Central Teacher Eligibility Test (CTET) 2021

Eligibility | Dates | Pattern | Syllabus

Last Updated on 21st October, 2021
Central Teacher Eligibility Test

CTET is a national-level exam conducted by the Central Board of Secondary Education (CBSE). The Central Teacher Eligibility Test (CTET) is conducted twice a year since 2011 to determine the eligibility of candidates for appointment as teachers for Classes 1 to 8.

Candidates must score a minimum of 60% to become CTET Qualified, and the certificate is valid for seven years. Successful candidates become eligible to apply for recruitment as teachers of Classes 1 to 8 in schools under the purview of the Central Government like Kendriya Vidyalaya and Navodaya Vidyalaya and schools under the administrative control of the union territories. The CTET Paper 1 is for candidates who want to teach Classes 1-5 and Paper 2 is for candidates who want to teach Classes 6-8. Candidates who wish to teach Classes 1-8 need to take both papers.

Exam Highlights
Level of Exam Under Graduate, Graduate, National Level
Exam Medium English, Hindi, Assamese, Bengali, Gujarati, Kannada, Malayalam, Manipuri, Marathi, Odia, Punjabi, Tamil, Telugu, Urdu
Exam Frequency Twice in a year
Purpose of the Exam To recruit qualified candidate for the post of Teachers in Lower Primary and Upper Primary schools.
Conducting Body Central Board of Secondary Education (CBSE)
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CTET Exam Eligibity Criteria 2021

  1. Nationality
  2. The candidate must be a citizen of India.

  3. Educational Qualification
  4. Primary Stage (Classes I-V)

    • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in the 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 the 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 the final year
      of 4- year Bachelor of Elementary Education (B.EI.Ed). OR
    • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in the final year
      of 2- year Diploma in Education (Special Education) OR
    • “Graduation with at least 50% marks and Bachelor of Education (B.Ed).

    Elementary Stage (Classes VI-VIII)

    • Graduation and passed or appearing in the final year of 2-year Diploma in Elementary Education 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 the final year
      of 4- year Bachelor in Elementary Education (B.EI.Ed). OR
    • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in the 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).

    OR

    Any candidate having a qualified B.Ed. The programme recognized by the NCTE is eligible to appear in TET/CTET. Moreover, as per the existing TET guidelines, circulated vide NCTE letter dated 11-02-2011, a person who is pursuing any of the teacher education courses (recognized by the NCTE or the RCI, as the case may be) specified in the NCTE Notification rd dated 23 August 2010 is also qualified to appear in the TET/CTET.

  5. Age Limit
  6. The minimum age to appear in the CTET examination is 18 years.

  7. Restrictions on Attempts
  8. There is no restriction on the number of attempts.

CTET Exam Important Dates 2021

Event Date
Starting Date of Application September 20, 2021
Last Date of Application October 25, 2021
Starting Date of Exam December 16, 2021
Ending Date of Exam January 13, 2022

CTET Exam Pattern 2021

There will be two papers on CTET:

  • Paper-I will be for a person who intends to be a teacher for classes I to V.
  • Paper-II will be for a person who intends to be a teacher for classes VI to VIII.
  • A person who intends 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).

Pattern for Primary Stage (Classes I-V)

Sl. No. Name of the Paper/Section Nature Nos. of Questions Question Type Duration Negative Marking Marks
1 Paper I
Qualifying Nature 150 Objective (Multiple Choice) 150 mins 150

Pattern for Elementary Stage (Class VI-VIII)

Sl. No. Name of the Paper/Section Nature Nos. of Questions Question Type Duration Negative Marking Marks
1 Paper II
Qualifying Nature 150 Objective (Multiple Choice) 150 mins 150

CTET Exam Syllabus 2021

Syllabus for Primary Stage (Classes I-V)

1 Paper I

Child Development & Pedagogy: 

  • 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-centred 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.
  • 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.
  • 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.

Language I

  • 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).
  • 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.

Language – II

  • Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with a question on comprehension, grammar and verbal ability.
  • 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.

Mathematics

  • Content: Geometry, Shapes & Spatial Understanding, Solids around Us, Numbers, Addition and Subtraction, Multiplication, Division, Measurement, Weight, Time, Volume, Data Handling, Patterns, Money.
  • Pedagogical issues: 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.

Environmental Studies

  • Content: Family and Friends, Food, Shelter, Water, Travel, Things We Make and Do.
  • Pedagogical Issues: 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.

Syllabus for Elementary Stage (Class VI-VIII)

1 Paper II

Child Development & Pedagogy: 

  • Child Development (Elementary 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-centred 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.
  • 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.
  • 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.

Language I

  • 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).
  • 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.

Language – II

  • Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with a question on comprehension, grammar and verbal ability.
  • 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.

Mathematics 

  •  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.

Science: Food, Materials, The World of the Living, Moving Things People and Ideas, Electric current and circuits, Magnets, Natural Phenomena, Natural Resources.

Pedagogical issues: 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.

Social Studies/Social Sciences

  • 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.
  • 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.
  • 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.
  • 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.

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