CTET September 2016 -Apply Online,Notification,Exam Syllabus,Eligibility Criteria,Exam Dates,Exam Pattern – ctet.nic.in

By | June 22, 2016

CTET September  2016 -Apply Online,Notification,Exam Syllabus,Eligibility Criteria,Exam Dates,Exam Pattern – ctet.nic.in :CBSE CTET Notification September 2016: Eligible applicants are invited to submit the applications forms online. Interested candidates are insisted to go through the CTET September Notification 2016. Aspirants need to register in order to take this CTET exam in the month of September 2016. CTET Registration link is going to be active from 22 June 2016. Application Form is available at official site ctet.nic.in.
The exam is scheduled to be conducted on September 18. The responsibility of conducting the Central Teacher Eligibility Test (CTET) has been handed over to the Central Board of Secondary Education (CBSE), Delhi by the Ministry of Human Resource Development, Govt. of India.
The first CTET in 2015 was held on February 22. CTET is just one of the eligibility criterion for appointment/ recruitment as a teacher.
This exam is conducted for a person to be eligible for appointment as a teacher for Class 1 to 8. The validity period of this CTET qualifying certificate for appointment to a teaching position in a school is seven years from the date of declaration of the CTET result.
There is no restriction on the number of attempts a person can take for acquiring a CTET certificate. The candidates can attempt the CTET even after qualifying it, in order to improve score. Only candidates who secure 60 percent marks or above will be considered qualified.

How to Apply : Candidates can apply ‘ON-LINE’ through CTET website (www.ctet.nic.in). The candidate should supply all details while filling the Online Form and upload their scanned images of photograph & signature. After successful submission of data, Candidates are required to take printout of Confirmation Page for record and keep it for their reference. The Confirmation Page is not required to be sent to CTET Unit.

Important Dates:
The candidates can apply online for the test through the CTET official website.

Online Submission of application through 22-06-2016 to 18-06-2016 at CTET website www.ctet.nic.in

Last date for payment of fee through E-challan 19-07-2016 (till 03:30 PM) or Debit/Credit Card by the candidate.

Final status of Candidates-Check Status & Particulars of candidates whose fees received:20-07-2016

Period for On-line Corrections in Particulars (No correction will be allowed in any particulars after this date):20-07-2016 to 25-07-2016

Download Admit Card from CTET website:18-07-2016

CTET September Notification 2016 : English , Hindi

Apply Online CTET September :Click Here

CTET Exam Syllabus:

Paper I (for classes I to V) Primary Stage:
1. Child Development and Pedagogy

a) Child Development (Primary 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

  • 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.

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

Paper II (for classes VI to VIII) Elementary Stage:

I. 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
  • Socialisation 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

II. 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

III. 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

(A) Mathematics and Science:

(i)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

Pedagogical issues

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

(ii)Science
a)Content

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

  • Nature & Structure of Sciences
  • Natural Science/Aims & objectives
  • Understanding & Appreciating Science
  • Approaches/Integrated Approach
  • Observation/Experiment/Discovery (Method of Science)Page24
  • Innovation
  • Text Material/Aids
  • Evaluation-cognitive/psychomotor/affective
  • Problems
  • Remedial Teaching

Social Studies/Social Sciences
a)Content

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

  • 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

CTET Exam Eligibility Criteria:

Minimum Qualifications for Primary Stage (Classes 1 to 5):

The candidates applying for this post should have acquired a senior secondary certificate (or its equivalent), having obtained at least 50 per cent marks. Also, the candidates should have passed or should be appearing in the final year of 2-year diploma in elementary education

OR

The candidates should have acquired a certificate in senior secondary exam (or its equivalent), having acquired at least 45 per cent marks. Also, the candidates should have passed or should be appearing in the final year of 2-year diploma in elementary education in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002.

OR

The candidates should have acquired a certificate in senior secondary exam (or its equivalent), having acquired at least 50 per cent marks. Also, the candidates should have passed or should be appearing in the final year of 4-year Bachelor of Elementary Education (B.El.Ed).

OR

The candidates applying for this test should have acquired a senior secondary certificate (or its equivalent), having obtained at least 50 per cent marks.  Also, the candidates should have passed or should be appearing in the final year of 2-year diploma in Education (Special Education).

OR

The candidates should be graduates. And they should have passed or should be appearing in final year of two year diploma in Elementary Education.

Minimum Qualifications for Elementary Stage (Classes 6 to 8):

The candidates applying should be graduates. And they should have passed or should be appearing in final year of 2-year diploma in Elementary Education.

OR

The candidates applying should be graduates, having obtained at least 50 per cent marks. And the candidates should have passed or should be appearing in 1-year Bachelor in Education (B.Ed) programme.

OR

The candidates applying should be graduates, having obtained at least 45 per cent marks. And the candidates should have passed or should be appearing in 1-year Bachelor in Education (B.Ed) programme, in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard.

OR

The candidates applying should have obtained a senior secondary certificate (or its equivalent), having acquired at least 50 per cent marks.  And the candidates should have passed or should be appearing in final year of 4- year Bachelor in Elementary Education (B.El.Ed) programme.

OR

The candidates applying should have obtained a senior secondary certificate (or its equivalent), having acquired at least 50 per cent marks And the candidates should have passed or should be appearing in final year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed programme.

OR

The candidates applying should be graduates, having obtained at least 50 per cent marks. And the candidates should have passed or should be appearing in 1-year B.Ed. (Special Education) programme.

NOTE:
Degree Course in Teacher Education: The candidates should note that a diploma/degree course in teacher education recognised 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 recognised by the Rehabilitation Council of India (RCI) only shall be considered.