Central Teacher Eligibility Test (CTET) is a national-level exam conducted by the Central Board of Secondary Education (CBSE) twice a year to determine the eligibility of candidates for appointment as teachers in Classes 1-8. There are two CTET papers in the exam which are Paper-I and Paper-II. Aspirants who plan to teach Classes 1-5 need to give Paper-I and candidates who plan to teach Classes 6-8 need to take Paper-II. Aspirants who plan to teach Classes 1-8 need to take both the papers.
CTET 2020 Paper 1 Important Information┬а
CTET 2020┬а Paper 1 Applicability┬а
CTET 2020 Paper 1 Exam Date┬а
CTET 2020┬аPaper 1 Notification
CTET 2020 Paper 1 Exam Pattern┬а
CTET 2020 Paper 1 Minimum Qualifying Marks
CTET 2020 Paper 1┬аSyllabus
CTET 2020 Paper 1┬аEligibility criteria
CTET 2020 Paper 1 Preparation
┬а
CTET 2020 Paper 1 Important Information: CBSE has released the exam date of CTET Paper 1 which was earlier scheduled to be conducted on 5th July. But due to the Pandemic, the exam was postponed and now Cbse has come up with new dates for the examination.
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Now the CTET exam which was scheduled for July will be conducted in January 2021.CTET is an opportunity for the aspirants of the teaching sector to become a teacher in various Central Government Schools such as NVS, KVS, Tibetan Schools, etc.The CTET is needed to apply in the Central Government┬а (Kendriya Vidyalaya,┬а Navodya Vidyalaya,┬а Central Tibetan Schools, etc.)┬а and schools under the administrative control of UT's of Chandigarh, Dadra & Nagar Haveli, Daman & Diu and Andaman & Nicobar Islands, Lakshadweep and NCT of Delhi.
There are also unaided private schools who consider the CTET certificates for recruitment of teachers.
Schools which are owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government.
But there are times when the State Government also considers the CTET if it decides not to conduct the State TET.
According to CBSE Affiliation Bye-Law 53, prescribing the minimum qualifications for teachers to teach various subjects in Classes I to VIII in the schools affiliated to CBSE stands amended to that extend and it shall be mandatory that the teachers appointed hereinafter i.e.
6th March 2012 to teach classes I to VIII in the Schools affiliated to the CBSE shall qualify/pass the Central Teacher Eligibility Test conducted by CBSE on behalf of Central Government or Teacher Eligibility Test (TET), conducted by the appropriate State Government in accordance with the Guidelines framed by the NCTE for this purpose.
┬а
CBSE has released the new CTET 2020 exam date.┬а CBSE is planning to conduct the exam on 31 January in two shifts for paper-I and -II.
The CTET exam will be conducted at the CTET exam centre with all the precautions needed for Covid-19.
CTET will be held in two shifts.
The timings of the Paper 1 shift is┬аgiven below:
Paper |
Timing |
Duration |
Paper-I |
9:30 A.M to 12:00 P.M |
2.30 Hours |
CTET 2020┬аPaper 1 Notification
Exam Name |
CTET (Central Teacher Eligibility Test) |
Conducting Body |
Central Board of Secondary Education(CBSE) |
Type of Job |
Teaching Jobs |
Session of the Year |
CTET July 2020 |
Official Website |
ctet.nic.in |
Mode of exam |
Pen and Paper |
Mode of Application |
Online Form |
Language Medium |
20 languages |
Average No of Applicants |
25-30 lakhs |
Exam Duration |
Two and a half hour(per paper) |
Negative Marking |
NA |
CTET 2020 Paper 1 Exam Pattern┬а
CBSE conducts two papers for CTET in two different sessions. CTET Paper 1 is for the aspirants who wish to become teachers of Class 1 to V while Paper 2 is for the aspirants who wish to become teachers of Class VI to VIII. A candidate may apply for both the papers too depending on the eligibility.┬а
The questions are Multiple Choice questions which will be in bilingual medium, i.e both in English and Hindi.
There is no negative marking for the CTET Exam.┬а
CTET_Paper-1 (Class 1 to 5)┬а
Exam Mode: Objective Type Test
Subject |
No. of Question┬а |
Mark |
Total Duration |
Child Development & Pedagogy |
30 |
30 |
┬а |
Language (I)* - Hindi |
30 |
30 |
2 hrs. 30 mins. (150 mins.) |
Language (II)* - English |
30 |
30 |
┬а |
Mathematics |
30 |
30 |
┬а |
Environmental Science |
30 |
30 |
┬а |
CTET 2020 Paper 1 Minimum Qualifying Marks
The aspirants who appear in CTET will be issued a Marks Statement.
Those who secure 60% and above marks will be issued an Eligibility Certificate.
