How to Crack UGC NET Education? Expert Guide to Success

Categories

 Educational Qualification

General Aspirants

55% Marks

OBC/ ST/SC/PWD/Transgender Aspirants

50% Marks

Paper

Marks

Number of Questions

Duration

I

100

50 Questions all are Compulsory

 3 Hours

II

200

100 Question all are Compulsory

Unit Name

Topics

Educational Studies

Contribution of Indian Schools of Philosophy (Sankhya Yoga, Vedanta, Buddhism, Jainism) with Special Reference to Vidya, Dayanand Darshan; and Islamic Traditions towards Educational Aims and Methods of Acquiring Valid Knowledge

Contribution of Western Schools of Thoughts (Idealism, Realism, Naturalism, Pragmatism, Marxism, Existentialism) and their Contribution to Education with Special Reference to Information, Knowledge and Wisdom

Approaches to Sociology of Education (Symbolic Interaction, Structural Functionalism and Conflict Theory).

Concept and Types of Social Institutions and their Functions (Family, School and Society), Concept of Social Movements, Theories of Social Movements (Relative Deprivation, Resource Mobilization, Political Process Theory and New Social Movement Theory)

Socialization and Education- Education and Culture; Contribution of Thinkers (Swami Vivekananda, Rabindranath Tagore, Mahatma Gandhi, Aurobindo, J.Krishnamurthy, Paulo Freire, Wollstonecraft

Nel Noddings and Savitribai Phule) to the Development of Educational Thought for Social Change, National Values as Enshrined in the Indian Constitution - Socialism, Secularism, Justice, Liberty, Democracy, Equality, Freedom with Special Reference to Education

History, Politics and Economics of Education

Committees and Commissions’ Contribution to Teacher Education Secondary Education Commission (1953), Kothari Education Commission (1964-66), National Policy of Education (1986,1992)

National Commission on Teachers (1999), National Curriculum Framework 2005, National Knowledge Commission (2007), Yashpal Committee Report (2009), National Curriculum Framework for Teacher Education (2009), Justice Verma Committee Report (2012)

Relationship Between Policies and Education, Linkage between Educational Policy and National Development, Determinants of Educational Policy and Process of Policy Formulation: Analysis of the Existing Situation

Generation of Policy Options, Evaluation of Policy Options, Making the Policy Decision, Planning of Policy Implementation, Policy Impact Assessment and Subsequent Policy Cycles.

Concept of Economics of Education: Cost Benefit Analysis vs Cost Effective Analysis in Education, Economic Returns to Higher Education Signaling Theory vs Human Capital Theory

Concept of Educational Finance; Educational Finance at Micro and Macro Levels, Concept of Budgeting

Relationship Between Politics and Education, Perspectives of Politics of Education Liberal, Conservative and Critical, Approaches to Understanding Politics (Behaviouralism

Theory of Systems Analysis and Theory of Rational Choice), Education for Political Development and Political Socialization

Learner and Learning Process

Growth and Development: Concept and Principles, Cognitive Processes and Stages of Cognitive Development, Personality: Definitions and Theories (Freud, Carl Rogers

Gordon Allport, Max Wertheimer, Kurt Koffka), Mental Health and Mental Hygiene

Approaches to Intelligence from Unitary to Multiple: Concepts of Social Intelligence, Multiple Intelligence, Emotional Intelligence Theories of Intelligence by Sternberg

Gardner, Assessment of Intelligence, Concepts of Problem Solving, Critical Thinking, Metacognition and Creativity

Principles and Theories of Learning: Behaviouristic, Cognitive and Social Theories of Learning, Factors Affecting Social Learning, Social Competence, Concept of Social Cognition, Understanding Social Relationship and Socialization Goals

Guidance and Counselling: Nature, Principles and Need, Types of Guidance (Educational, Vocational, Personal, Health and Social & Directive, Non-Directive and Eclectic).

