Jharkhand B.Ed CET key terms

India's National Education Policy approved in 2020, replacing the 1986 policy. It restructures school stages into 5+3+3+4, targets universal foundational literacy, and proposes a 4-year integrated B.Ed. as the minimum teaching degree by 2030.

The Right of Children to Free and Compulsory Education Act guarantees free education to all children aged 6 to 14, bans screening tests and capitation fees, and fixes pupil-teacher ratios and minimum qualifications for teachers in elementary schools.

An assessment approach that monitors a learner's progress throughout the year rather than only at term-end, covering both scholastic subjects and co-scholastic areas such as attitudes, values and life skills, usually through formative and summative tools.

Assessment carried out during teaching to gather evidence about what learners understand so instruction can be adjusted immediately. It is diagnostic and low-stakes, and feedback to the learner matters more than the score awarded.

Assessment conducted at the end of a unit, term or course to judge how much learning has been achieved against stated objectives. It is typically graded or scored and used for reporting, certification or promotion decisions.

A hierarchical classification of learning objectives in the cognitive domain, moving from remembering and understanding through applying and analysing to evaluating and creating. Teachers use it to frame questions at different levels of thinking.

Mental abilities that go beyond recall and routine application, such as analysis, evaluation, synthesis and problem solving. Questions testing these skills ask learners to compare, justify, infer or design rather than merely name or define.

A specific, observable statement of what a learner should know or be able to do by the end of a lesson, unit or stage. Good outcomes use action verbs and can be assessed directly.

The practice of educating children with disabilities and other marginalised groups in ordinary neighbourhood schools, with the curriculum and environment adapted to them, instead of separating them into special institutions.

The variations among learners in ability, pace, interest, personality, language background and home environment. Recognising these differences leads teachers to use varied methods, differentiated tasks and flexible grouping.

Howard Gardner's theory that intelligence is not a single general ability but a set of relatively independent capacities, such as linguistic, logical-mathematical, spatial, musical, bodily-kinaesthetic, interpersonal, intrapersonal and naturalistic intelligences.

A learning theory holding that learners actively build knowledge by connecting new information with what they already know, rather than receiving it passively. Teaching therefore begins with prior knowledge and uses exploration, discussion and reflection.

Lev Vygotsky's term for the gap between what a learner can do unaided and what the learner can achieve with guidance from a more capable person. Instruction is most effective when aimed at this range.

Temporary support a teacher or peer gives a learner to complete a task that is currently too difficult, such as hints, models or step-by-step prompts. Support is gradually withdrawn as competence grows.

An approach in which learners investigate a problem or set of materials and arrive at principles themselves, with the teacher guiding rather than explaining first. It builds curiosity and transfer but needs careful structuring.

Instruction organised around learners posing questions, gathering and interpreting evidence, and justifying conclusions. The teacher frames good questions and models investigative processes instead of supplying ready answers.

A strategy where one learner helps another of similar or slightly higher ability to master content, under teacher supervision. It benefits both tutor and tutee and supports large, mixed-ability classrooms.

Planned re-teaching for learners who have fallen behind in a specific area, based on diagnosis of their errors. It uses simpler steps, more practice and different materials rather than repeating the original lesson unchanged.

An instrument used to locate the precise nature and cause of a learner's difficulties, not just to award marks. Its results guide remedial teaching by identifying which sub-skills or concepts are weak.

A test measuring how much a learner has learned in a subject after a period of instruction, usually compared with class or grade norms. It differs from an aptitude test, which predicts future performance.

A teacher's written outline of a single lesson, typically including objectives, previous knowledge to be tested, teaching aids, stepwise presentation, blackboard work, recapitulation and evaluation. It keeps instruction organised and purposeful.

A scaled-down practice session in which a trainee teaches a small group for a few minutes, focusing on one skill such as questioning or explaining, then reviews the recording with feedback and re-teaches.

Any material or device, such as charts, models, flashcards, audio or digital content, used to make a concept concrete and hold attention. Aids should support the objective, not replace explanation.

Learning through direct experience and reflection, often described as a cycle of concrete experience, reflective observation, abstract conceptualisation and active experimentation. It is central to activity-based and project work.

An approach associated with Paulo Freire that treats education as dialogue aimed at developing critical consciousness about social injustice, opposing the passive 'banking' model where the teacher merely deposits information.

The statutory body that sets norms and standards for teacher education programmes in India, grants recognition to B.Ed. and other courses, and regulates admissions and curriculum in teacher training institutions.

A professional teacher-preparation degree required for teaching at secondary level in India. It combines foundation papers in psychology and sociology of education with pedagogy subjects, practice teaching and school internship.

The ability of children by about age eight to read simple text with comprehension and to do basic number operations. NEP 2020 makes achieving it a national mission, since later learning depends on it.

The constitutional provision inserted by the 86th Amendment in 2002 making free and compulsory education a fundamental right for children aged six to fourteen, implemented through the RTE Act of 2009.

Basic rights guaranteed in Part III of the Indian Constitution, such as equality, freedom of speech, life and personal liberty, and protection from exploitation. They are enforceable in courts through writs.

Guidelines in Part IV of the Indian Constitution directing the state towards social and economic welfare, including early childhood care and education for children below six. They are not directly enforceable in courts.

Eleven obligations listed in Article 51A, added by the 42nd Amendment in 1976, urging citizens to respect the Constitution, protect the environment and public property, and pursue education, among others.

The opening statement of the Indian Constitution declaring the source of its authority and its objectives: justice, liberty, equality and fraternity, and describing India as a sovereign, socialist, secular, democratic republic.

