CTET 2022 Notification | CTET 2022 अधिसूचना

CTET 2022 Notification | CTET 2022 अधिसूचना |How to apply Ctet form।Ctet का फार्म कैसे भरें|Ctet के लिए कौन-कौन Elegible है।

CTET 2022 अधिसूचना: CTET 2022 अधिसूचना सीबीएसई द्वारा अपनी आधिकारिक वेबसाइट पर प्रकाशित की गई है। केंद्रीय शिक्षक पात्रता परीक्षा (CTET) एक राष्ट्रीय स्तर की शिक्षण पात्रता परीक्षा है जो हर साल केंद्रीय माध्यमिक शिक्षा बोर्ड (CBSE) द्वारा आयोजित की जाती है। CTET 2022 दिसम्बर चक्र के लिए आवेदन प्रक्रिया, पात्रता मानदंड, पाठ्यक्रम, परीक्षा पैटर्न उनकी आधिकारिक वेबसाइट पर अपडेट किया गया है। CTET 2022 परीक्षा की तैयारी कर रहे सभी योग्य उम्मीदवारों को इस अवसर के लिए खुद को तैयार करना चाहिए।

Apply Date 

ऑनलाइन फॉर्म आरम्भ तिथि	31 अक्टूबर 2022
ऑनलाइन फॉर्म जमा करने की अंतिम तिथि वेतन	24 नवंबर 2022
परीक्षा शुल्क की अंतिम तिथि	25 नवंबर 2022
प्रवेशपत्र तिथि	दिसंबर/जनवरी 2022
परीक्षा तिथि	दिसम्बर/ जनवरी 2022

Examination Fees

Category	Only I or II Paper	Both I & II Paper
General/OBC	1000/-	1200/
SC/ST/Diff. Abled Person	500/-	600/-

CTET Primary Teacher Paper 1 Eligibility 2022

उम्मीदवार कक्षा 1 से 5 के लिए प्राथमिक शिक्षक के लिए CTET पात्रता ऑनलाइन आवेदन कर सकते हैं, वे उम्मीदवार जो CTET परीक्षा 2022 के माध्यम से CBSE स्कूलों में सरकारी प्राथमिक शिक्षक बनना चाहते हैं, CTET 2022 ऑनलाइन फॉर्म apply करने से पहले पात्रता को ध्यान से पढ़ें।

➡ कम से कम 50% अंकों के साथ वरिष्ठ माध्यमिक (या इसके समकक्ष) और प्रारंभिक शिक्षा में 2 वर्षीय डिप्लोमा के अंतिम वर्ष में या उत्तीर्ण।

➡ कम से कम 45% अंकों के साथ सीनियर सेकेंडरी (या इसके समकक्ष) और एनसीटीई 2002 के मानदंडों के अनुसार प्रारंभिक शिक्षा में 2 वर्षीय डिप्लोमा के अंतिम वर्ष में उत्तीर्ण या उपस्थित होना।

➡ सीनियर सेकेंडरी (या इसके समकक्ष) कम से कम 50% अंकों के साथ और 4 वर्षीय बैचलर ऑफ एलीमेंट्री एजुकेशन (B.El.Ed) के अंतिम वर्ष में या उत्तीर्ण या

➡ कम से कम 50% अंकों के साथ वरिष्ठ माध्यमिक (या इसके समकक्ष) और शिक्षा (विशेष शिक्षा) में 2-वर्षीय डिप्लोमा के अंतिम वर्ष में उत्तीर्ण या उपस्थित होना या

➡50% अंकों के साथ स्नातक और 1 वर्षीय बी.एड परीक्षा 

CTET Upper Primary Teacher Paper 2 Eligibility 2022

उम्मीदवार कक्षा 6 से 8 के लिए उच्च प्राथमिक शिक्षक के लिए CTET पात्रता ऑनलाइन आवेदन कर सकते हैं, वे उम्मीदवार जो CTET परीक्षा 2022 के माध्यम से CBSE स्कूलों में सरकारी प्राथमिक शिक्षक बनना चाहते हैं, CTET 2022 ऑनलाइन फॉर्म apply करने से पहले पात्रता को ध्यान से पढ़ें।

➡ बैचलर डिग्री और 2 वर्षीय डिप्लोमा इन एलीमेंट्री एजुकेशन (चाहे किसी भी नाम से जाना जाता हो) के अंतिम वर्ष में उत्तीर्ण या उत्तीर्ण। 

➡ कम से कम 50% अंकों के साथ स्नातक और 1 वर्षीय बैचलर इन एजुकेशन (बी.एड) में उत्तीर्ण या उपस्थित होना। या

➡ कम से कम 45% अंकों के साथ स्नातक और एनसीटीई मानदंडों के अनुसार 1 वर्षीय बैचलर इन एजुकेशन (बी.एड) में उत्तीर्ण या उपस्थित होना या

➡ सीनियर सेकेंडरी (या इसके समकक्ष) कम से कम 50% अंकों के साथ और 4 वर्षीय बैचलर इन एलीमेंट्री एजुकेशन (B.El.Ed) के अंतिम वर्ष में उत्तीर्ण या उत्तीर्ण। या