Approaches to Counselling – Cognitive-Behavioural (Albert Ellis – REBT) & Humanistic, Personcentred Counselling (Carl Rogers) - Theories of Counselling (Behaviouristic, Rational, Emotive and Reality)

Teacher Education

Meaning, Nature and Scope of Teacher Education; Types Of teacher Education Programs, The Structure of Teacher Education Curriculum and its Vision in Curriculum Documents of NCERT and NCTE at Elementary

Secondary and Higher Secondary Levels , Organization of Components of Pre-Service Teacher Education Transactional Approaches (For Foundation Courses) Expository, Collaborative and Experiential Learning

Understanding Knowledge Base of Teacher Education from the View Point of Schulman, Deng and Luke & Habermas, Meaning of Reflective Teaching And Strategies for Promoting Reflective Teaching

Models of Teacher Education - Behaviouristic, Competency-Based and Inquiry Oriented Teacher Education Models

Concept, Need, Purpose and Scope of In-Service Teacher Education, Organization and Modes of In-Service Teacher Education, Agencies and Institutions of In-Service Teacher Education at District

State and National Levels (SSA, RMSA, SCERT, NCERT, NCTE And UGC), Preliminary Consideration in Planning in-Service Teacher Education Programme (Purpose, Duration, Resources and Budget)

Concept of Profession and Professionalism, Teaching as a Profession, Professional Ethics of Teachers, Personal and Contextual Factors Affecting Teacher Development

ICT Integration, Quality Enhancement for Professionalization of Teacher Education, Innovation in Teacher Education

Curriculum Studies

Concept and Principles of Curriculum, Strategies of Curriculum Development, Stages in the Process of Curriculum Development

Foundations of Curriculum Planning - Philosophical Bases (National, Democratic), Sociological Basis (Socio Cultural Reconstruction), Psychological Bases (Learner’s Needs and Interests)

Bench Marking and Role of National Level Statutory Bodies - UGC, NCTE and University in Curriculum Development

Models of Curriculum Design: Traditional and Contemporary Models (Academic / Discipline Based Model, Competency Based Model, Social Functions / Activities Model [Social Reconstruction]

Individual Needs & Interests Model, Outcome Based Integrative Model , Intervention Model, C I P P Model (Context, Input, Process, Product Model)

Instructional System, Instructional Media, Instructional Techniques and Material in Enhancing Curriculum Transaction

Approaches to Evaluation of Curriculum: Approaches to Curriculum and Instruction (Academic and Competency Based Approaches)

Models of Curriculum Evaluation: Tyler’s Model, Stakes’ Model, Scriven’s Model, Kirkpatrick’s Model

Meaning and Types of Curriculum Change, Factors Affecting Curriculum Change, Approaches to Curriculum Change, Role of Students

Teachers and Educational Administrators in Curriculum Change and Improvement, Scope of Curriculum Research and Types of Research in Curriculum Studies

Research in Education

Meaning and Scope of Educational Research, Meaning and Steps of Scientific Method, Characteristics of Scientific Method (Replicability, Precision, Falsifiability and Parsimony)

Types of Scientific Method (Exploratory, Explanatory and Descriptive), Aims of Research as a Scientific Activity: Problem-Solving, Theory Building and Prediction

Types of Research (Fundamental, Applied and Action), Approaches to Educational Research (Quantitative and Qualitative), Designs in Educational Research (Descriptive, Experimental and Historical)

Variables: Meaning of Concepts, Constructs and Variables, types Of Variables (Independent, Dependent, Extraneous, Intervening and Moderator)

Hypotheses - Concept, Sources, Types (Research, Page 5 Of 8 Directional, Non-Directional, Null), Formulating Hypothesis, Characteristics of a Good Hypothesis

Steps of Writing a Research Proposal, Concept of Universe and Sample, Characteristics of a Good Sample, Techniques of Sampling (Probability and Non-Probability Sampling)

Tools of Research - Validity, Reliability and Standardisation of a Tool, Types of Tools (Rating Scale, Attitude Scale, Questionnaire, Aptitude Test and Achievement Test, Inventory), Techniques of Research (Observation, Interview And Projective Techniques)

Types of Measurement Scale (Nominal, Ordinal, Interval and Ratio), Quantitative Data Analysis - Descriptive Data Analysis (Measures of Central Tendency, Variability

Fiduciary Limits and Graphical Presentation of Data), Testing of Hypothesis (Type I and Type II Errors), Levels of Significance, Power of a Statistical Test and Effect Size, Parametric Techniques

Non- Parametric Techniques , Conditions to be Satisfied for using Parametric Techniques, Inferential Data Analysis, Use and Interpretation of Statistical Techniques: Correlation, T-Test, Z-Test, ANOVA, Chi-Square (Equal Probability and Normal Probability Hypothesis)

Qualitative Data Analysis - Data Reduction and Classification, Analytical Induction and Constant Comparison, Concept of Triangulation