The School Authorities (Government, Local bodies, Government aided and unaided) might consider giving concessions to aspirants who belong to SC/ST, OBC, differently-abled persons, etc., in accordance with their extant reservation policy and on providing original certificate by the candidates.
Qualifying the CTET doesn't mean that would confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment.┬а
The syllabus of CTET is majorly designed by keeping the students in mind.
The following table depicts a brief of CTET Syllabus for Paper 1┬а
I. Child Development and Pedagogy
a) Child Development (Primary School Child)- 10 Questions |
(рдХ)рдмрд╛рд▓ рд╡рд┐рдХрд╛рд╕ рдкреНрд░рд╛рдердорд┐рдХ рд╡рд┐рджреНрдпрд╛рд▓рдп рдХреЗ рд╢рд┐рдХреНрд╖рдХ рдХреЗ рд▓рд┐рдП |
Concept of development and its relationship with learning |
рд╡рд┐рдХрд╛рд╕ рдХреА рдЕрд╡рдзрд╛рд░рдгрд╛ рддрдерд╛ рдЕрдзрд┐рдЧрдо рдХреЗ рд╕рд╛рде рдЙрд╕рдХрд╛ рд╕рдореНрдмрдиреНрдзред |
Principles of the development of children |
рдмрд╛рд▓рдХ рд╡рд┐рдХрд╛рд╕ рдХреЗ рд╕рд┐рджреНрдзрд╛рдВрддред |
Influence of Heredity & Environment |
рдЖрдиреБрд╡рд╛рдВрд╢рд┐рдХрддрд╛ рдФрд░ рдкрд░реНрдпрд╛рд╡рд░рдг рдХрд╛ рдмрд╛рд▓рдХ рдкрд░ рдкреНрд░рднрд╛рд╡ред |
Socialization processes: Social world & children (Teacher, Parents, Peers) |
рд╕рд╛рдорд╛рдЬреАрдХрд░рдг рдХреА рдкреНрд░рдХреНрд░рд┐рдпрд╛- рд╡рд┐рд╢реНрд╡ рд╕рдорд╛рдЬ рдФрд░ рдмрд╛рд▓рдХ (рд╢рд┐рдХреНрд╖рдХ, рдЕрднрд┐рднрд╛рд╡рдХ рдПрд╡рдВ рд╕рдорд╛рдЬ рдХреЗ рдЕрдиреНрдп рд╕рджрд╕реНрдпрдЧрдг)ред |
Piaget, Kohlberg and Vygotsky: constructs and critical perspectives |
рдкрд┐рдпрд╛рдЬреЗ, рдХреЛрд╣рд▓реНрдмрд░реНрдЧ рдФрд░ рд╡рд╛рдпрдЧреЛрдЗрд╕реНрдХреА рдХреЗ рд╕рд┐рджреНрдзрд╛рдВрддред |
Concepts of child-centred and progressive education |
рдмрд╛рд▓-рдХреЗрдиреНрджреНрд░рд┐рдд рдФрд░ рдкрд░рдЧрд╛рдореА рд╢рд┐рдХреНрд╖рд╛ рдХреА рдЕрд╡рдзрд╛рд░рдирд╛ред |
Critical perspective of the construct of Intelligence |
рдмреМрджреНрдзрд┐рдХрддрд╛ рдирд┐рд░реНрдорд╛рдг рд╕рдВрдмрдВрдзреА рд╡рд┐рд╡реЗрдЪрд┐рдд рд╕рдВрджрд░реНрд╢ред |
Multi-Dimensional Intelligence |
рднрд╛рд╖рд╛ рдФрд░ рдЪрд┐рдВрддрдиред |
Language & Thought |
рд╕рдорд╛рдЬ рдирд┐рд░реНрдорд╛рдг рдХреЗ рд░реВрдк рдореЗрдВ рд▓рд┐рдВрдЧрдГ рд▓реИрдВрдЧрд┐рдХ рднреВрдорд┐рдХрд╛рдПрдВ, рдкреВрд░реНрд╡рд╛рдЧреНрд░рд╣ рдФрд░ рд╢реИрдХреНрд╖рдгрд┐рдХ рд╡реНрдпрд╡рд╣рд╛рд░ рд╕рдВрдмрдВрдзреА рдкреНрд░рд╢реНрдиред |
Gender as a social construct; gender roles, gender-bias and educational practice |
