CTET 2021 Notification

The CTET Online Form 2021 December has been announced by Central Board of Secondary Education (CBSE). CTET class 1 to 5 primary level and class 6 to 8 junior level 2021 exam will be held on online CBT mode this year from 16 December 2021 to 03 January 2022. Candidates who are eligible for this recruitment can apply online from 20 September 2021 to 19 October 2021.

CTET Dec 2021 Eligibility

Primary Stage (Class I to V) :

  • 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 mandatory undergo a six month Bridge Course in Elementary Education recognized by the NCTE, within two year of such appointment as primary teacher”.

Elementary Stage (Class VI to VIII)

  • 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. B.Ed or B.A. B.Ed/B.Sc. B.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.

CTET Exam Selection Process :

  • 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.
  • Exam time will be 2 hrs. 30 mins.  (150 mins.)
  • There will be two papers of CTET.
  • (i) Paper I will be for a person who intends to be a teacher for classes I to V.
  • (ii) Paper II will be for a person who intends to be a teacher for classes VI to VIII.
Exam Pattern : Paper I (for Classes I to V)
Subjects No. of MCQ Max Marks
Child Development and Pedagogy (compulsory) 30 30
Language I (compulsory) 30 30
Language II (compulsory) 30 30
Mathematics 30 30
Environmental Studies 30 30
Grand Total 150 150

Exam Pattern : Paper II (for Classes VI to VIII)

Subjects No. of MCQ Max Marks
Child Development and Pedagogy (compulsory) 30 30
Language I (compulsory) 30 30
Language II (compulsory) 30 30
Mathematics and Science 60 60
Social Studies / Social Science
Grand Total 150 150

CTET Syllabus 2021 – Paper 1 

I. Child Development and Pedagogy

a) Child Development (Primary School Child)- 10 Questions (क)बाल विकास प्राथमिक विद्यालय के शिक्षक के लिए
Concept of development and its relationship with learning विकास की अवधारणा तथा अधिगम के साथ उसका सम्बन्ध।
Principles of the development of children बालक विकास के सिद्धांत।
Influence of Heredity & Environment आनुवांशिकता और पर्यावरण का बालक पर प्रभाव।
Socialization processes: Social world & children (Teacher, Parents, Peers) सामाजीकरण की प्रक्रिया- विश्व समाज और बालक (शिक्षक, अभिभावक एवं समाज के अन्य सदस्यगण)।
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives पियाजे, कोहल्बर्ग और वायगोइस्की के सिद्धांत।
Concepts of child-centred and progressive education बाल-केन्द्रित और परगामी शिक्षा की अवधारना।
Critical perspective of the construct of Intelligence बौद्धिकता निर्माण संबंधी विवेचित संदर्श।
Multi-Dimensional Intelligence भाषा और चिंतन।
Language & Thought समाज निर्माण के रूप में लिंगः लैंगिक भूमिकाएं, पूर्वाग्रह और शैक्षणिक व्यवहार संबंधी प्रश्न।
Gender as a social construct; gender roles, gender-bias and educational practice शिक्षार्थियों के बीच व्यक्तिगत विभेद, भाषा, जाति, लिंग, समुदाय और धर्म विषय पर विभेदों का मनन।
Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. अधिगम के लिए मूल्यांकन और अधिगम का मूल्यांकन के बीच अंतरः विद्यालय आधारित मूल्यांकन
The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice शिक्षार्थियों की तैयारी कक्षा में शिक्षण और विवेचित चिंतक तथा शिक्षार्थी की उपलब्धि के लिए उपयुक्त प्रश्न पत्र की तैयारी।
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

b) Concept of Inclusive education and understanding children with special needs(5 Questions) (ख) समावेशी शिक्षा की अवधारणा तथा विशेष आवशकयता वाले बालकों को समझना (5 प्रश्न)
Addressing learners from diverse backgrounds including disadvantaged and deprived गैर-लाभप्रद और अवसर से वंचित शिक्षार्थियों सहित विभिन्न प्रष्ठभूमि से आए शिक्षार्थी की आवशकताओं को समझना।
Addressing the needs of children with learning difficulties, ‘impairment’ etc. अधिगम सम्बन्धी समस्याएं, कठिनाई वाले बालकों की आवश्यकताओं को समझना।
Addressing the Talented, Creative, Specially-abled Learners मेधावी, सृजनशील, विशिष्ट प्रतिभावान शिक्षार्थी की आवशयकताओं को समझना।

