Thursday, 23 August 2018

CTET Exam Pattern, Syllabus, Eligibility, Important Exam Dates

CTET Exam Pattern, Syllabus, Eligibility, Important Exam Dates

CTET Exam Pattern, Syllabus, Eligibility, Important Exam Dates: A detailed overview of  CTET exam pattern with eligibility, key important dates and question paper pattern, details of past papers and online coaching all are here.
CTET Exam Pattern, Syllabus, Eligibility, Important Exam Dates

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STRUCTURE AND CONTENT OF CTET 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
• The 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
• Concentrations 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 the diversity of language, caste, gender, community, religion etc.
• The distinction between learning and assessment of learning;
School-Based Assessment, Continuous & Comprehensive Evaluation:
perspective and practice
• Formulating appropriate questions for assessment
learners; for enhancing learning and critical thinking in the classroom
for assessment learner achievement
b) The 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 concepts of learning, children's
'Errors'
• Cognition & Emotions
• Motivation and learning
• Factors contributing to learning - personal & environmental
II. The language I 30 questions
a) Language Comprehension

15 Questions
Reading unseen passages - two passages one or the drama and one
a 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; work of language
it as a tool
• A critical perspective on the role of grammar
communicating ideas
• Challenges of teaching language in a different classroom; language
difficulties, errors, and disorders
• Language Skill
• 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 a 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; work of language
it as a tool
• A critical perspective on the role of grammar
communicating ideas verbally and in written form;
• Challenges of teaching language in a different classroom; language
difficulties, errors, and disorders
• Language Skill
• 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 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
b) Pedagogical Issues
15 Questions
• Concept and scope of EVS
• The 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 materials / Aids
• Problems

Paper II (for classes VI to VIII) Elementary Stage
I. Child Development and Pedagogy

30 Questions
a) Child Development (Elementary School Child) 15 Questions
• The 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
• Concentrations 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 the diversity of language, caste, gender, community, religion etc.
• The distinction between assessment and assessment of learning;
School-Based Assessment, Continuous & Comprehensive Evaluation:
perspective and practice
• Formulating appropriate questions for assessment
learners; for enhancing learning and critical thinking in the classroom
for assessment learner achievement
b) The 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 kids think and learn; how to 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 concepts of learning, children's
'Errors'
• 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 or the drama and one

CTET Exam Pattern, Syllabus, Eligibility, Important Exam Dates

CTET Eligibility Criteria



1. ELIGIBILITY



The following persons are eligible for appearing in the CTET.



1.1 Minimum Qualifications for becoming Teacher 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).




1.2 Minimum Qualifications for becoming Teacher 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)*.

OR

Any candidate having qualified B.Ed. Programme recognized by the NCTE is eligible to appear in TET/CTET. Moreover, as per the existing TET guidelines circulated vide NCTE letter dated 11-02-2011, a person who is pursuing any of the teacher education courses (recognized by the NCTE or the RCI, as the case may be) specified in the NCTE Notification dated 23rd August 2010 is also qualified to appear in the TET/CTET.





Note:

a) 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.



b) 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.



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



d) 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.



e) A person who is pursuing any of the teacher education courses (recognized by the NCTE or the RCI, as the case may be) specified in the NCTE Notification dated 29th July 2011 shall be eligible for appearing in the CTET.



f) The candidate should satisfy his/her eligibility before applying and shall be personally responsible in case he/she is not eligible to apply as per the given eligibility criteria. It is to be noted that if a candidate has been allowed to appear in the Central Teacher Eligibility Test it does not imply that the candidate’s eligibility has been verified. It does not vest any right with the candidate for appointment. The eligibility shall be finally verified, by the concerned recruiting agency / appointing authority.
See Also:
CTET previous year paper in Hindi PDF Download

3 comments:

  1. RRB will announce RRB Group D exam date in 2nd week of September and the exam will be held in September.

    ReplyDelete
  2. All the candidates who have successfully submitted Railway Group D application form and looking for Railway Group D Admit Card 2018 will be able to download their call letter before 10 to 7 days of examination.

    ReplyDelete
  3. kindly what book i refer for phychology

    ReplyDelete

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