Tag Archives: ctet.nic.in

CTET ADMIT CARD

The candidates may download admit card from CTET official website only w.e.f. 04.09.2015 onwards and appear for the examination at the given Centre. In case of any discrepancy noted in admit card regarding particulars of candidate photograph and signature or any other information vary from confirmation page may immediately contact to CTET for necessary corrections.For downloading CBSE CTET admit card please click on the given below link.The admit card available this downloading link is activated.

In case confirmation page is not generated after depositing the requisite fees, the candidate should approach the Assistant Secretary, CTET Unit, CBSE between 10:00 A.M. to 5:00 P.M. from 21.08.2015 to 25.08.2015 along with proof of payment of fee i.e. candidate copy of E-Challan, if payment may be made through E-Challan or copy of bank statement, if payment may be made through Credit/Debit Card for considering his/her candidature for CTET – SEPT 2015 examination.

The candidates shall report at the Examination Centre 90 minutes before the commencement of the examination. Candidate report at the examination centre after 9:30 AM shall not be allowed to sit in Paper II and candidate report after 2:00 PM shall not be allowed to sit in Paper I.
The candidates are advised to read the instructions on the admit card carefully and follow them during the conduct of the examination.

PROCEDURE FOR CONDUCT OF EXAMINATION AND USE OF OMR ANSWER SHEET

Procedure for conduct of examination and instructions for use of the Test Booklet and OMR Answer Sheet are given in Appendix-II. Candidates are advised to go through the instructions carefully before proceeding for Examination.

CLICK HERE FOR CTET SEPTEMBER 2015 COMPLETE INFORMATION

CTET SEPT 2015

Central Board of Secondary Education Delhi released notification for Central Teacher Eligibility Test (CTET) 2015.Candidates can apply for CTET SEPT 2015 ‘ON-LINE’ through CTET website www.ctet.nic.in w.e.f. 30.07.2015 to 19.08.2015.

CTET SEPT 2015 ELIGIBILTY CRITERIA

The following persons are eligible for appearing in the CTET.

Minimum Qualifications for becoming Teacher for Classes I-V:Primary Stage

  • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known)
  • Senior Secondary (or its equivalent) with at least 45% marks and passed or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002.
  • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor of Elementary Education (B.El.Ed).
  • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 2- year Diploma in Education (Special Education)*.
  • Graduation and passed or appearing in final year of two year Diploma in Elementary Education (by whatever name known).

Minimum Qualifications for becoming Teacher for Classes VI-VIII: Elementary Stage

  • Graduation and passed or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known).
  • Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed).
  • Graduation with at least 45% marks and passed or appearing in 1-year Bachelor in Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard.
  • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year Bachelor in Elementary Education (B.El.Ed).
  • Senior Secondary (or its equivalent) with at least 50% marks and passed or appearing in final year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed.
  • Graduation with at least 50% marks and passed or appearing in 1-year B.Ed. (Special Education)*.

Note

  • Relaxation up to 5% in the qualifying marks in the minimum Educational Qualification for eligibility shall be allowed to the candidates belonging to reserved categories, such as SC/ST/OBC/Differently abled.
  • Diploma/Degree Course in Teacher Education: For the purposes of this Notification, a Diploma/Degree course in teacher education recognized by the National Council for Teacher Education (NCTE) only shall be considered. However, in case of Diploma in Education (Special Education) and B.ED (Special Education), a course recognized by the Rehabilitation Council of India (RCI) only shall be considered.
  • Training to be undergone: A person with D.Ed (Special Education) or qualification shall undergo, after appointment an NCTE recognized 6-month Special Programme in Elementary Education.
  • The minimum qualifications referred above apply to teachers of Languages, Social Studies/Social Science, Mathematics, Science etc. In respect of teachers for Physical Education, the minimum qualification norms for Physical Education teachers referred to in NCTE Regulation, dated 3rd November, 2001 (as amended from time to time) shall be applicable. For teachers of Art Education, Craft Education, Home Science, Work Education, etc. the existing eligibility norms prescribed by the State Governments and other school managements shall be applicable till such time the NCTE lays down the minimum qualifications in respect of such teachers.
  • Candidates who are appearing in the final year of Bachelor Degree in Education or Diploma in Elementary Education etc. are provisionally admitted and their CTET Certificate shall be valid only on passing the aforesaid Examinations, before the declaration of CTET result.
  • The candidate not having any of the above qualification shall not be eligible for appearing in Central Teacher Eligibility Test.
  • The candidate should satisfy his/her eligibility before applying and shall be personally responsible in case he/she is not eligible to apply as per the given eligibility criteria. It is to be noted that if a candidate has been allowed to appear in the Central Teacher Eligibility Test it does not imply that the candidate’s eligibility has been verified. It does not vest any right with the candidate for appointment. The eligibility shall be finally verified, by the concerned recruiting agency / appointing authority.