c) Learning and Pedagogy 

c) Learning and Pedagogy (ग) सिखाना एवं अध्यापन (10 प्रश्न)
How children think and learn; how and why children ‘fail’ to achieve success in school performance. बालक किस प्रकार सीखते और सोचते है? बालक विद्यालय प्रदर्शन में सफलता प्राप्त करने में कैसे और क्यों असफल होते है?
Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning. अधिगम और अध्यापन की बुनियादी प्रक्रियाएं, बालकों की अधिगम कार्य नीतियां, सामाजिक क्रिया कलाप के रूप में अधिगम, अधिगम में सामाजिक सन्दर्भ।
Child as a problem solver and a ‘scientific investigator’ एक समस्या समाधानकर्ता और एक वैज्ञानिक अन्वेषक के रूप में बालक।
Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process. बोध एवं संवेदनाएं।
Cognition & Emotions प्रेरणा एवं अधिगम।
Motivation and learning बालकों में अधिगम की वैकल्पिक संकल्पना, अधिगम प्रक्रिया में महत्वपूर्ण चरणों के रूप में बालक की त्रुटियों को समझना।
Factors contributing to learning – personal & environmental

II. Language I- 30 Questions

a) Language Comprehension – 15 Questions (क) भाषा बोधगम्यता (15 प्रश्न)
Reading unseen passages – two passages one prose or drama and one poem with questions on comprehension अनदेखे अनुच्छेदों को पढ़ना- दो अनुच्छेदों, एक गद्य अथवा नाटक और एक कविता, जिसमें बोधगम्यता, निष्कर्ष, व्याकरण और मौखिक योग्यता से सम्बंधित प्रशन पूछे जाते हैं।
inference शिक्षण पर आधारित भाषा विकास।
grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) सीखना और ज्ञान अर्जित करना।
विवरणात्मक भाषा शिक्षण।
सुनने और बोलने की भूमिका : भाषा का कार्य तथा बालक इसे किस प्रकार उपयोग में लेते है?

 

b) Pedagogy of Language Development- 15 Questions (ग) भाषा विकास का अध्यापन (15 प्रश्न)
Learning and acquisition अधिगम और अर्जन।
Principles of language Teaching भाषा अध्यापन के सिद्धांत.
Role of listening and speaking; function of language and how children use it as a tool सुनने और बोलने की भूमिकाः भाषा का कार्य तथा बालक इसे किस प्रकार एक उपकरण के रूप में प्रयोग करते हैं?
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form मौखिक और लिखित रूप में विचारों के संप्रेषण के लिए किसी भाषा के अधिगम में व्याकरण की भूमिका पर निर्णायक संदर्श।
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders एक भिन्न कक्षा में भाषा पढ़ाने की चुनौतियां- भाषा की कठिनाइयां, त्रुटियां और विकार।
Language Skills भाषा कौशल।
भाषा बोधगम्यता और प्रवीणता का मूल्यांकन करनाः बोलन, सुनना, पढ़ना और लिखना।
अध्यापन- अधिगम सामग्रियां- पाठ्यपु स्तक, मल्टी मीडिया सामग्री, कक्षा का बहुभाषायी संसाधन।
उपचारात्मक अध्यापन

 

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

(क)  बोध्यगम्यता (15 प्रश्न)

दो अनोखे गद्य अनुच्छेद (तर्क मूलक अथवा साहित्यिक अथवा वर्णनात्मक अथवा वैज्ञानिक) जिनमें बोध्यगम्यता, निष्कर्ष, व्याकरण और मौखिक योग्यता से संबंधित प्रश्न पूछे जाते हैं।

