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Get UpdatesTS TET 2024 - Department of School Education, Government of Telangana has released the TS TET 2024 application form on March 27 online on the official website - tstet.cgg.gov.in. Candidates can apply for the TS TET 2024 exam till April 10, 2024. TS TET 2024 exam is scheduled to be held from May 20 to June 3, 2024 in online mode. Candidates will be able to download the TS TET admit card 2024 from May 15 onwards until June 3, 2024. The TS TET result 2024 will be available on June 12, 2024 in online mode on the official website itself.
The authorities conduct TS TET to qualify candidates as teachers for the state. DSE, Telangana will conduct TS TET 2024 exam to qualify candidates for the role of teachers in two categories – class 1 to 5 and class 6 to 8.
Based on the categories the candidates want to teach they will have to appear in either Paper 1 (for class 1 - 5) or Paper 2 (for class 6 – 8). However, candidates aspiring to teach both categories will have to take both the papers. The body has prescribed the qualifying cutoff for each category. Candidates securing equal to or more than the qualifying cutoff will be considered as having qualified the examination.
| Full Exam Name | Telangana State Teacher Eligibility Test |
| Short Exam Name | TS TET |
| Conducting Body | Department of School Education Telangana |
| Exam Level | State Level Exam |
| Languages | Bengali, English +8 More |
| Mode of Application | Online |
| Application Fee (General) | 1000 Rs [Online] |
| Mode of Exam | Offline |
| Mode of Counselling | Offline |
| TS TET Paper 1 - Duration | 2 Hours 30 Minutes +1 More |
Upcoming Dates and Events
20 May, 2024 - 03 Jun, 2024
Exam | Mode: Online
15 May, 2024 - 03 Jun, 2024
Admit Card | Mode: Online
12 Jun, 2024
Result | Mode: Online
Past Dates and Events
11 Apr, 2024 - 20 Apr, 2024
Application Correction | Mode: Online
27 Mar, 2024 - 20 Apr, 2024
Fee payment | Mode: Online
27 Mar, 2024 - 20 Apr, 2024
Application | Mode: Online
15 Mar, 2024
Advertisement | Mode: Online
To be eligible for TS TET 2023, candidates must have passed Class 12 with minimum 50% and hold 2 year Diploma in Elementary Education or 4 year Bachelor of Elementary Education or 2 year Diploma in Education
As per the eligibility criteria of TS TET 2023 for Paper 2, candidates should hold BA/ B.Sc/ B.Com degree with a minimum of 50% and Bachelor of Education
Mode of Application : Online
Mode of Payment : Net Banking | Credit Card | Debit Card
The application form of TS TET 2024 has been released on March 27, 2024. TS TET registration 2024 will be closed online on April 10, 2024 by the Department of School Education, Government of Telangana on the official website. To apply for the exam, candidates need to provide all information in the application form such as personal, academic and contact details. After filling all information, candidates have to pay the application fee. The examination fee of TS TET 2024 is Rs. 1000 for paper 1 and is Rs. 2000 for both the papers.
Steps to fill TS TET 2024 application form:
Click on the link
Payment of fee
At the payment gateway, candidates will have to provide information such as candidate’s name, name of parents, date of birth, academic and contact details, etc.
After successful fee payment, candidates will be issued ‘Journal number’
With the help of Journal number, candidates can submit the online application form
After generation of Journal number, candidates will need to upload photograph and signature.
Tick mark the declaration and enter verification code
Verify if uploaded images are valid
Click on ‘Preview’ button to cross check all details
Click on ‘Submit’
| Category | Quota | Mode | Gender | Amount |
|---|---|---|---|---|
| OBC, ST, General, SC | Online | Female, Male | ₹ 1000 |
Development of child |
|---|
| Development, growth and maturation-concept and nature |
| Principles of development and their educational implications |
| Factors influencing development-biological, psychological, sociological |
| Dimensions of development and their interrelationships-physical and motor, cognitive, emotional, social, moral, language relating to infancy, early childhood, late childhood, adolescence |
| Understanding development-Piaget, Kohlberg, Chomsky, Carl Rogers and Erikson |
| Individual differences-intra and inter individual differences in the areas of attitudes, aptitude, interest, habits, thinking (divergent and convergent), intelligence and their assessment |
| Development of personality-concept, factors affecting development of personality, child rearing practices, self-concept |
| Adjustment, behavioral problems, defense mechanisms, mental health |
| Methods and approaches of child development-introspection, observation, interview, case study, experimental, rating scales, anecdotal records, questionnaire, cross sectional and longitudinal |
| Developmental tasks and hazard |
Understanding learning |
|---|
| Concept, nature of learning-input, process, outcome |
| Factors of learning-personal and environmental |
| Approaches to learning and their applicability-behaviorism (Skinner, Pavlov, Thorndike), constructivism (Piaget, Vygotsky), gestalt (Kohler, Koffka) and observational (Bandura) |
| Dimensions of learning-cognitive, affective and performance |
| Motivation and sustenance-its role in learning |
| Memory and forgetting |
| Transfer of learning |
Pedagogical concerns |
|---|
| Teaching and its relationship with learning and learner |
| Learners in contexts: Situating learner in the socio-political and cultural context |
