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About CTET 2019
Central Board of Secondary Education (CBSE) will conduct Central Teacher Eligibility Test or CTET 2019 in offline mode for accessing candidates’ aptitude and eligibility for appointment as a teacher for class 1 to 8 in central government as well as in private schools. CTET is conducted for two papers – Paper – I for the primary stage (class- I to V) and Paper – II for the elementary stage (class- VI to VIII). The application form of CTET 2019 is expected to be available in the second week of May 2019. Registered candidates have to download their admit cards to be available in online mode only. Each of the two papers will have 150 questions for 150 marks. Candidates who qualify the CTET exam 2019 will be given TET Eligibility Certificate and they will be eligible to apply in schools under Central Government, unaided private schools, and schools under the administrative control of Union Territories.
| Languages | Assamese, Bengali +16 More |
| Conducting Body: | Central Board of Secondary Education |
| Duration | 2 Hours 30 Minutes |
Download all details about CTET 2019
Download BrochureCTET 2019 Important Dates
| 25 Mar, 2019 - 01 Apr, 2019 | (Target Jul 2019) - Application Correction | Mode: Online |
| 07 Jul, 2019 | (Target Jul 2019) - Exam | Mode: Offline |
| 05 Aug, 2019 | (Target Jul 2019) - Result | Mode: Online |
CTET Eligibility Criteria
Candidates willing to fill the application form must meet the eligibility criteria of CTET 2019. Candidates must go through the eligibility criteria prescribed by CBSE before filling the application form. As the test is conducted for two papers - paper - I (Class I to V) and Paper - II (Class VI to VIII), the eligibility criteria also differs for both the papers. The CTET eligibility criteria deal mainly about educational qualification that is needed to appear for paper - I and paper - II.
CTET Paper I
CTET Eligibility Criteria
Educational Qualification
| Exam level | Educational Qualification |
| CTET(Primary level – class – I To V) | a) Candidates must have acquired at least 45% marks in the senior secondary exam and must have passed or appearing in the final year of the two-year diploma course in the Elementary Education (In accordance with NCTE (recognization norms and procedure), Regulation, 2002) Or b) 50% marks in the senior secondary examination and must have passed or appearing in the final year of Diploma in Education (Special Education) Or c)Candidates must be Graduate and must have passed or appearing in the final year of 2 years Diploma in Elementary Education Or d) Candidates must have passed senior secondary or its equivalent with a minimum of 50% marks and they should have passed or appearing in the final year of 4 years bachelor's in Elementary Education (B.El.Ed) or e) Candidates with a minimum of 50% marks and are appearing or passed the final year of 2-year diploma in Elementary Education. f) Also, candidates who have scored 50% marks in graduation and have B.Ed degree can apply for paper - I. |
Number of attempts
There is no limit on exam attempts. Even if the candidates have qualified the exam, they can still appear for the next exam to improve their marks.
CTET Paper II
CTET Eligibility Criteria
Educational Qualification
| Exam level | Educational Qualification |
| CTET (Elementary – class VI to VIII) | a)Candidates must have graduation degree with not less than 45% marks and must have passed or appearing in the 1st year of B.Ed (Bachelors in Education) in accordance with NCTE. Or b) Must have passed or appearing in final year of 2-year Diploma in Elementary Education and must be Graduate Orc)Candidate must have obtained 50% marks in Graduation and must have passed 1-year B.Ed. Or d)Candidates must have passed Senior Secondary or its equivalent with not less than 50% marks and should have passed or must be appearing in final year of 4-year Bachelor in Elementary Education (B.El.Ed). Or e)Candidates must be Graduate and must have passed or appearing in final year of 2-year Diploma in Elementary Education.or f) Candidates with a minimum of 50% marks in senior secondary or its equivalent and appearing or passed final year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed. |
Number of attempts
Candidates can apply as many times as they wish. Even they have qualified the exam, they can appear for CTET to improve their previous score.
