NTA UGC NET PAPER 1

General Paper on Teaching and Research

Aptitude
Unit I:-Teaching Aptitude

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 Syllabus:-Teaching Aptitude
 Teaching: Concept, objectives, levels of teaching (memory,
understanding, and reflective), characteristics, and basic requirements.
 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 higher learning institutions: Teacher-centred vs
learner-centered methods; offline vs online methods (Swayam,
Swayamprabha, MOOCs, etc.).
 Teaching support system: Traditional, modern, and ICT based
 Evaluation systems: Elements and types of evaluation, evaluation in
Choice Based Credit Systems in higher education, computer-based
testing, innovations in evaluation systems.
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 Concept of Teaching
 Teaching is a process of facilitating learning through
planned activities, with the aim of imparting knowledge,
skills, values, or attitudes.
 It involves interaction between the teacher, learner, and
the content in a particular environment.

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 Objectives of Teaching
Teaching aims to:
 Transmit knowledge and information.
 Develop skills (cognitive, psychomotor, and affective).
 Foster critical thinking and creativity.
 Shape attitudes, values, and behavior.
 Facilitate personal and social development.
 Promote lifelong learning.

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 Levels of Teaching
Learner's Mental
Level Focus Area Teacher’s Role
Ability

Rote learning, recall Low (recalling

Memory Instructor, explainer
facts information)

Comprehension, Moderate (grasping

Understanding Facilitator, guide
interpretation meaning)

Critical thinking, High (logical

Reflective Mentor, challenger
problem-solving reasoning, analysis)

*Mnemonic Tip: MUR – Memory → Understanding → Reflective

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 Characteristics of Teaching
 Interactive & Dynamic process.
 Based on communication and feedback.
 Involves planning, preparation, and presentation.
 Is both science and art.
 Focuses on learner-centered instruction.
 Aims at measurable learning outcomes.
 Encourages creativity and curiosity.
 Takes place in a social context.

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 Basic Requirements of Teaching
 Subject Knowledge: Deep understanding of content.
 Pedagogical Skills: Methods, techniques, strategies.
 Communication Skills: Clarity, tone, gestures, feedback.
 Classroom Management: Discipline, environment,
motivation.
 Teaching Aids & Technology: Effective use of tools and
media.
 Evaluation Skills: Assessing and improving learning
outcomes.
 Emotional Intelligence: Patience, empathy, adaptability.

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 Learner’s Characteristics
Adolescent Learners
 Academic: Require structured guidance; developing
study habits.
 Social: Peer influence is strong; identity formation
phase.
 Emotional: Experience mood swings; sensitive to
criticism.
 Cognitive: Transition from concrete to abstract
thinking; inquisitive.

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 Contd….
Adult Learners
 Academic: Goal-oriented; value practical knowledge.
 Social: Bring prior experience; often balance
family/work with study.
 Emotional: Motivated by self-improvement; may fear
failure.
 Cognitive: Self-directed; prefer experiential and
problem-solving approaches.
Individual Differences: Learners differ in
intelligence, learning style, motivation, background,
and pace — requiring differentiated instruction.

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 Factors Affecting Teaching
Factor Description
Subject knowledge, communication,
Teacher
personality, attitude.
Motivation, prior knowledge, interest,
Learner
learning style.
Quality of textbooks, handouts, visuals,
Support Material
digital tools.
Classrooms, labs, internet, audio-visual
Instructional Facilities
tools.
Learning Environment Safe, inclusive, engaging, and interactive.
Policies, academic culture, support systems,
Institution
resources.

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 Methods of Teaching in Higher Learning
Institutions
Teacher-Centered Methods
 Lecture, Demonstration, Storytelling.
 One-way communication, teacher is knowledge
authority.
 Efficient for large classes, but may reduce engagement.
Learner-Centered Methods
 Discussion, Problem-solving, Case study, Project-
based learning, Flipped classroom.
 Encourages participation, critical thinking, and
collaboration.
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 Contd….
Offline vs. Online Methods

Mode Examples

Offline Face-to-face lectures, workshops

SWAYAM, SWAYAM Prabha,

Online MOOCs, Google Classroom,
Zoom, etc.

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 Teaching Support Systems
Type Examples

Traditional Chalkboard, textbooks, charts

Modern Projectors, language labs, smart boards

e-Content, simulations, LMS (e.g., Moodle),

ICT-Based
multimedia tools

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 Evaluation Systems
 Elements of Evaluation:-Measurement, Assessment,
Feedback, Grading.

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 Types of Evaluation
Type Description

Continuous, during instruction, for

Formative
improvement

Summative At end of course/unit, for certification

Diagnostic To identify learning gaps or difficulties

Norm-referenced Comparing performance to a group

Criterion-referenced Against predefined learning outcomes

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 CBCS (Choice Based Credit System)
Evaluation
 Based on credits, continuous internal assessment,
and flexibility of subject choices.
 Emphasizes holistic and flexible learning outcomes.

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 Computer-Based Testing
 Online quizzes, adaptive tests, MCQs via platforms
like NTA, Google Forms, LMS.

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 Innovations in Evaluation
 E-portfolios, Peer Assessment, Rubrics, Gamified
assessments, AI-based evaluation, Open-book exams.

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 Recommended Books
 Trueman’s UGC NET/SET General Paper I
 Author: M. Gagan / Sajit Kumar
 Comprehensive coverage of teaching aptitude with practice questions.
 NTA UGC NET Paper 1 by KVS Madaan
 Publisher: Pearson
 Well-structured theory and MCQs with previous year papers.
 Teaching and Research Aptitude – UGC NET/JRF
 Author: Arihant Experts
 Focused content with updated exam trends.
 UGC NET Paper 1 – Teaching & Research Aptitude by Dr. Lal & Jain
 Publisher: Upkar Prakashan
 Good for conceptual clarity and exam revision.
 UGC NET Paper 1 – General Paper on Teaching and Research Aptitude
 Author: Harpreet Kaur (Oxford University Press)
 Lucid explanation and useful examples, especially for first-time aspirants.

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