CTET 2018 EXAM DATE NOTIFICATION LATEST NEWS

UGC NET AADHAR REQUIREMENT

After along delay CTET 2018 EXAM  date declare on ctet.nic.in. Now examination date is 09.12.2018.

Finally court intervention NCTE give direction to cbse to change eligibility criteria for B.ed candidates. On 23 august cbse change eligibility criteria for CTET Paper-I, Now B.ed candidates can apply for paper-I. Candidates who has already apply for paper-II they can also apply in correction period.

A good news for all ctet aspirants, facing problem due to lack of communication between NATIONAL COUNCIL FOR TEACHER EDUCATION (NCTE) AND CENTRAL BOARD FOR SECONDARY EDUCATION (CBSE). Last year ctet exam was not conduct because of both department communiction. Now court direct to conduct CTET 2018 EXAM within 4 month.

Delhi nursery guest teacher latest merit list for all district 2018

CTET 2018 EXAM DATES LATEST NEWS:

Exam would be conduct after june 2018. So start prepration now

Due to lack of proper communication between cbse and ncte , examination  dates for ctet 2018 exam is not announced by cbse. Lakhs of eligible candidates waiting for exam. Recently DSSSB  Rejected all non ctet qualified candidates for tgt pgt vacancy 2018 examination. Allow only those candidates who file petition to participate in examination on the basis of ctet 2017 was not conducted by cbse.

Now on hearing of Himanshu dabas petition Court has given direction to CBSE conduct examination within 4 month as possible as.

WHAT’S MATTER BETWEEN NCTE AND CBSE:

Students: in 2017 Himanshu dabas and other student file petition to conduct ctet examination.

CBSE: cbse spokesman said each year we received letter from NCTE to conduct CTET examination but in 2017 we didn’t recieve letter. So unable to conduct ctet exam 2017.

NCTE: on reply , NCTE spokesman said  on 11 Febuary 2011 , we have given written letter to CBSE to conduct CTET examination once every year. Its CBSE responsibility to conduct examination.

HIGH COURT: After hearing both , Court directed to CBSE to conduct examination within 4 month. Its CBSE Responsibility to conduct examination every year. Delay in examination, creating problem for qualified candidates who are unable to apply jobs due to ctet certificate.

REASON BEHIND: Actual reason is syllabus.  Both department unable to agree on new syllabus and new pattern of examin. Both unable to find solutions on new syllabus.

CTET 2018 EXAM

CTET 2018 EXAM NOTIFICATION:

Notification would be soon published on cbse site.

CTET 2018 EXAM SYLLABUS :

Ctet examination syllabus for paper-I and paper-II is here. Ctet 2018 exam syllabus.

STRUCTURE AND CONTENT OF SYLLABUS:-
(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/AidsProblems.

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. 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
 Food
 Sources of food
 Components of food
 Cleaning food
 Materials
 Materials of daily use
 The World of the Living
 Moving Things People and Ideas
 How things work
 Electric current and circuits
 Magnets
 Natural Phenomena
 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
 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
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.

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