Central Teacher Eligibility Test(CTET): Introduction, Application Procedure, Eligibility , Number of Attempts , Qualifying Marks , Validity Period , Preparation Strategy.


National Council for Teacher Education (NCTE) has set down premise least criteria for a trying educator to be qualified for arrangement as an instructor for class I to VIII. NCTE has surrounded certain rules for Teacher Eligibility Test(TET) to be led by the proper governments.

The need to direct the TET exams and The method of reasoning behind including the TET as a base capability for yearning educators are as per the following :

1) Benchmarking in the determination procedure.

2) Standardization in the determination procedure.

3) Identification of change territories for wanted expertise sets in instructors.

केन्द्रीय शिक्षक पात्रता परीक्षा

  • केंद्रीय शिक्षक पात्रता परीक्षा (CTET/सीटीईटी) सीबीएसई द्वारा आयोजित पात्रता परीक्षा है।
  • यह स्कूलों में अध्यापकों की पात्रता के लिये है।
  • स्कूलों में छह से 14 वर्ष के बच्चों को मुफ्त एवं अनिवार्य शिक्षा का अधिकार कानून के तहत शिक्षकों की कमी को पूरा करने और गुणवत्ता सुनिश्चित करने के उद्देश्य से स्कूलों में शिक्षकों की पात्रता परीक्षा का आयोजन किया जाता है।
  • इसके तहत शिक्षकों की दक्षता, बुद्धिमता और योग्यता के साथ प्राथमिक एवं उच्च प्राथमिक स्तर पर चुनौतियों से निपटने में उनकी क्षमता का आकलन किया जाता है।

 

CTET-LOGO

According to the CBSE examination sorting rule, the records of the Central Teacher Eligibility Examination, including the OMR answer sheet, are preserved for a period of 02 months from the date of the announcement of the results of the examination.After this, it is settled according to sorting rules.

According to the Right to Education Act 2009, for the completion of 1: 30 ratio of teachers and students at the national level, a large number of new teachers need recruitment in the country.

In this way, creating career as a teacher in the present time is considered to be more safer than the employment point of view.

This is definitely a daunting task and in the current scenario there are many expectations from the teacher of society.

At present, when the values ​​are declining and education is forming a business.

In spite of constitutional provisions, a large section of society is deprived of this fundamental right. In this, the role of the teacher becomes important.

Information about the Seat: Central Teacher Eligibility Test (CTET) is organized by the CBSE every year for the selection of teachers in government and private sector.

Every CTET student is required to pass the CTET exam for selection in various departments in the Union Territories.

The Delhi government has made it compulsory for the new recruitment of its MCD, KVS and NVS schools to pass the CTET examination.

It is necessary to clarify that it is necessary to pass the seat to be eligible to fill various education vacancies.

  • सीबीएसई परीक्षा छंटाई नियम के अनुसार ओएमआर उत्तर-पुस्तिका सहित केंद्रीय शिक्षक पात्रता परीक्षा के अभिलेख, परीक्षा के परिणाम की घोषणा की तिथि के 02 माह की अवधि तक संरक्षित रखे जाते हैं।
  • इसके बाद छंटाई नियमानुसार इसका निपटारा किया जाता है।
  • शिक्षा के अधिकार अधिनियम 2009 के अनुसार शिक्षक एवं छात्र के अनुपात 1: 30 को राष्ट्रीय स्तर पर पूरा करने के लिए देश में बहुत बड़ी संख्या में नए शिक्षको की भर्ती की आवश्यकता है।
  • इस तरह वर्तमान समय में शिक्षक के रूप में करियर बनाना रोजगार के दृष्टिकोण से अधिक सुरक्षित माना जाता है।
  • निश्चित रूप से यह चुनौतीपूर्ण कार्य है और मौजूदा परिदृश्य में समाज की शिक्षक से बहुत अपेक्षाएं हैं।
  • वर्तमान समय में जब मूल्यों का पतन हो रहा है और शिक्षा एक व्यवसाय का रूप धारण कर रही है।
  • संवैधानिक प्रावधानों के बावजूद समाज का एक बड़ा वर्ग इस मौलिक अधिकार से वंचित हो रहा है।ऐसे में शिक्षक की भूमिका महत्त्वपूर्ण हो जाती है।
  • सीटेट के बारे में सूचना: केंद्रीय शिक्षक पात्रता परीक्षा (सीटेट) सरकार और निजी क्षेत्र में भी शिक्षकों के चयन के लिए हर साल सीबीएसई द्वारा आयोजित किया जाता है।
  • हर सीटीईटी छात्र को केंद्र शासित प्रदेशों में विभिन्न विभाग में चयन के लिए सीटेट परीक्षा पास करनी आवश्यक है.
  • दिल्ली सरकार ने भी अपने एमसीडी, केवीएस और एनवीएस स्कूलों में नयी भर्ती के लिए सीटेट परीक्षा पास करनी अनिवार्य कर दी है।
  • यह स्पष्ट करना आवश्यक है कि विभिन्न शिक्षण रिक्ति प्रपत्रों को भरने के लिए पात्र होने के लिए सीटेट पास करना आवश्यक है।