CTET SEPT 2015 QUICK LINKS

CTET SEPT 2015 EXAMINATION FEE

 CATEGORY  Only Paper – I or II  Both Paper – I & II
 General/OBC  Rs.600/-  Rs.1000/-
 SC/ST/Differently Abled Person  Rs.300/-  Rs.500/-

CTET SEPT 2015 RESULT

CTET SEPT 2015 Exam is conducted on 20/09/2015. After successful completion of CTET 2015 exam result is declared. Candidates can check their CTET SEPT 2015 Exam result by checking website www.ctet.nic.in or by clicking on the given below link. As soon as the result is declared given below link is activated

  • CTET SEPT 2015 RESULT

CTET SEPT 2015 IMPORTANT INSTRUCTION

CTET SEPT 2015 KEY DATES

For complete information brochure of CTET SEPT 2015 Click Here

CTET APPLICATION FORM

Candidates can apply for CTET – SEPT 2015 ‘ON-LINE’ through CTET website www.ctet.nic.in w.e.f. 30.07.2015 to 19.08.2015. The application for CTET – SEPT 2015 has been made completely online.Candidates can apply ‘ON-LINE’ through CTET website www.ctet.nic.in. The candidate should supply all details while filling the Online Form and upload their scanned images of latest photograph & signature. After successful submission of data and requisite fee Candidates are required to take printout of Confirmation Page for record and keep it for their reference. The Confirmation Page is not required to be sent to CTET Unit.

STEPS TO APPLY

Simple Steps to apply online

  • Fill the Application Form
  • Upload Images
  • Pay the Examination fee
  • Print Confirmation Page

Method of Submission of Online CTET Application Form

  • Log on to CTET official website www.ctet.nic.in.
  • Go to the link “Apply Online ” and open the same.
  • Fill in the Online Application Form
  • Upload Scanned Images of latest Photograph and Signature

Note:

  • The scanned image of latest photograph is required to upload to avoid the inconvenience at centre, as this photograph will be matched with the actual candidate appearing in the examination.
  • The signature should be in jpg format.
  • Size of the photo image must be greater than 4 kb and less than 100 kb.
  • Size of the signature image must be greater than 1 kb and less than 25 kb.
  • Image Dimension of photograph should be 3.5 cm (width) x 4.5 cm (height) only.
  •  Pay examination Fee by e-challan or debit/credit card
  •  Print Confirmation page for record and future reference.

The candidate’s particulars cannot be changed/edited once the examination fee have been submitted. Thereafter corrections in the particulars can be made online w.e.f. 21.08.2015 to 25.08.2015.

The candidates shall be permitted to make on-line correction in their following particulars i.e. name, father and mother name, date of birth, category, differently abled category, Paper opted (i.e. Paper I or Paper II), Subject for Paper – II, First choice of Centre, language I and/or II opted, Address of correspondence and the name of the Institution/College/University from where he/she has obtained his/her B.Ed Degree/Diploma in Elementary Education etc.