| Children from diverse contexts-children with special needs (CWSN), inclusive education |
| Understanding of pedagogic methods-enquiry based learning, project based learning, survey, observation and activity based learning, co-operative and collaborative learning |
| Individual and group learning: Issues and concerns with respect to organizing learning in classroom like study habits, self learning and learning to learn skills |
| Organizing learning in heterogeneous classroom groups-socio-economic background, abilities and interest |
| Paradigms of organizing learning-teacher centric, subject centric and learner centric |
| Theory of instruction-Bruner |
| Teaching as planned activity-elements of planning |
| General and subject related skills, competencies required in teaching and attributes of good facilitator |
| Learning resources-self, home, school, play, community, technology |
| Classroom management: Role of student, teacher, leadership style of teacher, creation of non-threatening learning environment, managing behavior problems, guidance and counseling, child abuse, punishment and its legal implications |
| Classroom management: Rights of a child, time management |
| Distinction between assessment for learning and assessment of learning, school based assessment, continuous and comprehensive evaluation: Perspective and practice |
| Understanding teaching and learning in the context of NCF, 2005 and right to education act, 2009 |
Parts of speech |
|---|
Tenses |
|---|
Types of sentences |
|---|
Prepositions and articles |
|---|
Degrees of comparison |
|---|
Direct and indirect speech |
|---|
Questions and question tags |
|---|
Active and passive voice |
|---|
Phrasal verbs |
|---|
Reading comprehension |
|---|
Composition |
|---|
Vocabulary |
|---|
Meaning of idiomatic expressions |
|---|
Correction of sentences |
|---|
Sequencing of the sentences in the given paragraph |
|---|
Error identification within a sentence |
|---|
Aspects of english |
|---|
| English language-history, nature, importance, principles of English as second language |
| Problems of teaching/ learning English |
Objectives of teaching english |
|---|
Phonetics |
|---|
Development of language skills |
|---|
| Listening, speaking, reading and writing (LSRW) |
| Communicative skills |
Approaches, methods, techniques of teaching english |
|---|
| Introduction, definition and types of approaches methods and techniques of teaching English |
| Remedial teaching |
Teaching of structures and vocabulary items |
|---|
Teaching learning materials in english |
|---|
Lesson planning |
|---|
Curriculum and textbooks |
|---|
Evaluation in English language teaching-CCE |
|---|
Number system |
|---|
| Natural numbers, whole numbers, integers, rational numbers and their fundamental operations (addition, subtraction, multiplication and division) |
| Primes composite numbers, co-primes, twin primes, relationship between LCM and GCD, Indian currency, representation of natural, whole, integers and rational numbers on a number line |
| Terminating and non-terminating decimals, non-terminating but recurring decimals, square, square root, cube, cube roots of numbers, Pythagorean triplets |
| Applications on number system |
Fractions |
|---|
| Concept of fractions, proper fractions, improper fractions, mixed fractions, decimal fractions, comparison, fundamental operations on fractions (addition, subtraction, multiplication and division) |
| Representation of a fraction in pictorial form and on a number line, reciprocal of fraction, uses of fractions in daily life |
Arithmetic |
|---|
| Unitary method, percentages, profit and loss, ratio and proportion, direct proportion, discount, simple interest, compound interest, time and work, time and distance, tax (VAT) |
Geometry |
|---|
| Basic idea of geometry (2D and 3D shapes), types of angles, construction and measurement of angles, types of angles, lines, triangles, types of triangles, quadrilaterals, types of quadrilaterals, congruence |
| Property of congruence of triangles (SAS, SSS, ASA, RHS), construction of triangles and quadrilaterals, patterns with geometrical shapes, representing 3D Shapes into 2D Shapes, Euler’s relation |
| Properties of triangles, parallelogram, trapezium, rhombus, rectangle, square and kite, concept of circles, symmetry |
Measurements |
|---|
| Length, weight, capacity, time and their standard units, surface area and volume of a cube and a cuboids, perimeter and area of triangle, quadrilateral, parallelogram, rectangle, rhombus, square and trapezium |
| Circumference of a circle, area of circle, circular paths, other polygons and sector in a circle |
Data applications |
|---|
| Introduction to data, data presentation, preparation of frequency distribution table, bar graph, pictograph, histogram, mean, median and mode of ungrouped data, determination of mean by deviation method, cumulative frequency distribution table |
| Frequency polygon, frequency curve and cumulative frequency curves |
Algebra |
|---|
| Introduction to algebra, simple equations, solving linear equation in one variable, exponents and powers, algebric expressions, addition, subtraction, multiplication, division and factorisation of algebric expressions, algebric identities |
Definitions and nature of mathematics |
|---|
Aims, values , instructional objectives of teaching mathematics and academic standards |
|---|
Methods of teaching mathematics |
|---|
Instructional material in mathematics |
|---|
| TLM in mathematics |
Instructional planning |
