BPSC Headmaster Syllabus 2023 Download bpsc.bih.nic.in Exam Pattern PDF

BPSC Headmaster Syllabus 2023 Download at bpsc.bih.nic.in, Bihar PSC Headmaster Exam Pattern PDF, BPSC Headmaster Recruitment 6421 Posts Exam Syllabus & Pattern PDF in Hindi/ English

Bihar Public Service Commission has released the Headmaster notification for 6421 posts. Large numbers of candidates will apply for it. Here on this page you can Download BPSC Headmaster Syllabus 2023 Exam Pattern in Hindi/ English PDF. Below we have provided below subject wise complete syllabus and exam pattern of Bihar Head Master Recruitment 2023. Read the complete article to grab the full information.

BPSC Headmaster Syllabus 2023 PDF

Bihar PSC Headmaster Syllabus and Exam Pattern 2023 PDF have been issued. Eligible candidates can apply online for BPSC Headmaster Recruitment 2023 from 5th to 28th March 2023.  Candidates also required the exam pattern and syllabus also for their preparations.

It is always important to have complete syllabus and exam pattern before you start the exam preparations. As per the latest updates BPSC Head Master Exam will be held soon. Candidates have less time for the preparation and keep that in mind in this article we have comprised subject wise Bihar Headmaster Exam Pattern and Syllabus 2023 PDF in Hindi.

Bihar PSC Headmaster Recruitment 2023 Exam Pattern & Syllabus PDF

Name of the Organization	Bihar Public Service Commission (BPSC)
Posts Name	Headmaster
Job Location	Bihar
Total Vacancy	6421
Application Start Date	5 March 2023
Application End Date	28 March 2023
Selection Process	Written Exam
Article Category	Syllabus
Official Website	bpsc.bih.nic.in

bpsc.bih.nic.in Headmaster Exam Syllabus & Pattern 2023 Hindi/ English PDF

Before checking the BPSC Head Master Exam Syllabus 2023 it is also important to have a look on the exam pattern. Keep in mind here we have provided Exam Pattern of Bihar Headmaster Recruitment 2023. We also advise all to visit the official website of BPSC Bihar for details.

Bihar Headmaster Exam Pattern PDF 2023

Candidates first check the complete exam pattern of BPSC Headmaster Recruitment 2023. After that you can also check subject wise syllabus of it below from this page. It will be a written examination of 150 marks. For each right answer candidates will get 1 mark and for each wrong answers ¼ marks (0.25 marks) will be deducted.  Total time duration will be 2 hours for the examination. Exam will be MCQ (Multiple Choice Questions) type.

• Exam Type – Written Exam
• Question Type – MCQ (Multiple Choice Questions) Based
• Total Number of Questions – 150 Question
• Total Marks – 150 Marks
• Each Question – 01 Mark
• Negative Marking – 0.25 Marks
• Exam Time Duration – 2 Hours

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Subjects	Questions	Marks	Time Duration
General Studies	100	100	2 Hours
B.Ed Related Questions	50	50
Total	150 Questions	150 Marks	120 Minutes