No change will be accepted through offline mode i.e. through fax/application or by email etc. No correspondence in this regard will be entertained. Please note that no request for any change in particular will be accepted under any circumstances after the specified date for online correction is over.

The address for correspondence:

THE ASSISTANT SECRETARY (CTET),
CENTRAL BOARD OF SECONDARY EDUCATION,
PS 1-2, INSTITUTIONAL AREA, I P EXTENSION, PATPARGANJ,
DELHI-110 092
Contact No: 011-22235774, 22240104 Fax: 22240103
Email: ctet@cbse.gov.in

NOTE

  • The candidate must retain Confirmation Page and Candidate’s Copy of E-Challan (if fee paid through Syndicate or HDFC Bank’s E-Challan) for record and future reference.
  • Qualifying the CTET would not confer a right on any person for Recruitment/Employment as it is only one of the eligibility criteria for appointment.
  • The candidate should mention their own mobile number and E-Mail id while submitting their on-line application as the CTET alerts will be sent to the candidates on their registered mobile number and E-Mail id.

CLICK HERE FOR CTET SEPTEMBER 2015 COMPLETE INFORMATION

CTET 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:
  • Relationships
  • Work and Play
  • Animals
  • 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/Aids
  • Problems

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

CLICK HERE FOR CTET SEPTEMBER 2015 COMPLETE INFORMATION

CTET EXAM PATTERN

CTET EXAM PATTERN

All questions in CTET will be Multiple Choice Questions (MCQs), with four alternatives out of which one answer will be correct. Each carrying one mark and there will be no negative marking.
There will be two papers of CTET.
(i) Paper I will be for a person who intents to be a teacher for classes I to V.
(ii) Paper II will be for a person who intents to be a teacher for classes VI to VIII.
Note: A person who intents to be a teacher for both levels (classes I to V and classes VI to VIII) will have to appear in both the papers (Paper I and Paper II).

Paper I (for Classes I to V) Primary Stage
Duration of examination-Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix I)

 Child Development and Pedagogy  30 MCQs  30 Marks
 Language I (compulsory)  30 MCQs  30 Marks
 Language II (compulsory)  30 MCQs  30 Marks
 Mathematics  30 MCQs  30 Marks
 Environmental Studies  30 MCQs  30 Marks
 Total  150 MCQs  150 Marks

Nature and standard of questions

  • The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group of 6-11 years. They will focus on understanding the characteristics and needs of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
  • The Test items in Language I will focus on the proficiencies related to the medium of instruction.
  • The Test items in language II will focus on the elements of language, communication and comprehension abilities.
  • Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page.
  • The Test items in Mathematics and Environmental Studies will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. In all these subject areas, the test items will be evenly distributed over different divisions of the syllabus of that subject prescribed for classes I – V by the NCERT.
  • The questions in the test for Paper I will be based on the topics prescribed in syllabus of the NCERT for classes I – V but their difficulty standard as well as linkages, could be up to the Secondary stage.

Paper II (for Classes VI to VIII) Elementary Stage
Duration of examination – Two-and-a-half hours
Structure and Content (All Compulsory): (Appendix I)

 Child Development and Pedagogy  30 MCQs  30 Marks
 Language I (compulsory)  30 MCQs  30 Marks
 Language II (compulsory)  30 MCQs  30 Marks
 Mathematics and Science
(for Mathematics and Science teacher)
 60 MCQs  60 Marks
Social Studies/Social Science
(for Social Studies/Social Science teacher)
*For any other teacher – either (IV) or (V)
 60 MCQs  60 Marks
 Total  150 MCQs  150 Marks

Nature and standard of questions

  • The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group of 11-14 years. They will focus on understanding the characteristics, needs and psychology of diverse learners, interaction with learners and the attributes and qualities of a good facilitator of learning.
  • The Test items in Language I will focus on the proficiencies related to the medium of instruction.
  • The Test items in language II will focus on the elements of language, communication and comprehension abilities.
  • Language II will be a language other than Language I. A candidate may choose any one language as Language I and other as Language II from the available language options and will be required to specify the same in the Confirmation Page.
  • The Test items in Mathematics and Science, and Social Studies/Social Science will focus on the concepts, problem solving abilities and pedagogical understanding of the subjects. The test items of Mathematics and Science will of 30 marks each. The test items will be evenly distributed over different divisions of the syllabus of that subject as prescribed for classes VI – VIII by the NCERT.
  • The questions in the test for Paper II will be based on the topics prescribed in syllabus of the NCERT for classes VI – VIII but their difficulty standard as well as linkages, could be up to the Senior Secondary stage.

