TAT 1 Result Notifications
1. The Gujarat State Education Board can give the TAT
Exam Passing Marks Gujarat for the Aspirants who are searching for the
expected TAT Cut-Off 2018-19 which may also very important to know.
2. In previous Year the SEB Gujarat gave the minimum pass marks for the Aspirants on their Sites, At present, the Board surely giving the Further announcements regarding the Maru Gujarat TAT Cut Off marks (pass marks).
3. So, in this time, the Exam Appeared on6e are worried how to get the Result link with the short period. For those are giving the Direct link which is given below. Actually, this presents the Maru Gujarat TAT Results given in Aug 2018.
2. In previous Year the SEB Gujarat gave the minimum pass marks for the Aspirants on their Sites, At present, the Board surely giving the Further announcements regarding the Maru Gujarat TAT Cut Off marks (pass marks).
3. So, in this time, the Exam Appeared on6e are worried how to get the Result link with the short period. For those are giving the Direct link which is given below. Actually, this presents the Maru Gujarat TAT Results given in Aug 2018.
4.Result for Gujarat TAT 2018 will be announced on the official website. Before that, candidates can check the below schedule for Gujarat TAT Result 2018.
Academic
and Professional Qualifications
The level of academic and
professional qualification of teachers is another important factor that ensures
effective learning in schools.
The study suggests that the number of teachers with postgraduate qualifications is highest in Rajnandgaon district followed by Rewa. In Dindori district, the ratio of teachers with postgraduate qualifications to those with undergraduate qualifications is almost 50:50.
Despite high levels of academic qualification very large proportions of teachers are untrained. In Rajnandgaon cluster, around 25% of teachers were untrained. In Dindori cluster 67% of teachers were untrained (Govinda, 2008).
The majority of schools (90%) in Rajnandgaon have some trained teachers whereas in Dindori only 41% of schools have some trained teachers. However, even in Rajnandgaon there are a few schools where there is no trained teacher. According to the data, there are 21 schools (out of30) of Rajnandgaon, 28 schools (out of 35) in Rewaand only 3 schools (out of 23) in Dindori where all teachers are trained. Figure 2 throws some light onthe types of problems faced by teachers.
Poor subject mastery of teachers is a major concern, with large proportions of even very well qualified teachers reporting difficulty teaching any subject. The frequency with which difficulties werereported was twice as high amongst Grade 10 qualified teachers (40%) as amongst those with under graduate and postgraduate qualifications (20%). Some teachers reported that they didn’t feel
competent to teach the subject that they were assigned to teach, although this proportion decreased with higher levels of qualification. Many had problems with multi-grade teaching, although this is a common phenomenon in most of the schools.
The study suggests that the number of teachers with postgraduate qualifications is highest in Rajnandgaon district followed by Rewa. In Dindori district, the ratio of teachers with postgraduate qualifications to those with undergraduate qualifications is almost 50:50.
Despite high levels of academic qualification very large proportions of teachers are untrained. In Rajnandgaon cluster, around 25% of teachers were untrained. In Dindori cluster 67% of teachers were untrained (Govinda, 2008).
The majority of schools (90%) in Rajnandgaon have some trained teachers whereas in Dindori only 41% of schools have some trained teachers. However, even in Rajnandgaon there are a few schools where there is no trained teacher. According to the data, there are 21 schools (out of30) of Rajnandgaon, 28 schools (out of 35) in Rewaand only 3 schools (out of 23) in Dindori where all teachers are trained. Figure 2 throws some light onthe types of problems faced by teachers.
Poor subject mastery of teachers is a major concern, with large proportions of even very well qualified teachers reporting difficulty teaching any subject. The frequency with which difficulties werereported was twice as high amongst Grade 10 qualified teachers (40%) as amongst those with under graduate and postgraduate qualifications (20%). Some teachers reported that they didn’t feel
competent to teach the subject that they were assigned to teach, although this proportion decreased with higher levels of qualification. Many had problems with multi-grade teaching, although this is a common phenomenon in most of the schools.
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