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Tripura Teachers Eligibility Test 2021

Eligibility | Dates | Pattern | Syllabus

Last Updated on 14th May, 2021
Teacher Recruitment Board, Tripura

Tripura Teacher Eligibility Test is conducted by the Teacher Recruitment Board, Tripura to recruit qualified candidates for the posts of teacher in Lower Primary and Upper Primary level of schools within the state of Tripura.

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 Tripura 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, Bengali
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 Teacher Recruitment Board, Tripura
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Tripura TET Exam Eligibity Criteria 2021

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

  3. Educational Qualification
  4. For Class I-V

    • Senior Secondary (or its equivalent) with at least 50% marks and 2-year Diploma in Elementary Education (or one-year Diploma in Education up to academic session 2004-05) by whatever name known. OR
    • Senior Secondary (or its equivalent) with at least 45% marks and 2-year Diploma in Elementary Education by whatever name is known, in accordance with the NCTE (Recognition Norms and Procedure) Regulations, 2002 (or one-year Diploma in Education up to academic session 2004-05). OR
    • Senior Secondary (or its equivalent) with at least 50% marks and 4-year Bachelor of Elementary Education (B. El. Ed.). OR
    • Senior Secondary (or its equivalent) with at least 50% marks and 2-year Diploma in Education (Special Education). OR
    • Graduation and two-year Diploma in Elementary Education (or one-year Diploma in Education up to academic session 2004-05) by whatever name known. OR
    • Graduation with at least 50 % marks and Bachelor of Education (B.Ed.). (Further, a candidate having B. Ed. from any NCTE recognized institution with 50% marks in Graduation shall be considered for appointment as a teacher in classes I to V provided the person so appointed as a teacher shall mandatorily undergo a six month Bridge Course in Elementary Education recognized by NCTE, within two years of such appointment as a primary teacher.)

    For Classes VI-VIII

    • Graduation and 2-year Diploma in Elementary Education (or one-year Diploma in Education up to academic session 2004-05) by whatever name known. OR
    • At least 50% marks either in Graduation or Post-Graduation and Bachelor in Education (B.Ed.) OR
    • Graduation with at least 45% marks and 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 4-years Bachelor in Elementary Education (B.El.Ed.) OR
    • Senior Secondary (or its equivalent) with at least 50% marks and 4-years B.A. / B. Sc. Ed or B.A. Ed / B. Sc. Ed. OR
    • Graduation with at least 50% marks and Bachelor in Education (B. Ed.) (Special Education).

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

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

Tripura TET Exam Important Dates 2021

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

Tripura 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 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

Pattern for 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 150 Objective (Multiple Choice) 150

Tripura TET Exam Syllabus 2021

Syllabus for Classes I-V

1 Paper I

Child Development and Pedagogy

  • Child Development and Learning: Growth, development and maturation: their relationship with learning, Principles of development of childhood, Impact of heredity and environment on development: nature-nurture controversy, Mental health of the child, Understanding differences among children based on diversity of language, caste, gender, community, religion. The distinction between assessment for learning and assessment of learning: school-based assessment, continuous and comprehensive evaluation, perspectives and practices. Formulating appropriate questions for assessing the readiness level of learners for enhancing learning and critical thinking in the classroom, measuring the learning outcome of the learners.
  • Concepts of Inclusive Education and Understanding Children with special needs: Concept of exceptional children and children with special needs (CWSN), Addressing learners from diverse backgrounds including disadvantaged and deprived, Concept of learning disability (LD), addressing the needs of children with learning disabilities, Addressing the gifted, creative, specially-abled learners (mentally retarded and physically challenged).
  • Learning and Pedagogy: Process of thinking and learning of children: causes of children’s failure to achieve success in school performance with respect to quality education, Basic approaches to learning: 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 scientific investigator, Punishment and its legal implications, rights of a child, Guidance and counselling: concept, nature and types.

Language I

  • English: Two passages, one from prose and the other from poetry with questions on comprehension, inference, grammar and test of vocabulary. Test of grammatical knowledge in Determiners, Subject-verb, Concord, Interrogatives, Framing Yes/No & ‘WH’ questions, Question tags, Prepositions, Tense and time, Phrasal verbs, Gerunds & Participle, Auxiliary verbs.
  • Pedagogy for Language Development: Learning and acquisition, Principles of language teaching, Critical perspective on the role of grammar in learning a language for communicating ideas in oral and written form, Challenges of teaching language in diverse classrooms, Introduction to English Phonology, Language skills, Evaluating language comprehension and proficiency in LSRW, Teaching-learning materials, Strategies for teaching children with special needs (CWSN), Remedial teaching.

