CTET Exams

Exam Dates/Notifications

Study Plan

CTET परीक्षा 2018: उत्तर कुंजी से जानें अपने संभावित अंक !

CTET मॉक टेस्ट सीरीज़ OnlineTyari पर कैसे लें !

CTET परीक्षा 2018: प्रयास एवं त्रुटि सिद्धांत को समझना

CTET परीक्षा 2018: समावेशी शिक्षा की संकल्पना

CTET परीक्षा 2018: अब्राहम मास्लो का अभिप्रेरणा सिद्धांत

CTET परीक्षा 2018: पियाजे का संज्ञानात्मक विकास सिद्धांत

CTET परीक्षा 2018: बाल विकास परीक्षण से संबंधित महत्वपूर्ण प्रश्न

एक उत्तम पाठ योजना कैसे बनाएं: सीखने और सिखाने की प्रक्रिया

सरकारी शिक्षक बनने के लिए 5 आवश्यक गुण !

सरकारी अध्यापक कैसे बनें : संभावित शैक्षिक योग्यताएं !!

माइक्रो टीचिंग और इसकी अवधारणाएं: पूरी जानकारी पढ़ें !

Application Process

The candidate applying for CTET is required:-

i) To go through the Information Bulletin carefully with the entire requirement therein.
ii) To satisfy eligibility to appear in the examination.
iii) To submit On-line application by giving full particulars by accessing the CTET official website www.ctet.nic.in.
iv) To write complete mailing address with Postal Pin Code at the time of applying.
v) Before submission of application form, decide the mode of payment of fee.
vi) To keep the Confirmation Page along with the original copy of E-Challan (In case fee is paid through E-Challan) of Syndicate Bank or Canara Bank for future reference.
vii) If a candidate submits on-line more than one application, his/her candidature shall be liable to be cancelled and the candidate may also be debarred for future examination(s). No communication will be sent in this regard.

Online Application Fee

• General/OBC category – Rs 700 for one paper and Rs 1200 for both paper I and paper II.
• SC/ST/Differently-abled category – Rs 350 for one paper and Rs 600 for both the papers.

Method of Submission of Online Application Form:
STEP 1: Log on to CTET official website www.ctet.nic.in.
STEP 2: Go to the link “Apply Online” and open the same.
STEP 3: Fill in the Online Application Form and note down Registration No./Application No.
STEP 4: Upload Scanned Images of latest Photograph and Signature
STEP 5: Pay examination Fee by e-challan or debit/credit card
STEP 6: Print Confirmation page for record and future reference

Selection Process

CBSE conducts the Central Teacher Eligibility Test (CTET) every year for shortlisting candidates for the posts of Class I to Class VIII teachers.

The written exam of CTET comprises of two papers, Paper I (for classes I to V) and Paper II (for classes VI to VIII). Those who wish to teach only classes I to V need to take Paper I, whereas those who intend to teach classes VI to VIII need to qualify in Paper II. However, applicants have the option of taking both the papers if they wish to teach at both levels.

Eligibility Criteria

The candidates who aspire to apply for the CTET Recruitment 2018 must make sure that they fulfill the required eligibility criteria and educational qualifications for the post. If you do not meet the required specifications in certain fields like age limit, qualification etc, you will not be able to submit the CTET Application Form.

Age Limit

Not Mentioned in the Official Notification!!

Educational Qualification

(A) For Teacher for Classes I-V: Primary Stage
You must have passed or appearing in final year of 2 years Diploma in Elementary Education (with minimum 50% marks) from a recognized University/Institution.

OR

You must have passed or appearing in final year of 2 years Diploma in Elementary Education (with minimum 45% marks) in accordance with the NCTE, Regulations, 2002.

OR

You must have passed or appearing in final year of 4 years Bachelors Degree of Elementary Education (B.El.Ed) from a recognized University/Institution.

OR

You must have passed or appearing in final year of 2 years Diploma in Special Education from a recognized University/Institution.

OR

You must be Graduate and passed or appearing in final year of 2 years Diploma in Elementary Education from a recognized University/Institution.

