CBSE CTET 2011 Exam, Test, Date, Syllabus, Notification, Notice, Patten, Results, Central Teacher Eligibility Test 2011.

Welcome to CBSE CTET 2011 Section. Here you will find CBSE CTET 2011 Exam, Test, Date, Syllabus, Notification, Patten, Structure, Results, Central Teacher Eligibility Test 2011.

Central Board of Secondary Education, Delhi - CBSE

announces

Central Teacher Eligibility Test - CTET 2011

CBSE conduct Central Teacher Eligibility Test - CTET for appointment of as a teacher in classes I to VIII.

Cost of CTET 2011 Information Bulletin and Application form:-

i) For General / OBC candidates Rs. 500/-

ii) For SC/ST/ Differently abled candidates Rs. 250/-

CTET 2011 Important Dates / Notification:-

Sale of CTET information bulleting and application form:- 20.04.2011 to 15.05.2011

Last Date of for submission of application form :- 15.05.2011 (online & offline both)

Date form whih candidates can apply online:- 08 .04.2011

DATE OF EXAMINATION:- 26.06.2011

PAPER:- I

TIMING:- 09.30 TO 11.00 HOURS

DURATION:- 1.30 HOURS

DATE OF EXAMINATION:- 26.06.2011

PAPER:- II

TIMING:- 12.30 TO 14.00 HOURS

DURATION:-1.30 HOURS

CTET 2011 Eligibility:-

Minimum Qualifications for Classes I-V:

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final 2 – year Diploma in Elementary Education (or its equivalent)

OR

Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final 2 – year Diploma in Elementary Education (or its equivalent), in accordance with the NCTE (Recognition Norms and Procedure), Regulations 2002

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final 4-year Bachelor of Elementary Education (B.El.Ed.)

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final 2 – year Diploma in Education (Special Education)*

Note: (i) Relaxation of 5% in minimum qualifying marks at BA/B.Sc./Senior Secondary level is admissible for SC/ST/

Differently abled Candidates.

(ii) For this year only, a candidate with BA/B.Sc. with at least 50% marks and B.Ed qualification shall also be eligible for test for classes I to V, provided he/she undergoes, after appointment, an NCTE recognized 6-month special program in

Elementary Education.

Minimum Qualifications for Classes VI-VIII:


B.A. /B.Sc and passed or appearing in final 2 – year Diploma in Elementary Education* (or its equivalent)

OR

B.A. /B.Sc. with at least 50% marks and passed or appearing in 1 – year Bachelor in Education (B.Ed)*

OR

B.A. /B.Sc. with at least 45% marks and passed or appearing in 1 – year Bachelor in Education (B.Ed)*, in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard.

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final 4-year Bachelor in Elementary Education (B.El.Ed)*

OR

Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final 4-year BA/B.Sc.Ed. or B.A. (Ed.)/B.Sc. (Ed.)*

OR

B.A. /B.Sc. with at least 50% marks and passed or appearing in 1 – year B.Ed. (Special Education)*

A diploma/degree course in teacher education recognized 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 recognized by the Rehabilitation Council of India (RCI) only shall be considered.

Note: Relaxation of 5% in minimum qualifying marks at BA/B.Sc./Senior secondary level is admissible for SC/ST and Differently abled Candidates.

CTET 2011 Pattern / Structure:-

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 will be no negative marking. There will be two papers of CTET.

(i) Paper I will be for a person who intents to be a teacher for classes I to V.

(ii) Paper II will be for a person who intents to be a teacher for classes VI to VIII.

Note: A person who intents to be a teacher for both levels (classes I to V and classes VI to VIII) will have to appear in both the papers

(Paper I and Paper II).

Paper I (for classes I to V): Duration of examination - one-and-a-half hours

Structure and Content (All Compulsory): (Appendix 1)

(i) Child Development and Pedagogy 30 MCQs 30 Marks
(ii) Language I 30 MCQs 30 Marks
(iii) Language II 30 MCQs 30 Marks
(iv) Mathematics 30 MCQs 30 Marks
(v) Environmental Studies 30 MCQs 30 Marks

Total 150 MCQs 150 Marks

Nature and standard of questions:

• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years. They will focus on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
• The Test items for Language I will focus on the proficiencies related to the medium of instruction, (as chosen from list of prescribed language options in the application form).
• The Language II will be from among the prescribed options other than Language I. A candidate may choose any one language from the available language options and will be required to specify the same in the application form. The test items in language II will also focus on the elements of language, communication and comprehension abilities.
• The test items in Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes’ I–V, by the NCERT/CBSE.
• The questions in the tests for Paper I will be based on the topics prescribed for classes’ I–V, but their difficulty standard, as well as linkages, could be up to the secondary stage.

Paper II (for classes VI to VIII): Duration of examination - one-and-a-half hours

Structure and Content: (Appendix 1)

(i) Child Development & Pedagogy (compulsory) 30 MCQs 30Marks
(ii) Language I (compulsory) 30 MCQs 30Marks
(iii) Language II (compulsory) 30 MCQs 30Marks
(iv)(a) For Mathematics and Science teacher: Mathematics and Science – 60 MCQs 60 marks
(b) For Social studies/Social Science Teacher: Social Science – 60 MCQs 60 marks
(c) For any other teacher – either (a) or (b)

Nature and standard of questions:

• The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
• The test items for Language I will focus on the proficiency related to the medium of instruction, as chosen from list of prescribed options in the application form.
• The Language II will be a language other than Language I. A candidate may choose any one language from among the available options and as in the specified list in the application form and attempt questions in the one indicated by the candidate in the application form by him. The Test items in Language II will also focus on the elements of language, communication and comprehension abilities.
• The test items in Mathematics and Science, and Social Studies/Social Science will focus on the concepts, problem solving abilities and pedagogical understanding of these subjects. The test items of Mathematics and Science will be of 30 marks each.
• The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI-VIII by the NCERT/CBSE.
• The questions in the tests for Paper II will be based on the topics of the prescribed syllabus of the NCERT/CBSE for classes VIVIII but their difficulty standard as well as linkages could be up to the senior secondary stage.

LANGUAGE OF THE QUESTION PAPER:

The question paper shall be either in English or in Hindi.

Qualifying marks and Award of CTET Certificate

The candidates appearing in CTET will be issued marks statement by CBSE. The candidates securing 60% and above marks will be issued CTET Certificate.
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.

Applicability:-

i. The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools, etc) and schools under the administrative control of UT of Chandigarh and Andaman & Nicobar Islands.
ii. CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
iii. Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government. However, a State Government can also consider the CTET if it decides not to conduct the State TET.

CTET 2011 Syllabus:-

(Paper I and Paper II)

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 questions on comprehension, grammar and verbal ability
b) Pedagogy of Language Development 15Questions

• 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 30Questions

a) Content 15 Questions
1. Family and Friends:
1.1 Relationships;
1.2 Work and Play;
1.3 Animals;
1.4 Plants
2. Food
3. Shelter
4. Water
5. Travel
6. 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 questions on comprehension, grammar and verbal ability

b) Pedagogy of Language Development 15Questions

• 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)
Constructions (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
• Problems 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
c) 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