рд╢рд┐рдХреНрд╖рд╛рд░реНрдерд┐рдпреЛрдВ рдХреЗ рдмреАрдЪ рд╡реНрдпрдХреНрддрд┐рдЧрдд рд╡рд┐рднреЗрдж, рднрд╛рд╖рд╛, рдЬрд╛рддрд┐, рд▓рд┐рдВрдЧ, рд╕рдореБрджрд╛рдп рдФрд░ рдзрд░реНрдо рд╡рд┐рд╖рдп рдкрд░ рд╡рд┐рднреЗрджреЛрдВ рдХрд╛ рдордирдиред |
Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc. |
рдЕрдзрд┐рдЧрдо рдХреЗ рд▓рд┐рдП рдореВрд▓реНрдпрд╛рдВрдХрди рдФрд░ рдЕрдзрд┐рдЧрдо рдХрд╛ рдореВрд▓реНрдпрд╛рдВрдХрди рдХреЗ рдмреАрдЪ рдЕрдВрддрд░рдГ рд╡рд┐рджреНрдпрд╛рд▓рдп рдЖрдзрд╛рд░рд┐рдд рдореВрд▓реНрдпрд╛рдВрдХрди |
The distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice |
рд╢рд┐рдХреНрд╖рд╛рд░реНрдерд┐рдпреЛрдВ рдХреА рддреИрдпрд╛рд░реА рдХрдХреНрд╖рд╛ рдореЗрдВ рд╢рд┐рдХреНрд╖рдг рдФрд░ рд╡рд┐рд╡реЗрдЪрд┐рдд рдЪрд┐рдВрддрдХ рддрдерд╛ рд╢рд┐рдХреНрд╖рд╛рд░реНрдереА рдХреА рдЙрдкрд▓рдмреНрдзрд┐ рдХреЗ рд▓рд┐рдП рдЙрдкрдпреБрдХреНрдд рдкреНрд░рд╢реНрди рдкрддреНрд░ рдХреА рддреИрдпрд╛рд░реАред |
Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement |
┬а |
b) Concept of Inclusive education and understanding children with special needs
┬а
b) Concept of Inclusive education and understanding children with special needs(5 Questions) |
(рдЦ) рд╕рдорд╛рд╡реЗрд╢реА рд╢рд┐рдХреНрд╖рд╛ рдХреА рдЕрд╡рдзрд╛рд░рдгрд╛ рддрдерд╛ рд╡рд┐рд╢реЗрд╖ рдЖрд╡рд╢рдХрдпрддрд╛ рд╡рд╛рд▓реЗ рдмрд╛рд▓рдХреЛрдВ рдХреЛ рд╕рдордЭрдирд╛ (5 рдкреНрд░рд╢реНрди) |
Addressing learners from diverse backgrounds including disadvantaged and deprived |
рдЧреИрд░-рд▓рд╛рднрдкреНрд░рдж рдФрд░ рдЕрд╡рд╕рд░ рд╕реЗ рд╡рдВрдЪрд┐рдд рд╢рд┐рдХреНрд╖рд╛рд░реНрдерд┐рдпреЛрдВ рд╕рд╣рд┐рдд рд╡рд┐рднрд┐рдиреНрди рдкреНрд░рд╖реНрдарднреВрдорд┐ рд╕реЗ рдЖрдП рд╢рд┐рдХреНрд╖рд╛рд░реНрдереА рдХреА рдЖрд╡рд╢рдХрддрд╛рдУрдВ рдХреЛ рд╕рдордЭрдирд╛ред |
Addressing the needs of children with learning difficulties, тАШimpairmentтАЩ etc. |
рдЕрдзрд┐рдЧрдо рд╕рдореНрдмрдиреНрдзреА рд╕рдорд╕реНрдпрд╛рдПрдВ, рдХрдард┐рдирд╛рдИ рд╡рд╛рд▓реЗ рдмрд╛рд▓рдХреЛрдВ рдХреА рдЖрд╡рд╢реНрдпрдХрддрд╛рдУрдВ рдХреЛ рд╕рдордЭрдирд╛ред |
Addressing the Talented, Creative, Specially-abled Learners |
рдореЗрдзрд╛рд╡реА, рд╕реГрдЬрдирд╢реАрд▓, рд╡рд┐рд╢рд┐рд╖реНрдЯ рдкреНрд░рддрд┐рднрд╛рд╡рд╛рди рд╢рд┐рдХреНрд╖рд╛рд░реНрдереА рдХреА рдЖрд╡рд╢рдпрдХрддрд╛рдУрдВ рдХреЛ рд╕рдордЭрдирд╛ред |
c) Learning and Pedagogy┬а
c) Learning and Pedagogy |
(рдЧ) рд╕рд┐рдЦрд╛рдирд╛ рдПрд╡рдВ рдЕрдзреНрдпрд╛рдкрди (10 рдкреНрд░рд╢реНрди) |
How children think and learn; how and why children тАШfailтАЩ to achieve success in school performance. |
