Bihar Head Master Syllabus & Exam Pattern 2022

Bihar Head Master Syllabus & Exam Pattern 2022 (BPSC Headmaster Vacancy 2022 Notification Exam Pattern, Selection Process, Syllabus, Salary, Answer Key) :- नमस्कार दोस्तों इस पोस्ट के माध्यम से आज हम Bihar Head Master Selection Process, Bihar Head Master Exam Pattern, Bihar Head Master Syllabus, Bihar Head Master Salary, BPSC Headmaster Selection Process, BPSC Headmaster Exam Pattern, BPSC Headmaster Syllabus, BPSC Headmaster Salary के बारे में विस्तृत से जानेगे। अगर आप Bihar BPSC Head Master Online Form 2022 के बारे में सम्पूर्ण जानकारी जानना चाहते है तो आप इस पोस्ट को अंत तक ध्यान से पढ़े।

BPSC Headmaster Recruitment 2022 संक्षिप्त विवरण

Organization NameBihar Public Service Commission (BPSC)
Post NameHeadmaster
No. Of Posts6421
Starting Date05 March 2022
Last Date28 March 2022
CategoryGovt Job
Selection ProcessWritten Exam
LocationBihar
Official Sitebpsc.bih.nic.in

Bihar Head Master Vacancy 2022 Notification

बिहार लोक सेवा आयोग (BPSC) शिक्षा विभाग, बिहार ने बिहार के सरकारी स्‍कूलों में प्रधानाध्‍यापक (Headmaster) के पदों पर के लिए एक भर्ती अधिसूचना जारी की है। इस अधिसूचना के अनुसार Bihar Public Service Commission (BPSC) ने बिहार के सरकारी स्‍कूलों में प्रधानाध्‍यापक के 6421 पदों पर ऑनलाइन आवेदन आमंत्रित किए हैं। योग्य और इच्छुक उम्मीदवार 05 मार्च 2022 से 28 मार्च 2022 तक आधिकारिक वेबसाइट के माध्यम से BPSC में BPSC Headmaster Bharti 2021 के लिए आवेदन कर सकते हैं। यहा हम Bihar PSC Headmaster Online Form 2022 के अन्य विवरण आयु सीमा, शैक्षणिक योग्यता, चयन प्रक्रिया, आवेदन शुल्क, और आवेदन कैसे करें आदि के बारे में विस्तृत रूप से चर्चा करेंगे।

BPSC Headmaster Selection Process

  • Written Exam

BPSC Headmaster Exam Pattern 2022

PaperSubject NamesTotal Marks
IGeneral Study100
IIConcerned Subject50
Total150
  • 150 प्रश्न / 150 अंकों के साथ लिखित परीक्षा में बहु प्रकार वस्तुनिष्ठ प्रश्न आता है।
  • पेपर ओएमआर आधारित होगा
  • प्रत्येक प्रश्न 1 अंक का होगा।
  • गलत उत्तर के लिए 0.25 नकारात्मक का होगा।
  • परीक्षा मोड अंग्रेजी और हिंदी में आयोजित किया गया।

General Studies Syllabus

  • Bihar, Indian and World history with special emphasis on bihar culture and Indian National
    Movement
  • Current events of national and international importance.
  • Indian Polity, Indian Economics with special emphasis on bihar
  • Use of Computers and Information Technology in Teaching
  • Bihar, India, World Geography
  • General Science
  • Reasoning Ability: Analogies, Similarities and Difference, Analyst, Judgment, Relationship, Concepts, Arithmetic, Reasoning, Number Series.
  • Arithmetical: LCM, HCF, Ratio and Proportion, Profit & Loss, Time & Work, Distance.

