Central Teacher Eligibility Test (CTET) Eligibility Details

Central Board of Secondary Education conducts CTET for a person to be eligible for appointment as a teacher for classes I to VIII. The candidates having the following minimum educational qualification are eligible for appearing in CTET are as follows… Minimum Educational 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). 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). Note: * 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. * 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. * Training to be undergone: A person with D.T. Ed (Special Education) qualification shall undergo, after appointment an NCTE recognized 6-month Special Programme in Elementary Education. * 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. v. Candidates who are appearing in the final year of Bachelor Degree in Education or Diploma in Elementary Education etc. are provisionally admitted and their CTET Certificate shall be valid only on passing the aforesaid Examinations. vi. The candidate not having any of the above qualification shall not be eligible for appearing in Central Teacher Eligibility Test. vii. 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. Validity Period of CTET Certificate: * The Validity Period of CTET qualifying certificate for appointment will be seven years from the date of declaration of its result for all categories. * There is no restriction on the number of attempts a person can take for acquiring a CTET Certificate. A person who has qualified CTET may also appear again for improving his/her score. 1. STRUCTURE AND CONTENT OF CTET All questions in CTET test will be Multiple Choice Questions (MCQs), each carrying one mark, with four alternatives out of which one answer will be correct. There will be no negative marking. There will be two papers of CTET. (i) Paper I will be for a person who intents to be a teacher for classes I to V. (ii) Paper II will be for a person who intents to be a teacher for classes VI to VIII. Note: A person who intents to be a teacher for both levels (classes I to V and classes VI to VIII) will have to appear in both the papers (Paper I and Paper II). 1.1 Paper I (for classes I to V) Primary Stage : Duration of examination-Two-and-ahalf hours Structure and Content (All Compulsory): (Appendix 1) (i) Child Development and Pedagogy 30 MCQs 30 Marks (ii) Language I 30 MCQs 30 Marks (iii) Language II 30 MCQs 30 Marks (iv) Mathematics 30 MCQs 30 Marks (v) Environmental Studies 30 MCQs 30 Marks Total 150 MCQs 150 Marks Nature and standard of questions:  The test items on Child Development and Pedagogy will focus on educational

  • · psychology of teaching and learning relevant to the age group of 6-11 years. They will focus on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.  The Test items in Language I will focus on the proficiencies related to the
  • · medium of instruction. The Test items in language II will focus on the elements of language, communication and comprehension abilities. Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page.  The Test items in Mathematics and Environmental Studies will focus on the
  • · concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes I – V by the NCERT/CBSE.  The questions in the test for Paper I will be based on the topics prescribed in
  • · syllabus of the NCERT/CBSE for classes I – V but their difficulty standard as well as linkages, could be up to the Secondary stage. 1.2 Paper II (for classes VI to VIII) Elementary Stage : Duration of examination – Two-and-a-half hours Structure and Content (All Compulsory): (Appendix 1) (i) Child Development & Pedagogy(compulsory) 30 MCQs 30 Marks (ii) Language I (compulsory) 30 MCQs 30 Marks (iii) Language II (compulsory) 30 MCQs 30 Marks (iv) (a) For Mathematics and Science teacher : 60 MCQs 60 Marks Mathematics and Science (b) For Social Studies/Social Science teacher: 60 MCQs 60 Marks Social Science (c) For any other teacher – either (a) or (b) Total 150 MCQs 150 Marks Nature and standard of questions:  The test items on Child Development and Pedagogy will focus on educational
  • · psychology of teaching and learning, relevant to the age group of 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.  The Test items in Language I will focus on the proficiencies related to the
  • · medium of instruction. The Test items in language II will focus on the elements of language, communication and comprehension abilities. Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page.  The Test items in Mathematics and Science, and Social Studies/Social
  • · Science will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. The test items of Mathematics and Science will of 30 marks each. The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI – VIII by the NCERT/CBSE. The questions in the test for Paper II will be based on the topics prescribed in syllabus of the NCERT/CBSE for classes VI – VIII but their difficulty standard as well as linkages, could be up to the Senior Secondary stage.

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 criticalperspectives  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
  • · 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 oflearning; 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 languagefor 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
  • · IV. Mathematics 30 Questions a) Content 15 Questions  GeometryShapes & 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’sthinking 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 1.4Plants II. Food III. Shelter IV. Water V. Travel VI. Things We Make and Do b) Pedagogical Issues 15 Questions  Concept and scope of EVS

  • Significance of EVS, integrated 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: 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

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 b) Pedagogy of Language Development 15 Questions  Learning and acquisition
  • Principles of language Teaching
  • Role of listening and speaking; function of language and howchildren 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; languagedifficulties, 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)
  • Construction (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
  • Problem 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 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
  • · 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*II. 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
Sign-up for our email newsletter and get free job alerts, current affairs and GK updates regularly.
Subscribe Here (or)

Leave a Reply

Your email address will not be published. Required fields are marked *


two + 6 =

Popup Dialog Box Powered By : XYZScripts.com
  • RSS
  • Facebook
  • Google+
  • Twitter