Enter your keyword

CTET

About Central Teacher Eligibility Test (CTET)
CTET stands for Central Teacher Eligibility Test which is conducted by Central Board of Secondary Education. This test is significant for all aspiring teachers who wish to join as teacher in Central Government Schools like Kendriya Vidhyala Schools/ NVS etc. States who do not wish to conduct “State Teacher Eligibility Test” may consider the CTET score for employment of teachers. It is a competitive entrance exam for teachers, who would apply in government schools. CTET requires extensive preparation to pass the exam.

Motion Coaching is one of the best CTET coaching for preparation of CTET,Teachers are the backbones of the society. Now-a-days CTET has become compulsory to become a teacher. If you want to become a teacher, then you must have certificate and have qualified paper of CTET.

The candidates having the following minimum educational qualification are eligible for appearing in CTET.

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 B.Ed (Special Education) or 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.
  • 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.
  • The candidate not having any of the above qualification shall not be eligible for appearing in Central Teacher Eligibility Test.
  • 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.

Syllabus

1. Child Development and Pedagogy

      a) Child Development (Primary School Child)  

  • Concept of development and its relationship with learning
  • Influence of Heredity & Environment
  • Principles of the development of children
  • 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
  • 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.
  • Gender as a social construct; gender roles, gender-bias and
  • educational practice

     b) Concept of Inclusive education and understanding children with special needs

  • Addressing the needs of children with learning difficulties,
  • ‘impairment’ etc.
  • Addressing learners from diverse backgrounds including
  • disadvantaged and deprived
  • Addressing the Talented, Creative, Specially abled Learners

    c) Learning and Pedagogy

  • How children think and learn; how and why children ‘fail’ to achieve
  • success in school performance.
  • 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
  • Basic processes of teaching and learning; children’s strategies of
  • learning; learning as a social activity; social context of learning.
  • Factors contributing to learning – personal & environmental
  • Motivation and learning

  2.  Language – I

    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

  • Learning and acquisition
  • Role of listening and speaking; function of language and how
  • children use it as a tool
  • Principles of language Teaching
  • 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
  • Teaching- learning materials: Textbook, multi-media materials,
  • multilingual resource of the classroom
  • Evaluating language comprehension and proficiency: speaking,
  • listening, reading and writing
  • Remedial Teaching

  3. Language – II

     a) Comprehension

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and            verbal ability

     b) Pedagogy of Language Development

  • Learning and acquisition
  • Role of listening and speaking; function of language and how
  • children use it as a tool
  • Principles of language Teaching
  • 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
  • Language Skills
  • Teaching – learning materials: Textbook, multi-media materials,
  • multilingual resource of the classroom
  • Remedial Teaching

4. Mathematics

  a) Content

  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Measurement
  • Weight
  • Time
  • Volume
  • Data Handling
  • Patterns
  • Money

    b) Pedagogical issues

  • Nature of Mathematics/Logical thinking; understanding children’s
  • thinking and reasoning patterns and strategies of making meaning
  • and learning
  • Language of Mathematics
  • Place of Mathematics in Curriculum
  • Community Mathematics
  • Evaluation through formal and informal methods
  • Error analysis and related aspects of learning and teaching
  • Problems of Teaching
  • Diagnostic and Remedial Teaching

  5. Environmental Studies

     a) Content 15 Questions

  1. Family and Friends:
  • 1.1 Relationships
  • 1.2 Work and Play
  • 1.3 Animals
  • 1.4 Plants
  1. Food

   b) Shelter

  1. Water
  2. Travel
  3. Things We Make and Do

    c) Pedagogical Issues

  • Concept and scope of EVS
  • Significance of EVS, integrated EVS
  • Environmental Studies & Environmental Education
  • Learning Principles
  • Approaches of presenting concepts
  • Activities
  • Experimentation/Practical Work
  • Discussion
  • Scope & relation to Science & Social Science
  • Teaching material/Aids
  • CCE
  • Problems

  1. Child Development and Pedagogy

    a) Child Development (Elementary School Child)

  • 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

  • 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

  • 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

    a) Language Comprehension

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

  • 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

  a) Comprehension

Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

   b) Pedagogy of Language Development

  • 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. Mathematics and Science

   Mathematics

a) Content

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

  • Nature of Mathematics/Logical thinking
  • Place of Mathematics in Curriculum
  • Language of Mathematics
  • Community Mathematics
  • Evaluation
  • Remedial Teaching
  • Problem of Teaching

   Science

a) Content

  1. Food
  • Sources of food
  • Components of food
  • Cleaning food
  1. Materials
  • Materials of daily use

    The World of the Living

  1. Moving Things People and Ideas
  2. How things work
  • Electric current and circuits
  • Magnets
  1. Natural Phenomena

 Natural Resources

     a) Pedagogical issues

  • 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

 5. Social Studies/Social Sciences

    a) Content

   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

  • 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

Pattern

 Paper-I (for class I to V) Primary Stage 

Subject name No. of questions Total marks
Child development and pedagogy 30 30
Language –I 30 30
Language – II 30 30
Mathematics 30 30
environmental studies 30 30
Total 150 150

 

 Paper-II (for class VI to VIII) Elementary Stage

 

Subject name No. of questions Total marks
Child development and pedagogy 30 30
Language –I (Compulsory) 30 30
Language – II (Compulsory) 30 30
For Mathematics and science 60 60
For Social Science 60 60
For any other Teacher Either (IV) or (V)    
Total 150 150

SEND A MESSAGE

FEEL FREE TO SEND US MESSAGE

Start On 28th April 2016
Duration 6 months
Seat avaiable 30

Location map

Share our course

Call Now
Directions
Motion Coaching Centre

ADDRESS : Building No. 619, Main Road, Opp. Tivoli Garden, Chhattarpur, New Delhi-110074
PHONE : (+91) 9200920038 , 9200920083

X
CONTACT US