b) Pedagogy of Language Development- 15 Questions (ख) भाषा विकास का अध्यापन (15 प्रश्न)
Learning and acquisition अधिगम और अर्जन।
Principles of language Teaching भाषा अध्यापन के सिद्धांत.
Role of listening and speaking; function of language and how children use it as a tool सुनने और बोलने की भूमिकाः भाषा का कार्य तथा बालक इसे किस प्रकार एक उपकरण के रूप में प्रयोग करते हैं?
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; मौखिक और लिखित रूप में विचारों के संप्रेषण के लिए किसी भाषा के अधिगम में व्याकरण की भूमिका पर निर्णायक संदर्श।
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders एक भिन्न कक्षा में भाषा पढ़ाने की चुनौतियाँ- भाषा की कठिनाइयाँ, त्रुटियों और विकार।
Language Skills भाषा कौशल।
Evaluating language comprehension and proficiency: speaking, listening, reading and writing भाषा बोधगम्यता और प्रवीणता का मूल्यांकन करनाः बोलन, सुनना, पढ़ना और लिखना।
Teaching – learning materials: Textbook, multimedia materials, multilingual resource of the classroom अध्यापन- अधिगम सामग्रियां- पाठ्यपु स्तक, मल्टी मीडिया सामग्री, कक्षा का बहुभाषायी संसाधन।
Remedial Teaching उपचारात्मक अध्यापन

 

a) Content 15 Questions गणित (30 प्रश्न)

  • Solids around Us, Numbers, Addition and Subtraction, Multiplication, Division, Measurement, Weight, Time, Volume, Data Handling, Patterns, Money
  • Geometry (क) विषय-वस्तु (15 प्रश्न)
    Shapes & Spatial Understanding ज्यामिति, आकार और स्थानिक समझ, हमारे चारों ओर विद्यमान ठोस पदार्थ, संख्याएं, जोड़ना और घटाना, गुणा करना, विभाजन, मापन, भार, समय, परिमाण, आंकड़ा प्रबंधन, पैटर्न, राशि।

IV. Mathematics 30 Questions

b) Pedagogical issues 15 Questions (ख) अध्यापन संबंधी मुद्दे (15 प्रश्न)
Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning गणितीय/तार्किक चिंतन की प्रकृतिः बालक के चिंतन एवं तर्कशक्ति पैटर्नों तथा अर्थ निकालने और अधिगम की कार्यनीतियों को समझना।
Place of Mathematics in Curriculum पाठ्यचर्या में गणित का स्थान।
Language of Mathematics गणित की भाषा।
Community Mathematics सामुदायिक गणित।
Evaluation through formal and informal methods औपचारिक एवं अनौपचारिक पद्धतियोंके माध्यम से मूल्यांकन।
Problems of Teaching शिक्षण की समस्याएं।
Error analysis and related aspects of learning and teaching त्रुटि विश्लेषण तथा अधिगम एवं अध्यापन के प्रांसगिक पहलू।
Diagnostic and Remedial Teaching नैदानिक एवं उपचारात्मक शिक्षण।

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

 

(क) विषय वस्तु (15 प्रश्न)

परिवार और मित्र, संबंध, कार्य और खेल, पशु, पौधे, भोजन, आश्रय, पानी, भ्रमण, वे चीजें जो हम बनाते और करते हैं।

 
Concept and scope of EVS ई.वी.एस. की अवधारणा और व्याप्ति
Significance of EVS, integrated EVS ई.वी.एस. का महत्व, एकीकृत ई.वी.एस.
Environmental Studies & Environmental Education पर्यावरणीय अध्ययन एवं पर्यावरणीय शिक्षा
Learning Principles अधिगम सिद्धांत
Scope & relation to Science & Social Science विज्ञा और सामाजिक विज्ञान की व्याप्ति और संबंध
Approaches of presenting concepts अवधारणा प्रस्तुत करने के दृष्टिकोण
Activities क्रियाकलाप
Experimentation/Practical Work प्रयोग/व्यवहारिक कार्य
Discussion चर्चा
CCE सी.सी.ई.
Teaching material/Aids शिक्षण सामग्री/उपकरण
Problems समस्याएं

CTET Syllabus – Paper 2 

CTET Syllabus Paper 2 covers a higher level of topics, where candidates will be tested on the basis of their learning ability, their evaluation ability and the specialized subject. Given are the topics for the second paper of CTET.

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-centred 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) 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, multimedia 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; function of language and how children use it as a too
  • 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, multimedia 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

  • 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

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
  • Parliamentary Government
  • The Judiciary
  • Social Justice and the Marginalised

b) Pedagogical issues 20 Questions

  • Concept & Nature of Social Science/Social Studies
  • Classroom Processes, activities and discourse
  • Developing Critical thinking
  • Enquiry/Empirical Evidence
  • Problems of teaching Social Science/Social Studies
  • Sources – Primary & Secondary
  • Projects Work
  • Evaluation

 

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