Ctet Syllabus-Full Detail Exam Paper Pattern Qualification

इस आर्टिकल में CTET परीक्षा की पूरी जानकारी व सिलेबस(Ctet Syllabus) को विस्तार से समझाया गया है |

अगर आप शिक्षक बनने का सपना रखते है तो आपको यह जानना जरुरी है कि CTET क्या है ?
केंद्रीय शिक्षक पात्रता (CTET) केंद्रीय माध्यमिक शिक्षा बोर्ड (CBSE) द्वारा प्रतिवर्ष शिक्षक बनने की इच्छा रखने वाले युवा उम्मीदवारों की भर्ती के लिए आयोजित होने वाली वाली एक परीक्षा है।

दोस्तो जिस तरह प्रवक्ता बनने के लिए विश्वविद्यालय अनुदान आयोग द्वारा संचालित नेशनल एलिजीबिलिटी टेस्ट (NET) उत्तीर्ण करना अनिवार्य किया गया है, उसी प्रकार मानव संसाधन विकास मन्त्रालय द्वारा 23 अगस्त 2010 को एक सूचना जारी कर राजकीय एवं निजी विद्यालयों में प्राथमिक एवं प्रशिक्षित स्नातक शिक्षक बनने के लिए अब सेन्ट्रल टीचर एलिजिबिलिटी टेस्ट (CTET) उत्तीर्ण करना अनिवार्य कर दिया गया है। सभी राज्यों के लिए इस नियम का अनुसरण करना अनिवार्य है।

25 अगस्त 2010 के पहले के प्राथमिक एवं प्रशिक्षित स्नातक शिक्षक की सभी रिक्तियों पर इस नियम का अनुसरण किए बिना भर्ती किया जा सकता था, किन्तु इस तिथि के बाद से इस पद की सभी रिक्तियों पर भर्ती के लिए सी टी ई टी उत्तीर्ण करना अनिवार्य है। केन्द्रीय स्तर पर सी टी ई टी के सम्बन्ध में दिशा-निर्देश जारी करने एवं इसे संचालित करने की जिम्मेदारी केन्दीय माध्यमिक शिक्षा बोर्ड को सौंपी गई है।

एन सी टी ई में दिए निर्देशों के अनुसार राज्य एवं केन्द्र सरकार द्वारा कम-से-कम वर्ष में एक बार सी टी ई टी संचालित करना अनिवार्य हो गया है। शिक्षक पात्रता परीक्षा को उत्तीर्ण करने वाले अभ्यर्थियों को एक प्रमाण-पत्र दिया जाएगा। इस प्रमाण -पत्र में अभ्यर्थी का नाम एवं पता, जन्मतिथि, पंजीकरण सख्या, प्रमाण-पत्र दिए जाने की तिथि, प्रत्येक विषय में प्राप्त अंक, कक्षा 1से 5 या कक्षा 6 से 8 अथवा दोनों के लिए शिक्षक बनने की योग्यता, विषय-क्षेत्र (विज्ञान एवं गणित, सामाजिक अध्ययन इत्यादि) आदि का पूर्ण विवरण होगा।

CTET का पूरा नाम सेंट्रल टीचर एलिजिबिलिटी टेस्ट है

तो दोस्तो हम बात करते हैं कि CTET होता क्या है?
CTET का पूरा नाम सेंट्रल टीचर एलिजिबिलिटी टेस्ट होता है। वर्ष 2011 से पहले देश में शिक्षक की योग्यता 12 वीं या स्नातक डिग्री होती थी ,इससे ही सीधे मेरिट बनाकर शिक्षकों को नियुक्ति मिल जाती थी

लेकिन 2011 के बाद सरकार ने एक नया नियम लागू किया । क्योंकि इस प्रक्रिया से भर्ती में पारदर्शिता नही होती थी , इसलिए सरकार ने 2011 में नियम लागू किया बच्चों को पढ़ाने के लिए और आपको एक अध्यापक बनने के लिए एक टेस्ट देना होगा।इस टेस्ट का नाम CTET रखा गया । इस टेस्ट में जो पास हो जाते हैं। तो उसके बाद ही वे अध्यापक बनने के योग्य माने जाएंगे। यह टेस्ट केंद्र सरकार द्वारा करवाया जाता है।
इस टेस्ट को पास करने के बाद भारत सरकार के अधीन किसी भी शिक्षक भर्ती में बैठ सकते है ।
CTET का एग्जाम हर वर्ष दो बार होता है। यह फरवरी और सितंबर माह के बीच में दो बार करवाए जाते हैं। और इस टेस्ट को पास करने के लिए कम से कम 60 % अंक प्राप्त करने होते हैं।

