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TEACHER ELIGIBILITY TEST

CTET/C.B.S.E.

ELIGIBILITY

The following persons are eligible for appearing in the CTET.

Minimum Qualifications for Classes I-V: Primary Stage

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known).

OR

Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002.

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4-year Bachelor of Elementary Education (B.El.Ed).

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2-year Diploma in Education (Special Education)*.

OR

Graduation and passed or appearing in final year of two year Diploma in Elementary Education (by whatever name known).

 

Minimum Qualification for Classes VI-VIII: Elementary Stage

Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known).

OR

Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education

(B.Ed).

OR

Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education

(B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard.

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4-year Bachelor in Elementary Education (B.El.Ed).

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4-year B.A/B.Sc.Ed or B.A. Ed/ B.Sc.Ed.

OR

Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (Special Education)*.

Note:

(i) Relaxation up to 5% in the qualifying marks in the minimum Educational Qualification for eligibility shall be allowed to the candidates belonging to reserved categories, such as SC/ST/OBC/Differently abled.

(ii)* Diploma/Degree Course in Teacher Education: For the purposes of this Notification, a diploma/degree course in teacher education recognized by the National Council for Teacher Education (NCTE) only shall be considered. However, in case of Diploma in Education (Special Education) and B.ED (Special Education), a course recognized by the Rehabilitation Council of India (RCI) only shall be considered.

(iii) Training to be undergone: A person with D.Ed (Special Education) or B.Ed (Special Education) qualification shall undergo, after appointment an NCTE recognized 6-month Special Programme in Elementary Education.

(iv) The minimum qualifications referred above apply to teachers of Languages, Social

Studies/Social Science , Mathematics, Science etc. In respect of teachers for Physical Education, the minimum qualification norms for Physical Education teachers referred to in NCTE Regulation, dated 3rd November, 2001 (as amended from time to time) shall be applicable. For teachers of Art Education, Craft Education, Home Science, Work Education, etc. the existing eligibility norms prescribed by the State Governments and other school managements shall be applicable till such time the NCTE lays down the minimum qualifications in respect of such teachers.

 

Syllabus

 

Paper I (for classes I to V) Primary Stage:

 

  1. I.              Child Development and Pedagogy 30 Questions

 

a) Child Development (Primary School Child) 15 Questions

• Concept of development and its relationship with learning

• Principles of the development of children

• Influence of Heredity & Environment

• Socialization processes: Social world & children (Teacher, Parents, Peers)

• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives

• Concepts of child-centered and progressive education

• Critical perspective of the construct of Intelligence

• Multi Dimensional Intelligence

• Language & Thought

• Gender as a social construct; gender roles, gender-bias and educational practice

• Individual differences among learners, understanding differences based on diversity of

language, caste, gender, community, religion etc.

• Distinction between Assessment for learning and assessment of learning; School-

Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice

• Formulating appropriate questions for assessing readiness levels of learners; for

enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) Concept of Inclusive education and understanding children with special needs 5 Questions

• Addressing learners from diverse backgrounds including disadvantaged and deprived

• Addressing the needs of children with learning difficulties, ‘impairment’ etc

• Addressing the Talented, Creative, Specially abled Learners

c) Learning and Pedagogy 10 Questions

• How children think and learn; how and why children ‘fail’ to achieve success in school

performance.

• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning.

• Child as a problem solver and a ‘scientific investigator’

• Alternative conceptions of learning in children; understanding children’s ‘errors’ as significant steps in the learning process.

• Cognition & Emotions

• Motivation and learning

• Factors contributing to learning- personal & environmental

II. Language I. 30 Questions

a) Language Comprehension 15 Questions

Reading unseen passages- two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific,  narrative or discursive)

b) Pedagogy of Language Development 15 Questions

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

III. Language – II 30 Questions

a) Comprehension 15 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability

b) Pedagogy of Language Development 15 Questions

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating

ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors

and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching -learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

IV. Mathematics 30 Questions

a) Content 15 Questions

• Geometry

• Shapes & Spatial Understanding

• Solids around Us

• Numbers

• Addition and Subtraction

• Multiplication

• Division

• Measurement

• Weight

• Time

• Volume

• Data Handling

• Patterns

• Money

b) Pedagogical issues 15 Questions

• Nature of Mathematics/Logical thinking; understanding children’s thinking and

reasoning patterns and strategies of making meaning and learning

• Place of Mathematics in Curriculum

• Language of Mathematics

• Community Mathematics

• Evaluation through formal and informal methods

• Problems of Teaching

• Error analysis and related aspects of learning and teaching

• Diagnostic and Remedial Teaching

V. Environmental Studies 30 Questions

a) Content 15 Questions

1. Family and Friends:

1.1 Relationships

1.2 Work and Play

1.3 Animals

1.4 Plants

2. Food

3. Shelter

4. Water

5. Travel

6. Things We Make and Do

b) Pedagogical Issues 15 Questions

• Concept and scope of EVS

• Significance of EVS, integrated EVS

• Environmental Studies & Environmental Education learning Principles

• Scope & relation to Science & Social Science

• Approaches of presenting concepts

• Activities

• Experimentation/Practical Work

• Discussion

• CCE

• Teaching material/Aids

• Problems

Paper II (for classes VI to VIII) Elementary Stage: 30 Questions

I. Child Development and Pedagogy 15 Questions

a) Child Development (Elementary School Child)

• Concept of development and its relationship with learning

• Principles of the development of children

• Influence of Heredity & Environment

• Socialization processes: Social world & children (Teacher, Parents, Peers)

• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives

• Concepts of child-centered and progressive education

• Critical perspective of the construct of Intelligence

• Multi Dimensional Intelligence

• Language & Thought

• Gender as a social construct; gender roles, gender-bias and educational practice

• Individual differences among learners, understanding differences based on diversity of

language, caste, gender, community, religion etc.

