CTET- PSTET

Central Teacher Eligibility Test (CTET)

In accordance with the provisions of sub-section (1) of Section 23 of the RTE Act, the National Council for Teacher Education (NCTE) vide Notification dated 23rd August, 2010 and 29th JULY, 2011 laid down the minimum qualifications for a person to be eligible for appointment as a teacher for class I to VIII.  It had been inter alia provided that one of the essential qualifications for a person to be eligible for appointment as a teacher in any of the schools referred to in Clause (n) of section 2 of the RTE Act is that he/she should pass the Teacher Eligibility Test (TET) which will be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE.

The rationale for including the TET as a minimum qualification for a person to be eligible for appointment as a teacher is as under:

  1. It would bring national standards and benchmark of teacher quality in the recruitment process;
  2. It would induce teacher education institutions and students from these institutions to further improve their performance standards;
  3. It would send a positive signal to all stakeholders that the Government lays special emphasis on teacher quality

The Ministry of Human Resource Development, Govt. of India has entrusted the responsibility of conducting the Central Teacher Eligibility Test (CTET) to the Central Board of Secondary Education Delhi.   

Candidates are advised to refer only authentic Text Books and syllabus suggested by NCTE for preparation in area of education

For information on Syllabus, click on Information BulletinExam process is open, fair and transparent, qualifying CTET is purely on merit, capability and sincere preparation through authentic Text Books

 

 

 

 

 

SYLLABUS

  1. STRUCTURE AND CONTENT OF SYLLABUS
    (Paper I and Paper II)
    Paper I (for classes I to V) Primary Stage
    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
    2
    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 question 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
    3
    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
    i. Family and Friends:
    1.1 Relationships
    1.2 Work and Play
    1.3 Animals
    1.4 Plants
    ii. Food
    iii. Shelter
    iv. Water
    v. Travel
    vi. Things We Make and Do
    4
    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/AidsProblems
    Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy 30 Questions
a) Child Development (Elementary 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
5
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 question on comprehension, grammar and verbal ability
6
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 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)
 Construction (using Straight edge Scale, protractor, compasses)
 Mensuration
 Data handling
7
b) Pedagogical issues 10 Questions
 Nature of Mathematics/Logical thinking
 Place of Mathematics in Curriculum
 Language of Mathematics
 Community Mathematics
 Evaluation
 Remedial Teaching
 Problem of Teaching
(ii) Science 30 Questions
a) Content 20 Questions
 Food
 Sources of food
 Components of food
 Cleaning food
 Materials
 Materials of daily use
 The World of the Living
 Moving Things People and Ideas
 How things work
 Electric current and circuits
 Magnets
 Natural Phenomena
 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
8
V. Social Studies/Social Sciences 60 Questions
a) Content 40 Questions
 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 of 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
 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
9
 Social and Political Life
 Diversity
 Government
 Local Government
 Making a Living
 Democracy
 State Government
 Understanding Media
 Unpacking Gender
 The Constitution
 Parliamentary Government
 The Judiciary
 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
Note: For Detailed syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks

Qualifying Marks And Award Of CTET Certificate

The candidates appearing in CTET will be issued Marks Statement. The Candidates securing 60% and above marks will be issued Eligibility Certificate.

  • School Managements (Government, Local bodies, Government aided and unaided) may consider giving concessions to person belonging to SC/ST, OBC, differently abled persons, etc., in accordance with their extant reservation policy.
  • Qualifying the CTET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment.
  • Applicability

  • The CTET shall apply to schools of the Central Government (KVS, NVS, Central Tibetan Schools, etc.) and schools under the administrative control of UT’s of Chandigarh, Dadra & Nagar Haveli, Daman & Diu and Andaman & Nicobar Islands, Lakshadweep and NCT of Delhi.
  • CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
  • Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government.  However, a State Government can also consider the CTET if it decides not to conduct the State TET.
  • According to CBSE Affiliation Bye-Law 53, prescribing the minimum qualifications for teachers to teach various subjects in Classes I to VIII in the schools Affiliated to CBSE stands amended to that extant and it shall be mandatory that the teachers appointed hereinafter i.e. 6th March 2012 to teach classes I to VIII in the Schools affiliated to the CBSE shall qualify/pass the Central Teacher Eligibility Test conducted by CBSE on behalf of Central Government or Teacher Eligibility Test (TET), conducted by the appropriate State Government in accordance with the Guidelines framed by the NCTE for this purpose.

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