Any change in SET exam Syllabus?

Is there any change in syllabus of General Paper on Teaching & Research Aptitude (Paper-I) of Maharashtra State Eligibility Test for Lectureship (SET) exam of

There is no change in the syllabus of General Paper on Teaching & Research Aptitude (Paper-I) of Maharashtra State Eligibility Test for Lectureship (SET) exam, you can prepare yourself according to previous year syllabus

Here I am giving you the syllabus of General Paper on Teaching & Research Aptitude (Paper-I) of Maharashtra State Eligibility Test for Lectureship (SET) exam

I. Teaching Aptitude
Teaching : Nature, objectives, characteristics and basic requirements;
Learners characteristics;
Factors affecting teaching;
Methods of teaching;
Teaching aids;
Evaluation systems.

II. Research Aptitude
Research : Meaning, characteristics and types;
Steps of research;
Methods of research;
Research Ethics;
Paper, article, workshop, seminar, conference and symposium;
Thesis writing : its characteristics and format.

III. Reading Comprehension
A passage to be set with questions to be answered.

IV. Communication
Communication : Nature, characteristics, types, barriers and effective classroom
communication.

V. Reasoning (Including Mathematical)
Number series; letter series; codes;
Relationships; classification.

VI. Logical Reasoning
Understanding the structure of arguments;
Evaluating and distinguishing deductive and inductive reasoning;
Verbal analogies : Word analogy-Applied analogy;
Verbal classification;
Reasoning Logical Diagrams : Simple diagrammatic relationship, multidiagrammatic
relationship; Venn diagram; Analytical Reasoning.

VII. Data Interpretation
Sources, acquisition and interpretation of data;
Quantitative and qualitative data;
Graphical representation and mapping of data.

VIII. Information and Communication technology (ICT)
ICT : meaning, advantages, disadvantages and uses;
General abbreviations and terminology;
Basics of internet and e-mailing.

IX. People and Environment
People and environment interaction;
Sources of pollution;
Pollutants and their impact on human life, exploitation of natural and energy resources;
Natural hazards and mitigation.

X. Higher Education System : Governance, Polity and Administration
Structure of the institutions for higher learning and research in India; formal and distance
education; professional/technical and general education; value education; governance, polity
and administration; concept, institutions and their interactions.

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SET exam is conducted by the University of Pune, and there is no change in the syllabus of Maharashtra State Eligibility Test for Lectureship (SET) exam,

Here I am providing you SET exam Syllabus please have a look….

NOTE : STRUCTURE OF PAPER II AND REVISED STRUCTURE OF PAPER III PLEASE
SEE PAGE NUMBER ONE.
PAPER—II
1. Philosophical Foundation of Education
Relationship of Education and Philosophy
Western Schools of Philosophy :
Idealism, Realism, Naturalism, Pragmatism, Existentialism, Marxism with special reference to the concepts of knowledge, reality and values their educational implications for aims, contents and methods of education.

Indian Schools of Philosophy (Sankhya, Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concept of knowledge, reality and values and their educational implications. Contributions of Vivekananda, Tagore, Gandhi and Aurobindo to educational thinking. National values as enshrined in the Indian Constitution, and their educational implications Modern concept of Philosophy : Analysis-Logical analysis, Logical empiricism and Positive relativism-(Morris L. Prigge)
2. Sociological Foundations of Education
Relationship of Sociology and Education
Meaning and nature of Educational sociology and Sociology of education
Education-as a social sub-system-specific characteristics
Education and the home
Education and the community with special reference to Indian society
Education and modernization
Education and politics
Education and religion
Education and culture
Education and democracy
Socialization of the child
Meaning and nature of social change
Education as related to social stratification and social mobility
Education as related to social equity and equality of educational opportunities
Constraints on social change in India (Caste, ethnicity, class, language, religion, regionalism) Education of the socially and economically disadvantaged sections of the society with special reference to scheduled castes and scheduled tribes, women and rural population

3. Psychological Foundations of Education
Relationship of Education and Psychology
Process of Growth and Development
—Physical, social, esmotional and intellectual
—development of concept formation, logical reasoning, problem solving and creative
thinking; language development
—individual differences-determinants; role of heredity and environment; implications of
individual differences for organising educational programmes
Intelligence-its theories and measurement
Learning and Motivation
Theories of learning-Thorndike is connectionism; Pavlov’s classical and Skinner’s operant conditioning; Learning by insight: Hull’s reinforcement theory and Tolman’s theory of learning;
Lewin’s Field theory
—Gagne’s hierarchy of learning
—Factors influencing learning
—Learning and motivation
—Transfer of learning and its theories
Psychology and education of exceptional children-creative, gifted, backward, learning disables and mentally retarded
Personality-type and trait theories-measurement of personality
Mental health and hygiene-process of adjustment, conflicts and deference mechanism, mental hygiene and mental health. Sex Education Guidance