|---|
Continuous comprehensive evaluation (CCE) |
|---|
| Formative assessment, summative assessment-processes and procedures |
Designing, administration, analysis of scholastic achievement test (SAT) |
|---|
Diagnostic and remedial teaching |
|---|
The mathematics teacher |
|---|
Resource utilization |
|---|
Curriculum and textbook |
|---|
My family |
|---|
| My family-family tree, migration, changing structures of family-nuclear and joint families, festivals |
Work and play |
|---|
| Occupations, child labor, games-local, national and international, marshal arts, effects of games on respiration and breathing, fairs, circus |
Plants and animals |
|---|
| Plants and animals in our surroundings, plant and animal products, parts of a plant, photosynthesis, parts of a flower, pollination, fertilization, fruits, seeds |
| Wild and cultivated plants, wild and domestic animals their food, arrangement of teeth in animals |
Our food |
|---|
| Different types of food, storage of grains and vegetables, storage of food, food-animal husbandry, nutrients of food, deficiency diseases |
Shelter |
|---|
| Need, different types of houses, electrical appliances-their use, social life in ants and honey bees, animals shelter-variation |
Air |
|---|
| Importance of air, composition of air, atmospheric pressure, diseases spread through air and their prevention, air pollution-causes, its impact, and measures to prevent, greenhouse effect |
Energy |
|---|
| Renewable, non-renewable, future energy |
Water |
|---|
| Importance, water resources, tanks, aquatic flora and fauna, measurement of liquids, water pollution-causes, impact, measures to prevent, purification of water, drought, floods |
Our body |
|---|
| Health, cleanliness-external, internal parts of our body, bones, muscles, sense organs, digestion, respiration, nervous system, excretory system, circulatory system, first aid |
Mapping |
|---|
| Direction, mandal, district, state, India |
History and culture of India |
|---|
| Evolution of man, pre-historic period, Indian culture and heritage, civilization, medieval period culture, ancient monuments, religious movements: Jainism, Buddhism, Bhakti movement, great personalities, Indian freedom movement, modern India |
Our country (India) |
|---|
| Location, area, physical features, climate, natural resources, continents and oceans, historical places in India, population |
Our state (Telangana) |
|---|
| Culture, state government, gram panchayat, Mandal Parishad, municipality, municipal corporation, local emergency services, our state symbols, livelihood, civilization-impact of rivers |
Indian constitution |
|---|
| Preamble, major concepts, fundamental rights, fundamental duties, child rights |
Security |
|---|
| Earthquakes, floods, fire, first aid, 108, 104 vehicles |
Concept and scope of environmental studies (science and social studies) |
|---|
Aims and objectives of teaching environmental studies (science and social studies) |
|---|
| Academic standards of teaching EVS |
Relation to science and social studies |
|---|
Curriculum and its transaction |
|---|
Learning environment |
|---|
CCE |
|---|
Development of child |
|---|
| Development, growth and maturation-concept and nature |
| Principles of development and their educational implications |
| Factors influencing development-biological, psychological, sociological |
| Dimensions of development and their interrelationships-physical and motor, cognitive, emotional, social, moral, language relating to infancy, early childhood, late childhood, adolescence |
| Understanding development-Piaget, Kohlberg, Chomsky, Carl Rogers and Erikson |
| Individual differences-intra and inter individual differences in the areas of attitudes, aptitude, interest, habits, thinking (divergent and convergent), intelligence and their assessment |
| Development of personality-concept, factors affecting development of personality, child rearing practices, self-concept |
| Adjustment, behavioral problems, defense mechanisms, mental health |
| Methods and approaches of child development-introspection, observation, interview, case study, experimental, rating scales, anecdotal records, questionnaire, cross sectional and longitudinal |
| Developmental tasks and hazard |
Understanding learning |
|---|
| Concept, nature of learning-input, process, outcome |
| Factors of learning-personal and environmental |
| Approaches to learning and their applicability-behaviorism (Skinner, Pavlov, Thorndike), constructivism (Piaget, Vygotsky), gestalt (Kohler, Koffka) and observational (Bandura) |
| Dimensions of learning-cognitive, affective and performance |
| Motivation and sustenance-its role in learning |
| Memory and forgetting |
| Transfer of learning |
Pedagogical concerns |
|---|
| Teaching and its relationship with learning and learner |
| Learners in contexts: Situating learner in the socio-political and cultural context |
| Children from diverse contexts-children with special needs (CWSN), inclusive education |
| Understanding of pedagogic methods-enquiry based learning, project based learning, survey, observation and activity based learning, co-operative and collaborative learning |
| Individual and group learning: Issues and concerns with respect to organizing learning in classroom like study habits, self learning and learning to learn skills |
| Organizing learning in heterogeneous classroom groups-socio-economic background, abilities and interest |
| Paradigms of organizing learning-teacher centric, subject centric and learner centric |
| Theory of instruction-Bruner |