UNIT.1

  • Understanding Childhood : Developmental Perspective
  • children and their childhood: The contextual Realities of Bihar
  • Dimensions of individual development: physical, cognitive, language, social and moral
    their interrelationships and implications for teachers (with reference to PiagetErickson and Kohlberg)
  • Adolescence : assumptions, stereotypes and need of a holistic understanding
  • Factors affecting adolescence: social, cultural, political and economic
  • The contextual reality of adolescence in Bihar

UNIT 2

  • Socialization and the context of school : impact of entry to School,- school as a social
    institution and its notions in Bihar, value formation in the context of schooling’
  • Inequalities and resistances in society: issues of access, retention and exclusion’
  • Difference in learners based on socio-cultural contexts : impact of home languages of
    learners and language of instruction, impact of differential cultural capital of learners
  • understanding of differently-abled learners: slow learners and dyslexic learners
  • Methods of assessing individual differences: tests, observation, rating scales’ self Report

UNIT 3

  • understanding’ Identity Formation: emergence of multiple identities in the- formation
    of a person placed in various social and institutional contexts; the need for inner
    coherence; managing’conflicting’ identities
  • School as a site of identity formation in teachers and students; school, culture and
    ethos, teaching-learning practices and teacher discourse in the classroom’ evaluation
    practices; value system and hidden curriculum in school
  • concept : Meaning and definitions of education, Processes of education-schooling
    Instruction, Training and Indoctrination, Modes of education-Formal’ Informal and
    Non-Formal
  • constitutional provisions on education that reflect National ideals: Democracy’
    equality, liberty, secularism and social iustice
  • Education for National development: Education commission (1964-66)

UNIT 4

  • Philosophy and Education : Meaning and definitions of philosophy, Branches of
    philosophy andtheir relationship with educational problems and issues
  • ehilosoptrical systms: Schools of philosophy, Idealism, Naturalism, Pragmatism’
  • Marxism and Humanism with special reference to their concepts of reality, knowledge
    and values, and their educational implications for aims’ Curriculum, methods of
    teaching and disciPline
  • Indian Thinkers : RN. Tagore, M.K. Gandhi, swami vivekananda, Aurobindo Ghose,
    jiddu Krishnamurthi and Giiiubhai Badheka
  • Western Thinkers : Plato, Rousseau, Dewey,

UNIT 5

  • Meaningof equality and constitutional provisions
  • prevailing nature and forms of Inequality, including dominant and minor gyqups and
    related ilsues
  • lnequality in schooling : Public-private schools, rural-urban schools, single teacher
    schools and many other forms of inequalities in school system 3nq 1tr” processes
    leading to disParities
  • Differential quality in schooling : variations in school quality
  • Right to Education : Bill and its provisions.

UNIT 6

  • Iearning principru ui learning problem solvinf
  • Basic Assumptions and analysis of the relevance of Learning Theories
  • Social, Cognitive & Humanistic learning theories
  • Learning as a process of construction of Knowledge-Constructivist
    Behavioural, Approach to learning
  • Relationship of learning with school performance and ability of the learner
  • Concept of Motivation; types, techniques of enhancing motivation
  • Forgetting classroom learning-meaning and its causes; strategies for improving
    retention oflearning
  • Meaning of learningto learn skills; ways of developing self-study

UNIT 7

  • An analysis of teacher’s roles and functions, skills and competencies in the Pre-active phase
    – visualizing, decision-making on outcomes, preparing and organization; Interactive phase –
    facilitating and managing leaming; Post-active phase – assessment of learning outcomes’
    reflecting on pre-active, interactive and post-active processes
  • Characteristics associated with effective teachers; Teacher’s professional identity –
  • what does it entail?
  • Visualizing: The learner and learning readiness characteristics, the subject matter
  • content and their inter-linkages, the learning resources, approaches/srategies’
  • Decision maBing on outcomes: Establishing general instructional goals, specification of objectives and standards for learning allocation of instructional time for various
  • activities/tasks-instructional time as a variable in learning
  • preparing for instruction: Identiffing selecting available learning resources or
  • developing required learning resource.
  • Preparation of a plan : Unit plan and Lesson plan’