4. Methodology of Educational Research
Nature and Scope of Educational Research
Meaning and Nature
Need and Purpose
Scientific Inquiry and Theory Development-some emerging trends in research Fundamental-
Applied and Action Research
Formulation of Research Problem
Criteria and sources for identifying the problem
Delineating and Operationalizing variables
Developing assumptions and hypothesis in various types of research
Collection of Data
Concept of population and sample
Various methods of sampling
Characteristics of a good sample
Tools and Techniques
Characteristics of a good research tool
Types of research tools and techniques and their uses
Questionnaire-Interviews-Observations
Tests and scales, Projective and goniometric techniques
Major Approaches to Research
Descriptive Research

Ex-post facto Research
Laboratory Experiment
Field Experiment
Field Studies
Historical Research
Analysis of Data
Descriptive and Inferential Statistics. The null hypothesis, test of significance, types of
error, one-tailed and two-tailed test
The t-test
The F-test (one-way and ANOVA)
Non-parametric tests (Chi-square test)
Biserial, point-biserial, tetrachoric and phi-coefficient of correlation
Partial and multiple correlations

PAPER—III (A)
(CORE GROUP)
Unit—I
Western Schools of Philosophy :
Idealism, Realism, Naturalism, Pragmatism, Existentialism; with special reference to the concepts of knowledge, reality and values; their educational implications for aims, contents and methods of education. Indian schools of philosophy (Vedanta, Buddhism, Jainism, Islamic traditions) with special reference to the concepts of knowledge reality and values and their educational implications Contributions of Indian Thinkers, like Vivekananda, Tagore, Gandhi and Aurobindo to
educational thinking

Unit—II
Meaning and nature, Education and Social change, constraints on social change (caste, ethnicity, class, language, religion, population and regionalism) Education as related to social equity and equality of educational opportunities. Education of socially and economically disadvantage section of society with special reference to scheduled castes and scheduled tribes, women and rural populations.

Unit—III
Process of Growth and Development
—Physical, social, emotional and intellectual
—development of concept formation, logical reasoning, problem,-solving and creative thinking language development Individual differences-determinants-role of heredity and environment. Implications of individual differences for organising educational programmes

Unit—IV
Intelligence-its Theories and Measurement
Learning and Motivation :
—Theories of learning : Thorndike’s conditions, Pavlov’s classicial and Skinner’s operant
conditioning; learning by insight. Hull’s reinforcement theory and Tolman’s theory of learning
—Gagne’s hierarchy of learning
—Factors influencing learning
—Learning and motivation
—Transfer of learning and its theories

Unit—V
Personality-type and trait theories-measurement of personality
Mental health and hygiene
Process of adjustment, conflicts and defence mechanism, mental hygiene

Unit—VI
Concept and principles of guidance and counselling, types of guidance and counselling
Tools and Techniques of Guidance-records, scales and tests, techniques, interview
Organizing Guidance services at different levels of education, occupational information, kinds
of services, like information, testing, counselling and follow-up

Unit—VII
Sample : Concept of poulation and sample various methods of sampling
Hypotheses : Concept, difference with assumptions, source, various types of hypothesis
Tools : Questionnaire, observation and interview as tools of data collection, tests and scales

Unit—VIII
Descriptive Research, Ex-post facto Research. Survey Research, Historical Research
Experimental Research : Designs of experimental research. characteristics. Internal and external validity in experimental research
Qualitative Research : Phenomenological research. Ethnomethodical and Naturalistic inquiry

Unit—IX
Universalization of elementary education in India
Vocationalization of education in USA and India
Educational administration in USA, UK (Britain and Ireland) and India
Distance education and continuing education in Australia, UK and India

Unit—X
Construction and Development of Curriculum
—different models
—administrative
—grass root

—demonstration
—system analysis
Curriculum Evaluation
—formative
—summative
—interpretation of evaluation results