рдмрд╛рд▓рдХ рдХрд┐рд╕ рдкреНрд░рдХрд╛рд░ рд╕реАрдЦрддреЗ рдФрд░ рд╕реЛрдЪрддреЗ рд╣реИ? рдмрд╛рд▓рдХ рд╡рд┐рджреНрдпрд╛рд▓рдп рдкреНрд░рджрд░реНрд╢рди рдореЗрдВ рд╕рдлрд▓рддрд╛ рдкреНрд░рд╛рдкреНрдд рдХрд░рдиреЗ рдореЗрдВ рдХреИрд╕реЗ рдФрд░ рдХреНрдпреЛрдВ рдЕрд╕рдлрд▓ рд╣реЛрддреЗ рд╣реИ? |
Basic processes of teaching and learning; childrenтАЩs strategies of learning; learning as a social activity; social context of learning. |
рдЕрдзрд┐рдЧрдо рдФрд░ рдЕрдзреНрдпрд╛рдкрди рдХреА рдмреБрдирд┐рдпрд╛рджреА рдкреНрд░рдХреНрд░рд┐рдпрд╛рдПрдВ, рдмрд╛рд▓рдХреЛрдВ рдХреА рдЕрдзрд┐рдЧрдо рдХрд╛рд░реНрдп рдиреАрддрд┐рдпрд╛рдВ, рд╕рд╛рдорд╛рдЬрд┐рдХ рдХреНрд░рд┐рдпрд╛ рдХрд▓рд╛рдк рдХреЗ рд░реВрдк рдореЗрдВ рдЕрдзрд┐рдЧрдо, рдЕрдзрд┐рдЧрдо рдореЗрдВ рд╕рд╛рдорд╛рдЬрд┐рдХ рд╕рдиреНрджрд░реНрднред |
Child as a problem solver and a тАШscientific investigatorтАЩ |
рдПрдХ рд╕рдорд╕реНрдпрд╛ рд╕рдорд╛рдзрд╛рдирдХрд░реНрддрд╛ рдФрд░ рдПрдХ рд╡реИрдЬреНрдЮрд╛рдирд┐рдХ рдЕрдиреНрд╡реЗрд╖рдХ рдХреЗ рд░реВрдк рдореЗрдВ рдмрд╛рд▓рдХред |
Alternative conceptions of learning in children, understanding childrenтАЩs тАШerrorsтАЩ as significant steps in the learning process. |
рдмреЛрдз рдПрд╡рдВ рд╕рдВрд╡реЗрджрдирд╛рдПрдВред |
Cognition & Emotions |
рдкреНрд░реЗрд░рдгрд╛ рдПрд╡рдВ рдЕрдзрд┐рдЧрдоред |
Motivation and learning |
рдмрд╛рд▓рдХреЛрдВ рдореЗрдВ рдЕрдзрд┐рдЧрдо рдХреА рд╡реИрдХрд▓реНрдкрд┐рдХ рд╕рдВрдХрд▓реНрдкрдирд╛, рдЕрдзрд┐рдЧрдо рдкреНрд░рдХреНрд░рд┐рдпрд╛ рдореЗрдВ рдорд╣рддреНрд╡рдкреВрд░реНрдг рдЪрд░рдгреЛрдВ рдХреЗ рд░реВрдк рдореЗрдВ рдмрд╛рд▓рдХ рдХреА рддреНрд░реБрдЯрд┐рдпреЛрдВ рдХреЛ рд╕рдордЭрдирд╛ред |
Factors contributing to learning тАУ personal & environmental |
┬а |
II. Language I- 30 Questions
a) Language Comprehension тАУ 15 Questions |
(рдХ) рднрд╛рд╖рд╛ рдмреЛрдзрдЧрдореНрдпрддрд╛ (15 рдкреНрд░рд╢реНрди) |
Reading unseen passages тАУ two passages one prose or drama and one poem with questions on comprehension |
рдЕрдирджреЗрдЦреЗ рдЕрдиреБрдЪреНрдЫреЗрджреЛрдВ рдХреЛ рдкрдврд╝рдирд╛- рджреЛ рдЕрдиреБрдЪреНрдЫреЗрджреЛрдВ, рдПрдХ рдЧрджреНрдп рдЕрдерд╡рд╛ рдирд╛рдЯрдХ рдФрд░ рдПрдХ рдХрд╡рд┐рддрд╛, рдЬрд┐рд╕рдореЗрдВ рдмреЛрдзрдЧрдореНрдпрддрд╛, рдирд┐рд╖реНрдХрд░реНрд╖, рд╡реНрдпрд╛рдХрд░рдг рдФрд░ рдореМрдЦрд┐рдХ рдпреЛрдЧреНрдпрддрд╛ рд╕реЗ рд╕рдореНрдмрдВрдзрд┐рдд рдкреНрд░рд╢рди рдкреВрдЫреЗ рдЬрд╛рддреЗ рд╣реИрдВред |
inference |
рд╢рд┐рдХреНрд╖рдг рдкрд░ рдЖрдзрд╛рд░рд┐рдд рднрд╛рд╖рд╛ рд╡рд┐рдХрд╛рд╕ред |
grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive) |
рд╕реАрдЦрдирд╛ рдФрд░ рдЬреНрдЮрд╛рди рдЕрд░реНрдЬрд┐рдд рдХрд░рдирд╛ред |
┬а |
