CTET NOTIFICATION – JULY 2019
Important Dates
| On-line registration of Application by candidates | 08-03-2019 (Before 03:30 PM) |
| End of Online Registrations | 05-03-2019 |
| CTET 2019 Exam Date | 07 July 2019 (Sunday) |
Pay Examination Fee
Fee Details for CTET – July, 2019 are as follows:
| CATEGORY | Only Paper I or II | Both Paper I & II |
|---|---|---|
| General/OBC | Rs.700/- | Rs.1200/- |
| SC/ST/Diff.Abled Person | Rs.350/- | Rs.600/- |
GST as applicable will be charged extra by the Bank
Mode of Payment
- Remittance through E-Challan by depositing the prescribed fee in CTET Exam Fee Account with Syndicate Bank or Canara Bank.
Payment by Syndicate Bank e-Challan
Payment by Canara Bank e-Challan
- By Online-mode (Payment by Debit Card / Credit Card)
SCHEDULE OF EXAMINATION
THE SCHEDULE OF CTET- JULY-2019 IS GIVEN BELOW:
(The Paper-II will be held in the morning session and Paper-I in the evening session)
| PAPER | TIMING | DURATION |
|---|---|---|
| PAPER-I | 09.30 AM TO 12.00 PM | 2.30 HOURS |
| PAPER -II | 02.00 PM TO 04.30 PM | 2.30 HOURS |
ELIGIBILITY
The following persons are eligible for appearing in the CTET
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 year 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
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.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 dated 23rdAugust 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 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 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)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.
(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.
STRUCTURE AND CONTENT OF CTET
All questions in CTET will be Multiple Choice Questions (MCQs), with four alternatives out of which
one answer will be most appropriate. Each carrying one mark and there will be no negative
marking.
There will be two papers of CTET.
Paper I will be for a person who intents to be a teacher for classes I to V.
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)
Paper II (for Classes VI to VIII) Elementary Stage
Duration of examination-Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix I)
| (i) Child Development and Pedagogy | 30 MCQs | 30 Marks |
| (ii) Language I (compulsory) | 30 MCQs | 30 Marks |
| (iii) Language II (compulsory) | 30 MCQs | 30 Marks |
| (iv) Mathematics | 30 MCQs | 30 Marks |
| (v) Environmental Studies | 30 MCQs | 30 Marks |
| Total | 150 MCQs | 150 Marks |
Paper II (for Classes VI to VIII) Elementary Stage
Duration of examination – Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix I)
| (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) Mathematics and Science (for Mathematics and Science teacher) | 60 MCQs | 60 Marks |
| (v) Social Studies/Social Science (for Social Studies/Social Science teacher) *For any other teacher – either (IV) or (V) | 60 MCQs | 60 Marks |
| Total | 150 MCQs | 150 Marks |
LANGUAGE OF THE QUESTION PAPER
Main question paper shall be Bilingual (Hindi/English).
QUALIFYING MARKSANDAWARD OF CTET CERTIFICATE
As per NCTE Notification No. 76-4/2010/NCTE/Acad dated 11.02.2011: A person who scores 60% or more in the TET exam will be considered as TET pass.
School managements (Government, local bodies, government aided and unaided) may consider giving concessions to person belonging to SC/ST,OBC, differently abled persons, etc., in accordance with their extant reservation policy.
Should give weightage to the CTET scores in the recruitment process however, qualifying the CTET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment.
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.
Syllabus and Examination pattern (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 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
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 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)
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
1.1 Relationships
1.2 Work and Play
1.3 Animals
1.4 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
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)
- Family and Friends
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 Learnersn
(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)
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
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)
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)
Food
Sources of food
Components of food
Cleaning food
Materials
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
Components of food
The Earliest Societies
The First Farmers and Herders
The First Cities
Early States
New Ideas
The First Empire
Contacts with Distant lands
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
Geography as a social study and as a science
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 Marginalized
(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.
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