Qualitative Research Designs: Grounded Theory Designs (Types, Characteristics, Designs, Steps in Conducting a GT Research, Strengths and Weakness of GT) - Narrative Research Designs (Meaning and Key Characteristics

Steps in Conducting NR Design), Case Study (Meaning, Characteristics, Components of a CS Design, Types of CS Design, Steps of Conducting A CS Research, Strengths and Weaknesses)

Ethnography (Meaning, Characteristics, Underlying Assumptions, Steps Of Conducting Ethnographic Research, Writing Ethnographic Account, Strengths And Weaknesses)

Mixed Method Designs: Characteristics, Types of MM Designs (Triangulation, Explanatory and Exploratory Designs), Steps in Conducting a MM Designs, Strengths and Weakness of MM Research.

Pedagogy, Andragogy and Assessment

Pedagogy, Pedagogical Analysis - Concept and Stages, Critical Pedagogy- Meaning, Need and its Implications in Teacher Education, Organizing Teaching: Memory Level (Herbartian Model)

Understanding Level (Morrison Teaching Model), Reflective Level (Bigge and Hunt Teaching Model)

Concept of Andragogy in Education: Page 6 of 8 Meaning, Principles, Competencies of Self-Directed Learning, Theory of Andragogy (Malcolm Knowles), The Dynamic Model of Learner Autonomy

Assessment – Meaning, Nature, Perspectives (Assessment for Learning, Assessment of Learning and Assessment of Learning) - Types of Assessment (Placement, Formative, Diagnostic, Summative) Relations between Objectives and Outcomes , Assessment of Cognitive (Anderson and Krathwohl), Affective (Krathwohl) and Psychomotor Domains (R.H. Dave) of Learning

Assessment in Pedagogy of Education: Feedback Devices: Meaning, Types, Criteria

Guidance as a Feedback Devices: Assessment of Portfolios, Reflective Journal, Field Engagement using Rubrics, Competency based Evaluation, Assessment of Teacher Prepared ICT Resources

Assessment in Andragogy Of Education - Interaction Analysis: Flanders’ Interaction Analysis, Galloway’s System of Interaction Analysis (Recording of Classroom Events

Construction and Interpretation of Interaction Matrix), Criteria for Teacher Evaluation (Product, Process and Presage Criteria, Rubrics for Self and Peer Evaluation (Meaning, Steps of Construction).

Technology in/ for Education

Concept of Educational Technology (ET) as a Discipline: (Information Technology, Communication Technology & Information and Communication Technology (ICT) and Instructional Technology

Applications of Educational Technology in Formal, Non Formal (Open and Distance Learning), Informal and Inclusive Education Systems, Overview of Behaviourist

Cognitive and Constructivist Theories and their Implications to Instructional Design (Skinner, Piaget, Ausubel, Bruner, Vygotsky), Relationship between Learning Theories and Instructional Strategies (For Large and Small Groups, Formal and Non Formal Groups )

Systems Approach to Instructional Design, Models of Development of Instructional Design (ADDIE, ASSURE, Dick And Carey Model Mason’s), Gagne’s Nine Events of Instruction and Five E’s of Constructivism, Nine Elements of Constructivist Instructional Design

Application of Computers In Education: CAI, CAL, CBT, CML, Concept, Process of Preparing ODLM, Concept of E Learning, Approaches to E Page 7 of 8 Learning (Offline, Online, Synchronous, Asynchronous, Blended Learning, Mobile Learning)

Emerging Trends in E Learning: Social Learning (Concept , Use of Web 2.0 Tools for Learning, Social Networking Sites, Blogs, Chats, Video Conferencing, Discussion Forum), Open Education Resources (Creative Common, Massive

Open Online Courses; Concept And Application), E Inclusion - Concept of E Inclusion, Application of Assistive Technology in E Learning

Quality of E Learning – Measuring Quality of System: Information, System, Service, User Satisfaction and Net Benefits (D&M is Success Model, 2003), Ethical Issues for E Learner and E Teacher - Teaching, Learning and Research

Use of ICT in Evaluation, Administration and Research: E Portfolios, ICT for Research - Online Repositories and Online Libraries, Online and Offline Assessment Tools (Online Survey Tools or Test Generators) – Concept and Development.