Language II

  • Bengali: Comprehension, Famous writers of Bengali literature like Michael Madhusudhan Dutta, Rabindranath Tagore etc. Stories, Grammar.
  • Kokborok: Comprehension, Famous writers, Stories, Grammar.

Mathematics: Geometry, Measurement, Numbers, Arithmetic, Fractions, Weight, Time, Data handling,  Patterns, Money.

Pedagogical Issues in Mathematics: Language of Mathematics, Community Mathematics, Nature of mathematics, Methods of teaching mathematics, Instructional material in mathematics, TLM in mathematics, mathematics laboratory, mathematical puzzle. Evaluation, the concept of continuous and comprehensive evaluation. Problems in teaching mathematics and Diagnostic and remedial teaching.

Environmental Studies: Family and Friend, Work and Play, Food, Health and Hygiene, Shelters, Travel, Water, Air, Soil, Energy, Environmental Characteristics of Tripura, Environmental Protection, Things we make and do.

Pedagogical Issues in Environmental Studies: Concept and scope of environmental studies, Significance of environmental studies, Integrated approach in environmental studies, Comprehensive and continuous evaluation, Teaching material-aids, Approaches of presenting concepts, Learning principles, Activities, Discussion, Continuous and comprehensive evaluation (CCE), Problems.

Syllabus for Classes VI-VIII

1 Paper II

Child Development and Pedagogy

  • Child Development (Elementary School Child): Concept of development and its relation with learning, growth and development, stages of development, infancy, childhood and adolescence, Principles of development of childhood, Influence of heredity and environment on the development of the child, the role of the teachers, Socialization process, social world and children, role of parents, peers and teachers in the process of socialization, Concept of child-centred and progressive education, methods of teaching and learning, the concept of progressive education, the role of teachers, Individual differences among learners, understanding differences based on diversity of language, caste, gender, community and religion etc, Distinction between assessment for learning and assessment of learning, school-based assessment,
    continuous and comprehensive evaluation, perspectives and procedures, Formulating appropriate questions for assessing readiness levels of learners for enhancing learning and critical thinking in the classroom and for assessing learners’ achievement.
  • Concept and Inclusive Education and Understanding Children with Special Needs: Addressing learners from diverse backgrounds, including disadvantaged and deprived, educational implications, Addressing the needs of children with learning difficulties, impairment etc., mentally retarded, physically challenged socially and culturally deprived, identification and remedial measures, Addressing the needs of exceptional children, talented, creative, specially-abled learners.
  • Learning and Pedagogy: The basic process of teaching and learning, children’s strategies of learning, learning as a social activity, social context of learning, Creative learning situations, criteria of learning experiences, different modes of learning, social learning, co-operative and collaborative learning, group discussion, the role of teachers. 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, Emotion, Motivation,  Motivation and learning, Factors contributing to learning, Personality and adjustment.

Language I:

  • English: Two passages, one from prose/drama and the other from poetry with questions on comprehension, inference, grammar and test of vocabulary. Test of grammatical knowledge on Concord, Question tags, Prepositions, Tense and time, Determiners, Phrasal verbs, Gerunds, Error identification, Modals, Degree of comparison, Transformation of sentences.
  • Pedagogy for Language Development: Language acquisition and learning, Principles of language teaching, Language skills – strategies to develop them, Critical perspective on the role of grammar in learning a language for communicating ideas in oral and written form, Challenges of teaching language in diverse classrooms – language difficulties, errors and disorders, Introduction to English Phonology-vowels and consonant classification as per IPA, syllable division, Teaching-learning materials: textbooks, multimedia materials, ICT, multilingual resources of the classroom, Evaluating language comprehension and proficiency in LSRW (listening, speaking, reading and writing), Strategies for teaching children with special needs (CWSN), Remedial teaching.

Language II

  • Bengali: Comprehension, ideas regarding the origin of the language, Grammar, development of skills of speaking, listening, writing and reading.
  • Kokborak: Comprehension, ideas regarding the origin of the language, Grammar, development of skills of speaking, listening, writing and reading.

