NTA-NET (Based on NTA-UGC) Education (Paper-II): Questions 191 - 193 of 610

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Question number: 191

» Teacher Education » Orientation and Refresher Courses Current Problems » Teacher Education and Practicing Schools

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Appeared in Year: 2018

MCQ▾

Question

For application of Total Quality Management (TQM) in teacher education, which of the following measures will be considered helpful? Select the correct code to indicate your answer. (July Paper II)

  1. Finding out the needed number of teachers in various states-demand and supply of teachers
  2. ‘Can do’, Will do’ analysis for specified groups of teacher educators
  3. Finding out the number of teacher education institutions
  4. SWOC analysis by teacher educators
  5. Action research projects to improve school practices

Choices

Choice (4) Response

a.

(1), (2), (4)

b.

(3), (4), (5)

c.

(1), (3), (4)

d.

(2), (4), (5)

Question number: 192

» Philosophical Foundation of Education » Western Schools of Philosophy » Idealism

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Appeared in Year: 2009

MCQ▾

Question

“The child is an integral part of the ultimate universe” is the view point of (Paper 2 December)

Choices

Choice (4) Response

a.

Existentialism

b.

Realism

c.

Pragmatism

d.

Idealism

Question number: 193

» Psychological Foundations of Education » Process of Growth and Development » Logical Reasoning

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Appeared in Year: 2018

MCQ▾

Question

In the two sets which follow, Set - I indicate the specific devices and set - II mentions the stage of programme development. Match the two on the basis of their appropriateness. (July Paper II)

Choose from the code to give your answer:

Table shows the two set

Table shows the two set

Devices used

Stage of programme development

1

Writing of behavioural objectives

i

For introductory frames

2

Priming

ii

During withdrawal of prompts

3

Prompting

iii

For shaping behaviour in steps

4

Testing

iv

Prior to development of a programme

v

During small group try-out

Choices

Choice (4) Response

a.

1 - iv, 2 - i, 3 - iii, 4 - ii

b.

1 - i, 2 - ii, 3 - iii, 4 - iv

c.

1 - ii, 2 - iii, 3 - iv, 4 - v

d.

1 - i, 2 - ii, 3 - iv, 4 - v

Developed by: