West Bengal Teachers Eligibility Test 2021

Eligibility | Dates | Pattern | Syllabus

Last Updated on 12th October, 2021
West Bengal Board of Primary Education

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

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 West Bengal 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 teachers in primary and upper primary schools.
Conducting Body West Bengal Board of Primary Education
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West Bengal TET Exam Eligibity Criteria 2021

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

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

    • Senior Secondary (or its equivalent) with at least 50% marks and 2-year Diploma in Elementary Education (by whatever name known) OR
    • Senior Secondary (or its equivalent) with at least 45% marks and 2-year Diploma in Elementary Education 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.

    Upper Primary Teacher (Classes VI-VIII)

    • B.A./B.Sc and 2-year Diploma in Elementary Education. OR
    • B.A./B.Sc with at least 50% marks and 1 year Bachelor in Education (B.Ed) OR
    • B.A./B.Sc with at least 45% marks and 1 year Bachelor in Education (B.Ed) in accordance with the NCTE OR
    • Senior Secondary (or its equivalent) with at least 50% marks and 4 year Bachelor in Elementary Education (B.El.Ed) OR
    • Senior Secondary (or its equivalent) with at least 50% marks and 4 year BA/B.Sc. Ed or B.A. Ed/B.Sc. Ed. OR
    • B.A./B.Sc with at least 50% marks and 1-year B.Ed.

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

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

West Bengal TET Exam Important Dates 2021

Event Date
Starting Date of Application November 25, 2020
Last Date of Application December 1, 2020
Written Exam January 31, 2021

West Bengal TET Exam Pattern 2021

There will be two papers

  • 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

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 (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

West Bengal TET Exam Syllabus 2021

Syllabus for Primary Stage (Classes I-V)

1 Paper I

Child Development and Pedagogy

  • Child Development and Learning: 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, 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.
  • 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, Addressing the needs of children with learning difficulties, ‘impairment’ etc, Addressing the Talented, Creative, Specially abled Learners.
  • Learning and Pedagogy: Alternative concepts of learning in children, Cognition and emotions,  Motivation and learning, Classroom management, Punishment and its legal implications, rights of a child, Guidance and counselling: concept, nature and types, 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 1: Critical English

  • Language Comprehension: Two passages, one from prose and the other from poetry with questions on
    comprehension, inference, grammar and test of vocabulary, 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: Challenges of teaching language in diverse classrooms: language difficulties, errors and disorders, Introduction to English Phonology: vowels and consonants, syllable division, Evaluating language comprehension and proficiency in LSRW (Listening,
    Speaking, Reading and Writing), Teaching-learning materials, Strategies for teaching children with special needs (CWSN), Remedial teaching, 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, multimedia materials, multilingual resource of the classroom.

Language 2: Bengali

  • Language Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.
  • Pedagogy for Language Development: Challenges of teaching language in diverse classrooms: language difficulties, errors and disorders, Introduction to English Phonology: vowels and consonants, syllable division, Evaluating language comprehension and proficiency in LSRW (Listening, Speaking, Reading and Writing), Teaching-learning materials, Strategies for teaching children with special needs (CWSN), Remedial teaching, 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, multimedia materials, multilingual resource of the classroom.

Mathematics

  • Content: Geometry, Shapes, spatial understanding, solids, the perimeter of rectilinear figures, area of rectangles, practical problems, surface area and volume of solids (sphere, cube, rectangular, parallelepiped), practical problems, 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, Evaluation, Concept of continuous and comprehensive evaluation. Problems in teaching mathematics, Error analysis and related aspects of learning and teaching, Diagnostic and remedial teaching.

Environmental Studies: Concept and scope of environmental studies, Significance of environmental studies, Integrated approach in environmental studies, Scope and relation of environmental studies to science and social science, Approaches of presenting concepts, Environmental studies and environmental education, Learning principles, Activities, Discussion, Health and Hygiene, Shelters: Types of shelters, characteristics of animal shelters, Types of vehicles used, railways, waterways and airways, Water: Types of water resources, conservation of water resources, water, pollution, cause and prevention of water pollution, the impact of water pollution on the environment, flood and drought, Composition of air, causes and impact of air pollution on the environment, greenhouse effect and global warming, Different types of soil, soil erosion, the impact of soil pollution and its prevention, 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.

Syllabus for Upper Primary Stage (VI-VIII)

1 Paper II

Child Development and Pedagogy

  • Child Development and Learning: 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, 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.
  • 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, Addressing the needs of children with learning difficulties, ‘impairment’ etc, Addressing the Talented, Creative, Specially abled Learners.
  • Learning and Pedagogy: Alternative concepts of learning in children, Cognition and emotions, Motivation and learning, classroom management, Punishment and its legal implications, rights of a child, Guidance and counselling: concept, nature and types, 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 (English)

  • Language Comprehension: Two passages, one from prose and the other from poetry with questions on
    comprehension, inference, grammar and test of vocabulary, 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: Challenges of teaching language in diverse classrooms: language difficulties, errors and disorders, Introduction to English Phonology: vowels and consonants, syllable division, Evaluating language comprehension and proficiency in LSRW (Listening, Speaking, Reading and Writing), Teaching-learning materials, Strategies for teaching children with special needs (CWSN), Remedial teaching, 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, multimedia materials, multilingual resource of the classroom.

Language II (Bengali)

  • Language Comprehension: Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar and verbal ability.
  • Pedagogy for Language Development: Challenges of teaching language in diverse classrooms: language difficulties, errors and disorders, Introduction to English Phonology: vowels and consonants, syllable division, Evaluating language comprehension and proficiency in LSRW (Listening, Speaking, Reading and Writing), Teaching-learning materials, Strategies for teaching children with special needs (CWSN), Remedial teaching, 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, multimedia materials, multilingual resource of the classroom.

Mathematics

  • Content: Geometry, Shapes, spatial understanding, solids, the perimeter of rectilinear figures, area of rectangles, practical problems, surface area and volume of solids (sphere, cube, rectangular, parallelepiped), practical problems, 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, Evaluation, the concept of continuous and comprehensive evaluation, Problems in teaching mathematics, Error analysis and related aspects of learning and teaching, Diagnostic and remedial teaching.

Environmental Studies

  • Knowledge of EVS: Concept and scope of environmental studies, Significance of environmental studies, Integrated approach in environmental studies, Scope and relation of environmental studies to science and social science, Approaches of presenting concepts, Environmental studies and environmental education, Learning principles, Activities, Discussion, Health and Hygiene, Shelters: Types of shelters, characteristics of animal shelters, Types of vehicles used, railways, waterways and airways, Water: Types of water resources, conservation of water resources, water pollution, cause and prevention of water pollution, the impact of water pollution on the environment, flood and drought, Composition of air, causes and impact of air pollution on the environment, greenhouse effect and global warming, Different types of soil, soil erosion, the impact of soil pollution and its prevention.
  • 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.

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