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CTET TET Coaching in Chandigarh - CTET form competitionmaestro.com

CTET Coaching Institute in Chandigarh with Exam Details 

The Teacher Eligibility Test, it is an Indian entrance examination for teachers. First time It was held in 2011 by the apex body for schools i.e. CBSE with support of central govt. Since then it is conducted twice a year. CTET / STATE TET are basically conducted to extract the best teachers.
This a new way opted by Govt. to raise the standard of education system as well to achieve goals of “right to education”. It will bring national standards and bench mark of teacher quality.
The test consists of basic school subjects i.e. English, Hindi, Punjabi, Math’s, Science, Social Studies and Child Psychology’s owns a special weight age in any subject as some amount of questions are always from Child Psychology’s. The test basically consists of 150 questions: 30 questions from each subject and the questions framed to test teachers applicability and not rate memory.60% i.e. 90 out of 150 is considered pass/qualified but the central Govt. makes the merit list which means scoring 90 is not the aim rather scoring highest is the goal. CAREER MAESTRO provides the best coaching for CTET & STATE TET in Chandigarh with full study material. When it comes to scoring highest and achieving the aim, then comes “CAREER MAESTRO” role. We are not just dedicated for your success but we are passionate to achieve your goal. WE at CAREER MAESTRO spend every second to prepare the best material and deliver the best to you .In CTET coaching classes / STATE TET coaching course we conduct numerous test, time to time to build up your pace and train your brain for the test. Our CTET coaching / STATE TET coaching covers every aspect of TET (whatever it may be). With the best teachers round the corner we have created a world class environment to coach you. Our teachers are completely devoted and they are ready to clear your doubts at any point of time.
CTET is a multiple choice question (MCQ) based test, and comprises of the following two papers: Paper 1: is for the candidates, who wish to teach classes I —V, Paper2: is for candidates, who wish to teach classes VI — VIII.

The following persons are eligible for appearing in the CTET.
2.1 Minimum Qualifications for becoming Teacher for Classes I-V: Primary Stage
Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known)
OR
Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known), 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 year of 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 year of 2- year Diploma in Education (Special Education)*.
OR
Graduation and passed or appearing in final year of two year Diploma in Elementary Education (by whatever name known).
2.2 Minimum Qualifications for becoming Teacher for Classes VI-VIII:
Elementary Stage
Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known).
OR
Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed).
OR
Graduation 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 year of 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 year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed.
OR
Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (Special Education)*.
STRUCTURE AND CONTENT OF CTET
Paper I (for classes I to V) Primary Stage : Duration of examination-Two-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
Paper II (for classes VI to VIII) Elementary Stage : Duration of examination – Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix 1)

(i) Child Development & Pedagogy(compulsory) 30 MCQs 30 Marks
(ii) Language I (compulsory) 30 MCQs 30 Marks
(iii) Language II (compulsory) 30 MCQs 30 Marks
(iv) (a) For Mathematics and Science teacher : 60 MCQs 60 Marks Mathematics and Science
(b) For Social Studies/Social Science teacher: 60 MCQs 60 Marks Social Science
(c) For any other teacher – either (a) or (b) Total 150 MCQs 150 Marks
LANGUAGE OF THE QUESTION PAPER: The medium of question paper shall be either English or Hindi.

The candidates appearing in CTET will be issued Marks Statement. The Candidates securing 60% and above marks will be issued Eligibility Certificate.
APPLICABILITY i. The CTET shall apply to schools of the Central Government (KVS, NVS, Central Tibetan Schools, etc.) and schools under the administrative control of UT’s of Chandigarh, Dadra & Nagar Haveli, Daman & Diu and Andaman & Nicobar Islands and NCT of Delhi.
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.

(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 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 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 30 Questions
a) Content 15 Questions

I. Family and Friends:
1.1 Relationships
1.2 Work and Play
1.3 Animals
1.4 Plants
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

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 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. (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)
· Construction (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
· Problem 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
b) 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 Note: For Detailed syllabus of classes I-VIII, please refer to NCERT syllabus and textbooks