A formal application asking a High Court or the Supreme Court to issue a writ, such as habeas corpus, mandamus or certiorari, to enforce a fundamental right or correct an authority's action.

The power of courts to examine laws and executive actions for conformity with the Constitution and to strike down those that violate it. It flows from Articles 13, 32 and 226.

The three-tier system of local self-government in rural India, established by the 73rd Constitutional Amendment in 1992, with gram panchayats at village level, block panchayat samitis and district zila parishads.

The lowest tier of rural local government, elected by village residents, responsible for local civic functions such as drinking water, sanitation, street lighting and maintenance of village schools.

A word whose meaning is opposite to that of another word, such as 'scarce' and 'abundant'. Antonym questions test whether a candidate knows a word's exact sense and can distinguish it from near-opposites.

A word that has nearly the same meaning as another in a given context, such as 'brief' and 'concise'. Exact equivalence is rare, so choosing correctly depends on register and collocation.

One of two or more words pronounced alike but spelled differently and having different meanings, such as 'principal' and 'principle'. Confusing them is a common source of spelling errors.

A fixed expression whose meaning cannot be worked out from its individual words, such as 'to let the cat out of the bag' meaning to reveal a secret. Idioms must be learned as whole units.

A verb combined with an adverb or preposition to form a new meaning, such as 'put off' or 'carry out'. The particle changes the sense, so the whole combination must be understood together.

The habitual pairing of words in a language, such as 'strong tea' rather than 'powerful tea'. Natural English depends on such pairings, which do not always follow logic.

The grammatical contrast between a sentence where the subject performs the action ('The teacher explained the rule') and one where the object is promoted to subject ('The rule was explained by the teacher').

Two ways of reporting speech: quoting the speaker's exact words within quotation marks, or reporting them in a subordinate clause with shifted tense and pronouns, as in 'She said that she was tired'.

A passage with words removed at regular or selective intervals, which the candidate must fill from options so that the text remains grammatically and semantically coherent. It tests both grammar and context.

The skill of reading a passage and answering questions about its main idea, details, inferences, tone and vocabulary in context. Answers must be supported by the text rather than by outside opinion.

A conclusion drawn from evidence in a text without being stated explicitly. Inference questions require combining details with general knowledge and checking that the conclusion is actually warranted.

दो वर्णों या शब्दों के मेल से उत्पन्न विकार को संधि कहते हैं, जैसे विद्या + आलय = विद्यालय। संधि के स्वर, व्यंजन और विसर्ग भेद प्रतियोगी परीक्षाओं में शब्द-रचना जाँचने के लिए पूछे जाते हैं।

संधि से बने शब्द को उसके मूल रूपों में अलग करके लिखने की क्रिया, जैसे सूर्योदय = सूर्य + उदय। यह प्रश्न सही संधि पहचानने की क्षमता जाँचता है।

दो या अधिक शब्दों के मेल से बने संक्षिप्त पद को समास कहते हैं, जैसे राजपुत्र = राजा का पुत्र। तत्पुरुष, द्वंद्व, बहुव्रीहि, कर्मधारय आदि इसके प्रमुख भेद हैं।

वह अंश जो किसी शब्द के आरम्भ में जुड़कर उसका अर्थ बदल देता है, जैसे 'अन' जोड़ने पर 'अनपढ़'। उपसर्ग शब्द के पहले आता है और नया अर्थ उत्पन्न करता है।

वह अंश जो किसी शब्द के अंत में जुड़कर नया शब्द या भाव बनाता है, जैसे 'लड़कपन' में 'पन'। प्रत्यय से बने शब्दों की पहचान व्याकरण के प्रश्नों में बार-बार पूछी जाती है।

किसी शब्द के समान अर्थ वाले अन्य शब्द, जैसे 'सूर्य' के लिए दिनकर, भास्कर, रवि। पर्यायवाची प्रश्न में शब्द के अर्थ की सूक्ष्म पहचान आवश्यक होती है।

किसी शब्द का उल्टा अर्थ देने वाला शब्द, जैसे 'अंधकार' का विलोम 'प्रकाश'। विलोम शब्दों की जोड़ी पहचानने के लिए शब्द के मूल अर्थ को स्पष्ट समझना चाहिए।

वे शब्द जिनके प्रसंग के अनुसार दो या अधिक अर्थ होते हैं, जैसे 'कनक' का अर्थ सोना और धतूरा दोनों है। ऐसे प्रश्नों में वाक्य-प्रसंग निर्णायक होता है।

वह वाक्यांश जो अपने शब्दों के सीधे अर्थ से भिन्न लाक्षणिक अर्थ देता है, जैसे 'आँखों में धूल झोंकना' का अर्थ धोखा देना। मुहावरे का प्रयोग वाक्य में ही सार्थक होता है।

जनसमाज में प्रचलित पूर्ण वाक्य रूप में कही जाने वाली उक्ति, जैसे 'अंधों में काना राजा'। इसमें स्वयं पूरा कथन होता है, जबकि मुहावरा वाक्यांश मात्र होता है।

वाक्य में क्रिया के आधार पर कर्ता, कर्म या भाव की प्रधानता दर्शाने वाला व्याकरणिक रूप। कर्तृवाच्य, कर्मवाच्य और भाववाच्य इसके तीन भेद हैं।

वाक्य में लिंग, वचन, कारक, काल तथा पद-क्रम संबंधी अशुद्धियाँ पहचानकर उसे व्याकरण के अनुसार ठीक करने की क्रिया। यह प्रश्न सूक्ष्म व्याकरणिक ज्ञान जाँचता है।