| Teaching as planned activity-elements of planning |
| General and subject related skills, competencies required in teaching and attributes of good facilitator |
| Learning resources-self, home, school, play, community, technology |
| Classroom management: Role of student, teacher, leadership style of teacher, creation of non-threatening learning environment, managing behavior problems, guidance and counseling, child abuse, punishment and its legal implications |
| Classroom management: Rights of a child, time management |
| Distinction between assessment for learning and assessment of learning, school based assessment, continuous and comprehensive evaluation: Perspective and practice |
| Understanding teaching and learning in the context of NCF, 2005 and right to education act, 2009 |
Parts of speech |
|---|
Tenses |
|---|
Active voice and passive voice |
|---|
Prepositions and articles |
|---|
Degrees of comparison |
|---|
Clauses |
|---|
Verbs |
|---|
| Main verbs, auxiliary verbs |
Adverbs |
|---|
| Types of adverbs |
Conjunction |
|---|
| Coordinating conjunction, subordinating conjunction |
Direct and indirect speech |
|---|
Questions and question tags |
|---|
Types of sentences |
|---|
| Simple, compound and complex, synthesis of sentences |
Phrases |
|---|
| Uses of phrases |
Composition |
|---|
| Letter writing, precise writing |
Comprehension |
|---|
Vocabulary |
|---|
| Antonyms, synonyms and spellings |
Meaning of idiomatic expressions |
|---|
Correction of sentences |
|---|
Sequencing of the sentences in the given paragraph |
|---|
Error identification within a sentence |
|---|
Aspects of english |
|---|
| English language-history, nature, importance, principles of English as second language |
| Problems of teaching/ learning English |
Objectives of teaching english |
|---|
Phonetics/ transcription |
|---|
Development of language skills |
|---|
| Listening, speaking, reading and writing (LSRW) |
| Communicative skills-imparting values through communication |
Approaches, methods, techniques of teaching english |
|---|
| Introduction, definition and types of approaches methods and techniques of teaching English |
| Remedial teaching |
Teaching of structures and vocabulary items |
|---|
Teaching learning materials in English language teaching |
|---|
Lesson planning |
|---|
Curriculum and textbooks |
|---|
| Importance and its need |
Evaluation in English language teaching-CCE |
|---|
Number system |
|---|
| Prime and composite numbers, tests of divisibility, whole numbers, integers, fractions, decimal fractions, L.C.M. and G.C.D. rational numbers and irrational numbers |
| Properties of numbers, real numbers; laws of exponents, squares, square roots, cubes, cube roots, finding missing number represented as alphabets in sums involving array of four operations, number patterns, number puzzles, Euclid division lemma |
| Concept of logarithms |
Arithmetic |
|---|
| Ratio and proportion, simple interest, compound interest, time and distance, discount, tax, time and work, profit and loss |
Sets |
|---|
| Concept of set, set language, empty set, finite and infinite sets, subset and equality of sets, cardinal number of set, set operations, representation of sets, venn diagrams and their properties |
Algebra |
|---|
| Introduction to algebra, expressions, exponents and powers, factorization special products and expansions, linear equations and their graphs, polynomials, quadratic equations and its applications, concept of progressions, progressions (AP and GP) |
| nth term and sum of the first n terms in AP, nth term of GP |
Geometry |
|---|
| History of geometry, contribution of India in the development of geometry, Euclid geometry, lines and angles, similar triangles, pythagoras theorem, congruency of triangles, properties of circles, triangles, quadrilaterals and polygons |
| Parts of circle: Construction of circle, triangles and quadrilaterals, circles and concurrent lines in triangles, coordinate geometry, coordinates of a point, plotting of points |
| Parts of circle: Representing of linear equations in two variables (of the form ax+by+c=0, ) in the Cartesian coordination system) |
| Linear equations with 2 variables, slope of a line, distance between two points in a plane, section formula, area of a triangle, collinearity of points in a coordinate plane, centroid of a triangle, symmetry |
Mensuration |
|---|
| Perimeter and area of a square and rectangle |
| Area of triangle, circle, ring and quadrilaterals |
| Surface area and volume of cube, cuboid, lateral and total surface area and volume of a cylinder, cone, sphere and hemisphere, conversion of one solid to another shape, surface area and volume of combination of solids |
Data handling |
|---|
| Collection and classification of data, frequency distribution table, tally marks, bar graph, pictograph and pie diagrams, mean, median and mode for ungrouped and grouped data, cumulative frequency table and ogive curves |
| Concept of probability, simple problems (day to day life situation) on single events, concept of complementary events |
Trigonometry |
|---|
| Introduction of trigonometry, relationship between ratios, values of trigonometric ratios, (0º, 30º, 45º, 60º and 90º) trigonometric identities, trigonometric ratios of complementary angles, applications of trigonometry |
| Angle of elevation and depression, simple problems |
Definitions and nature of mathematics |
|---|
Aims, values , instructional objectives of teaching mathematics and academic standards |
|---|
Methods of teaching mathematics |