Mode of Application : Online and Offline
Mode of Payment : Credit Card | Debit Card | Bank Challan
Application Fees
| Category | Quota | Mode | Gender | Amount |
|---|---|---|---|---|
| OBC, General | Online | Female, Male | ₹ 700 | |
| ST, SC | PWD | Online | Female, Male | ₹ 350 |
CTET Application Form
Interested candidates can fill the online application of CTET 2019 in online mode. Candidates must be careful while entering the basic details because any misleading information would lead to cancellation of candidature. Before candidates start filling the CTET application form 2019, they had to keep the following documents ready with themselves - a valid email ID and phone number, certificate/marksheet of class 10th, scanned signature and photograph to upload and bank account details to pay the online fee. The application procedure includes the following steps – registration, entering of personal details, uploading of scanned photograph and signature, payment of fee and finally taking a printout of CTET application form 2019. The application fee for CTET application is given below:
Application fee
| Category | Paper - I | Paper – II | Paper – I and II |
| General/OBC | Rs. 700 | Rs. 700 | Rs. 1200 |
| Differently abled person/SC/ST/ | Rs. 350 | Rs. 350 | Rs. 600 |
CTET E-books and Sample Papers
Know all about CTET
CTET 2019 Syllabus
CTET Paper I
| Child development and pedagogy | Child development | 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. | |
| Concept of inclusive education and understanding children with special needs | 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 | |
| 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 | 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) |
| 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 | Comprehension | Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability |
| 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 | |
| Mathematics | Content | Geometry |
| Shapes & spatial understanding | |
| Solids around us | |
| Numbers | |
| Addition and subtraction | |
| Multiplication | |
| Division | |
| Measurement | |
| Weight | |
| Time | |
| Volume | |
| Data handling | |
| Patterns | |
| Money | |
| 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 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 | Content | Family and friends |
| Relationships | |
| Work and play | |
| Animals | |
| Plants | |
| Food | |
| Shelter | |
| Water | |
| Travel | |
| Things we make and do | |
| 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 of presenting concepts | |
| Activities | |
| Experimentation/practical work | |
| Discussion | |
| Cce | |
| Teaching material/aids | |
| Problems | |
CTET Paper II
| Child development and pedagogy | Child development | 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. | |
| Concept of inclusive education and understanding children with special needs | 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 | |
| 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 | 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) |
| 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 | Comprehension | Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability |
| 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 | |
| Mathematics | Number system | Knowing our number |
| 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 | |
| Pedagogical issues | Nature of mathematics/logical thinking |
| Place of mathematics in curriculum | |
| Language of mathematics | |
| Community mathematics | |
| evaluation | |
| Remedial teaching | |
| Problem of teaching | |
| Science | 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 | |
| Pedagogical issues | 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 | |
| Social studies/social sciences | 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 kingdom | |
| 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 | |
| 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 | |
CTET 2019 Preparation Tips
CTET Preparation Tips
All the candidates who wish to appear for CTET must go through the exam pattern and syllabus for better preparation. This competition exam is quite tough so candidates have to prepare in advance so to develop good command over the fundamentals of paper selected. Some important tips for preparation of CTET are :
- Candidates must solve previous years' question papers. This will help them in knowing the exam well and also help them to finish the exam in the given time.
- They must start preparation with the easiest portion. Also, they should divide their time equally between all the sections.
- Do not start any new topic at the last moment. That will only create confusion.
- Make a proper routine and follow that strictly.
- In the end, stay confident and positive.
CTET Exam Pattern
The exam pattern of CTET 2019 will help candidates in knowing the mode of the exam, sectional division, time duration and marking scheme. It is important for the candidates to know about the CTET exam pattern 2019 for better understanding. There are two papers for CTET – paper – I and paper – II. Both the papers carry 150 marks and have multiple choice questions. The CTET exam is conducted in offline mode and there is no negative marking for incorrect responses. The exam duration of each paper of CTET exam is 2 hours and 30 minutes.
CTET Paper I
CTET Exam Pattern - Paper - I (Primary Stage)
| S No. | Sections | Number of Questions | Number of Marks |
| 1 | Language I (compulsory) | 30 | 30 |
| 2 | Language II (compulsory) | 30 | 30 |
| 3 | Child Development and Pedagogy | 30 | 30 |
| 4 | Environmental Studies | 30 | 30 |
| 5 | Mathematics | 30 | 30 |
|
| Total | 150 | 150 |
CTET Paper II
CTET Exam Pattern - Paper - II (Elementary Stage)
| S No. | Sections | Number of Questions | Number of Marks |
| 1. | Language I (compulsory) | 30 | 30 |
| 2. | Language II (compulsory) | 30 | 30 |
| 3. | Child Development & Pedagogy(compulsory) | 30 | 30 |
| 4. | Social Studies/Social Science 60 MCQs, 60 Marks (for Social Studies/Social Science teacher only) | 60 | 60 |
| 5. | Mathematics and Science 60 MCQs, 60 Marks (for Mathematics and Science teacher only) | 60 | 60 |
| Total | 150 | 150 |
CTET Admit Card
The admit card of CTET will be released online for paper – I and paper – II on the official website. In order to download the admit card, candidates had to enter their registration number and date of birth/password in the login window. The admit card was not sent via post. CTET Admit card 2019 will contain information such as name, the timing of the exam, the address of the exam centre, category and exam related guidelines. Candidates are advised to check the CTET admit card details and if any mistakes are found then they can contact the authority for necessary modification.
CTET 2019 Exam Centers
| State | City |
|---|---|
| Andaman and Nicobar Islands | Port Blair |
| Andhra Pradesh | Vijayawada |
| Visakhapatnam | |
| Assam | Guwahati |
| Bihar | Muzaffarpur |
| Patna | |
| Chandigarh | Chandigarh |
| Chhattisgarh | Raipur |
| Dadra and Nagar Haveli | Dadra and Nagar Haveli |
| Daman and Diu | Daman |
| Delhi | Central Delhi |
| East Delhi | |
| North Delhi | |
| South Delhi | |
| West Delhi | |
| Goa | Panaji |
| Gujarat | Ahmedabad |
| Surat | |
| Vadodara | |
| Haryana | Ambala |
| Faridabad | |
| Gurugram | |
| Karnal | |
| Kurukshetra | |
| Panchkula | |
| Himachal Pradesh | Hamirpur |
| Kangra | |
| Shimla | |
| Jammu and Kashmir | Jammu |
| Srinagar | |
| Jharkhand | Bokaro |
| Dhanbad | |
| Ranchi | |
| Karnataka | Bengaluru |
| Mangalore | |
| Kerala | Ernakulam |
| Kozhikode | |
| Thiruvananthapuram | |
| Madhya Pradesh | Bhopal |
| Indore | |
| Jabalpur | |
| Maharashtra | Aurangabad |
| Mumbai | |
| Nagpur | |
| Nashik | |
| Pune | |
| Manipur | Imphal |
| Meghalaya | Shillong |
| Mizoram | Aizawl |
| Nagaland | Kohima |
| Odisha | Bhubaneswar |
| Sambalpur | |
| Puducherry | Puducherry |
| Punjab | Amritsar |
| Bathinda | |
| Ferozepur | |
| Jalandhar | |
| Mohali | |
| Rajasthan | Ajmer |
| Jaipur | |
| Jodhpur | |
| Kota | |
| Udaipur | |
| Bikaner | |
| Sikkim | Gangtok |
| Tamil Nadu | Chennai |
| Coimbatore | |
| Madurai | |
| Tiruchirapalli | |
| Telangana | Hyderabad |
| Tripura | Agartala |
| Uttarakhand | Dehradun |
| Haldwani | |
| Roorkee | |
| Uttar Pradesh | Agra |
| Aligarh | |
| Allahabad | |
| Bareilly | |
| Ghaziabad | |
| Gorakhpur | |
| Kanpur | |
| Lucknow | |
| Mathura | |
| Moradabad | |
| Noida | |
| Raebareli | |
| Saharanpur | |
| Varanasi | |
| Mirzapur | |
| Faizabad | |
| Jhansi | |
| Meerut | |
| West Bengal | Durgapur |
| Kolkata |
Documents Required at Exam
- Admit card
- Aadhaar card
- Pan card
- Passport
- Voter ID card
- Ration card
- Driving licence
CTET Answer Key
The provisional answer key of CTET will be released a few days after the exam is conducted. Answer key helps the candidates to know how many correct answers they have answered in the exam. CTET final answer key 2019 will be released for both paper I and II. They can also get an idea about the marks that they can secure based on the correct and incorrect responses. Not only the official website but some of the coaching institutes will also release the answer key for CTET. Candidates can download the answer key by using their login credentials.
CTET Result
The result of CTET 2019 will be announced in online mode. Candidates can check their result by entering their roll number in the login window. The CTET result 2019 will have details such as name, roll number, and marks. Candidates have to qualify both the papers if they want to become a teacher for both the levels (Class - I to V and VI to VIII). Candidates qualifying the exam will be eligible to apply in private schools, Central Government schools, or schools under control of government/local bodies. The result of CTET is valid for 7 years from the date of issuance.
General Information
| Validity of Exam Result: | For 7 Years |
| Mode of Exam: | Offline |
| Contacts: | 01122235774 |
| Relevant Links: | Official Website Link Click Here |
| +2 More |
Questions related to CTET
Can i change my medium from english to hindi in ctet 2019 form
Hello,Yes Khushboo, you can change the medium of the language. CBSE provides correction facility in the CTET application form, in that period you c...
Can i change the Education qualification like 1, 2,3,4,5, for laver VI To VII is there any chances if i done the final submission CTET 2019
Hello Deepa, don't worry you can make changes to your application, even after the final submission. According to the official website of Central Te...
MY BOARD/INSTITUTE IS NOT IN THE LIST. HOW CAN I FILL THAT REQUIRED AREA ? PLEASE HELP.
Dear Anupama, please check if there is an option called 'Other' that you can choose from. If yes, please select 'Other'. This option is for those c...
Is there any way to edit or cotrect sign in ctet application 2019?
Hello Proloy MontalNo, you cannot edit signature applied on CTET application . But you can edit fews things such as Your NameFather’s NameMoth...
I have made a mistate by giving wrong candidate's signature. What should I do? Is there any way to correct it?
Dear Proloy, you can make changes or modification in the application form of CTET only before the final submission. No modification will be allowed...
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