BPSC Headmaster Syllabus 2023

GENERAL STUDIES
The subject on General studies will include questions covering the following fields of knowledge:-	General Science. current events of national and international importance. History of India and salient features of the history of Bihar. Indian National movement and the part played by the Bihar in it’ Geography. ndian Polity. ndian EconomY. Elementary Mathematics’and Mental ability test’
Details of the above mentioned su$ects-as:-	सामान्य अध्ययन के तहत दैनिक अनुभव व प्रेक्षण से सहित सामान्य विज्ञान की जानकारी से संबंधित प्रश्न, राष्ट्रीय व अन्तर्ऱाष्ट्रीय महत्व की वर्तमान घटनाओ व बिहार से संबंधित प्रश्न पूछे जायेगे, इतिहास के अन्तर्गत, सामाजिक, आर्थिक व  राजनीतिक परिप्रेक्ष्य की सामान्य जानकारी पर आधारित प्रश्न पूछे जायेगे, भारतीय राष्ट्रीय आन्दोलन से संबंधित प्रश्न पूछे जायेेगे, भूगोल में भारत व बिहार के भूगोल से संबंधित प्रश्न पूछे जायेगे, भारतीय राज व्यवस्था के तहत भारतीय संविधान, देश के राजनीतिक प्रणाली, पंचायती राज व विकास योजनाओँ सेे संबंधित प्रश्न पूछे जायेगे भारतीय अर्थव्यवस्था पर बुनियादी प्रश्न पूछे जायेगे, प्रारम्भिक गणित व मानसिक क्षमता से संबंधित प्रश्न पूछे जायेगे आदि।
Syllabus Bachelor of Education in the Universities of Bihar
UNIT.1:	o Understanding Childhood : Developmental Perspective o children and their childhood: The contextual Realities of Bihar o Dimensions of individual development: physical, cognitive, language, social and moral their interrelationships and implications for teachers (with reference to PiagetErickson and Kohlberg) o Adolescence : assumptions, stereotypes and need of a holistic understanding o – Factors affecting adolescence: social, cultural, political and economic o The contextual reality of adolescence in Bihar
UNIT.2:	o Socialization and the context of school : impact of entry to 3chool,- school as a social institution and its notions in Bihar, value formation in the context of schooling’ o Inequalities and resistances in society: issues ofaccesg, retention and exclusion’ o Difference in learners based on socio-cultural contexts : impact of home languages of learners and language of instruction, impact of differential cultural capital of learners o understanding of differently-abled learners: slow learners and dyslexic learners o Methods of assessing individual differences: tests, observation, rating scales’ self
UNIT.3	understanding’ Identity Formation: emergence of multiple identities in the- formation of a person placed in various social and institutional contexts; the need for inner coherence; managing’conflicting’ identities School as a site of identity formation in teachers and students; school, culture and ethos, teaching-learning practices and teacher discourse in the classroom’ evaluation practices; value system and hidden curriculum in school concept : Meaning and definitions of education, Processes of education-schooling Instruction, Training and Indoctrination, Modes of education-Formal’ Informal and Non-Formal constitutional provisions on education that reflect National ideals: Democracy’ equality, liberty, secularism and social iustice Education for National development: Education commission (1964-66
UNIT-4	Philosophy and Education : Meaning and definitions of philosophy, Branches of philosophy andtheir relationship with educational problems and issues ehilosoptrical systdms: Schools of philosophy, Idealism, Naturalism, Pragmatism’ Marxism and Humanism with special reference to their concepts of reality, knowledge and values, and their educational implications for aims’ Curriculum, methods of teaching and disciPline Indian Thinkers : RN. Tagore, M.K. Gandhi, swami vivekananda, Aurobindo Ghose, jiddu Krishnamurthi and Giiiubhai Badheka Western Thinkers : Plato, Rousseau, Dewey,
UNIT.S	o Meaningof equality and constitutional provisions o prevailing nature and forms of Inequality, including dominant and minor gyqups and related ilsues o lnequality in schooling : Public-private schools, rural-urban schools, single teacher schools and many other forms of inequalities in school system 3nq 1tr” processes leading to disParities o Differential quality in schooling : variations in school quality . Right to Education : Bill and its provisions.
UNIT-6	Iearning principru ui learning problem solvinf Basic Assumptions and analysis of the relevance of Learning Theories Social, Cognitive & Humanistic learning theories Learning as a process of construction of Knowledge-Constructivist Behavioural, Approach to learning Relationship of learning with school performance and ability of the learner Concept of Motivation; types, techniques of enhancing motivation Forgetting classroom learning-meaning and its causes; strategies for improving retention oflearning Meaning of learningto learn skills; ways of developing self-study
UNIT-7	An analysis of teacher’s roles and functions, skills and competencies in the Pre-active phase – visualizing, decision-making on outcomes, preparing and organization; Interactive phase – facilitating and managing leaming; Post-active phase – assessment of learning outcomes’ reflecting on pre-active, interactive and post-active processes Characteristics associated with effective teachers; Teacher’s professional identity – what does it entail? Visualizing: The learner and learning readiness characteristics, the subject matter content and their inter-linkages, the learning resources, approaches/srategies’ Decision maBing on outcomes: Establishing general instructional goals, specification of objectives and standards for learning allocation of instructional time for various activities/tasks-instructional time as a variable in learning preparing for instruction: Identiffing selecting available learning resources or developing required learning resource. Preparation of a plan : Unit plan and Lesson plan’
