OR

Social Studies/Social Science (for Social Studies/Social Science teacher)

OR

Mathematics, Science and Social Studies/Social Science (for teacher of any other subject)

 CTET Syllabus for Child Development and Pedagogy 

• 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.

• 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

• 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
• Addressing learners from diverse backgrounds including disadvantaged and deprived
• Addressing the needs of children with learning difficulties, ‘impairment’
• Addressing the Talented, Creative, Specially abled Learners

• 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)

• 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

• Two unseen prose passages (discursive or literary or narrative or scientific) with questions on comprehension, grammar, and verbal ability

• 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
• Remedial Teaching

• Number System
• Integers
• Fractions
• Decimals
• Algebra
• Simple and Compound Interest
• Time and Distance
• 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

• Nature of Mathematics/Logical thinking
• Place of Mathematics in Curriculum
• Language of Mathematics
• Community Mathematics
• Evaluation
• Remedial Teaching
• Problem of Teaching

• Family and Friends:
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

• 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

• 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

• 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

प्राथमिक चरण (कक्षा I से V)

• सीनियर सेकेंडरी या (इसके समकक्ष) कम से कम 50% अंकों के साथ और उत्तीर्ण या प्रारंभिक शिक्षा में 2 वर्षीय डिप्लोमा के अंतिम वर्ष में शामिल होना।
•  कम से कम 45% अंकों के साथ सीनियर सेकेंडरी (इसके समकक्ष) और उत्तीर्ण या एनसीटीई 2002 मानदंडों के अनुसार प्रारंभिक शिक्षा में 2 वर्षीय डिप्लोमा के अंतिम वर्ष में शामिल होना
• सीनियर सेकेंडरी या (इसके समकक्ष) कम से कम 50% अंकों के साथ और उत्तीर्ण या 4 वर्षीय बैचलर इन एलीमेंट्री एजुकेशन (बी.एल.एड) के अंतिम वर्ष में शामिल हो
• कम से कम 50% अंकों के साथ सीनियर सेकेंडरी (इसके समकक्ष) और उत्तीर्ण या शिक्षा में 2 वर्षीय डिप्लोमा (विशेष शिक्षा) के अंतिम वर्ष में शामिल होना।
• स्नातक और उत्तीर्ण या प्रारंभिक शिक्षा में 2 वर्षीय डिप्लोमा के अंतिम वर्ष में शामिल होना
• 50% अंकों के साथ स्नातक डिग्री और बी.एड (शिक्षा में स्नातक डिग्री)

माध्यमिक चरण (कक्षा VI से VIII)

• बैचलर डिग्री और उत्तीर्ण या प्रारंभिक शिक्षा में 2 वर्षीय डिप्लोमा के अंतिम वर्ष में शामिल होना (चाहे किसी भी नाम से ज्ञात हो)
• 50% अंकों के साथ स्नातक और उत्तीर्ण या 1 वर्षीय बैचलर इन एजुकेशन (बी.एड.) में शामिल होना
• 45% अंकों के साथ स्नातक और उत्तीर्ण या एनसीटीई मानदंडों के अनुसार 1 वर्षीय बैचलर इन एजुकेशन (बी.एड.) में शामिल होना
• सीनियर सेकेंडरी या (इसके समकक्ष) कम से कम 50% अंकों के साथ और उत्तीर्ण या 4 वर्षीय बैचलर इन एलीमेंट्री एजुकेशन (बी.एल.एड) के अंतिम वर्ष में शामिल हो
• सीनियर सेकेंडरी या (इसके समकक्ष) कम से कम 50% अंकों के साथ और उत्तीर्ण या 4 वर्षीय बी.ए./बी.एससी. के अंतिम वर्ष में शामिल हो रहा हो। ईडी। या बी.ए.एड. / बी.एससी. ईडी।
• 50% अंकों के साथ स्नातक और उत्तीर्ण या 1 वर्ष की परीक्षा में शामिल हों शिक्षा में स्नातक (विशेष शिक्षा)
• 50% अंकों के साथ स्नातक और उत्तीर्ण 01 वर्षीय बी.एड (विशेष शिक्षा)

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