Teaching License Test 2025 — Pedagogy Syllabus Breakdown | Miss Mono Notes & YouTube Series
Ye Part II ka complete breakdown aapki Teaching License Test 2025 ki preparation me kaafi madadgar hoga. Isse aap clearly samajh sakte hain ke kaunse topics kitni weightage ke hain.
Part I: Content Knowledge (40% — MCQ)
Core subjects — Classes 1–8 (MCQ portion)
- Mathematics (Curriculum, Classes 1–8)
- Science (Classes 1–8)
- Social Studies (Classes 1–8)
- English (Classes 1–8)
- Urdu ya Sindhi (Classes 1–8)
Part II: Pedagogical / Professional Knowledge (60%) — Complete Breakdown
Yeh complete structured breakdown hai (Topic → Subtopics → Mini-subtopics)..
1. Methods of Teaching & Instructional Strategies
- 1.1 Understanding Basic Concepts
- Concept of Teaching
- Approach – Method – Strategy – Technique – Model (Hierarchy)
- Difference between Method, Strategy, Technique
- Importance of knowing all in classroom context
- 1.2 Instructional Approaches
- Teacher-Centred Approaches
- Lecture Method
- Demonstration Method
- Direct Instruction
- Student-Centred Approaches
- Inquiry-Based Learning
- Project-Based Learning
- Problem-Solving Approach
- Constructivist Approach
- Comparison: Teacher vs Student Centred
- Teacher-Centred Approaches
- 1.3 Instructional Strategies
- Cooperative Learning Strategy
- Think-Pair-Share
- Jigsaw Method
- Group Investigation
- Collaborative Learning
- Differentiated Instruction
- Discovery Learning
- Inquiry Method
- Problem-Based Learning
- Reflective Teaching
- Cooperative Learning Strategy
- 1.4 Effective Questioning Strategies
- Purpose & Role of Questions
- Types of Questions (Low to High Order)
- Bloom’s Taxonomy Connection
- Questioning Techniques: Wait Time, Probing, Redirecting, Prompting
- 1.5 Bloom’s Taxonomy of Educational Objectives
- Cognitive Domain (6 Levels)
- Affective Domain
- Psychomotor Domain
- Application in Lesson Planning & Assessment
- 1.6 National Professional Standards for Teachers (Pakistan)
- Overview of 10 Standards
- Purpose & Role in Professional Practice
- Connection to Teaching Methods & Strategies
- 1.7 Integration & Application
- Selecting Method According to Content
- Matching Strategy to Learner Needs
- Linking Objectives with Assessment
- Reflection on Practice (Continuous Improvement)
2. Foundations of Education
- 2.1 Concept & Purpose of Foundations of Education
- Meaning of Educational Foundations
- Importance for Teachers
- Relationship between Education & Society
- Connection with Teaching Practices
- 2.2 Ideological Foundations
- Concept of Ideology in Education
- Islamic Ideology & Educational Objectives
- Educational Philosophy in Pakistan’s Context
- National Education Goals & Values
- Curriculum in Light of Ideological Basis
- 2.3 Philosophical Foundations
- Major Educational Philosophies: Idealism, Realism, Pragmatism, Existentialism, Progressivism, Constructivism
- Influence of Philosophies on Curriculum, Methods, Aims
- Philosophy of Education in Pakistan
- 2.4 Sociological Foundations
- Education as a Social Institution
- Role of Education in Socialization
- Relationship Between School & Society
- Cultural Transmission through Education
- Social Change & Education
- Functions of School in Social System
- Education & Social Mobility
- 2.5 Psychological Foundations
- Human Growth & Development
- Learning Theories and Teaching Implications
- Motivation in Learning Process
- Individual Differences among Learners
- Mental Health & Emotional Development
- Role of Educational Psychology in Teaching
- 2.6 Historical Foundations
- Historical Development of Education (Global & Local)
- Evolution of Educational Thought
- Major Education Movements in Subcontinent
- Development of Education System in Pakistan
- Reforms & Policies in Historical Perspective
- 2.7 Interconnection of Foundations
- How Ideology, Philosophy, Psychology & Sociology Interact
- Integrated View of Educational Foundations
- Foundations as the Base of Curriculum, Methods & Assessment
3. Child Development & Educational Psychology
- 3.1 Understanding Child Development
- Domains: Physical, Cognitive, Emotional, Social, Moral
- Principles of Development
- Factors Affecting Development (Heredity, Environment, Culture)
- 3.2 Major Theories of Child Development
- Piaget – Cognitive Development
- Vygotsky – Socio-Cultural Theory
- Erikson – Psychosocial Stages
- Kohlberg – Moral Development
- Freud – Psychoanalytic Theory
- Gardner – Multiple Intelligences
- 3.3 Characteristics of Developmental Stages
- Infancy (0–2 years)
- Early Childhood (3–6 years)