UNIT.8	o Motivating the learners and sustaining their attention-importance of stimulus variation and reinforcement as skills. o euestioning Illustration and explanation as teacher competencies influencing studentIearning in the classroom; o Strategy of Teaching -a) Expository Strategy as approacll.LA-teaching for understanding: Presentation – discussion – demonstration, the Advance Organizer tiiodel; O) inquiry Strategy as approach to teaching’thinking skillsand construction of lmowledge : Concept attainment/ Concept formation, Inductive thinHng Problem – basedlearning/Project Based Learning. o Approaches to Small Group and Whole group Instruction : Cooperative and Collaborative approaches to learning. Brain storming Role play and Dramatization, Group discussion, simulation and Games, Debate, Qui-z a1d seminar.
UNIT-9	o How children learn language with sp6cial reference to SHnner, Chomsky, Piaget and VygotskY. o Social and cultural context of language : Language and Gender, LangUage and Identity’ language and Power,language and Class (Society) o Political context of language; Multilingual perspective of India and Bihar’ Constitutional provisions related to languages in India o Language and construction of knowledge; understanding the objectives of learning I anguages ; ima gination, creativity, sensitivity, skill development o Critical review of Medium of Instruction; Different school subiects as registers; o Position of Languages in India; articles 343-351, 350A;
UNIT-1O	What are Academic Disciplines? Need/Perspectives of the classification of Human lmowledge into disciplines & Subjects; t. The Philosophical Perspective: Unity and plurality 2. The Anthropological Perspective: Culture and Tribes 3. The Sociological Perspective: Professionalization and Division of Labour 4. The Historical Perspective: Evolution and Discontinuity 5.TheManagementPerspective:Marketandorganization 6. The educational Perspective: Teaching and L0arningo Research in subiect/discipline: Methods of data collection in the subiecL Drawing conclusion, generalization and theory development Preparin& reference’ notes and bibliography o What is Interdisciplinary learning? Interdisciplinary learning-a dialectical process o What criteria can be used for quality assurance of interdisciplinary subiects?
UNIT.11	o Equity and equality in relation with caste, class, religion, ethnicity, disability and region o Paradigm shift from women’s studies to gender studies o Hislo-fical background : Some landmarks from social reform movements of the nineteenth and twentieth centuries with focris on women’s?xperiences of education o Gender, culture and institution : Intersection of classr c1st9, religion and region o Teacher as an agentbfchange o Methods, Inductive deductive, lecture, discussion, multilingual, source method ‘ observation method, laboratory method, project and problem solving method and their advantages and limitation & comparisons’
UNIT-12	o Determinants of curriculum at the nation or state -wide level; (i) social-politicalculture-geographical-economic diversity; (ii) socio-political aspirations, including ideologies and educational vision; (iii) economic necessities ;(iv) technological possibilities; (v) cultural orientations; (vi) national priorities ; (vii) system of ior”*”n.” and power relations; and (vii) international contexts o concept of test, measurement, examination, appraisal ,evaluation and their inter relationshiPs. o Purpose and objectives of assessment-for placemen! providing feedbacks’ grading promotion, certifi cation, diagnostic of learning difficulties o Reporting students’performance- progress rePorts, cumulative records’ profiles and their uses, Porffolios. o concept of an inclusive school-infrastmcture and accessibility, human resources’ attitudes to disabilig whole school approach, community-based education’ o concept of health, importance, dimensions and determinants of health; Health needs of children and adolescents, including differently-abled children o Understanding peace as a Dynamic Social Reality’ o Developing Resources in Schools for Guidance

How to Download Bihar PSC Headmaster Exam Syllabus 2023 Pattern PDF

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Important Links:

Exam Pattern	Click Here
BPSC Head Master B.Ed Syllabus PDF	Click Here
Head Master General Studies Syllabus PDF	Click Here
BPSC Headmaster Recruitment Notification	Click Here
Official Website	Click Here
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FAQs BPSC Head Master Syllabus & Exam Pattern PDF 2023

For how many posts BPSC Headmaster Recruitment 2023 notification released?

The notification is released for 6421 Posts of Headmasters.

What is the last date to apply for Bihar PSC Head Master Posts?

It is 28 March 2023.

Can I Download the syllabus of BPSC Headmaster Recruitment 2023?

Yes you can download it from the official website of board. It is https://bpsc.bih.nic.in.