(B) For Teacher for Classes VI-VIII: Elementary Stage

You must be Graduate and must have passed or appearing in the final year of 2 years Diploma in Elementary Education from a recognized University/Institution.

OR

You must be Graduate (with minimum 50% marks) and passed or appearing in first year of Bachelor in Education (B.Ed) from a recognized University/Institution.

OR

You must be Graduate (with minimum 45% marks) and passed or appearing in 1 year of Bachelors Degree in Education (B.Ed), in accordance with the NCTE Regulations in Education (B.Ed).

OR

You must be Graduate (with minimum 50 marks) and passed or appearing in 1 year of Bachelors Degree in Elementary Education (B.El.Ed).

OR

You must be Graduate (with minimum 50 marks) and passed or appearing in 4 years of Bachelors Degree in B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed from a recognized university.
OR

You must be Graduate (with minimum 50 marks) and passed or appearing in 1 year B.Ed. (Special Education) Degree from a recognized University/Institute.

Note: There will be 5% relaxation in the qualifying marks in the minimum Educational Qualification for you, if you belong to SC/ST/OBC/Person with Disabilities category.

Syllabus

CTET Syllabus 2016 (Paper 1)

There will be 5 major sections. Each Section has equal weightage but the difficulty level may be variable. Attempt questions according to your understanding. For Child Development and Pedagogy, the focus will be upon the child psychology of age group 6-11 years.  

Child Development and Pedagogy

a.) Child Development (Primary 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

• 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

• 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

 Language I

a.) Language Comprehension 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

• 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

 Language II

a.) Comprehension Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability b.) Pedagogy of Language Development

• 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

 Mathematics

a.) Major Subjects

• Geometry
• Shapes & Spatial Understanding
• Solids around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• Measurement
• Weight
• Time
• Volume
• Data Handling
• Patterns
• Money

b.) Pedagogical Issues 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

 Environmental Studies

a.) Major Subjects

• Family and Friends: Relationships, Work and Play, Animals and Plants
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

b.) Pedagogical Issues

• 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

CTET Syllabus 2018 (Paper 2)

There will be 4 major sections in CTET Paper 2. Each Section has equal weightage but the difficulty level may be variable. Attempt questions according to your understanding. The last section has to be selected by the candidate, Mathematics or Science.  

Child Development and Pedagogy

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

• 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

• 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

Language I

a.) Language Comprehension 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

• 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 

  Language II

  a.) Comprehension Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability. b.) Pedagogy of Language Development

• 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

 Mathematics

a.) Major Subjects

• Number System
• Algebra
• Geometry
• Mensuration
• Data Handling

b.) Pedagogical issues

• Nature of Mathematics/ Logical thinking
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation
• Remedial Teaching
• Problem of Teaching

Science

a.) Major Subjects

• Sources of food
• Components of food
• Cleaning food
• 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

• Nature & Structure of Sciences
• Natural Science or 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

Social Studies/ Social Sciences

a.) Major Subjects 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

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

• 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

Exam Pattern

CTET Exam Pattern

Most candidates must be familiar with this by now. If not, here are a few points you need to know about CTET Exam Pattern 2016. There are 2 Papers conducted for CTET 2016. Paper 1 is for Primary Stage while Paper 2 is for Elementary Stage.

• Paper 1 will be attempted by the one who intend to teach Classes I to V
• Paper 2 will be attempted by the one who intend to teach Classes VI to VIII

There are a few similarities in CTET Paper 1 and Paper 2

• Objective MCQs
• A total number of 150 Questions
• Total Marks awarded are 150
• Total Time Duration is 2.5 Hours i.e. 150 Minutes

Marking Scheme (Paper 1 and Paper 2): For every right answer, +1 is awarded. Luckily, there is no negative marking for wrong answers. This makes CTET 2016 more competitive. Please refer to the tables below to know about various sections in both CTET Paper 1 and 2.

CTET Exam Pattern 2018 (Paper 1)

CTET Exam Pattern 2018 (Paper 2)

Result

Not yet Announced.

Cutoff

CTET Cut off 2017