• Distinction between Assessment for learning and assessment of learning; School-

Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice

• Formulating appropriate questions for assessing readiness levels of learners; for

enhancing learning and critical thinking in the classroom and for assessing learner

achievement.

b) Concept of Inclusive education and understanding children with special needs 5 Questions

• Addressing learners from diverse backgrounds including disadvantaged and deprived

• Addressing the needs of children with learning difficulties, ‘impairment’ etc

• Addressing the Talented, Creative, Specially abled Learners

c) Learning and Pedagogy 10 Questions

• How children think and learn; how and why children ‘fail’ to achieve success in school

performance

• Basic processes of teaching and learning; children’s strategies of learning; learning as

a social activity; social context of learning.

• Child as a problem solver and a ‘scientific investigator’ Alternative conceptions of

learning in children; understanding children’s ‘errors’ as significant steps in the learning

process.

• Cognition & Emotions

• Motivation and learning

• Factors contributing to learning personal & environmental

II. Language I. 30 Questions

a) Language Comprehension 15 Questions

Reading unseen passages- two passages one prose or drama and one poem with

questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

b) Pedagogy of Language Development 15 Questions

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

III. Language- II 30 Questions

a)Comprehension 15 Questions

Two unseen prose passages (discursive or literary or narrative or scientific) with

questions on comprehension, grammar and verbal ability

b) Pedagogy of Language Development 15 Questions

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

IV. (A) Mathematics and Science: 60 Questions

(i) Mathematics 30 Questions

a) Content 20 Questions

• Number System

Knowing our Numbers

Playing with Numbers

Whole Numbers

Negative Numbers and Integers

Fractions

• Algebra

Introduction to Algebra

Ratio and Proportion

• Geometry

Basic geometrical ideas (2-D)

Understanding Elementary Shapes (2-D and 3-D)

Symmetry: (reflection)

Constructions (using Straight edge Scale, protractor, compasses)

• Mensuration

• Data handling

b) Pedagogical issues 10 Questions

• Nature of Mathematics/Logical thinking

• Place of Mathematics in Curriculum

• Language of Mathematics

• Community Mathematics

• Evaluation

• Remedial Teaching

• Problems of Teaching

(ii) Science 30 Questions

a) Content 20 Questions

I. Food

• Sources of food

• Components of food

• Cleaning food

II. Materials

• Materials of daily use III. The World of the Living

IV. Moving Things People and Ideas

V. How things work

• Electric current and circuits

• Magnets

VI. Natural Phenomena

VII. Natural Resources

b) Pedagogical issues 10 Questions

• Nature & Structure of Sciences

• Natural Science/Aims & objectives

• Understanding & Appreciating Science

• Approaches/Integrated Approach

• Observation/Experiment/Discovery (Method of Science)

• Innovation

• Text Material/Aids

• Evaluation - cognitive/psychomotor/affective

• Problems

• Remedial Teaching

V. Social Studies/ Social Sciences 60 Questions

a) Content 40 Questions

 

I. History

• When, Where and How

• The Earliest Societies

• The First Farmers and Herders

• The First Cities

• Early States

• New Ideas

• The First Empire

• Contacts with Distant lands

• Political Developments

• Culture and Science

• New Kings and Kingdoms

• Sultans of Delhi

• Architecture

• Creation of an Empire

• Social Change

• Regional Cultures

• The Establishment o f Company Power

• Rural Life and Society

• Colonialism and Tribal Societies

• The Revolt of 1857 -58

• Women and reform

• Challenging the Caste System

• The Nationalist Movement

• India After Independence

II. Geography

• Geography as a social study and as a science

• Planet: Earth in the solar system

• Globe

• Environment in its totality: natural and human environment.

• Air

• Water

•Human Environment: settlement, transport and communication.

• Resources: Types- Natural and Human

• Agriculture

III. Social and Political Life

• Diversity

• Government

• Local Government

• Making a Living

• Democracy

• State Government

• Understanding Media

• Unpacking Gender

• The Constitution

• Parliamentary Government

• Social Justice and the Marginalised

b) Pedagogical issues 20 Questions

• Concept & Nature of Social Science/Social Studies

• Class Room Processes, activities and discourse

• Developing Critical thinking

• Enquiry/Empirical Evidence

• Problems of teaching Social Science/Social Studies

• Sources – Primary & secondary

• Projects Work

• Evaluation

(Syllabus is as given by C.B.S.E.)

Note: For Detailed syllabus of classes I -VIII, please refer to NCERT syllabus and textbooks.

(To get the notes of CTET contact at info@smartage or smartage.in @gmail.com or call us @ 09988283032)



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