UNIT 8

  • Motivating the learners and sustaining their attention-importance of stimulus
    variation and reinforcement as skills.
  • euestioning Illustration and explanation as teacher competencies influencing studentIearning in the classroom;
  • Strategy of Teaching -a) Expository Strategy as approacll.LA-teaching for
    understanding: Presentation – discussion – demonstration, the Advance Organizer
    tiiodel; O) inquiry Strategy as approach to teaching’thinking skillsand construction of
    lmowledge : Concept attainment/ Concept formation, Inductive thinHng Problem
    – basedlearning/Project Based Learning.
  • Approaches to Small Group and Whole group Instruction : Cooperative and
    Collaborative approaches to learning. Brain storming Role play and Dramatization,
    Group discussion, simulation and Games, Debate, Qui-z a1d seminar.

UNIT 9

  • How children learn language with sp6cial reference to SHnner, Chomsky, Piaget and
    VygotskY.
  • Social and cultural context of language : Language and Gender, LangUage and Identity’
    language and Power,language and Class (Society)
  • Political context of language; Multilingual perspective of India and Bihar’
    Constitutional provisions related to languages in India
  • Language and construction of knowledge; understanding the objectives of learning
    I anguages ; ima gination, creativity, sensitivity, skill development
  • Critical review of Medium of Instruction; Different school subiects as registers;
  • Position of Languages in India; articles 343-351, 350A;
    What are Academic Disciplines? Need/Perspectives of the classification of Human
    lmowledge into disciplines & Subjects;
  • The Philosophical Perspective: Unity and plurality
  • The Anthropological Perspective: Culture and Tribes
  • The Sociological Perspective: Professionalization and Division of Labour
  • The Historical Perspective: Evolution and Discontinuity
  • The Management Perspective: Market and organization
  • The educational Perspective: Teaching and L0arning

UNIT 1O

  •  Research in subiect/discipline: Methods of data collection in the subiecL Drawing
    conclusion, generalization and theory development Preparin& reference’ notes and
    bibliography
  • What is Interdisciplinary learning? Interdisciplinary learning-a dialectical process
  • What criteria can be used for quality assurance of interdisciplinary subiects?

UNIT 11

  • Equity and equality in relation with caste, class, religion, ethnicity, disability and
    region
  • Paradigm shift from women’s studies to gender studies
  • Hislo-fical background : Some landmarks from social reform movements of the
    nineteenth and twentieth centuries with focris on women’s?xperiences of education
  • Gender, culture and institution : Intersection of classr c1st9, religion and region
  • Teacher as an agentbfchange
  • Methods, Inductive deductive, lecture, discussion, multilingual, source method
    ‘observation method, laboratory method, project and problem solving method and
    their advantages and limitation & comparisons’

UNIT 12

  • Determinants of curriculum at the nation or state -wide level; (i) social-politicalculture-geographical-economic diversity; (ii) socio-political aspirations, including
    ideologies and educational vision; (iii) economic necessities ;(iv) technological
    possibilities; (v) cultural orientations; (vi) national priorities ; (vii) system of
    ior”*”n.” and power relations; and (vii) international contexts
  • concept of test, measurement, examination, appraisal ,evaluation and their inter
    relationshiPs.
  • Purpose and objectives of assessment-for placemen! providing feedbacks’ grading
    promotion, certifi cation, diagnostic of learning difficulties
  • Reporting students’performance- progress rePorts, cumulative records’ profiles and
    their uses, Porffolios.
  • concept of an inclusive school-infrastmcture and accessibility, human resources’
    attitudes to disabilig whole school approach, community-based education’
  • concept of health, importance, dimensions and determinants of health; Health needs of
    children and adolescents, including differently-abled children
  • Understanding peace as a Dynamic Social Reality’
  • Developing Resources in Schools for Guidance

Bihar Head Master Salary

  • 35000 Rs Per Month

Important Link

Official NotificationDownload Here
Official WebsiteClick Here

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