All the information of the Resolution Circular dated:-30/05/2012 and after for the transfer of Educational Primary Upper Primary Teachers.

 All the information of the Resolution Circular dated:-30/05/2012 and after for the transfer of Educational Primary Upper Primary Teachers.

Various transfer rules have been framed by the government for primary school primary teachers in the state of Gujarat.  These rules have also been changed from time to time as required.  These rules have been framed by the Government of Gujarat so that the teachers working as teachers in the primary schools of the State of Gujarat can stay with their families and get the benefit of the homeland.  From time to time the Government has made transfer rules for the benefit of the teachers who are working as primary teachers away from their hometowns.  No transfer rules have been framed so that both the spouses performing duty in the primary school can perform their duties in a taluka or district if they are different.  If a primary school teacher is suffering from a serious illness and such primary school teachers are working away from their hometowns, then these transfer rules have been framed for the benefit of their hometowns.  Husband and wife performing duty in different places or in different districts can perform duty in the same district, in the same taluka or in the same village.For the transfer of teachers of primary schools, the total number of teachers in each department has been decided on the basis of the number of students in primary section Std.  A teacher who has entered the job before 10 June 2010 will be considered as a teacher education assistant of the primary department.  Of these, the teachers who have qualified or hold the qualification of any of the three departments of the upper primary teacher and have given the option to become the teacher of the concerned department as per the resolution of the education department have accepted the place of that department in their own or other school.  Will be counted.  According to the provision made in the transfer rules, teachers on duty in the primary department can be transferred only in the primary department.  Teachers on duty in the upper primary department can be transferred to the upper primary department only if there is space in the upper primary department.  The rules of primary teacher apply to all types of transfers.  The upper primary department will have to make internal transfers of primary teachers and education assistants by changing the demand or changing the district only once a year.  Apart from this, fluctuations will also have to be made.  The list of vacancies for primary schools and subject wise school vacancies for upper primary section should be published on the public board while maintaining all kinds of policy-rules during public transfer camps.  Any primary teachers would have the required qualification of upper primary teacher but could not be transferred to their upper primary section if they were not appointed in the primary section or included in the upper primary section.  

All the information of the Resolution Circular dated:-30/05/2012 and after for the transfer of Educational Primary Upper Primary Teachers.

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Under the transfer rules, primary teachers who are disabled, a teacher couple, and a member of the Valmiki community will have to be given priority in case of any transfer.  Even if the district has benefited in the internal transfer, the district will be able to take advantage of the priority in the fair and even if the district has benefited, it will be able to take advantage of the priority in the internal transfer of the district.  This benefit can only be obtained once during the entire job.  The note of which is to be done in the service book of the concerned teacher and in the case of taking advantage of the priority of the teacher couple in the service book of both husband and wife.According to the rules of transfer of primary teachers made from time to time, transfers of primary teachers are done by the government through various means.  In order to enable the primary teachers working in the government primary school to take advantage of their homeland and remain involved in their social life, transfer camps are organized for the primary school teachers in various cases as per the rules and regulations.

 All the information of the Resolution Circular dated:-30/05/2012 and after for the transfer of Educational Primary Upper Primary Teachers.

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Primary Teacher / HTAT Badli ange na nva niyamo

Primary Teacher / HTAT Badli ange na nva niyamo

Teachers working with Key Stage pupils might, for instance, focus on the subject content of science and develop science skills from these areas of experience. This product centred approach could, for example, give rise to oral explanations and demonstrations of scientific knowledge, and, from time to time, practical activities designed to provide direct experience of phenomena with opportunities to explore and investigate these phenomena. In providing a conceptual structure to help the learner build a functional mental representation, the teacher highlights what is relevant and the nature of the relationships between the elements. For example, the teacher might explain the compressibility of air in a bicycle pump by describing it as dispersed particles which may be brought closer or else by comparing it with the behaviour of a spring.


In contrast, teachers might focus on the processes of science and develop scientific conceptual understanding from it. This process-centred approach could, for instance, offer the children experiments and investigations as starting points for acquiring conceptual knowledge with little or no direct teaching of concepts. In this case a conceptual structure is withheld. The onus is on the children to recall or construct a functional mental representation without reference to a teachers' description of one. Pupils might infer relationships in the topic under study and may be given an opportunity to test and revise their ideas.


Of course, other teachers might focus on a combination of these two approaches and develop scientific skills and conceptual understanding from in this combination. This mixed approach could be a balance or, perhaps, a compromise, between a product-centred and a process-centred approach, in which the teacher provides a partial conceptual structure and leaves the remainder for children to construct by inferring, hypothesising, or testing their ideas. It could encourage lessons where children do investigations with some features already identified by the teacher, and with some conceptual knowledge about the subject that enables them to appreciate the purpose of the activity. In contrast, it could encourage lessons without a clear purpose which mixed different types of activity, but did not develop either conceptual or procedure understanding exclusively.

Primary Teacher / HTAT Badli ange na nva niyamo

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