- Middle Childhood (7–11 years)
- Adolescence (12–18 years)
- Cognitive, Emotional & Social Characteristics of Each Stage
- 3.4 Educational Psychology — Concept & Scope
- Meaning & Importance of Educational Psychology
- Functions of Educational Psychology in Teaching & Learning
- Role of Teacher as a Psychologist
- 3.5 Learning Theories
- Behaviorism (Pavlov, Skinner, Thorndike)
- Cognitivism (Piaget, Bruner)
- Constructivism (Vygotsky)
- Humanism (Maslow, Rogers)
- Social Learning Theory (Bandura)
- Implications of Each Theory in Classroom
- 3.6 Factors Influencing Learning
- Internal Factors: Motivation, Interest, Readiness, Intelligence
- External Factors: Environment, Teacher Behavior, Methods, Classroom Climate
- Socio-Cultural Factors
- 3.7 Individual Differences & Special Needs
- Meaning & Causes of Individual Differences
- Types: Intellectual, Emotional, Physical, Social
- Gifted, Slow Learners, and Special Children
- Inclusive Education Principles
- Teacher’s Role in Catering to Diverse Learners
- 3.8 Motivation & Learning
- Intrinsic vs Extrinsic Motivation
- Theories of Motivation (Maslow, Herzberg)
- Strategies to Enhance Student Motivation
- 3.9 Implications of Development & Psychology in Teaching
- Designing Age-Appropriate Learning Activities
- Classroom Strategies Based on Developmental Stages
- Using Psychology to Improve Learning Outcomes
- Linking Theory to Practice
4. Classroom Management
- 4.1 Concept & Importance of Classroom Management
- Meaning of Classroom Management
- Difference Between Classroom Management & Discipline
- Objectives of Classroom Management
- Role of Teacher as a Manager
- 4.2 Theoretical Perspectives on Classroom Management
- Behaviorist Theory (Skinner, Pavlov)
- Humanistic Theory (Maslow, Rogers)
- Cognitive & Constructivist Perspectives
- Socio-Cultural View of Classroom Management
- Preventive vs Corrective Approaches
- 4.3 Designing an Effective Classroom Environment
- Physical Arrangement of Classroom
- Seating Plans & Accessibility
- Classroom Displays & Learning Corners
- Safe, Inclusive, & Engaging Environment
- Use of Resources & Technology in Management
- 4.4 Establishing Rules, Routines & Procedures
- Importance of Rules in Classroom
- Co-constructing Rules with Students
- Daily Routines & Time Management
- Managing Transitions Smoothly
- Maintaining Consistency
- 4.5 Discipline Strategies & Behavior Management
- Preventive Discipline
- Supportive Discipline
- Corrective Discipline
- Positive Reinforcement Techniques
- Handling Misbehavior Constructively
- Restorative Practices
- 4.6 Classroom Climate & Relationships
- Building Positive Teacher-Student Relationships
- Encouraging Respect & Trust
- Peer Interaction & Collaboration
- Emotional Safety & Belonging
- Motivation Through Positive Climate
- 4.7 Inclusive Practices & Differentiated Learning
- Concept of Inclusion
- Addressing Diverse Learning Needs
- Differentiation by Content, Process, Product
- Supporting Students with Disabilities
- Gender Sensitivity & Equity in Classroom
- 4.8 Classroom Observation & Reflection
- Purpose of Classroom Observation
- Self-Reflection & Professional Growth
- Peer Observation & Feedback
- Using Data for Improvement
- 4.9 Linking Management to Learning Outcomes
- Connection Between Discipline & Achievement
- Teacher’s Role in Maintaining Learning Flow
- Balancing Control & Freedom
- Reflective & Responsive Management
5. Assessment, Evaluation & Test Development
- 5.1 Conceptual Understanding
- Meaning of Assessment, Evaluation & Testing
- Comparison Between Assessment, Evaluation & Measurement
- Purpose of Classroom Assessment
- Role of Assessment in Teaching–Learning Process
- 5.2 Types of Assessment
- Formative Assessment (Assessment for Learning)
- Summative Assessment (Assessment of Learning)
- Diagnostic Assessment
- Placement Assessment
- Continuous & Comprehensive Evaluation (CCE)
- 5.3 Principles & Qualities of Good Assessment
- Validity
- Reliability
- Objectivity
- Fairness
- Usability
- Transparency & Feedback
- 5.4 Assessment Tools & Techniques
- Paper–Pencil Tests
- Oral Tests
- Performance-Based Assessment
- Portfolio Assessment
- Peer & Self-Assessment
- Observation & Checklists
- 5.5 Test Construction Process
- Planning Stage (Defining Objectives & Blueprint)
- Writing Test Items
- Reviewing & Editing Questions
- Administering the Test
- Scoring & Interpretation
- Feedback & Reporting
- 5.6 Types of Test Items
- Objective Type Questions: MCQ, True/False, Matching
- Subjective Type Questions: Short Answer, Essay