In various parts of the country, the pay scale of teachers in Kendriya Vidyalayas is fixed according to PGT, TGT, and PRT.

  • देश के विभिन्न भागों में केन्द्रीय विद्यालयों में टीचरों का वेतनमान पीजीटी, टीजीटी, और पीआरटी के अनुसार निर्धारित है।

To apply for this employment post, the academic qualification should be a postgraduate degree from any recognized university or institution.

  • इस रोजगार पद पर आवेदन करने के लिए शैक्षणिक योग्यता किसी मान्यता प्राप्त विश्वविद्यालय या संस्था से किसी भी विषय में परास्नातक की डीग्री  होनी चाहिए।

 

 

 

A total of two papers are examined in the Central Teacher Eligibility Test.
The first paper is for classes 1 to 5 and the second paper is for class 6 to 8 teachers. The second paper is divided into two sections, Arts and Science teachers of class 6 to 8.
All questions in it will be of multiple choice. The period of examination will be 150 minutes or two and a half hours.
The details of paper-1 & paper-2 are as follows

  • केन्द्रीय शिक्षक पात्रता परीक्षा में कुल दो पेपरों की परीक्षा होती है।
  • इसमें पहला पेपर कक्षा 1 से 5 के लिये और दूसरा पेपर कक्षा 6 से 8 के शिक्षकों के लिये होता है। दूसरा पेपर भी दो भागों में कक्षा 6 से 8 के  कला एवं विज्ञान के शिक्षको में विभाजित हो जाता है।
  • इसमें सभी प्रश्न बहुविकल्पीय प्रकार के होंगे। परीक्षा की अवधि 150 मिनट अर्थात ढाई घंटे की होगी।
  • इसका विवरण निम्नलिखित पेपर I और पेपर II  है

 

 

विषयप्रश्नों की संख्याअंकसमय
बाल विकास व शिक्षा शास्त्र (Child development and Pedagogy)150 Questions 150 Marks150 Minute
भाषा-I हिंदी/अंग्रेजी (Hindi/English)
भाषा-II हिंदी/अंग्रेजी (Hindi/English)
गणित (Mathematics)
पर्यावरण अध्ययन (Environment)

 

विषयप्रश्नों की संख्याअंकसमय
बाल विकास और शिक्षा शास्त्र (Child development and Pedagogy)150 Questions150 Marks150 Minute
भाषा-I हिंदी/अंग्रेजी (Hindi/English)
भाषा-II हिंदी/अंग्रेजी (Hindi/English)
गणित व विज्ञान (Mathematics or Science)
सामाजिक अध्ययन/सामाजिक विज्ञान (S. Studies/S. Science)

जॉब अलर्ट और समाचार

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एग्जाम में सफल होने के लिए रणनीति, सुझाव और तरकीब

