CTET

CTET is the Central Teacher Eligibility Test. It is a national level entrance exam. This test is conducted twice in a year December and July. CTET is conducted to appoint the skilled teacher in primary and upper primary level. CTET is conducted by the Central Board of Secondary Education (CBSE).

It is conducted for the teacher’s selection in Central Government Schools like KVS, NVS, Tibetan Schools and schools under the Administrative Control of UT of Chandigarh, Andaman & Nicobar Islands, Lakshadweep, Daman & Diu, Dadra & Nagar Haveli and NCT of Delhi. CTET is a qualifying test and its result is valid for seven years, the candidate can apply for teaching jobs in CBSE Schools through this qualifying test.

Structure of CTET

There are two papers Paper I and Paper II:-

Paper I is for the person who intends to be a teacher for the classes I to V.

Paper II is for the person who intends to be a teacher for classes VI to VIII.

All questions are multiple choice questions, given with the four options in which one is the correct answer. Every correct question carries one mark. There is no negative marking.

  • There are 150 objective questions.
  • The time duration is 2 hours 30 minutes.
  • The test is conducted in 20 languages and has multiple objective questions.
  • Both the paper have different eligibility.

(Note: a person who intends to be a teacher in both levels who have to appear in both papers.)

Our Results

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ELIGIBILITY

AGE LIMIT: Minimum Age For Appearing In The Exam Is 19 Years.

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.EI.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 with at least 50% marks and Bachelor of Education (B.Ed)”

“(a) who has acquired the qualification or Bachelor of Education from any NCTE recognized institution shall be considered for appointment as a teacher in classes I to V provided the person so appointed as a teacher shall mandatorily undergo a six month Bridge Course in Elementary Education recognized by the NCTE, within two years of such appointment as primary teacher”.

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

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.EI.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 rd dated 23 August 2010 is also qualified to appear in the TET/CTET.

Note :

i. 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.

ii.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 the 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.

iii. 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.

iv.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 3 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. 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 29 July 2011 shall be eligible for appearing in the CTET.

vi. 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.

APPLICATION FEE

CategoryOnly Paper I or Paper II Both Paper I and Paper II
Gen/ OBCRs.700/-Rs.1200/-
SC/ST/Differently Abled PersonRs.350/-Rs. 600/-

Application fee can be paid via: e-challan or Credit card/debit card.

EXAM PATTERN

CTET Paper I Exam Pattern (Time duration: 2:30 Hours)

S. NoSubjectQsMarks
1Child Development and Pedagogy3030
2Language I (compulsory)3030
3Language II (compulsory)3030
4Mathematics3030
5Environmental Studies3030
Total150150

CTET Paper II Exam Pattern (Time duration: 2:30 Hours)

S. NoSubjectQsMarks
1Child Development and Pedagogy3030
2Language I (compulsory)3030
3Language II (compulsory)3030
4Mathematics or Science
OR
6060
5Social Studies/Social Science6060
Total150150

The student has to select either 4 or 5 that is Mathematics/Science or Social Studies/Social Science.

QUALIFYING MARKS: A candidate is required to score a minimum 60% to qualify CTET 2018 Exam. One major thing to note is that the score of CTET is valid for 7 years after the result has been declared for the same by CBSE.

LANGUAGE OF THE PAPER: The Language Of The Exam is Bilingual In Nature(Hindi And English).

SYLLABUS

(Paper I and Paper II)

Paper I (for classes 1 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.
  • The 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
  • The 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)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 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
  • A 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 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; the function of language and how children use it as a tool
  • A 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. Mathematics30 Questions

a)Content15 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

  • Family and Friends:
  • Relationships
  • Work and Play
  • 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
  • Activities
  • 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
  • Work and Play
  • 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 needss 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 Pedagogy10 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
  • 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 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)

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

i)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

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

  • Social and Political Life

Diversity

Government

Local Government

Making a Living

Democracy

State Government

Understanding Media

Unpacking Gender

The Constitution

Agriculture

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

CTET CUT-OFF 2018

CATEGORYMarks Required(Minimum)
General90
OBC85
SC/ST80

Summary: A student must understand that the need for the CTET exam is to select the best and knowledge full candidate for teaching students. Teaching is the most important part of the student as the foundation of children future starts from the basic elementary classes where they learn and earn knowledge to live and grow in this world. CTET exam is a qualifying exam for teaching profession and is conducted twice in a year, this exam is very much important for those who have chosen “Teaching” as their career. The exam is conducted by CBSE board and they certify a person who qualifies this exam; that he is eligible for teaching students in CBSE affiliated schools. CTET exam is only eligible for those who have done any kind of course related to teaching students like B.Ed, JBT, NTT, DIET etc. CTET exam is one of the most important exams in India as the number of schools are affiliated with the CBSE board and CBSE has made CTET a mandatory qualifying exam for the Teachers who want to teach in such schools. CTET exam has become a mandatory exam for State Govt. Schools, KVS, NVS and Central Tibetan Schools also.

CTET exam is divided into two papers. Paper 1 (PRT) is for those who want to teach Class 1 to 5 student’s and Paper 2 (TGT) is for who want to teach Class 6 to 8 student’s. CTET exam carries different parts of teaching methodology that are defined by Paper 1 “Child Psychology, Pedagogy, Languages, Environmental Studies and Mathematics” and for Paper 2 contains “Child Psychology, Pedagogy, Languages with specified subjects like Mathematics and Science for those who have a Medical or Non-medical background and Social Studies for those who have Arts or Commerce background”.

Each year lakhs of students appear for this exam and many of them clear it. As this exam is qualifying exam for teaching profession, one have to score at least 90 marks for passing this exam. Passing criteria varies according to categories like General, SC, ST and OBC.

Preparing for the CTET exam is an important process as a student has limited time and thus they have to cover at least 90 questions to clear the exam. IBS Institute provides the best program for CTET exam preparation in Chandigarh, Mohali & Panchkula. In IBS there are number of teachers who had qualified CTET exam and they are teaching from many years with this experience and knowledge. They are the most capable person to give guidance and knowledge to qualify CTET exam. IBS provides all kinds of books and material in Hindi and English language. IBS also provides previous year exams paper for practice and model test papers which are designed by our highly qualified R&D Cell. IBS always stays one step ahead of the coming exam and changes its teaching methodology time to time according to need and requirement of the examination. With such deep study and knowledge of the last conducted exam, IBS provides the best of material and classes for the students. It is better to join the IBS Coaching Institute for CTET Coaching in Chandigarh, Mohali & Panchkula and get the CTET exam Cleared in a single attempt.