рд╡рд┐рд╡рд░рдгрд╛рддреНрдордХ рднрд╛рд╖рд╛ рд╢рд┐рдХреНрд╖рдгред |
┬а |
рд╕реБрдирдиреЗ рдФрд░ рдмреЛрд▓рдиреЗ рдХреА рднреВрдорд┐рдХрд╛ : рднрд╛рд╖рд╛ рдХрд╛ рдХрд╛рд░реНрдп рддрдерд╛ рдмрд╛рд▓рдХ рдЗрд╕реЗ рдХрд┐рд╕ рдкреНрд░рдХрд╛рд░ рдЙрдкрдпреЛрдЧ рдореЗрдВ рд▓реЗрддреЗ рд╣реИ? |
b) Pedagogy of Language Development- 15 Questions |
(рдЧ) рднрд╛рд╖рд╛ рд╡рд┐рдХрд╛рд╕ рдХрд╛ рдЕрдзреНрдпрд╛рдкрди (15 рдкреНрд░рд╢реНрди) |
Learning and acquisition |
рдЕрдзрд┐рдЧрдо рдФрд░ рдЕрд░реНрдЬрдиред |
Principles of language Teaching |
рднрд╛рд╖рд╛ рдЕрдзреНрдпрд╛рдкрди рдХреЗ рд╕рд┐рджреНрдзрд╛рдВрдд. |
Role of listening and speaking; function of language and how children use it as a tool |
рд╕реБрдирдиреЗ рдФрд░ рдмреЛрд▓рдиреЗ рдХреА рднреВрдорд┐рдХрд╛рдГ рднрд╛рд╖рд╛ рдХрд╛ рдХрд╛рд░реНрдп рддрдерд╛ рдмрд╛рд▓рдХ рдЗрд╕реЗ рдХрд┐рд╕ рдкреНрд░рдХрд╛рд░ рдПрдХ рдЙрдкрдХрд░рдг рдХреЗ рд░реВрдк рдореЗрдВ рдкреНрд░рдпреЛрдЧ рдХрд░рддреЗ рд╣реИрдВ? |
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form |
рдореМрдЦрд┐рдХ рдФрд░ рд▓рд┐рдЦрд┐рдд рд░реВрдк рдореЗрдВ рд╡рд┐рдЪрд╛рд░реЛрдВ рдХреЗ рд╕рдВрдкреНрд░реЗрд╖рдг рдХреЗ рд▓рд┐рдП рдХрд┐рд╕реА рднрд╛рд╖рд╛ рдХреЗ рдЕрдзрд┐рдЧрдо рдореЗрдВ рд╡реНрдпрд╛рдХрд░рдг рдХреА рднреВрдорд┐рдХрд╛ рдкрд░ рдирд┐рд░реНрдгрд╛рдпрдХ рд╕рдВрджрд░реНрд╢ред |
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders |
рдПрдХ рднрд┐рдиреНрди рдХрдХреНрд╖рд╛ рдореЗрдВ рднрд╛рд╖рд╛ рдкрдврд╝рд╛рдиреЗ рдХреА рдЪреБрдиреМрддрд┐рдпрд╛рдВ- рднрд╛рд╖рд╛ рдХреА рдХрдард┐рдирд╛рдЗрдпрд╛рдВ, рддреНрд░реБрдЯрд┐рдпрд╛рдВ рдФрд░ рд╡рд┐рдХрд╛рд░ред |
Language Skills |
рднрд╛рд╖рд╛ рдХреМрд╢рд▓ред |
┬а |
рднрд╛рд╖рд╛ рдмреЛрдзрдЧрдореНрдпрддрд╛ рдФрд░ рдкреНрд░рд╡реАрдгрддрд╛ рдХрд╛ рдореВрд▓реНрдпрд╛рдВрдХрди рдХрд░рдирд╛рдГ рдмреЛрд▓рди, рд╕реБрдирдирд╛, рдкрдврд╝рдирд╛ рдФрд░ рд▓рд┐рдЦрдирд╛ред |
┬а |
рдЕрдзреНрдпрд╛рдкрди- рдЕрдзрд┐рдЧрдо рд╕рд╛рдордЧреНрд░рд┐рдпрд╛рдВ- рдкрд╛рдареНрдпрдкреБ рд╕реНрддрдХ, рдорд▓реНрдЯреА рдореАрдбрд┐рдпрд╛ рд╕рд╛рдордЧреНрд░реА, рдХрдХреНрд╖рд╛ рдХрд╛ рдмрд╣реБрднрд╛рд╖рд╛рдпреА рд╕рдВрд╕рд╛рдзрдиред |
┬а |
рдЙрдкрдЪрд╛рд░рд╛рддреНрдордХ рдЕрдзреНрдпрд╛рдкрди |
III. Language тАУ 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
(рдХ)┬а рдмреЛрдзреНрдпрдЧрдореНрдпрддрд╛ (15 рдкреНрд░рд╢реНрди)
рджреЛ рдЕрдиреЛрдЦреЗ рдЧрджреНрдп рдЕрдиреБрдЪреНрдЫреЗрдж (рддрд░реНрдХ рдореВрд▓рдХ рдЕрдерд╡рд╛ рд╕рд╛рд╣рд┐рддреНрдпрд┐рдХ рдЕрдерд╡рд╛ рд╡рд░реНрдгрдирд╛рддреНрдордХ рдЕрдерд╡рд╛ рд╡реИрдЬреНрдЮрд╛рдирд┐рдХ) рдЬрд┐рдирдореЗрдВ рдмреЛрдзреНрдпрдЧрдореНрдпрддрд╛, рдирд┐рд╖реНрдХрд░реНрд╖, рд╡реНрдпрд╛рдХрд░рдг рдФрд░ рдореМрдЦрд┐рдХ рдпреЛрдЧреНрдпрддрд╛ рд╕реЗ рд╕рдВрдмрдВрдзрд┐рдд рдкреНрд░рд╢реНрди рдкреВрдЫреЗ рдЬрд╛рддреЗ рд╣реИрдВред
