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The Railway Primary Teacher (PRT) Exam 2025 is an opportunity for aspiring candidates that they can’t miss at any cost. As candidates prepare for this central-level, highly competitive exam, understanding the Railway Primary Teacher Syllabus 2025 becomes essential. With the latest updates to the exam pattern and syllabus, candidates need to be well-prepared to tackle the challenges of the examination. This article provides a comprehensive guide to the Railway Primary Teacher Syllabus 2025, along with detailed information on the new exam pattern. Understanding the structure and key topics of the exam is very important, and this article aims to provide candidates with the necessary information to prepare efficiently and effectively.
Railway Primary Teacher Syllabus 2025
The Railway Primary Teacher Syllabus 2025 is designed to assess candidates’ understanding of key educational concepts, including child development, teaching methods, and classroom management. It covers topics like growth and development, theoretical perspectives on learning and creating a conducive learning environment. Aspiring candidates for the Railway Teacher Recruitment 2025 must focus on these areas to effectively prepare for the exam and ensure a comprehensive understanding of essential teaching practices.
RRB Primary Teacher Detailed Syllabus
The RRB Primary Teacher Detailed Syllabus covers a wide range of topics that assess a candidate’s knowledge and skills in key areas of education. It is designed to evaluate proficiency in child development, teaching methodologies, classroom management, and school leadership. Candidates must focus on the core aspects of the syllabus to ensure comprehensive preparation for the Railway Teacher Recruitment 2025 exam and perform well across all sections.
| Railway Teacher Exam Pattern 2025 for Primary Teacher | ||
| Sl. No. | Topics | No. of Questions |
| a | Understanding the Learner | 18 to 20 |
| – Concept of growth, maturation, and development, principles and debates of development, development tasks and challenges. | ||
| – Domains of Development: Physical, Cognitive, Socio-emotional, Moral, etc., Deviations in development and its implications. | ||
| – Understanding Adolescence: Needs, challenges, and implications for designing institutional support. | ||
| – Role of Primary and Secondary Socialization Agencies. Ensuring Home-school continuity. | ||
| b | Understanding Teaching Learning | 18 to 20 |
| – Theoretical perspectives on Learning – Behaviorism, Cognitivism, and Constructivism with special reference to their implications for: | ||
| – The role of the teacher | ||
| – The role of the learner | ||
| – Nature of teacher-student relationship | ||
| – Choice of teaching methods | ||
| – Classroom environment | ||
| – Understanding of discipline, power, etc. | ||
| – Factors affecting learning and their implications for: | ||
| – Designing classroom instructions | ||
| – Planning student activities | ||
| – Creating learning spaces in school | ||
| – Planning and Organization of Teaching-Learning | ||
| – Concept of Syllabus and Curriculum, Overt and Hidden Curriculum | ||
| – Foundational Literacy and Numeracy, Early Childhood care and Education | ||
| – Competency-based Education, Experiential learning, etc. | ||
| – Instructional Plans – Year Plan, Unit Plan, Lesson Plan | ||
| – Instructional material and resources | ||
| – Information and Communication Technology (ICT) for teaching-learning | ||
| – Assessment of learning, for learning, and as learning: Meaning, purpose, and considerations in planning each. | ||
| – Enhancing Teaching-Learning processes: Classroom Observation, Feedback, Reflections, and Dialogues as a means of constructivist teaching. | ||
| c | Creating a Conducive Learning Environment | 4 to 6 |
| – The concepts of diversity, disability, and Inclusion, implications of disability as a social construct, types of disabilities-their identification and interventions | ||
| – The concept of school mental health addressing the curative, preventive, and promotive dimensions of mental health for all students and staff, Provisioning for guidance and counseling. | ||
| – Developing School and Community as a learning resource. | ||
| d | School Organization and Leadership | 4 to 6 |
| – Leader as a reflective practitioner, team builder, initiator, coach, and mentor. | ||
| – Perspectives on School Leadership – instructional, distributed, and transformative. | ||
| – Vision building, goal setting, and creating a School Development Plan | ||
| – Using School Processes and forums for strengthening teaching-learning: Annual Calendar, time-tabling, parent-teacher forums, school assembly, teacher development forums, using achievement data for improving teaching-learning, school self-assessment and Improvement. | ||
| – Creating partnerships with community, industry, and other neighbouring schools and Higher Education Institutes-forming learning communities. | ||
| e | Perspectives in Education | 2 to 3 |
| – Role of school in achieving aims of education. | ||
| – NEP-2020: Early Childhood Care and Education: The Foundation of Learning; Foundational Literacy and Numeracy; Curriculum and Pedagogy in Schools; Holistic & Integrated Learning; Equitable and Inclusive Education: Learning for All; Competency-based Learning and Education. | ||
| – Guiding Principles for Child Rights, Protecting and provisioning for the rights of children to a safe and secure school environment, Right of Children to Free and Compulsory Education Act, 2009. | ||
| – Historically studying the National Policies in education with special reference to school education. | ||
| – School Curriculum Principles: Perspective, Learning and Knowledge, Curricular Areas, School Stages- Pedagogy and Assessment. | ||
| Total | 50 | |
RRB Primary Teacher Exam Pattern
The RRB Primary Teacher Exam 2025 will be conducted online in a Computer-Based Test (CBT) mode. The exam consists of 100 objective-type multiple-choice questions, each carrying one mark. For every correct answer, candidates will be awarded 1 mark, while 1/3 mark will be deducted for each incorrect response under the negative marking scheme. The exam pattern is designed to evaluate candidates’ subject expertise, reasoning ability, and general knowledge comprehensively.
| Exam Details | Information |
| Mode of Exam | Online (CBT mode) |
| Type of Questions | Objective Type Multiple Choice Questions |
| Marking Scheme | 1 mark for each correct answer |
| Negative Marking | 1/3 mark deduction for each incorrect answer |
| Marking Scheme |
|
| Total Questions | 100 |
| Total Marks | 100 |
Railway Primary Teacher Syllabus 2025 PDF
The Railway Primary Teacher Syllabus 2025 PDF is a vital resource for candidates aiming to excel in the exam. It offers a comprehensive overview of the topics included in the syllabus, providing clear guidance on preparation. By downloading the PDF, candidates can organize their study plans effectively and stay focused on their goals.
Railway Primary Teacher Syllabus 2025 PDF
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