- Performance & Product-Based Items
- 5.7 Rubrics & Performance Assessment
- Analytic & Holistic Rubrics
- Criteria Development
- Scoring Levels & Descriptors
- Advantages in Student Evaluation
- 5.8 Feedback & Grading
- Types of Feedback: Immediate, Delayed, Written, Oral
- Principles of Effective Feedback
- Grading Systems & Reporting Results
- 5.9 Assessment in Pakistani Context
- National Assessment Frameworks
- Assessment Policies & Practices in Schools
- Issues in Current Assessment System
- Alignment with National Professional Standards for Teachers
- 5.10 Linking Assessment to Instruction
- Assessment–Teaching–Learning Cycle
- Using Assessment Data for Instructional Planning
- Designing Assessment-Embedded Lesson Plans
- Reflective Practice in Evaluation
6. School, Community & Teacher Relationship
- 6.1 Conceptual Understanding
- Meaning of School, Community, and Society
- Interrelationship Between School & Community
- Role of School as a Social Institution
- 6.2 Functions of School in Society
- Socialization Function
- Cultural Transmission
- Development of Citizenship & Values
- Promotion of Social Cohesion
- Innovation & Social Change
- 6.3 Relationship Between School, Family & Community
- Importance of Home–School Partnership
- Parent Involvement in Student Learning
- Role of Community in Educational Support
- Collaboration for Student Development
- 6.4 Teacher’s Role in Community Building
- Teacher as Social Leader
- Teacher’s Moral & Ethical Responsibilities
- Teacher as Role Model & Change Agent
- Teacher’s Role in Promoting Civic Values
- 6.5 Community Participation in Education
- School Management Committees (SMCs)
- Parent–Teacher Associations (PTAs)
- Local Governance & Educational Planning
- Volunteerism & Resource Sharing
- 6.6 Social & Moral Responsibilities of Teachers
- Professional Conduct & Ethics
- Equity, Inclusion & Respect in Teaching
- Building Trust & Positive Relationships
- Maintaining Confidentiality & Integrity
- 6.7 School–Community Communication Channels
- Meetings & Workshops
- Newsletters, Social Media, Notice Boards
- Community Events & Cultural Programs
- Student Exhibitions & Open Days
- 6.8 Role of Media & Technology in Linking School & Community
- Educational Campaigns
- Use of Digital Platforms for Engagement
- Awareness Through Social Media
- 6.9 Challenges in School–Community Relationships
- Lack of Parental Involvement
- Cultural & Socioeconomic Barriers
- Miscommunication or Distrust
- Limited Resources
- 6.10 Strategies to Strengthen Collaboration
- Building Inclusive School Culture
- Encouraging Two-Way Communication
- Joint Decision-Making
- Recognition of Community Contributions
7. Educational Policies / National Standards / Curriculum Issues
- 7.1 Conceptual Understanding
- Meaning & Importance of Educational Policies
- Purpose of National Standards in Education
- Role of Curriculum in National Development
- 7.2 Historical Development of Education Policies in Pakistan
- Overview of Major Education Policies (1947–2021)
- Key Reforms & Shifts in Each Policy
- Common Goals & Challenges
- 7.3 National Professional Standards for Teachers (Pakistan)
- Introduction & Framework
- Core Standards (Knowledge, Skills, Dispositions)
- Application in Classroom Practice
- Role in Teacher Evaluation & Professional Growth
- 7.4 Curriculum Design & Development
- Definition & Elements of Curriculum
- Stages of Curriculum Development
- Approaches to Curriculum Design: Subject-Centered, Learner-Centered, Problem-Centered
- 7.5 National Curriculum Framework (NCF – Pakistan)
- Vision & Objectives
- Structure & Key Components
- Integration of Values, Skills & Competencies
- Implementation Challenges
- 7.6 Relationship Between Curriculum & Educational Policies
- How Policies Influence Curriculum Reforms
- Link Between National Goals & Curriculum Objectives
- Policy–Practice Gap
- 7.7 Curriculum Implementation Issues
- Teacher Preparedness
- Resource Availability
- Assessment Alignment
- Contextual & Cultural Constraints
- 7.8 Curriculum Evaluation
- Purpose of Evaluation
- Models of Curriculum Evaluation
- Feedback for Improvement
- 7.9 Global Trends & Comparative Perspectives
- International Curriculum Standards
- 21st Century Skills Integration
- Lessons from Successful Education Systems
- 7.10 Future Directions in Educational Policy & Curriculum
- Competency-Based Curriculum
- Digital & Inclusive Education
- Lifelong Learning Framework
- Continuous Teacher Professional Development (CPD)
Miss Mono Notes:
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