b) Pedagogy of Language Development- 15 Questions |
(рдЦ) рднрд╛рд╖рд╛ рд╡рд┐рдХрд╛рд╕ рдХрд╛ рдЕрдзреНрдпрд╛рдкрди (15 рдкреНрд░рд╢реНрди) |
Learning and acquisition |
рдЕрдзрд┐рдЧрдо рдФрд░ рдЕрд░реНрдЬрдиред |
Principles of language Teaching |
рднрд╛рд╖рд╛ рдЕрдзреНрдпрд╛рдкрди рдХреЗ рд╕рд┐рджреНрдзрд╛рдВрдд. |
Role of listening and speaking; function of language and how children use it as a tool |
рд╕реБрдирдиреЗ рдФрд░ рдмреЛрд▓рдиреЗ рдХреА рднреВрдорд┐рдХрд╛рдГ рднрд╛рд╖рд╛ рдХрд╛ рдХрд╛рд░реНрдп рддрдерд╛ рдмрд╛рд▓рдХ рдЗрд╕реЗ рдХрд┐рд╕ рдкреНрд░рдХрд╛рд░ рдПрдХ рдЙрдкрдХрд░рдг рдХреЗ рд░реВрдк рдореЗрдВ рдкреНрд░рдпреЛрдЧ рдХрд░рддреЗ рд╣реИрдВ? |
Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form; |
рдореМрдЦрд┐рдХ рдФрд░ рд▓рд┐рдЦрд┐рдд рд░реВрдк рдореЗрдВ рд╡рд┐рдЪрд╛рд░реЛрдВ рдХреЗ рд╕рдВрдкреНрд░реЗрд╖рдг рдХреЗ рд▓рд┐рдП рдХрд┐рд╕реА рднрд╛рд╖рд╛ рдХреЗ рдЕрдзрд┐рдЧрдо рдореЗрдВ рд╡реНрдпрд╛рдХрд░рдг рдХреА рднреВрдорд┐рдХрд╛ рдкрд░ рдирд┐рд░реНрдгрд╛рдпрдХ рд╕рдВрджрд░реНрд╢ред |
Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders |
рдПрдХ рднрд┐рдиреНрди рдХрдХреНрд╖рд╛ рдореЗрдВ рднрд╛рд╖рд╛ рдкрдврд╝рд╛рдиреЗ рдХреА рдЪреБрдиреМрддрд┐рдпрд╛рдБ- рднрд╛рд╖рд╛ рдХреА рдХрдард┐рдирд╛рдЗрдпрд╛рдБ, рддреНрд░реБрдЯрд┐рдпреЛрдВ рдФрд░ рд╡рд┐рдХрд╛рд░ред |
Language Skills |
рднрд╛рд╖рд╛ рдХреМрд╢рд▓ред |
Evaluating language comprehension and proficiency: speaking, listening, reading and writing |
рднрд╛рд╖рд╛ рдмреЛрдзрдЧрдореНрдпрддрд╛ рдФрд░ рдкреНрд░рд╡реАрдгрддрд╛ рдХрд╛ рдореВрд▓реНрдпрд╛рдВрдХрди рдХрд░рдирд╛рдГ рдмреЛрд▓рди, рд╕реБрдирдирд╛, рдкрдврд╝рдирд╛ рдФрд░ рд▓рд┐рдЦрдирд╛ред |
Teaching тАУ learning materials: Textbook, multimedia materials, multilingual resource of the classroom |
рдЕрдзреНрдпрд╛рдкрди- рдЕрдзрд┐рдЧрдо рд╕рд╛рдордЧреНрд░рд┐рдпрд╛рдВ- рдкрд╛рдареНрдпрдкреБ рд╕реНрддрдХ, рдорд▓реНрдЯреА рдореАрдбрд┐рдпрд╛ рд╕рд╛рдордЧреНрд░реА, рдХрдХреНрд╖рд╛ рдХрд╛ рдмрд╣реБрднрд╛рд╖рд╛рдпреА рд╕рдВрд╕рд╛рдзрдиред |
Remedial Teaching |
рдЙрдкрдЪрд╛рд░рд╛рддреНрдордХ рдЕрдзреНрдпрд╛рдкрди |
a) Content 15 Questions рдЧрдгрд┐рдд (30 рдкреНрд░рд╢реНрди)
-
Solids around Us, Numbers, Addition and Subtraction, Multiplication, Division, Measurement, Weight, Time, Volume, Data Handling, Patterns, Money
-
Geometry (рдХ) рд╡рд┐рд╖рдп-рд╡рд╕реНрддреБ (15 рдкреНрд░рд╢реНрди)