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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
I. Family and Friends:
1.1 Relationships
1.2 Work and Play
1.3 Animals
1.4Plants
II. Food
III. Shelter
IV. Water
V. Travel
VI. 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
 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
 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. (A) 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
I. Food
 Sources of food
 Components of food
 Cleaning food
II. Materials
 Materials of daily use
III. The World of the Living
IV. Moving Things People and Ideas
V. How things work
 Electric current and circuits
 Magnets
VI. Natural Phenomena
VII. 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

I. 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

II. 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

III. 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
 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

पाठ्यक्रम


 

क्र.सं.विषय 
1विकास की अवधारण एवं इसका अधिगम से सम्बन्ध
2बाल विकास के सिद्धान्त 
3आनुवंशिकता एवं वातावरण का प्रभाव
4समाजीकरण की प्रक्रिया
5पियाजे कोहलबर्ग एवं वाइगोत्स्की के सिद्धान्त 
6बाल -केन्द्रित शिक्षा एवं प्रगतिशील शिक्षा की अवधारण 
7बुद्धि निर्माण एवं बहुआयामी बुद्धि 
8भाषा और चिन्तन 
9समाज निर्माण में लैंगिक मुद्दे 
10वैयक्तिक विभिन्नता
11अधिगम का मूल्यांकन
12उपलब्धि का मूल्यांकन एवं प्रश्नों का निर्माणविविध पृष्ठभूमि के बालकों की पहचान 
13संज्ञान तथा संवेग
14अभिप्रेरणा एवं अधिगम राष्ट्रीय पाठ्चर्या की रूपरेखा
15भाषा हिन्दी I
16अपठित गधांश
17अपठित पधांश

 

क्र.सं.विषय
1.अधिगम एवं अर्जन
2.भाषा शिक्षण के सिद्धान्त 
3.भाषा के कार्य एवं इसके विकास में बोलने एवं सुनने की भूमिका 
4.भाषा अधिगम में व्याकरण की भूमिका
5.भाषायी विविधता वाले कक्षा- कक्ष की समस्याएं
6.भाषा कौशल 
7भाषा बोध, शिक्षण सहायक सामग्री ,उपचारात्मक शिक्षण

Unseen Passage (Prose)
Unseen Passage (Poetry)
Pedagogy of Language Development
what is Language . Difference between Acquisition and Learning. Role of  listening and speaking challenges of teaching in a Diverse Classroom. Language Skills.Teaching Learning Material Requisite and Evaluation of a Good text book.Role of Grammar. Remedial Teaching

प्रारम्भिक समाज कृषक एवं पशुपालन, स्थापत्य कला, साम्राज्य का निर्माण, सामाजिक परिर्वतन, क्षेत्रीय संस्कृतियां, राजनीति विकास कम्पनी शक्ति की स्थापना,  महिलाएं एवं सुधार, जाति प्रथा को चुनौती,  राष्ट्रीय आन्दोलन, स्वतन्त्रता के बाद भारत,  संस्कृति और विज्ञान, दिल्ली के  सुल्तान,  1857-58 की क्रान्ति

सामाजिक अध्ययन एवं विज्ञान के रूप में ग्रह सौरमण्डल में पृथ्वी ग्लोब पर्यावरण प्राकृतिक एवं मानव पर्यावरण वायु जल परिवहन एवं संचार कृषि

विविधता सरकार स्थानीय सरकार जीवन्त लोकतन्त्र का निर्माण, राज्य सरकार,  मीडिया की समझ, लिंग बोध, संविधान, संसदीय सरकार,  न्यायपालिका,  सामाजिक न्याय एवं हाशिए पर खड़े लोग

 

     1.सामाजिक अध्ययन सामाजिक विज्ञान की अवधारणा एवं प्रकृति
     2.कक्षा प्रक्रियाएं गतिविधियां एवं प्रबन्ध
     3.तार्किक चिन्तन का विकास
    4.परिपृच्छा अन्वेषण अनुभवजन्य साक्ष्य
     5.

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