Mathematics and Science

  • Mathematics: Number System, Algebra, Arithmetic, Geometry, Lines and Angles, triangles and its properties, Mensuration, Data handling.
  • Pedagogical Issues in Mathematics: Nature of mathematics, logical thinking, understanding children’s thinking and reasoning, the language of mathematics, community mathematics, place of mathematics in curriculum, aims and objectives of learning mathematics in primary classes, values of mathematics learning, correlation with other subjects, lower primary and upper primary mathematics curriculum. Mathematics, trends and developments, the historical development of mathematics, history of great mathematicians and their contributions. Approach to mathematics learning, proper learning experiences keeping in mind the characteristics of children, natural learning capacity and the learning process of the child, theoretical base of learning mathematics. The problem of teaching, different teaching-learning methods, inductive and deductive methods, analytic and synthetic method, project method, laboratory method, planning of a lesson.
  • Science: Food and Nutrition, Microorganism and activities, Circulation and conduction, Ecosystem and Natural Resources, Agriculture and Tools, Pollution, Motion, Force and Pressure, Thermal Physics, Sound, Optics, Solar System, Metal and Non-metal.
  • Pedagogical Issues in Science: Nature and structure of sciences, natural science-aims and objectives, understanding and appreciating science, methods of science-observation, experiment, discovery, innovations, questions, approaches to the science curriculum, criticism of contemporary science education,
    aims and objectives of science education, science literacy, approaches of science education, integrated approach, the taxonomy of science education, knowledge domain problem-solving skills, creativity domain, attitudinal domain, application domain, scientific inquiry, pedagogic strategies, activity-based collaborative and cooperative learning, the significance of the history of science, evaluation-cognitive, psychomotor, affective, the significance of laboratory evaluation, continuous and comprehensive evaluation (CCE), assessment of performance, scientific attitude, the role of science teacher, text material and teaching and learning aids, the psychological basis of science learning, problems and remedial teaching.

Social Studies

  • Geography: Geography as a social study and as science, The Solar System, Globe, Latitudes and Longitudes, Interior of the Earth, Rocks: types and characteristics, Our changing earth: weathering and erosion, Geomorphic process, Atmosphere, Hydrosphere, Economic geography, Agriculture, Industry, Human Environment, Physical Environment, Pollution of air and water, deforestation and its impact, ozone depletion and green-house effect, Concept of hazard and disaster, industrial hazard, biological hazard, wildfire hazard, landslides, India as a physical unit (relief drainage), Forest, mineral and power resources of Tripura.
  • History: Civilization: Egypt, Mesopotamia, Harappa and Aryan Civilization, Buddhism and Jainism, First Cities, Early Societies, First Farmers and Herders. Sixteen Mahajanapada and the First Empire, Sultans of Delhi – 1st and 2nd Battle of Tarain, Foundation and Consolidation of Delhi Sultanate, The Slave
    Dynasty – Iltutmish, Khalji Dynasty – Allauddin. Taimur’s Invasion Archtecture, The Bhakti and Sufi
    Movements. Beginning of the Mughal Rule – Babar, 1st and 2nd Battle of Panipat, Battle of Khanuar, Battle of Chousa, Akbar the Great, Mughal Art and Architecture, Social Change, Regional Cultures. The National Movement, India after Independence, Tribal Society and Festivals of Tripura.
  • Social and Political Life: Diversity in Indian Society: Society and Institutions, Unpacking Gender Inequality, Social Justice and the Marginalized, Human Rights, Understanding Media. Democracy, Government, Legislature, Executive, Judiciary, the Constitution of India, Parliamentary System of Government, Central Government, State Government, Local Self-Government in Tripura, Election Process in India.
  • Pedagogical Issues in Social Studies: Concept and Nature of Social Studies/ Social Science, Nature, Scope and Significance of Social Science Curriculum: Trends, Principles and Organizations, Techniques and Planning of Instructions, Classroom Processes and Activities, Types of Learners and Requirments (Academic and Environmental), Problems of Teaching Social Science, Developing Critical Thinking, Sources of Knowledge in Social Science-Primary, Secondary, Concept and nature of Project Works, Co-Curricular Activities, Purpose and Modern Trends of Evaluation.

Points Related to the Classes VI-VIII

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

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