⇒CTET परीक्षा में बैठने की योग्यता क्या है ?(CTET Exam Qualification)

Eligibility for Appearing in Paper I

फॉर्म भरने से पहले यह योग्यता अभ्यर्थी के पास होनी आवश्यक है –

A candidate must have passed class 12th with at least 50% marks and must have passed or must be appearing in the final year of a 2-year diploma in Elementary Education

OR

Passed class 12th with at least 50% marks and must have passed or appearing in the final year of a 2-year diploma in Elementary Education, in accordance with NCTE (Recognition Norms and Procedure), Regulations, 2002.

OR

At least 50% marks in class 12th and must have passed or be appearing in the last year of a 4-year Bachelor’s in Elementary Education (B.El.Ed.)

OR

50% marks in class 12th and passed or appearing in the final year of a 2-year diploma in education (Special Education)

OR

Graduation with 50% marks or more and a Bachelor’s in Education (B.Ed.) degree.

Eligibility for Appearing in Paper II

To appear in CTET 2020 exam, candidates must hold any of the following criteria

Graduation in any discipline and the candidate must have passed or be appearing in the final year of a 2-year diploma in Elementary Education

OR

50% marks in graduation and passed or appearing in 1-year B.Ed. course

OR

At least 45% marks in graduation and passed or appearing in 1 year B.Ed. in accordance with NCTE Regulations issued from time to time in this regard.

OR

At least 50% marks in class 12th and passed or appearing in the final year of a 4-year B.El.Ed.

OR

50% marks or more in class 12th and passed or appearing in the final year of B.A./ B.Sc.Ed. or B.A.Ed./ B.Sc.Ed

OR

At least 50% marks in graduation and passed or appearing in 1-year B.Ed. (Special Education).

OR

Any candidate who has qualified a B.Ed. programme recognised by NCTE is eligible to appear for the exam. Moreover, anybody who’s pursuing a teachers’ education programme that is NCTE recognised can appear for the exam.

CTET Syllabus for Paper I: Primary Stage: For Class I – V

Child Development and Pedagogy
No. of Questions: 30

Child Development: Primary School Child (15 Questions)

• Principles of the development of children
• Socialization processes: Social world & children (Teacher, Parents, Peers)
• Concept of development and its relationship with learning
• Influence of Heredity & Environment
• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
• Critical perspective of the construct of Intelligence
• Concepts of child-centered and progressive education
• Multi-Dimensional Intelligence
• Gender as a social construct; gender roles, gender-bias and educational practice
• Language & Thought
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement
• Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice

Concept of Inclusive education and understanding children with special needs (5 Questions)

• 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

Learning and Pedagogy (10 Questions)

• 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’
• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning
• Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process
• Cognition & Emotions
• Factors contributing to learning – personal & environmental
• Motivation and learning

Language I
No. of Questions: 30

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)

Pedagogy of Language Development (15 Questions)

• Principles of language Teaching
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form

Learning and acquisition

• Role of listening and speaking; function of language and how children use it as a tool
• 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, multimedia materials, multilingual resource of the classroom
• Remedial Teaching

Language II

No. of Questions: 30

Comprehension (15 Questions)

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

Pedagogy of Language Development (15 Questions)

• Principles of language Teaching
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
• Learning and acquisition
• Role of listening and speaking; function of language and how children use it as a tool
• 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
• Remedial Teaching
• Teaching-learning materials: Textbook, multimedia materials, multilingual resource of the classroom

Mathematics
No. of Question: 30

Content (15 Questions)

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

Pedagogical issues (15 Questions)

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

Environmental Studies

No. of Questions: 30

Content (15 Questions)

• Food
• Water
• Things We Make and Do
• Shelter
• Travel

Pedagogical Issues (15 Questions)

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

CTET Syllabus for Paper II: Elementary Stage: For Class VI – VIII

Child Development & Pedagogy

No. of Questions: 30

Child Development:Elementary School Child (15 Questions)