PAPER—III (B)
(ELECTIVE/OPTIONAL)
Elective-I
Development of Modern Concept of Educational Administration from 1900 to Present-day.
Taylorism
Administration as a process
Administration as a bureaucracy
Human Relations Approach to Administration
Meeting the Psychological needs of employees, systems approach specific trends in Educational
Administration such as (a) Decision making, (b) Organizational Compliance, (c) Organizational
Development, (d) PERT, (e) Modern Trends in Educational Management
Leadership in Educational Administration :
Meaning and Nature of Leadership
Theories of Leadership
Styles of Leadership
measurements of Leadership
Educational Planning :
Meaning and Nature
Approaches to Educational Planning
Perspective Planning
Institutional Planning
Educational Supervision :
Meaning and Nature
Supervision as service activity
Supervision as a process
Supervision as functions
Supervision as educational leadership
Modern supervision
Functions of supervision
Planning the supervisory programme
Organizing supervisory programme
Implementing supervisory programme

Elective—II
Educational Measurement and Evaluation concept, scope, need and relevance. Tools of measurement and evaluation subjective and objective tools, essay test, objective test, scales, questionnaires, schedules, inventories, performance tests. Characteristics of a good measuring instrument :
Validity
Reliability
Norms
Usability etc.
Test standardization :
Norm-referenced and criterion-referenced tests, scaling-standard scores.
T-scores and C-scores
Steps in the standardization of a test
Measurement of achievement, aptitudes, intelligence, attitudes, interests and skills
Interpretation of test-scores and methods of feedback to students
New trends :
Grading, semester, continuous internal assessment, question bank, uses of computer in evaluation,
qualitative analysis

Elective—III
Meaning and Scope of Educational Technology
—educational technology as systems approach to education
—systems approach in educational technology and its characteristics
—components of educational technology, software, hardware
Multi-media approach in Educational Technology
Modelities of Teaching-difference between teaching and instruction. conditioning and training
Stages of teaching- pre-active, interactive and post-active
Teaching at different levels-memory, understanding and reflective
Modification of teaching behaviour : Microteaching, Flander’s Interaction Analysis, simulation.
Programmed Instruction (origin, types, linear and branching, development of programmed
instruction material-linear/branching model. teaching machines. computer assisted instruction
Models of Teaching : Concept, different families of teaching models.
Designing Instructional System
—formulation of instructional objectives
—task analysis
—designing of instructional strategies, such as lecture, team teaching. discussion, panel
discussion, seminars and tutotrials
Communication Process : Concept of communication. Principles. Modes and Barriers of communication.
Classroom communication (interaction verbal and non-verbal)
Distance Education : Concept, Different contemporary systems, viz., Correspondence. Distance and
open : Student support services: Evaluation Strategies in Distance Education : Counselling Methods
in Distance Education
Development of Evaluation Tools-Norm-referenced and criterion-referenced tests

Elective—IV
Concept and nature of special education
—Objectives
—types
—historical perspective
—integrated education
Education of Mentally Retarded
—characteristics of the retarded
—educable mentally retarded
—teaching strategies
—enrichment programmes
—remedical programmes
—etiology and prevention
—mental hygiene as remediation
Education of the visually impaired :
—characteristics
—degree of impairment
—etiology and prevention
—educational programmes
Education of the Hearing Impaired
—characteristics
—degree of impairment
—etiology and prevention
—educational programmes
Education of the Orthopaedically Handicapped
—types of handicap
—characteristics
—educational programmes
Education of the Gifted and Creative Children
—characteristics
—creativity and identification process
—educational programmes
Learning Disabled Children
—characteristics
—identification
—educational programme

Education of Juvenile Delinquents
—characteristics
—problems of alcoholion, drug adiction
—anti-social and character disorder
—educational programmes for Rehabilitation

Elective—V
Teacher Education : Historical perspective Recommendations of various commissions on teacher
education; Kothari Comission
National Policy on Education
Aims and objectives of teacher education at-
—elementary level
—secondary level
—college level
Teaching as a Profession :
Professional organisations for various levels of teachers and their role:
Performance appraisal of teachers
Faculty improvement programme for teacher education
Types of teacher education programmes and agencies :
Inservice teacher education
Preservice teacher education
Distance education and teacher education
Orientation and Refresher courses
Current Problems :
Teacher education and practicing schools
Teacher education and other institutions
Preparing teachers for special schools
Implementation of curriculum of teacher education
Areas of Research :
Teaching effectiveness
Criteria of admission
Modification of teacher behaviour
School of effectiveness

SAMPLE QUESTIONS
PAPER—II
1. Idealism is a school of thought based on
(A) Ideals
(B) Idea
(C) Practical
(D) Soul
2. Why do people want to move up the ladder in social hirearchy ?
(A) Life chances and quality of life
(B) Society likes people on the upper ladder
(C) Social relations are better
(D) Education is easier on the upper ladder

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