Educational Management, Administration and Leadership

Educational Management and Administration – Meaning, Principles, Functions and Importance, Institutional Building, POSDCORB, CPM, PERT, Management as a System

SWOT Analysis, Taylorism, Administration as a Process, Administration as a Bureaucracy, Human Relations Approach to Administration, Organisational Compliance, Organinsational Development, Organisational Climate

Leadership in Educational Administration: Meaning and Nature, Approaches to Leadership: Trait, Transformational, Transactional, Value Based, Cultural, Psychodynamic and Charismatic

Models of Leadership (Blake And Mouton’s Managerial Grid, Fiedler’s Contingency Model, Tri-Dimensional Model, Hersey And Blanchard’s Model, Leader-Member Exchange Theory)

Concept of Quality and Quality in Education: Indian and International Perspective

Evolution of Quality: Inspection, Quality Control, Quality Assurance, Total Quality Management (TQM), Six Sigma, Quality Gurus: Walter Shewart, Edward Deming, C.K Pralhad

Change Management: Meaning, Need for Planned Change, Threestep-Model of Change (Unfreezing, Moving, Refreezing), The Japanese Models of Change: Just-In-Time, Poka Yoke,

Cost of Quality: Appraisal Costs, Failure Costs and Preventable Costs, Cost Benefit Page 8 of 8 Analysis, Cost Effective Analysis, Indian and International Quality Assurance Agencies:

Objectives, Functions, Roles and Initiatives (National Assessment Accreditation Council [NAAC], Performance Indicators, Quality Council Of India [QCI] , International Network for Quality Assurance Agencies in Higher Education [INQAAHE].

Inclusive Education

Inclusive Education: Concept, Principles, Scope and Target Groups (Diverse Learners; Including Marginalized Group and Learners With Disabilities), Evolution of the Philosophy of Inclusive Education:

Special, Integrated, Inclusive Education, Legal Provisions: Policies and Legislations (National Policy of Education (1986), Programme of Action of Action (1992), Persons with Disabilities Act (1995), National Policy of Disabilities (2006),

National Curriculum Framework (2005), Concession and Facilities to Diverse Learners (Academic and Financial), Rehabilitation Council of India Act (1992), Inclusive Education Under Sarva Shiksha Abhiyan (SSA)

Features of UNCRPD (United Nations Convention on the Rights of Persons with Disabilities) and its Implication

Concept of Impairment, Disability and Handicap, Classification of Disabilities Based on ICF Model, Readiness of School and Models Of Inclusion, Prevalence, Types

Characteristics and Educational Needs of Diverse Learners’ Intellectual, Physical and Multiple Disabilities, Causes and Prevention of Disabilities, Identification of Diverse Learners for Inclusion, Educational Evaluation Methods, Techniques and Tools

Planning and Management of Inclusive Classrooms: Infrastructure, Human Resource and Instructional Practices

Curriculum and Curricular Adaptations for Diverse Learners, Assistive and Adaptive Technology for Diverse Learners: Product (Aids and Appliances) and Process (Individualized Education Plan, Remedial Teaching), Parentprofessional Partnership: Role of Parents, Peers, Professionals, Teachers, School

Barriers and Facilitators in Inclusive Education: Attitude, Social and Educational, Current Status and Ethical Issues of Inclusive Education in India, Research Trends of Inclusive Education in India

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UGC NET Previous Year’s Solved Papers (Click to Download)

3.

UGC NET Question Paper for Dec 2020/June 2021

4.

UGC NET Question Paper for December 2019

5.

UGC NET Question Paper for June 2019 

6.

UGC NET Question Paper for December 2018

7.

UGC NET Question Paper for July 2018

Q.1. Which of the following statements finds support from an existentialist teacher?

(1) Education is value-centric

(2) Education is contextual

(3) Education is perennial

(4) Education is instinctive 

Q.2 Which Indian school of thought considers all knowledge as relative?

(1) Buddhism

(2) Vedant

(3) Jainism

(4) Islam

Q.3 In dealing with the problems of education, which of the following combinations will be supported by a teacher of Marxist orientation?

(A) The aim of education is to help in the creation of a classless society.

(B) Science and technology help in the development of society.

(C) Individual freedom accelerates the progress of society.

(D) Progress of society implies subsequent changes in the means of education.

Code:

(1) (A), (B) and (C)

(2) (B), (C) and (D)

(3) (A), (C) and (D)

(4) (A), (B) and (D)

Q.4 Who among the following is not a logical positivist?