|---|
Instructional material in mathematics |
|---|
| TLM in mathematics |
Instructional planning |
|---|
Continuous comprehensive evaluation (CCE) |
|---|
| Formative assessment, summative assessment-processes and procedures |
Designing, administration, analysis of scholastic achievement test (SAT) |
|---|
Diagnostic and remedial teaching |
|---|
The mathematics teacher |
|---|
Resource utilization |
|---|
Curriculum and textbook |
|---|
Natural resources-air, water |
|---|
| Water pollution, harnessing of water, states of water, hardness of water, water pressure, air pollution, atmospheric pressure, air pressure, Archimedes' principle, Pascal's law, Bernoulli's principle, hydrometer, barometer |
| Laws of floatation, specific gravity, surface tension, fluid mechanics |
Our universe |
|---|
| Solar eclipse, lunar eclipse, constellation, zodiac, space travel; solar system, satellites, stars, comets; earth |
Natural phenomenon |
|---|
| Light: How can we see objects, shadows, reflection of light, laws of reflection, plane mirrors and images, virtual image, real image, pinhole camera, periscope, kaleidoscope, spherical mirrors and images |
| Light: Fermat’s principle-applications of reflection of light, refraction of light, laws of refraction, refractive index, Snell’s law, total internal reflection and its applications, refraction through glass prisms and slabs |
| Light: Refraction at curved surfaces and through lenses, images formed by lenses and ray diagrams, construction of human eye, least distinct vision, defects of vision-formation of rainbow, dispersion of light |
| Sound: Sources of sound, production and propagation of sound, construction of human ear and its working-properties of sound, auditable range, sound pollution, sound waves, kinds of sound waves, characteristics of sound waves, reflection of sound, echo |
| Sound: Echo, uses of ultrasonic sounds, musical instruments |
| Heat: Concept of heat and temperature, thermal equilibrium, measurement of temperature, types of thermometers, specific heat and its applications in daily life, methods of mixtures-evaporation, condensation, boiling point, melting point |
Mechanics-kinematics, dynamics |
|---|
| Concept of motion and rest |
| Types of motion; speed, velocity, acceleration, Newton's laws of motion, force-types of force, resultant force, friction, types of friction-factors influencing the friction, fluid friction, gravitation, Newton’s law of gravitation |
| Centre of gravity and stability |
| Work and energy, types of energy, conservation of energy |
Magnetism and electricity |
|---|
| Magnetism: Natural magnets and artificial magnets, properties of magnets, uses magnets-methods of magnetization, magnetic induction, magnetic field, magnetic lines of force |
| Electricity: Electric circuit, primary cells, conductors and insulators, electric charge, electric field, electric potential, potential difference, EMF, Ohm’s law, resistance, specific resistance, resistances in series and parallel |
| Electricity: Heating effects of electric current, electric power, magnetic effects of electric current, solenoid, Fleming’s left hand rule, electric motor, electromagnetic induction, electric generator, electrical conductivity of liquids, electroplating |
| Electricity: Faraday’s laws of electrolysis |
Matter around us |
|---|
| States of matter, properties of matter, substances and mixtures, methods of separation of mixtures, fibers, types of fibers, plastics, types of plastics, use of plastics and environment |
| Acids, bases and salts, neutralization-metals and non metals, physical and chemical properties of metals and non-metals, coal and petroleum, combustion and fuels, types of combustion, temperature of combustion, calorific value |
Laws of chemical combination and chemical calculations |
|---|
| Physical change, chemical change, laws of chemical combination, chemical reactions and calculations |
| Types of chemical reactions |
Atomic structure |
|---|
| Atoms and molecules, elements, atomicity, Dalton’s atomic theory, ions, atomic mass, valency, molecular mass, concept of mole, molar mass, Thomson model of atom, Rutherford model of atom, Bohr’s model of atom, atomic number, isotopes, quantum numbers |
| Electronic configuration |
Periodic classification and chemical bonding |
|---|
| Dobereiner triads, Newlands law of octave, Mendeleev’s periodic table, long form of periodic table, changes of properties of elements in groups and periods |
| Chemical Bond, ionic bond, covalent bond, shapes of molecules, electron valency theory, properties of ionic and covalent substances |
Metallurgy |
|---|
| Extraction of metals and steps, reactivity of metals and its role in extraction of metals, various methods of extraction of metals |
Biology |
|---|
| Its importance in everyday life |
Living world-characteristics |
|---|
| Classification of plants and animals and their characteristics |
| Cell: Concept, cell theory, differences between plant cell and animal cell, cell divisions, cell organelles |
| Tissues-animal tissues, plant tissues |
Plant world-types of plants |
|---|
| Parts of a plant-their functions, seed dispersal, fibers from plant |
| Reproduction-asexual, sexual, vegetative propagation, nutrition, photosynthesis, excretion, respiration, economic importance of plants |
| Economic importance of plants, agriculture, crop diseases and pest control measure |
Animal world |
|---|
| Movements, organ systems and their functions including man digestive system, respiratory system, circulatory system, excretory system, nervous system, endocrine system, skeleton system, reproductive system, sense organs in man |
