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Central Teacher Eligibility Test (CTET) Syllabus for Paper I (Primary)

Oct 29, 2015 18:18 IST

    Central Board of Secondary Education (CBSE) Delhi has been organising CTET twice a year, usually in the months of February and September since the year 2011. Each time more than lacs of candidates from all India appear this teacher certification test and those qualified apply to various schools of central as well as state government schools across the country.

    With CTET exam two different levels have been decided, one, determining eligibility for primary school teacher, i.e. for classes I to V, and second for teacher for classes VI to VIII. Accordingly, there are two papers, Paper –I and Paper-II in CTET exam respectively. Candidates who want to pursue their career in primary school teacher (i.e. for classes I to V) should attempt Paper – I, while those who want to teach in classes VI to VIII, should attempt Paper –II.

    Jagranjosh is providing syllabus of CTET exam for Paper I (for Classes I to V) Primary Stage for the candidates preparing for this exam as below-

    Structure and Content of 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

    DISCLAIMER: JPL and its affiliates shall have no liability for any views, thoughts and comments expressed on this article.

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