NTET is National Teacher’s Eligibility Test for individuals who want to be Assistant Professor, Associate Professor and Professor in Indian System of Medicine Institutions.
This is a newly introduced exam to be eligible to teach in ISM Institutes.
Now to qualify NTET, is minimum eligibility to become Assistant Professor, Associate Professor and Professor in Indian System of Medicine Institutions, according to The National Commission for Indian System of Medicine Act, 2020.
The eligible candidates as per Minimum Standards of Undergraduate Ayurveda Education Regulations, 2022; Minimum Standards of Undergraduate Unani Education Regulations, 2022; and Minimum Standards of Undergraduate Siddha Education Regulations, 2022; shall have to qualify NTET to become eligible to be appointed as Assistant Professor, Associate Professor and Professor in ISM Institutions.
Eligibility for ntet
The following persons shall be eligible for appearing for NTET:
1. Any person who desires to take up teaching profession for the first time as Assistant Professor, Associate Professor and Professor in Indian System of Medicine who is possessing the requisite qualifications as specified in the National Commission for Indian System of Medicine
- Minimum Standards of Undergraduate Ayurveda Education Regulations, 2022;
- Minimum Standards of Undergraduate Unani Education Regulations, 2022; and
- Minimum Standards of Undergraduate Siddha Education Regulations, 2022;
2. The Post-graduate degree students completed thirty months of Post-graduate Degree tum program shall be eligible to appear this examination.
Structure of Exam
- The NTET will be aptitude based test
- All questions will be Multiple Choice Questions (MCQs), each carrying one mark, with four alternatives out of which one answer will be correct. There will be no negative marking.
- The NTET will consist of 100 Multiple Choice Questions (MCQ’s)
NTET SYLLABUS
UNIT 1 Teaching & Training –
- Teaching: Concept, Objectives, Levels of teaching (Memory, Understanding and Reflective), Characteristics, and basic requirements.
- Teaching methods, new methods of teaching (approach). Utilization of Basic teaching and basic skills of teaching.
- Understanding Learner’s characteristics: Characteristics of adolescent and adult learners (Academic, Social, Emotional, and Cognitive), Individual differences.
- Factors affecting teaching related to: Teacher, Learner, Support material, Instructional facilities, Learning environment and Institution.
- Methods of teaching in Institutions of higher learning: Teacher- centered vs. Learner-centered methods; Off-line vs. Online methods (Swayam, Swayamprabha, MOOCs etc.).
- Teaching Support System: Traditional, Modern, and ICT based. Methods of clinical teaching/ bedside teaching
UNIT 2 Communication –
- Communication: Meaning, types, characteristics and purpose of communication.
- Effective communication: Verbal and Non-verbal, Inter-Cultural and group Communications, Classroom communication Barriers to effective communication
- Mass-Media and Society
UNIT 3 CLASSROOM MANAGEMENT –
- Classroom Management
- Practical Classroom Management
- Psychology & Classroom Management
- Personal Approach to Classroom Management
- Ensuring Engagement & Motivation in the Classroom Routines & Technology in the Classroom
- Forming Positive Learning Environments
- Disciplinary Problems
- Management Strategies for Diverse Classrooms.
UNIT 4 – Assessment Methods and Educational Technologies
- Administration of Evaluation Systems
- Elements of Evaluation
- Evaluation in choice Based Credit System in Higher education
- Computer-based Testing
- Consideration of Innovations in evaluation systems
- Advancement in educational technologies
- Information and Communication Technology (ICT): General abbreviations and terminology
- Usage of Internet, Intranet, E-mail, Audio
- Audio and Video-conferencing
- ICT and Governance
UNIT 5 – EDUCATIONAL PSYCHOLOGY
- Educational psychology as a discipline
- Role of educational psychology – learning and teaching today Cognitive development: Brain and cognitive development, Guidelines to teaching: Piaget’s theory of cognitive development, Vygotsky’s Sociocultural perspective,
- Bronfenbrenner’s social context, Self and moral development
UNIT 6 – ANDROGOGY IN EDUCATION
- Meaning of Andragogy
- Need and importance of Andragogy
- Principles of Andragogy
- Characteristics of Adult Learners
- Competencies of Self-Directed Learning
UNIT 7 – Learning and Pedagogy
- Concepts of Pedagogy
- Meaning of Pedagogy
- Steps of Pedagogical Analysis
- Concepts of Critical Pedagogy
- Development of the concept of pedagogy
- Need and importance of Pedagogy
- Formulations of Learning Objectives, Teaching-Learning
UNIT 8 -Educational Policies of Govt. of India
- National Education Policy – 2020
- Digital initiatives in higher education.
- National Credit Framework
- Academic Bank of Credits
- Competency/Outcome Based Curriculum
