In this post, we are providing Teaching Aptitude Notes for UGC NET Exam. The main objective of effective teaching is learning. As per the NTA-UGC-NET syllabus, our current focus is to imbibe the concept of teaching. The experiences we resort to for learning can take different forms that have been explained under the concept of learning.
These words reflect the whole idea of what it means to be a teacher. The progress and prosperity of a nation depend upon the development of its human resources. For this purpose, we need highly competent teachers.
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Teaching Aptitude Notes for UGC NET Exam
Teaching aptitude is all about evaluating candidates who want to enter the teaching profession on the basis of their knowledge and skills. It refers to the basic qualities required to become a successful teacher. This includes qualifications, intelligence, attitude and many other qualities expected from a person who wants to become a successful teacher.
Definition of Teaching under Teaching Aptitude
Teaching can be defined in the following ways:
- Teaching is the purposeful direction and management of the learning process.
- Teaching is a process of providing opportunities for students to produce relatively permanent change through engagement in experiences provided by the teachers.
- Teaching is a skilful application of knowledge, experience and scientific principles with the objective to set up an environment to facilitate learning.
- Teaching is a planned activity and effective teaching depends on the following factors.
- (a) How clearly the students understand what they are expected to learn.
- (b) How accurately their learning can be measured.
- Teaching is a process in which the learner, teacher and other variables are organized in a systematic way to attain some predetermined goals.
- Teaching is an activity that influences a child to learn and acquire desired knowledge and skills and also their desired ways of living in society.
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Nature of Teaching
- There are different levels of teaching.
- Teaching takes place in a dynamic environment.
- Teaching is closely related to education, learning, instruction and training.
- Teaching is essentially an intellectual activity.
- Teaching is an art as well as a science.
- Teaching tends towards self-organization.
- Teaching is a social service.
- Teaching includes lengthy periods of study and training.
- Teaching has a high degree of autonomy.
- Teaching is a continuous process.
- Teaching is a profession.
Levels of Teaching
During teaching, an interaction takes place between an experienced person (the teacher) and an inexperienced person (the student). Here, the main aim is to bring change in the behaviour of the student.
There are basically three different levels of teaching. These levels reflect the achievement of the main objectives of teaching. The autonomous development stage was added at a later stage but begin the most basic, it has been discussed first.
Autonomous Development Level
The Autonomous Development level is student-centred. The teacher’s function in the process of teaching is more negative than positive in the sense that it is little or no leadership, direction, coercion, and Intellectual development is something that just naturally happens. The obvious implication of this is that there is no need for any kind of formal teaching.
The three major levels mentioned in the syllabus, have been explained in detail
Memory Level of Teaching (MLT)
Herbart is the proponent of the memory level of teaching. Good memory includes rapidity in learning, stability of retention, rapidity in recalling and the ability to bring only desirable content to the conscious level. Here the teaching-learning process is basically a ‘stimulus – Response’ (S-R).
MLT is actually the initial stage of formal teaching. Teaching and learning at the memory level are basically about committing factual material to our memory.
- MLT is the initial stage of teaching.
- MLT induces the habit of rote memorization of facts and bites of information.
- MLT enables the learner to retain and also to reproduce the learnt material whenever required.
- The evaluation system mainly includes oral, written and essay-type examinations.
The three major aspects are:
- Learning of the material
- Retention of the material
- Reproduction of the material as and when required
Objectives of memory level of teaching
- The main objective is imparting knowledge and information to the learner.
- Knowledge gained by the learner is basically factual, which that is acquired through memorization or rote learning.
- It covers only the knowledge-based objective of Bloom’s taxonomy.
- Teaching is subject-centred.
- Simple memorable things are taught to students.
- The subject material is well-organized and simple in nature. The subject matter is simple.
- The Knowledge delivered is definite, structured and observable.
The teaching is subject-centred and so are the teaching methods – drill, review, are asking questions. Drill (and practice) means repetition and practice to attain proficiency in memorizing.
Review or revising the elements relates learners to new experiences and from new associations. The question technique is used to examine whether or not knowledge-level objectives of teaching have been achieved.
The teacher is the stage-setter, resource manager as well as evaluator in the classroom.
Role of learner
The role of the learner is a passive one, as the subject content, teaching techniques and teaching methods are decided by the teacher.
- farming objective, curriculum
- selecting teaching-learning activities
- Methods of teaching and evaluation
Different kinds of teaching aids, such as visual, audio and audio-visual aids models, charts, maps, pictures, TV, radio etc. develop curiosity within the learners towards the learning process.
Nature of Motivation
Motivation drives students to learn better, and it should be an intrinsic feeling, not a forced one.
In the memory level of teaching, the teacher forces the students to learn the syllabus content through the process of memorization.
Hence, the nature of motivation at this level of teaching is purely extrinsic.
The evaluation system for learners
- The evaluation system mainly includes oral, written and essay-type examinations.
- The evaluation is done on predetermined objectives.
- Here, both oral and written tests are conducted to check the power of memorization of students.
- For the written test, short-type, recall-type, recognition-type, multiple-choice and matching-type test items are used.
- Here the learners are required to attempt the maximum number of questions.
Psychological bases of memory level
According to jean Piaget, memory level is meant for starters. The learners are at the pre-operational level of cognitive development in the school. They cannot operate upon abstract concepts. As per their mental development, they can learn simple concepts without analyzing their true meaning and nature. Normally, they are not expected to reflect upon the learnt facts.
Herbartian theory of apperception suggests that the young pupil’s mind gets ready at this stage for perceiving themselves and the world around them.
The brain gets ready for a big mass of factual information. It includes concepts, elements, structures, models and theories. They can acquire and retain information about a large number of things, objects, and materials through memorization.
Pavlov and Skinner advocated the conditioning theory that underlines the concept that the correct response made by an individual is strengthened longer and facilitates ease in further learning.
The concept of Pavlov’s classical conditioning considers the mechanical process as applied in the memory level of teaching; and through review or retrieval, correct learning by the student is rewarded and retained for future use.
Suggestions for Memory Level Teaching
- The teaching material should be objective and useful.
- The teaching material should be finite and progress from simple to complex.
- Teaching aids should be adequate, and parts of the content should be integrated and well-sequenced.
- The subject matter should be presented in a systematic and organized manner.
- There should be scope for continuous evaluation to measure improvement in the memory power of students.
- The retention of the material in the memory of students can be increased through practice and exercise.
- There should be scope for continuous reinforcement during the course of instruction.
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