As per guidelines of NCTE under RTE Act the Central Board of Secondary Education, New Delhi is going to conduct first Teacher Eligibility Test on June 26, 2011. The CTET will bring national standards and benchmark of teacher quality in the recruitment process. It would induce teacher education institutions and students from these institutions to further improve their performance standards and it would send a positive signal to all stakeholders that the Government lays special emphasis on teacher quality.
APPLICABILITY
- The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools, etc) and schools under the administrative control of UT of Chandigarh and Andaman & Nicobar Islands.
- 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.
Frequency of conduct of CTET and validity period of CTET certificate:
The CTET is presently being conducted annually. The Validity Period of CTET qualifying certificate for appointment will be seven years 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.
(2) Language I. (30 Questions)
(3) Language- II (30 Questions)
CBSE to conduct the Central Teacher Eligibility Test 2011 on 26th June 2011. The test is compulsory for all those aspirants who want to teach at primary or elementary level in any government or private school in India. States are free to conduct their own STET (State Teacher Eligibility Test) or honour CTET (Central Teacher Eligibility Test). Aspirants getting 60 percent or above marks will be eligible to get TET Certificate. The score will be valid for 7 years. Applicants can give any number of attempts to pass or improve their scores.
The brief information about CTET 2011 is provided below :
IMPORTANT INFORMATION AT A GLANCE FOR CTET 2011
| 1 | a. Sale of CTET Information Bulletin with Application Form at Designated branches of Syndicate Bank,Institutions against Cash Payment only | 15.04.2011 to 10.05.2011 | |
| b. Online submission of application and Fee through credit/ debit card on website www.cbse.nic.in | 08.04.2011 to 10.05.2011 | ||
| c. Receipt of request for Information Bulletin and Application Form by Post at CTET Unit, CBSE, Shiksha Sadan, 17, Rouse Avenue, New Delhi-110002. | 15.04.2011 to 30.04.2011 | ||
| 2 | Issue of Admit Card | 11.06.2011 to 17.06.2011 | |
| 3 | Issue of duplicate Admit Card | 20.06.2011 | |
| 4 | Date of Examination | 26th June, 2011 | Paper-I 0930-1100 hrs* Paper-II 1230-1400 hrs* |
| 5 | Centre of Examination | As indicated on the Admit Card | |
| 6 | Declaration of Results | By 26th July, 2011 | |
| 7 | Dispatch of CTET Certificates/Mark Sheet | By 26th August, 2011 | |
| 8 | Materials to be brought on the day of examination | Admit Card and Blue/ Black Ball Point Pen of good quality. | |
| 9 | Rough work | All rough work is to be done in the Test Booklet only. The candidate should NOT do any rough work or put tray mark on the Answer Sheet. | |
Paper I (for classes I to V) Primary Stage
(1) 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.
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
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
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) 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
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) 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
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
(4) 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
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
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
(5) Environmental Studies (30 Questions)
(a) Content (15 Questions)
Family and Friends: Relationships, Work and Play
Animals
Plants
Food
Shelter
Water
Travel
Things We Make and Do
Animals
Plants
Food
Shelter
Water
Travel
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
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
Note: For Detailed syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks
Paper II (for classes VI to VIII) Elementary Stage
(1) 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
(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) 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
(3) 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 (15Questions)
- 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
(4) (A) Mathematics and Science or (B) Social Studies/ Social Sciences (60 Questions)
(A) Mathematics and Science: (60 Questions)
(a) Mathematics (30 Questions)
(I) Content (20 Questions)
(i) Number System
Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
(ii) Algebra
Introduction to Algebra
Ratio and Proportion
Ratio and Proportion
(iii) Geometry
Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Constructions (using Straight edge Scale, protractor, compasses)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Constructions (using Straight edge Scale, protractor, compasses)
(iv) Mensuration
(v)Data handling
(v)Data handling
(II) 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
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problems of Teaching
(b) Science (30 Questions)
(I) Content (20 Questions)
(i) Food
Sources of food
Components of food
Cleaning 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
Magnets
(vi) Natural Phenomena
(vii) Natural Resources
(II) 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
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
(B) Social Studies/ Social Sciences (60 Questions)
(I) 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
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
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
The Judiciary
Social Justice and the Marginalised
Government
Local Government
Making a Living
Democracy
State Government
Understanding Media
Unpacking Gender
The Constitution
Parliamentary Government
The Judiciary
Social Justice and the Marginalised
(II) 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
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
For more information visit : CTET 2011
