NTA-NET (Based on NTA-UGC) Education (Paper-II): Questions 416 - 418 of 610
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Question number: 416
» Psychological Foundations of Education » Learning and Motivation » Theory and Tolman's Theory of Learning
Appeared in Year: 2017
Question
The evidence on latent learning became the basis of formulating which theory/model of learning?
(January Paper-3)
Choices
| Choice (4) | Response | |
|---|---|---|
| a. | Bruner’s discovery learning model |
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| b. | Tolman’s sign-gestalt theory |
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| c. | Lewin’s cognitive field theory |
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| d. | Kohler’s theory of insight learning |
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Question number: 417
» Construction and Development of Curriculum » Curriculum Evaluation » For SET
Appeared in Year: 2017
Question
Match the two sets:
| Set-I (Curricular Model) | Set-II (Model developer) |
| (1) Administrative | (i) Community |
| (2) Grass root | (ii) Apex level policy formulator |
| (3) Demonstration | (iii) Text book writers |
| (4) System Analysis | (iv) Review committees at all levels–local, state and national |
| (v) Students, teachers and stakeholders | |
| (vi) Students and teachers |
(January Paper-3)
Choices
| Choice (4) | Response | |
|---|---|---|
| a. | 1-iv, 2-v, 3-vi, 4-ii |
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| b. | 1-ii, 2-vi, 3-i, 4-v |
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| c. | 1-ii, 2-v, 3-vi, 4-iv |
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| d. | 1-iv, 2-i, 3-iii, 4-v |
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Question number: 418
» Teacher Education » Teaching as a Profession » Basic Concepts
Appeared in Year: 2017
Question
Which of the following set of statements describes the current problems of teacher education?
(i) Launching of integrated programmes without adequate preparation on the part of sponsorers.
(ii) Inadequate or no dialogue between teacher education institutions and the practising schools.
(iii) Apathy and competence level of teacher educators.
(iv) Enhanced duration of courses without attention on time intensive transactional strategies.
(v) Internship programme as an integral part of teacher education courses.
(vi) No space for faculty improvement programme for teacher educators.
(January Paper-3)
Choices
| Choice (4) | Response | |
|---|---|---|
| a. | (i), (ii), (iii), (iv) and (vi) |
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| b. | (ii), (iii), (iv), (v) and (vi) |
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| c. | (i), (ii), (iii), (v) and (vi) |
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| d. | (i), (ii), (iii), (iv) and (v) |
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