Central Board Of Secondary Education Conduct Central Teacher Eligibility Test (CTET) every year for determining the eligibility of the candidates for the teacher in CBSE/ICSE School. CTET Exam is conducted in two papers Viz : Paper I and Paper II . The candidates who want to became a teacher in Primary School that is from Class (I to V) have to qualify the CTET PAPER 1 exam. Similarly the Paper 2 exam is for those candidates who want to became a teacher in Class VI to VII School. Here we have given a detail explanation of CTET PAPER I Exam Pattern and Syllabus. Read below for more details.
Question Pattern of CTET Paper 1 Exam :
- There are total 150 number of questions.
- All questions in CTET test will be Multiple Choice Questions (MCQs),
- Each carrying one mark, with four alternatives out of which one answer will be correct.
- There willbe no negative marking.
- Time duration is 2:30 hours.
- Child DevlOpmt and Pedagogy
- Language I
- Language II
- Mathematics
- Environmental Studies
In Paper-1 exam, 30 questions will be asked from each subject. Total 150 number of questions.
CTET Paper 1 Full Syllabus :
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 learningPlace 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
Qualifying Mark :
- The candidates appearing in CTET will be issued Marks Statement. The Candidates securing 60% and above marks will be issued Eligibility Certificate.
- School Managements (Government, Local bodies, Government aided and unaided) may consider giving concessions to person belonging to SC/ST, OBC, differently abled persons, etc., in accordance with their extant reservation policy.
- Qualifying the CTET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment