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CTET (Central Teacher Eligibility Test) is the heading platform that aids the aspiring candidates in securing their vision to become a teacher. For a qualitative education foundation, it’s imperative to launch a strong base of quality educators that can depart high quality education to the coming generation of our country. Seeking the growing demand of professionally qualified teachers, CTET exam is conducted by the Central Government to analyze the core of teaching aids necessary to implant for a better tomorrow.

Tara Institute offers CTET coaching in Delhi and prepares the aspiring teachers to counter the acknowledgeable program that will aid in bringing the best of all educators for the future generation of our country. The coaching program is directed to bring out the best in a teacher ability to acknowledge quality education initiative and pave prospective future for the coming gentry. The coaching classes will divert a candidate towards shaping a bright future of the students through proficient and quality learning additives.

Tara Institute, being the primary establishment in the due course of providing the educative guidance console, offers CTET coaching classes in Delhi to the aspirants looking forward for a bright future in the field of teaching. Countering the requirement of highly qualified teachers, we have come upon with a systematized coaching program offered by experienced and specialized faculty.

Our coaching initiative combines the interactive study material effectively with the practice papers and previous years question papers to give a complete insight of the upcoming entrance test to the candidates. We adhere to develop core learning in our teaching methodology that directs the future teachers with quality education incentive for a better tomorrow.

The Central Board of Secondary Education, Delhi conducts the Central Teacher Eligibility Test (CTET) for a person to be eligible for appointment as a teacher for classes I to VIII. Candidates can apply only On-line for CTET on CBSE/CTET website. The CTET shall apply to schools of the Central Government (KVS, NVS, Tibetan Schools, etc) and schools under the administrative control of UT of Chandigarh, Andaman & Nicobar Islands, Daman & Diu and Dadra & Nagar Haveli 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.

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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.

ELIGIBILITY for CTET:
Minimum Educational 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). OR
  • 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. OR
  • 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). OR
  • 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)*. OR
  • Graduation and passed or appearing in final year of two year Diploma in Elementary Education (by whatever name known). OR

Minimum Educational Qualification 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. OR
  • 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). OR
  • 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. OR
  • 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 to apply 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) 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.
  • The candidate not having any of the above qualification shall not be eligible for appearing in Central Teacher

Eligibility Test
Pattern of Examination for CTET Exam
The CTET examination will be of objective type Multiple Choice Question (MCQ’s). There will be no negative marking. There will be 2 papers of CTET.
(i) Paper I will be for a person who intends to be a teacher for classes I to V.
(ii) Paper II will be for a person who intends to be a teacher for classes VI to VIII.

PAPER DURATION
PAPER 1 2.30 HOURS
PAPER 1 2.30 HOURS

A person who intends 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).

SYLLABUS for CTET Exam
(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 a bled 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/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. (A) 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 
I. Food

  • Sources of food
  • Components of food
  • Cleaning food

II. Materials

  • Materials of daily use

III. The World of the Living
IV. Moving Things People and Ideas
V. How things work

  • Electric current and circuits
  • Magnets

VI. Natural Phenomena
VII. 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 
I. 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

II. 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

III. 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 textbook.

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