| Nutrition deficiency diseases in man, first aid, HIV/ AIDS, animal behaviour |
| Economic importance of animals, animal husbandry, pisciculture, sericulture |
Microbes |
|---|
| Bacteria, viruses, fungi, protozoan-useful and harmful microbes, microbial diseases in plants and animals |
Our environment |
|---|
| Biotic and abiotic factors, natural resources, biodiversity, different ecosystems, air pollution, water pollution, soil pollution, carbon cycle, nitrogen cycle, oxygen cycle |
Recent trends in biology |
|---|
| Hybridization, genetic engineering, gene banks, gene therapy, tissue culture |
Definition, nature, structure and history of science |
|---|
Aims, values , instructional objectives of teaching science and academic standards in science |
|---|
Methods of teaching science |
|---|
Instructional material in teaching science |
|---|
| Tlm in science |
Instructional planning |
|---|
Science laboratory |
|---|
Science teacher-changing roles |
|---|
Science curriculum and its transaction, NCF-2005, SCF-2011 |
|---|
Science textbooks |
|---|
Evaluation |
|---|
| CCE-formative assessment, summative assessment-designing and administration, analysis of scholastic achievement test (SAT) |
Diversity on the earth |
|---|
| Maps, scale, cardinal points, types of maps, evolution of maps, conventional signs, contour lines |
| Globe, oceans and continents, latitudes and longitudes, origin of Earth, realms of the Earth (lithosphere, atmosphere, hydrosphere, biosphere), landforms, movements of the Earth and its effect, seasons, interior of the Earth |
| Solar energy-insolation, temperature and its measuring, terrestrial radiation, polar regions |
| Elements of climate, types of rainfall |
| Europe, Africa-location, physical features, climate, forests and wildlife, population, agriculture, minerals, industries, transportation, trade, exports and imports. |
| Geography of India and Telangana-physical features, rivers and other water sources, seasons, forests, climate and its factors affecting, floods and droughts, forests and animal wealth, soils, electricity, agriculture, mineral wealth, industries |
| Geography of India and Telangana-population, literacy rate, density of population, settlements and migration, transportation |
Production-exchange and livelihoods |
|---|
| Livelihood of earliest people, sites in Telangana, domestication, settled life agriculture, types of farming, crop seasons , problems of agriculture and agricultural labourers and small farmers , contract farming, agriculture in Telangana |
| Trade and marketing, self help groups, agricultural markets yards, minimum support price, trading paddy in Telangana, land holdings, phases in agricultural development, green revolution, organic farming |
| Production, handicrafts and handlooms, cooperative societies and their role, industrial revolution, sources of energy, trade in industrial products, urbanization and slums, production in a paper factory , process of making paper |
| Transport system in Telangana, employment in transport, congestion and pollution |
| Industries, factors of location, agro based and mineral based industries, automobile industries and IT, phases in industrial development, industrial policies, growth in production, environmental problems |
| Service activities, categories, importance, challenges |
| Money and banking, barter system, exchange with money, evolution of money, emergence of banks, commercial banking, types of deposits, cheques and demand drafts, loans, internet Banking, credit in the financial system, financial literacy |
| Prices and cost of living, price’s effect on people, inflation, consumer price index, regulation of prices, government budget and taxation, VAT |
| Production and employment, sectors of the economy, national income (GDP), per capita income, HDI, employment, organized and unorganized sectors, impact of technology on three sectors of the economy |
| Public health and government, health care services, public and private health insurance |
| Globalization, flows in economic exchange, MNCs, foreign trade, factors enabling globalization, WTO, IMF impact |
| Food security and nutritional status of India, PDS, sustainable development meaning, sustainable development with equity |
Political systems and governance |
|---|
| Tribal Panchayat system-present local body system (gram Panchayat, mandal parishad and zilla parishad) and urban governments-formation and functions |
| Emergence of kingdoms and republics, first empires, Mauryas, Rajputs, Rashtrakutas, Cholas, Deccan kingdoms, Satavahana, Kushants, Guptas |
| Regional Kingdoms: Kakatiyas, Vijayanagara empires, Qutub Shahis |
| Mughals, Asaf Jahis, British empire, landlords and tenants under the British and Nizams and Mughals, peasant movement in Hyderabad |
| National movement in India, muslim league, partition and migration, merging of princely states, and freedom movement in Hyderabad state |
| Making of laws and implementation of laws, assembly, council and parliament, election process, WALTA Act-2002 |
| Indian constitution-formation, features and preamble, justice, rule of law, judicial system, civil and criminal laws, levels of courts |
| Changing cultural traditions in Europe 1300-1800, renaissance, reformation, modern science |
| Democratic and national movements, England, American and French revolutions, unification of Germany and Italy |
| Expansion of democracy in Myanmar and Libya, civil liberties |