• Concept of development and its relationship with learning
• Influence of Heredity & Environment
• Piaget, Kohlberg and Vygotsky: constructs and critical perspectives
• Principles of the development of children
• Socialization processes: Social world & children (Teacher, Parents, Peers)
• Concepts of child-centered and progressive education
• Multi-Dimensional Intelligence
• Gender as a social construct; gender roles, gender-bias and educational practice
• Critical perspective of the construct of Intelligence
• Language & Thought
• Individual differences among learners, understanding differences based on diversity of language, caste, gender, community, religion etc.
• Formulating appropriate questions for assessing readiness levels of learners; for enhancing learning and critical thinking in the classroom and for assessing learner achievement
• Distinction between Assessment for learning and assessment of learning; School-Based Assessment, Continuous & Comprehensive Evaluation: perspective and practice
• Concept of Inclusive education and understanding children with special needs (5 Questions)
• 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

Learning and Pedagogy (10 Questions)

• Basic processes of teaching and learning; children’s strategies of learning; learning as a social activity; social context of learning
• Alternative conceptions of learning in children, understanding children’s ‘errors’ as significant steps in the learning process.
• 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’
• Motivation and learning
• Cognition & Emotions
• Factors contributing to learning – personal & environmental

Language I

No. of Questions: 30

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)

Pedagogy of Language Development (15 Questions)

• Principles of language Teaching  Role of listening and speaking; function of language and how children use it as a tool
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Learning and acquisition
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
• Language Skills
• Teaching- learning materials: Textbook, multimedia materials, multilingual resource of the classroom
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Remedial Teaching

Language II

No. of Questions: 30

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)

Pedagogy of Language Development (15 Questions)

• Principles of language Teaching Role of listening and speaking; function of language and how children use it as a tool
• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders
• Learning and acquisition
• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form
• Language Skills
• Teaching- learning materials: Textbook, multimedia materials, multilingual resource of the classroom
• Evaluating language comprehension and proficiency: speaking, listening, reading and writing
• Remedial Teaching

Mathematics and Science(for Mathematics and Science teacher)

No. of Questions: 60

Mathematics (30 Questions)

Content (20 Questions)

Number System

• Playing with Numbers
• Negative Numbers and Integers
• Knowing our Numbers
• Whole Numbers
• Fractions

Algebra

• Ratio and Proportion
• Introduction to Algebra

Geometry

• Understanding Elementary Shapes (2-D and 3-D)
• Construction (using Straight edge Scale, protractor, compasses)
• Basic geometrical ideas (2-D)
• Symmetry: (reflection)
• Data handling
• Mensuration

Pedagogical issues (10 Questions)

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

Science (30 Questions)
Content (20 Questions)

• Materials- Materials of daily use
• Moving Things: People and Ideas
• Food- Sources of food, Components of food, Cleaning food
• The World of the Living
• How things work- Electric current and circuits, Magnets
• Natural Resources
• Natural Phenomena

Pedagogical issues (10 Questions)

• Nature & Structure of Sciences
• Understanding & Appreciating Science
• Observation/Experiment/Discovery (Method of Science)
• Natural Science/Aims & objectives
• Approaches/Integrated Approach
• Innovation
• Evaluation – cognitive/psychomotor/affective
• Remedial Teaching
• Text Material/Aids
• Problems

Social Studies/Social Science (for Social Studies/Social Science teacher)

No. of Questions: 60

Topic (40 Questions)

• History
• The Earliest Societies
• The First Cities
• When, Where and How
• The First Farmers and Herders
• Early States
• The First Empire
• Political Developments
• New Ideas
• Contacts with Distant lands
• Culture and Science
• New Kings and Kingdoms
• Architecture
• Sultans of Delhi
• Creation of an Empire
• Regional Cultures
• Social Change
• The Establishment of Company Power
• Colonialism and Tribal Societies
• Women and reform
• The Nationalist Movement
• Rural Life and Society
• The Revolt of 1857-58
• Challenging the Caste System
• India After Independence

Geography

• Geography as a social study and as a science
• Planet: Earth in the solar system
• Globe
• Air
• Human Environment: settlement, transport and communication
• Environment in its totality: natural and human environment
• Water
• Resources: Types-Natural and Human
• Agriculture

Social and Political Life

• Government
• Democracy
• Diversity
• Making a Living
• Local Government
• State Government Geography
• Unpacking Gender
• Understanding Media
• Parliamentary Government
• Social Justice and the Marginalised
• The Constitution
• The Judiciary

Pedagogical issues (20 Questions)

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

CTET FORM – Fee:

जरूर पढ़ें :

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