Shapes & Spatial Understanding рдЬреНрдпрд╛рдорд┐рддрд┐, рдЖрдХрд╛рд░ рдФрд░ рд╕реНрдерд╛рдирд┐рдХ рд╕рдордЭ, рд╣рдорд╛рд░реЗ рдЪрд╛рд░реЛрдВ рдУрд░ рд╡рд┐рджреНрдпрдорд╛рди рдареЛрд╕ рдкрджрд╛рд░реНрде, рд╕рдВрдЦреНрдпрд╛рдПрдВ, рдЬреЛрдбрд╝рдирд╛ рдФрд░ рдШрдЯрд╛рдирд╛, рдЧреБрдгрд╛ рдХрд░рдирд╛, рд╡рд┐рднрд╛рдЬрди, рдорд╛рдкрди, рднрд╛рд░, рд╕рдордп, рдкрд░рд┐рдорд╛рдг, рдЖрдВрдХрдбрд╝рд╛ рдкреНрд░рдмрдВрдзрди, рдкреИрдЯрд░реНрди, рд░рд╛рд╢рд┐ред
IV. Mathematics 30 Questions
b) Pedagogical issues 15 Questions |
(рдЦ) рдЕрдзреНрдпрд╛рдкрди рд╕рдВрдмрдВрдзреА рдореБрджреНрджреЗ (15 рдкреНрд░рд╢реНрди) |
Nature of Mathematics/Logical thinking; understanding childrenтАЩs thinking and reasoning patterns and strategies of making meaning and learning |
рдЧрдгрд┐рддреАрдп/рддрд╛рд░реНрдХрд┐рдХ рдЪрд┐рдВрддрди рдХреА рдкреНрд░рдХреГрддрд┐рдГ рдмрд╛рд▓рдХ рдХреЗ рдЪрд┐рдВрддрди рдПрд╡рдВ рддрд░реНрдХрд╢рдХреНрддрд┐ рдкреИрдЯрд░реНрдиреЛрдВ рддрдерд╛ рдЕрд░реНрде рдирд┐рдХрд╛рд▓рдиреЗ рдФрд░ рдЕрдзрд┐рдЧрдо рдХреА рдХрд╛рд░реНрдпрдиреАрддрд┐рдпреЛрдВ рдХреЛ рд╕рдордЭрдирд╛ред |
Place of Mathematics in Curriculum |
рдкрд╛рдареНрдпрдЪрд░реНрдпрд╛ рдореЗрдВ рдЧрдгрд┐рдд рдХрд╛ рд╕реНрдерд╛рдиред |
Language of Mathematics |
рдЧрдгрд┐рдд рдХреА рднрд╛рд╖рд╛ред |
Community Mathematics |
рд╕рд╛рдореБрджрд╛рдпрд┐рдХ рдЧрдгрд┐рддред |
Evaluation through formal and informal methods |
рдФрдкрдЪрд╛рд░рд┐рдХ рдПрд╡рдВ рдЕрдиреМрдкрдЪрд╛рд░рд┐рдХ рдкрджреНрдзрддрд┐рдпреЛрдВрдХреЗ рдорд╛рдзреНрдпрдо рд╕реЗ рдореВрд▓реНрдпрд╛рдВрдХрдиред |
Problems of Teaching |
рд╢рд┐рдХреНрд╖рдг рдХреА рд╕рдорд╕реНрдпрд╛рдПрдВред |
Error analysis and related aspects of learning and teaching |
рддреНрд░реБрдЯрд┐ рд╡рд┐рд╢реНрд▓реЗрд╖рдг рддрдерд╛ рдЕрдзрд┐рдЧрдо рдПрд╡рдВ рдЕрдзреНрдпрд╛рдкрди рдХреЗ рдкреНрд░рд╛рдВрд╕рдЧрд┐рдХ рдкрд╣рд▓реВред |
Diagnostic and Remedial Teaching |
рдиреИрджрд╛рдирд┐рдХ рдПрд╡рдВ рдЙрдкрдЪрд╛рд░рд╛рддреНрдордХ рд╢рд┐рдХреНрд╖рдгред |
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
(рдХ) рд╡рд┐рд╖рдп рд╡рд╕реНрддреБ (15 рдкреНрд░рд╢реНрди)
рдкрд░рд┐рд╡рд╛рд░ рдФрд░ рдорд┐рддреНрд░, рд╕рдВрдмрдВрдз, рдХрд╛рд░реНрдп рдФрд░ рдЦреЗрд▓, рдкрд╢реБ, рдкреМрдзреЗ, рднреЛрдЬрди, рдЖрд╢реНрд░рдп, рдкрд╛рдиреА, рднреНрд░рдордг, рд╡реЗ рдЪреАрдЬреЗрдВ рдЬреЛ рд╣рдо рдмрдирд╛рддреЗ рдФрд░ рдХрд░рддреЗ рд╣реИрдВред
┬а |
┬а |
Concept and scope of EVS |
рдИ.рд╡реА.рдПрд╕. рдХреА рдЕрд╡рдзрд╛рд░рдгрд╛ рдФрд░ рд╡реНрдпрд╛рдкреНрддрд┐ |
Significance of EVS, integrated EVS |
рдИ.рд╡реА.рдПрд╕. рдХрд╛ рдорд╣рддреНрд╡, рдПрдХреАрдХреГрдд рдИ.рд╡реА.рдПрд╕. |