| Industrialization and social change, Britain, Germany and France, movements of women, workers (socialism) |
| Colonialism in Latin America, Asia and Africa, impact on India and other regional movements |
| World Wars-I and II, reasons -treaty of Versailles, league of nations holocaust, Nazism, Fascism, consequences, great depression |
| National liberation movements in China, Vietnam and Nigeria |
| Post War World and India, UNO, NAM, west Asian conflicts, peace movements and collapse of USSR |
| Independent India, first general elections, SRC, Relation with neighboring countries, regional agitations and formation of parties, coalition governments, emergency period, mandal commission, economic liberalism |
| The Movement for the formation of Telangana, gentlemen's agreement, reasons for Telangana demand, different JACs, TRS, achieving Telangana |
| Disaster management, types of disasters, drought, accident related, threat of terrorism, human induced disasters |
| Traffic Education, traffic signals, signs, necessary documents |
Social organization and inequities |
|---|
| Diversity in India, gender inequalities, sex ratio, employment, status of women and their work with wages, women protection acts |
| Caste discriminations, reformers initiations |
| Abolition of Zamindari system, rural poverty at the time of independence, land ceiling, Bhoodan movement |
| Poverty, distress in rural areas, poverty as chronic hunger, food inequality, elimination of poverty, access to affordable food, the right to life |
| Human rights and fundamental rights, right to information, right to education, Lok Adalat |
| Social movements, civil rights movement in USA, green peace movements, Bhopal gas disaster, NBM, meira paibi, human rights movement in USSR |
Religion and society |
|---|
| Religion and society in early times, Indus Valley civilization, Vedas, Hinduism, Buddhism, Jainism, Christianity, Islam Bhakti movement, new religious developments in India |
| Folk, religion, communal worship of folk deities |
| The antiquity of folk traditions, inter mixing of village deities and high religious traditions |
| Social and religious reforms movement, christian missionaries and oriental scholars, religious movements of Bengal and Punjab, reform and education among muslims, reform movements in Nizam dominions, women and dalits in freedom movements. |
| Understanding secularism |
Culture and communication |
|---|
| Indian heritage and culture, historical sites |
| Language, writing and script, Vedas, epics, Jataka stories, Sangam literature in Tamil |
| Sculpture and buildings, Harappan cities, Buddhist stupas and Viharas, rock cut Chaityas |
| Rulers and buildings, engineering skills and construction (temples, mosques, tombs, forts and tanks) destruction of temples, imperial style of Vijayanagara period |
| Performing arts, film and print media, evolution of cinema, influence of films on the society, role of newspapers in cultural awakening and freedom movement |
| Sports: Nationalism and commerce |
Social sciences as on integrating area of study: Context and concerns |
|---|
| Distinguishing between natural and social sciences, social studies and various social sciences , contributions of some eminent social scientists |
Aims and objectives of learning social sciences |
|---|
| Values through social sciences, learning objectives and illustrations, learning objectives in constructivist approach, academic standards |
School curriculum and resources in social sciences |
|---|
| NCF-2005, RTE-2009, SCF-2011, syllabus, resources, Dale’s Cone of experience |
Teaching-learning geography |
|---|
| Space, resources and development |
Teaching-learning economics |
|---|
| State, market and development |
Approaches and strategies for learning social sciences |
|---|
| Collaborative learning approach, 5E learning model, problem solving approach, planning, concept mapping |
Teaching-learning history |
|---|
Teaching-learning of political science, democracy and development |
|---|
Community resources and social sciences laboratory |
|---|
Tools and techniques of assessment for learning: Social sciences |
|---|
| Evaluation, CCE, assessment framework, assessment learning of students with special needs |
The Department of School Education, Government of Telangana determines the exam pattern of TS TET. As per TS TET exam pattern 2023, the exam will consist of two papers – Paper 1 and 2. Candidates applying for the category of class 1 to 5 will need to appear for Paper 1. The paper consists of 150 marks and is held for a duration of 2 hours and 30 minutes. All the questions asked in Paper 1 will be objective type questions. According to the marking scheme of TS TET 2023, candidates will be awarded 1 mark for every correct response. Negative marking has not been made applicable in the test.
TS TET Exam Pattern 2023 - Paper 1
S. No. | Subject | Number of questions | Marks |
1 | Child Development and Pedagogy | 30 | 30 |
2 | Language I | 30 | 30 |
3 | Language II – English | 30 | 30 |
4 | Mathematics | 30 | 30 |
5 | Environmental Studies | 30 | 30 |
Total | 150 | 150 | |
The exam pattern of TS TET is prescribed by the Department of School Education, Government of Telangana along with the notification. Candidates opting category of class 6 to 8 will have to take Paper 2. Paper 2 will be held for 2 hours and 30 minutes and questions asked in the test will be objective type questions. Candidates will be allotted 1 mark for right answers. However, there will be no negative marking for incorrect responses in the test.