LANGUAGE OF THE QUESTION PAPER

Main question paper shall be Bilingual (Hindi/English).

QUALIFYING MARKS AND AWARD OF CTET CERTIFICATE

As per NCTE notification No. 76-4/2010/NCTE/Acad Dated 11.02.2011: A person who scores 60% or more in the TET exam will be considered as TET pass.

  • School managements (Government, local bodies, government aided and unaided) may consider giving concessions to person belonging to SC/ST, OBC, differently abled persons, etc., in accordance with their extant reservation policy.
  • Should give weightage to the CTET scores in the recruitment process however, qualifying the CTET would not confer a right on any person for recruitment/employment as it is only one of the eligibility criteria for appointment.

APPLICABILITY

  • The CTET shall apply to schools of the Central Government (KVS, NVS, Central Tibetan Schools, etc.) and schools under the administrative control of UT’s of Chandigarh, Dadra & Nagar Haveli, Daman & Diu and Andaman & Nicobar Islands, Lakshadweep and NCT of Delhi.
  • CTET may also apply to the unaided private schools, who may exercise the option of considering the CTET.
  • Schools owned and managed by the State Government/local bodies and aided schools shall consider the TET conducted by the State Government. However, a State Government can also consider the CTET if it decides not to conduct the State TET.
  • According to CBSE Affiliation Bye-Law 53, prescribing the minimum qualifications for teachers to teach various subjects in Classes I to VIII in the schools Affiliated to CBSE stands amended to that extant and it shall be mandatory that the teachers appointed hereinafter i.e. 6th March 2012 to teach classes I to VIII in the Schools affiliated to the CBSE shall qualify/pass the Central Teacher Eligibility Test or Teacher Eligibility Test (TET), conducted by the appropriate Central/ State Government in accordance with the Guidelines framed by the NCTE for this purpose.

VALIDITY PERIOD OF CTET CERTIFICATE

  • The Validity Period of CTET qualifying certificate for appointment will be seven years from the date of declaration of its result for all categories.
  • There is no restriction on the number of attempts a person can take for acquiring a CTET Certificate. A person who has qualified CTET may also appear again for improving his/her score.
  • A candidate can get a duplicate copy of Marks Statement or Eligibility Certificate by paying the prescribed fee by way of Demand Draft in favour of Secretary, Central Board of Secondary Education, drawn on any nationalized bank, payable at Delhi. Format for applying for duplicate marks statement/certificate is available on CTET official website i.e. www.ctet.nic.in
 Time for issue of duplicate document  Amount (per document)
 Within 14 working days  Rs.200/- + Rs. 35/- (Postal Charges)

EXAMINATION CENTRES

List of Examination Cities where the CTET will be conducted is given in Appendix-III. Candidates are required to give THREE DIFFERENT OPTIONS in order of their preference. While every effort will be made to allot a Centre in one of the places opted by the candidate, the Board reserves its discretion to allot a Centre other than that of Candidate’s choice anywhere in India.

Under no circumstances, the Centre once allotted shall be changed by the Board. In case the number of candidates in any of the notified City is very less for running the Examination Centre, the Board at its discretion may not conduct the Examination in that City and the Candidate who opted that city as 1st Choice may be allotted Examination Centres in other city opted as 2nd or 3rd choice.
CLICK HERE FOR CTET SEPTEMBER 2015 COMPLETE INFORMATION