Environmental Studies & Environmental Education |
рдкрд░реНрдпрд╛рд╡рд░рдгреАрдп рдЕрдзреНрдпрдпрди рдПрд╡рдВ рдкрд░реНрдпрд╛рд╡рд░рдгреАрдп рд╢рд┐рдХреНрд╖рд╛ |
Learning Principles |
рдЕрдзрд┐рдЧрдо рд╕рд┐рджреНрдзрд╛рдВрдд |
Scope & relation to Science & Social Science |
рд╡рд┐рдЬреНрдЮрд╛ рдФрд░ рд╕рд╛рдорд╛рдЬрд┐рдХ рд╡рд┐рдЬреНрдЮрд╛рди рдХреА рд╡реНрдпрд╛рдкреНрддрд┐ рдФрд░ рд╕рдВрдмрдВрдз |
Approaches of presenting concepts |
рдЕрд╡рдзрд╛рд░рдгрд╛ рдкреНрд░рд╕реНрддреБрдд рдХрд░рдиреЗ рдХреЗ рджреГрд╖реНрдЯрд┐рдХреЛрдг |
Activities |
рдХреНрд░рд┐рдпрд╛рдХрд▓рд╛рдк |
Experimentation/Practical Work |
рдкреНрд░рдпреЛрдЧ/рд╡реНрдпрд╡рд╣рд╛рд░рд┐рдХ рдХрд╛рд░реНрдп |
Discussion |
рдЪрд░реНрдЪрд╛ |
CCE |
рд╕реА.рд╕реА.рдИ. |
Teaching material/Aids |
рд╢рд┐рдХреНрд╖рдг рд╕рд╛рдордЧреНрд░реА/рдЙрдкрдХрд░рдг |
Problems |
рд╕рдорд╕реНрдпрд╛рдПрдВ |
CTET 2020 Paper 1┬аEligibility criteria
Eligibility criteria include the qualification of the candidate in terms of the education degrees/ achievements. The criteria for Class I to V is different from that of Classes VI to VIII (Elementary Stage). Applicants are requested to read about the eligibility criteria and then submit the application.
Eligibility criteria for Classes I to V
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Primary Stage Senior Secondary (or it's equivalent) with at least 50% marks and passed or appearing in the final year of 2- year Diploma in Elementary Education (by whatever name known) OR
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Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in the 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
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Senior Secondary (or its equivalent) with at least 50% marks and passing or appearing in the final year of 4- year Bachelor of Elementary Education (B.EI.Ed). OR
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Senior Secondary (or it's equivalent) with at least 50% marks and passed or appearing in the final year of 2- year Diploma in Education (Special Education) OR
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тАЬGraduation with at least 50% marks and Bachelor of Education (B.Ed)тАЭ тАЬ(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
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Course in Elementary Education recognized by the NCTE, within two years of such appointment as a primary teacherтАЭ.
CTET 2020 Paper 1 Preparation┬а┬а
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