TS TET 2023 exam pattern - Paper 2
S. No. | Subject | Number of questions | Marks |
1 | Child Development and Pedagogy | 30 | 30 |
2 | Language I | 30 | 30 |
3 | Language II - English | 30 | 30 |
4 | a) For Mathematics and Science teachers: Mathematics and Science b) For Social Studies Teacher : Social Studies c) for any other teacher – either iv (a) or iv (b) | 60 | 60 |
Total | 150 | 150 | |
Department of School Education, Government of Telangana will issue the admit card of TS TET 2024 in the online mode on May 15, 2024 onwards on the official website. Candidates can download TS TET admit card 2024 using candidate ID and date of birth. The TS TET admit card contains information including name, photograph and signature of candidate, roll number, category, date, time and venue of examination, exam day guidelines, etc. On the day of exam, candidates must carry a copy of the admit card to the exam hall failing which they will not be allowed to appear in the exam. The procedure to download TS TET admit card has been provided below.
Steps to download TS TET admit card 2024:
Click on the download link
Candidates will be redirected to the login window
Enter candidate ID and date of birth
Click on ‘Submit’ button
The admit card will be displayed on screen
Download and print copy of the TS TET 2024 admit card
| State | City |
|---|---|
| Telangana | Adilabad |
| Bhadradri Kothagudem | |
| Hyderabad | |
| Jagtial | |
| Jangaon | |
| Jayashankar Bhupalpally | |
| Jogulamba Gadwal | |
| Kamareddy | |
| Karimnagar | |
| Khammam | |
| Asifabad | |
| Mahabubabad | |
| Mahabubnagar | |
| Mancherial | |
| Medak | |
| Medchal | |
| Nagarkurnool | |
| Nalgonda | |
| Nirmal | |
| Nizamabad | |
| Peddapalli | |
| Rajanna Sircilla | |
| Shamshabad | |
| Sangareddy | |
| Siddipet | |
| Suryapet | |
| Vikarabad | |
| Wanaparthy | |
| Warangal Rural | |
| Warangal (Urban) | |
| Yadadri Bhuvanagiri |
Department of School Education, Government of Telangana will release the TS TET answer key 2024 on the official website. TS TET 2024 answer key will be available online for all four sets of the exam. The conducting body will issue the answer key of TS TET separately for all the different languages. To download the TS TET answer key 2024, candidates have to make use of the link on the official website.
Interested candidates can raise objections against the TSTET 2024 answer key till the stipulated time period. The TS TET 2024 answer key will appear on the screen mentioning the correct answers to all questions asked in the exam. By using the TS TET answer key 2024, candidates can cross verify the answers they have provided in the exam with those mentioned in the answer key. With the help of TS TET answer key 2024, candidates can also calculate their probable score in the exam.
The result of TS TET 2024 will be declared by the Department of School Education, Government of Telangana on June 12, 2024. The TS TET 2024 result will be declared in online mode and candidates can check their results using the hall ticket number. On entering the admit card number, the result will be displayed on the screen. TS TET result 2024 will contain details such as candidates’ name, roll number, marks obtained in the exam.
Steps to check TS TET result:
The cutoff of TS TET 2024 is determined by the Department of School Education, Government of Telangana. The cutoff is the minimum number of marks that candidates must score in order to qualify the test and be eligible to be recruited as teachers in Telangana. The conducting body has prescribed the minimum qualifying score of TS TET 2024. As per TS TET 2024 cutoff, the minimum cut off determined by the Department of School Education, Government of Telangana to qualify the exam has been given in the table below.
S. No. | Categories | Minimum qualifying percentage |
1 | General | 60% |
2 | OBC | 50% |
3 | SC/ ST/ PwD | 40% |
Candidates are declared to have qualified TS TET by Department of School Education, Government of Telangana on the basis of two papers – Paper 1 and 2. Candidates aspiring to become teachers for the category of class 1 to 5 will need to appear in Paper 1 while candidates wishing to be teachers for category class 6 to 8 will have to opt for Paper 2. However, candidates who wants to apply for both the categories will need to appear in both Paper 1 and 2.
Candidates will be deemed eligible by the conducting body on the basis of marks secured by candidates. The conducting body has prescribed the category-wise minimum qualifying cutoff for the exam. Candidates securing equal to or more than the cutoff will be considered as qualified.
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Hello aspirant,
Hope you are doing well...!!!!
In 2020, the National Council for Teacher Education (NCTE) in its 50th gathering of the overall body had supported the augmentation of the TET authentication legitimacy from 7 years to a lifetime. Division of School Education, Government of Telangana has delivered the TS TET 2022 application structure online on March 26 on the authority site - tstet.cgg.gov.in. Competitors can apply for the TS TET 2022 test till April 12, 2022. The specialists will lead TS TET to qualify applicants as instructors for the state. TS TET 2022 will be hung on June 12, 2022 to qualify possibility for the job of instructors in two classifications - class 1 to 5 and class 6 to 8.
Hope this information helps you!!!
All the best!!!
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