problems of adolescents.
§ School readiness, basic conditions of learning. Cognition and learning. Learning as construction of knowledge – views of Piaget, Bruner and Vygotsky. Forms of learner’s engagement in knowledge construction.
§ Learning for holistic development of personality, Lifelong learning, reflective learning, individualized and group learning, learning through electronic media.
§ Diversity in learning contexts and learning styles. Inclusive environment in the classroom. Continuous and comprehensive assessment of learning
Educational Research, Statistics and Assessment
|§ Types and paradigm of research in Education. Planning research study, Preparation of research proposal.
§ Designs of Experimental research. Internal and external validity of research, sampling, tools of research, Preparation of research report.
§ Qualitative and Quantitative Data Analysis, Descriptive and inferential statistics.
§ Concepts of Assessment, Evaluation. Types of assessment. Learning and Assessment. Different types of test items. Reliability and Validity of test scores
§ Continuous and comprehensive assessment. RTE Act and CCA. Social, legal and ethical implications of educational testing, assessment and evaluation. Programme evaluation in Education-baseline, midterm and
Teacher Education at Elementary and Secondary Level
|§ Teacher education in ancient and medieval period in India. TE during Post-Independence Period with reference to the recommendations of Secondary Education Commission, the Education Commission (1964-66), and NPE
1986/92. Existing TE scenario in India and emerging challenges.
§ Pre-school TE programme, Existing system of Elementary TE, Systemic changes in elementary TE with reference to NCF 2005 and NCFTE 2009.Strategies for developing professionalism and professional ethics among elementary teacher educators.
§ Challenges of Universalization of Secondary Education in India. Structure and process of secondary TE in India. Systemic reforms in secondary TE programme with reference to NCF 2005 and NCFTE 2009. RMSA- objectives and approaches.
§ Planning and organization of In-service Education of teachers (INSET). Modes of INSET. Strategies for professional development of teachers. Centrally Sponsored Schemes for Strengthening TE through DIETs, CTEs, IASEs. Roles of NCERT, NCTE, NUEPA, UGC, SCERT.
§ Methods and techniques of pre-service curriculum transaction. School experience programme. CCA in teacher
education programme – internal, external and portfolio assessment. Assessment of teaching proficiency and school experience programme.
Odisha M.Phil Previous Year 2019 Question & Answer Key
|Date Of Exam||Shift-1||Shift-2||Shift-3||Shift-4|
|6-June-2019||No Exam||No Exam||No Exam||Download|