M.Ed. II (Semester III) (CBCS) Examination, 2018
teacher education II (Paper II)
Day and Date Saturday, 5-5-2018 Max. Marks 70
Time 2.30 p.m. to 5.00 p.m.12.30 p.m.
Instructions All questions are compulsory.
Figures to the right indicate full marks.
Q. No. 1 is compulsory. It should be solved in first 20 minutes in Answer Book on Page No. 3.
MCQ/Objective Type Questions
Duration 20 Minutes Marks 14
1. Choose the correct alternatives 14
The objective of teacher education is to understand the of teacher education.
structure management policy all above
Inservice teacher education comes under
DPEP, SSA and RMSA DPEP, SSA and NGO
DPEP, NGO and RMSA None of these
The long form of QCI
Quality Council for India Quality Council of India
Quality conference of India None of these
The long form of DPEP is
District Primary Education Programme Divisional Primary Education Programme
Divisional Programme Education Process District Primary Economic Programme
Education is a life long process for
Knowledge enrichment Educational and cultural change
Preparation for futuralogical challenges All above
In Inservice teacher education more preference has given on
Continous Education Vocational Education
Skill None of these
The contribution of shulman is more on
teaching learning
teaching research research
Quality development of teacher education is depends upon aspect.
Curriculum Teacher training
Effective activities All above
Development of inservice teacher education is depends upon
Content Professional course
Money Culture
10) Professional development of teacher education means
Social and cultural change Change in teaching
Enrichment of professional competencies Motivation in service
11) For to prepare teacher is challengable.
Art Music
Physical Education Special Education
12) The main aim of serva shiksha Abhiyan is
Universalisation of Primary Education Free Education
Compulsory Education for all All above
13) Most common issue of research in teacher education is
methodological organising
management generalization of findings
14) There are approaches of teacher development.
Three Four Five None of these