(1) Morris L. Biggie

(2) A.J. Ayer

(3) Betrand Russell

(4) Henry Bergson

Q.5 Match the items of Set- I embodying a list of educational thinkers with Set-II which indicates their work. Select the appropriate code for your answer.

Set-I                                                                  Set-II

(Educational Thinker)                                    (Work)

(A) Gandhi                                                         (i) Savitri

(B) Tagore                                                         (ii) Geeta

(C) Sri Aurobindo                                            (iii) Brahma Sutra

(D) Vivekananda                                             (iv) Practical Vedant

(v) My Experiments with Truth

Code:

(A) (B) (C) (D)

(1) (v) (vi) (i) (iv)

(2) (v) (iii) (ii) (i)

(3) (vi) (iii) (iv) (ii)

(4) (ii) (vi) (iii) (iv)

Q.6 Education is a factor that explains the social change in various ways. Which of the following will be considered as the most appropriate indicators in this regard?

(1) Reflection, Assimilation, Production

(2) Research, Reflection, Transmission

(3) Investigation, Reflection, Attitude Formation

(4) Assimilation, Preservation, Transformation

Q.7 A line of Indian film song runs like this: “You are in me and I am in you”. This can be interpreted to accord with the views of which philosophy?

(1) Vedanta

(2) Sankhya

(3) Jainism

(4) Yoga

Q.8. Which is the correct sequence as per the eight-fold path of Buddhist Education?

(i) Samyak Vyayam                                                    (iii) Samyak Sankalp

(ii) Samyak Smridhi                                                  (iv) Samyak Drishti

Code:

(1) (iii), (iv), (i) and (ii)

(2) (iii), (iv), (ii) and (i)

(3) (iv), (iii), (ii) and (i)

(4) (iv), (iii), (i) and (ii)

Q.9 In Jain epistemology which one is the basis for true knowledge?

(1) Inductive Reasoning

(2) Deductive Reasoning

(3) Dialectic Reasoning

(4) Naya based Reasoning

Q.10    Assertion:  Distress usually accompanies abnormal behavior patterns.

Which of the following options is correct?

(1) Both (A) and (R) are true, but (R) is not the correct reason of (A).

(2) Both (A) and (R) are true, and (R) is the correct reason.

(3) Both (A) and (R) are false.

(4) (R) is true but cannot be the reason for (A).

Q.11 If in educational research, the average results of many similar studies are considered for explaining and summarizing, the procedure is known as:

(1) Ethnomethodology

(2) Meta-Analysis

(3) Evaluation Study

(4) Analytical Research

Q.12 A teacher applies his/ her understanding of philosophy to solve the problem of truancy among students. This may be called his / her:

(1) Philosophy of Education

(2) Philosophy in Education

(3) Philosophy for Education

(4) Philosophy and Education

Q.13    Assertion (A): Education is the key that unclocks the door to modernization.

Codes:

(1) Both (A) and (R) are true, but (R) is not the correct reason of (A).

(2) Both (A) and (R) are true, and (R) is the correct reason.

(3) Both (A) and (R) are false.

(4) (R) is true but cannot be the reason for (A).

Q.14 The concept of ‘Arch Type’ was given by:

(1) Freud

(2) Wallas

(3) Arieti

(4) Jung

Q.15 Who had suggested that questions are a powerful means of triggering thinking and can lead people from “unconscious ignorance to conscious ignorance”.

(1) Socrates

(2) Chanakya

(3) Plato

(4) Aristotle

Category

JRF & Assistant Professor

Assistant Professor Only

Cut-off Marks Percentage

Cut-off Marks Percentage

UNRESERVED

99.67

97.65

EWS

99.30

93.94

OBC(NCL)

98.83

92.50

SC

96.14

85.69

ST

93.94

81.98

Book Title

Author(s)'s Name

Latest Syllabus – NTA UGC NET / SET / JRF – Paper 1

Harpreet Kaur

NTA UGC NET / SET / JRF – Paper 1

Arihant Experts

NTA UGC NET / SET / JRF – Paper 1

Dr. Usha Rani Jain

UGC-NET: Teaching and Research Aptitude

Dr. M.S. Ansari & RPH Editorial Board

Types of Questions

No. of Questions (June - 2023)

Teaching Aptitude

12 (Moderate to difficult)

Research Aptitude

12 (Difficult)

Reading Comprehension

5 (Easy to Moderate)

Mathematical Reasoning

5 (Easy)

Logical Reasoning

6 (Easy)

Data Interpretation

5 (Easy to Moderate)