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Nagaland Teacher Eligibility Test 2021

Eligibility | Dates | Pattern | Syllabus

Last Updated on 5th April, 2021
State Education Board of Nagaland

Nagaland Teacher Eligibility Test is conducted by the State Education Board of Nagaland to recruit qualified candidates for the posts of teacher in primary and upper primary schools within the state of Nagaland.

The Teacher Eligibility Test, known as TET, is the minimum qualification required in India for a person to be eligible for appointment as a teacher for Classes I to VIII. The test is mandatory for teaching jobs in Indian government schools. With the introduction of TET, the Government of Nagaland conducts the exam to appoint teachers in government and provincialised schools within the state.

Exam Highlights

Level of Exam Under Graduate, Graduate, State Level
Exam Medium English
Exam Frequency Once in a year
Purpose of the Exam To recruit qualified candidates for the posts of teacher in primary and upper primary schools.
Conducting Body State Education Board of Nagaland
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Nagaland TET 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 pass (or its equivalent) with at least 50% marks for unreserved candidates and 45% marks in the case of SC, ST, OBC, MBC and Two Years Diploma in Elementary Education. OR
    • Senior Secondary (or its equivalent) with at least 50% marks and four years bachelor of elementary education (B.EL.ED) OR
    • Senior Secondary (or its equivalent) with at least 50% marks and Two Years in education (special education)

    Upper Primary Stage (Classes VI-VIII)

    • B.A/BSC /B.Com (or its equivalent) with 50% and Two-year diploma in elementary education. OR
    • B.A/BSC/B/COM (or its equivalent) with at least 50% marks and one year Bachelor in Education (B.ED) for unreserved candidates. OR
    • BA/BSC/BCOM (or its equivalent )with at least 45% marks in the case of SC, ST, OBC, MBC and one year bachelor in education.

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

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

Nagaland TET Exam Important Dates 2021

Event Date
Starting Date of Application To be notified
Last Date of Application To be notified
Written Exam To be notified

Nagaland TET Exam Pattern 2021

There will be two papers:

  • Paper- I will be for persons who intend to be a teacher for classes I-V.
  • Paper-II will be for persons who intend to be a teacher for classes VI-VIII.
  • Out of two language papers one is compulsory and the other has to be selected by the candidates themselves.

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 Objective (Multiple Choice) 150

Pattern for Upper Primary Stage (Classes VI-VIII)

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

Nagaland TET Exam Syllabus 2021

Syllabus for Primary Stage (Classes I-V)

1 Paper I

Child development and pedagogy

  • Child development: 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).
  • Concepts of child-centred and progressive education: Piaget, Kohlberg and Vygotsky, constructs and critical perspectives., 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.
  • The 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 and 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, Pedagogy of Language Development, Teaching-learning materials.

Language II: Language Comprehension Reading unseen passages, Pedagogy of Language Development, Teaching-learning materials.

Mathematics: Geometrical figures & the knowledge of space,  3-D Geometrical figures, Numbers, Fractions,  Mathematical operations on numbers and algebraic expressions, Measurements- Weight, time and volume, Data handling & Measures of central tendency, Ratio and proportion, Mathematics in daily life, Lines & angles,  Polygons, Basic algebra – Linear equations & Identities.

Environmental Science: Our environment, living world, sources of energy, human health and hygiene, Natural Phenomena, How do things work, Pedagogy of Environmental Science.

Social Studies

  • History: When, Where and How, The Earliest Societies, 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 Marginalized.

  • Pedagogical issues: Concept & Nature of Social Science/Social Studies, Classroom Processes, activities, and discourse, Developing Critical thinking, Enquiry/Empirical Evidence, Problems of teaching Social Science/Social Studies, Sources – Primary & Secondary, Project Work, Evaluation.

Syllabus for Upper Primary Stage (Classes VI-VIII)

1 Paper II

Child Development and Pedagogy

  • Child development: 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)
  • Concepts of child-centred and progressive education: Piaget, Kohlberg and Vygotsky, constructs and critical perspectives., 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.
  • The 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 and 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, Learning and acquisition, Principles of Language Teaching, Role of listening and speaking, the function of language and how children use it as a tool, A 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 and Language Skills, Teaching-learning materials,  Textbook, multimedia materials, multilingual resource of the classroom, Remedial Teaching III.

Language II: comprehension, grammar, and Verbal Ability.

Mathematics and Science

  • Mathematics: Arithmetic Progression, Number system, Statistics & Probability, Trigonometry, Coordinate geometry,  Identifies, Pair of linear equations in two variables, Quadratic equations, Polynomials, Mensuration, Triangles, Quadrilaterals,  Circles, Area related to circles, Science.
  • Physics: Motion, Light, Lens,  Mirror, Electricity and Electric Circuits, Resistors, Magnetism, Natural phenomenon.
  • Chemistry: Materials & Materials in our daily life – Metals, non-metals, Acids, Bases, and Salts: Physical and chemical properties. Atoms and Molecules: Formulae, Masses, electronic configuration. Polymers: Artificial, natural, uses. Natural resources: Types and applications. Chemicals in our daily life: Soaps, detergents, Sweeteners, medicines, Drugs.
  • Biology: Definition of food, Food and its importance, Food chain, Food web, Food pyramid, Food and its sources – Plant source and animal source implications, Food and its constituents: Energy-giving food – Carbohydrates & lipids, Body-building food – Proteins, Body protectors – Vitamins & minerals, Roughage, and water. Living World: Microorganisms, Plant kingdom: Thallophyta, Animal kingdom.

Social Studies/Social Sciences

  • History: When, Where and How, The Earliest Societies, 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 Marginalized.
  •  Pedagogical issues: Concept & Nature of Social Science/Social Studies, Classroom Processes, activities, and discourse, Developing Critical thinking, Enquiry/Empirical Evidence, Problems of teaching Social Science/Social Studies, Sources – Primary & Secondary, Project Work, Current methods of Evaluation.

Points Related to the Upper Primary Stage (Classes VI-VIII)

In paper II, the candidate will have to select any of the subjects of Maths/Science and Social Studies. Other subjects are compulsory for all.

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