➡ कम से कम 50% अंकों के साथ सीनियर सेकेंडरी (या इसके समकक्ष) और 4-वर्षीय B.A/B.Sc.Ed या B.A.Ed/B.Sc.Ed के अंतिम वर्ष में उत्तीर्ण या उपस्थित होना। या

➡ कम से कम 50% अंकों के साथ स्नातक डिग्री और 1 वर्षीय बी.एड में उत्तीर्ण या उपस्थित होना। / (बी.एड विशेष शिक्षा)

➡ कोई भी उम्मीदवार जिसके पास बी.एड. एनसीटीई द्वारा मान्यता प्राप्त कार्यक्रम टीईटी / सीटीईटी में उपस्थित होने के लिए पात्र है।

ऑनलाइन @ ctet.nic.in फॉर्म apply  करने के लिए Step 

• कंप्यूटर से ctet.nic.in पर जाएं।
• दूसरे, सबसे नीचे उपलब्ध सीटीईटी  2022 अप्लाई ऑनलाइन बटन पर क्लिक करें।
• अपना लॉगिन बनाने के लिए ईमेल पता और मोबाइल नंबर दर्ज करें।
• अब नाम, योग्यता, चुने गए पेपर और अन्य जानकारी जैसे विवरण दर्ज करें।
• फॉर्म जमा करें और CTET 2022 आवेदन शुल्क प्रक्रिया के लिए आगे बढ़ें।
• अपनी उम्मीदवारी की पुष्टि करने के लिए शुल्क का भुगतान करें।
• इस तरह आप CTET 2022 के लिए ऑनलाइन आवेदन कर सकते हैं।

CTET Paper 1 and Paper 2 Exam Pattern 2022

CTET Exam Pattern 2022 – Paper 1
Subjects	Questions	Marks	Duration
Child Development and Pedagogy	30	30	2.5 Hours (150 Minutes)
Language I (compulsory)	30	30
Language II (compulsory)	30	30
Mathematics	30	30
Environmental Studies	30	30
Total	150	150

Paper 1

Child Development & Pedagogy Syllabus

a) Child Development (Primary School Child)

• 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
• 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.

b) Concept of Inclusive Education and Understanding Children with Special Needs

• Learners from Diverse Backgrounds Including Disadvantaged and Deprived
• Needs of Children with Learning Difficulties, Impairment, etc.
• Talented, Creative, Specially Abled Learners

c) 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; 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 Syllabus

a) Language Comprehension

• Reading Unseen Passages – Two passages, one prose or drama and one poem consisting of questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

b) Pedagogy of Language Development

• 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
• Language II Syllabus

a) Comprehension

• Two Unseen Prose Passage (Discursive or Literary or Narrative or Scientific) with Questions on Comprehension, Grammar, and Verbal Ability

CTET Maths Syllabus

a) Content

• Geometry
• Shapes & Spatial Understanding
• Solids Around Us
• Numbers
• Addition and Subtraction
• Multiplication
• Division
• Measurement
• Weight
• Time
• Volume
• Data Handling
• Patterns
• Money

b) Pedagogical Issues

• Nature of Mathematics/Logical Thinking; Understanding Children’s Thinking and Reasoning Patterns and Strategies of Making Meaning and Learning
• Place of Mathematics in the 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

Environmental Studies Syllabus

a) Content

• Family and Friends: Relationships, Work and Play, Animals, Plants
• Food
• Shelter
• Water
• Travel
• Things We Make and Do

b) 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 to Presenting Concepts
• Activities
• Experimentation/Practical Work
• Discussion
• CCE
• Teaching Material/Aids
• Problems

        

Paper 2

Child Development and Pedagogy Syllabus

a) Child Development (Elementary School Child)

• 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.
• 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

• Learners from diverse backgrounds including disadvantaged and deprived
• Needs of children with learning difficulties, ‘impairment’ etc.
• Talented, Creative, Specially abled Learners

c) 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; 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 Syllabus

a) Language Comprehension

• 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

• 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 resources of the classroom
• Remedial Teaching

Language II Syllabus

a) Comprehension

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

b) Pedagogy of Language Development

• 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

   

b) Pedagogical Issues

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

Mathematics Syllabus

1-Number System

• Knowing our Numbers
• Playing with Numbers
• Whole Numbers
• Negative Numbers and Integers
• Fractions

2-Algebra

• Introduction to Algebra
• Ratio and Proportion

3. Geometry

• Basic Geometrical Idea (2-D)
• Understanding Elementary Shapes (2D and 3D)
• Symmetry (Reflection)
• Construction (Using Straight Edge Scale, Protractor, Compasses)
• Mensuration
• Data Handling

Science Syllabus

a) 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

• Nature & Structure of Sciences
• Natural Science/Aims & Objectives
• Understanding & Appreciating Science
• Approaches/Integrated Approach
• Observation/Experimental/Discovery (Method of Science)
• Innovation
• Text Material/Aids
• Evaluation – Cognitive/Psychomotor/Effective
• Problems
• Remedial Teaching

Social Science/ Studies Syllabus

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
• Plant: 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

a) Content.

• 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

• 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