JTET / Jharkhand TET (Teacher Eligibility Test )

Monday, January 5, 2015

BETET STET SARKARI NAUKRI SHIKSHAK NIYOJAN News: राजद ने शिक्षक नियोजन प्रक्रिया को अविलंब लागू करने की मांग की

BETET STET SARKARI NAUKRI SHIKSHAK NIYOJAN News: राजद ने शिक्षक नियोजन प्रक्रिया को अविलंब लागू करने की मांग की
January 04, 2015 07:31 PM

BETET, shikshak niyojan, Bihar Teacher Recruitment Madhymik Shikshak Niyojan,

BETET / STET / टीईटी / TET - Teacher Eligibility Test Updates / Teacher Recruitment News

http://betet-bihar.blogspot.com/

http://naukri-recruitment-result.blogspot.com

पटना - राष्ट्रीय जनता दल ने बिहार में उर्दू और बांग्ला शिक्षकों की नियुक्ति के लिए लंबे समय से लंबित विशेष शिक्षक पात्रता परीक्षा .टीईटी. की नियोजन अविलंब लागू करने की मांग की है। पार्टी के बिहार इकाई के महासचिव एजाज अहमद ने कहा कि स्पेशल टीईटी की नियोजन की प्रक्रिया करीब एक साल से लंबित है जिस कारण एक ओर जहां छात्रों का नुकसान हो रहा है .वहीं दूसरी तरफ बड़ी संख्या में शिक्षक बनने की चाह रखने युवकशयुवतियां निराशा हैं। उन्होंने मुख्यमंत्री जीतन राम मांझी से तत्काल मामले में हस्तक्षेप करने की मांग की और कहा कि वे संबंधित पदाधिकारियों को निर्देश देकर जल्द से जल्द नियोजन प्रक्रिया को पूरा कराये।
श्री अहमद ने कहा कि पूर्व में सरकार के सामान्य कोटि के टीईटी उत्तीर्ण अभियर्थियों के नियोजन प्रक्रिया जिला स्तर पर करके बहुत सारे लोगों को नियोजित करने का कार्य किया है. लेकिन अफसोस इस बात का है कि एक बड़ी आबादी जो उर्दू की शिक्षा हासिल करना चाहती है उसे उर्दू शिक्षकों की कमी के कारण पूरा नहीं किया जा पा रहा है। इतना ही नहीं उर्दू शिक्षकों की संख्या छात्रों के अनुपात में काफी कम है ।
राजद नेता ने कहा कि फरवरी 2014 में ही विभाग के प्रधान सचिव ने विभिन्न समाचार पत्रों के माध्यम से टीईटी पास उर्दू एवं बंगला अभियर्थियों को आश्वासन दिया था कि जल्द ही इन्हें नियोजित कर लिया जायेगा लेकिन इस दिशा में अबतक कुछ नहीं हो पाया है। श्री अहमद ने कहा कि उर्दू जानने वाले छात्र एवं शिक्षक इस बात की प्रतीक्षा में है कि बिहार में उर्दू को मजबूती प्रदान करने के लिए राज्य सरकार जल्द से जल्द उर्दू शिक्षकों को नियोजित करने का कार्य करेगी क्योंकि मार्च 2015 के बाद अप्रशिक्षित शिक्षकों की बहाली नहीं हो पायेगी

STET SARKARI NAUKRI SHIKSHAK NIYOJAN News: प्लस टू में अभी 1200 शिक्षकों की बहाली

STET SARKARI NAUKRI SHIKSHAK NIYOJAN News:
प्लस टू में अभी 1200 शिक्षकों की बहाली
Plus 2 Shikshak Niyojan,

BETET / STET / टीईटी / TET - Teacher Eligibility Test Updates / Teacher Recruitment News

http://betet-bihar.blogspot.com/

http://naukri-recruitment-result.blogspot.com

राज्यके प्लस टू स्कूलों में फिलहाल 1200 शिक्षकों की ही बहाली हो सकेगी। राज्य सरकार ने सभी हाईस्कूल को प्लस टू में बदलने का निर्णय लिया है। ऐसे में लगभग 41 हजार शिक्षकों की बहाली करनी होगी। शिक्षा विभाग में बुधवार को अधिकारियों की बैठक में तय किया गया कि जिस स्कूल में अभी प्लस टू की पढ़ाई हो रही है, वहीं विभिन्न विषयों के शिक्षकों की बहाली होगी। जिस स्कूल में भवन सहित आधारभूत संरचना है, वहां प्लस टू की पढ़ाई शुरू करने के लिए शिक्षकों की बहाली की जाएगी। शिक्षा विभाग के उप निदेशक अजीत कुमार ने बताया कि पटना मगध प्रमंडल के अधिकारियों को छोड़ अन्य सभी प्रमंडलों के शिक्षा अधिकारी बैठक में शामिल हुए।

News sabhaar : Press Report news paper / ०२ जनवरी २०१५ २१:३९:०६ bhaskar

BETET STET SARKARI NAUKRI SHIKSHAK NIYOJAN News: उर्दू टीईटी पदों की संख्या बढ़ी Urdu tet increased number of posts

BETET STET SARKARI NAUKRI SHIKSHAK NIYOJAN News:
उर्दू टीईटी पदों की संख्या बढ़ी
Urdu tet increased number of posts

BETET, shikshak niyojan, Bihar Teacher Recruitment Madhymik Shikshak Niyojan,

BETET / STET / टीईटी / TET - Teacher Eligibility Test Updates / Teacher Recruitment News

http://betet-bihar.blogspot.com/

http://naukri-recruitment-result.blogspot.com

Urdu tet increased number of posts
12/30/2014 11:09:49 AM
किशनगंज। अभ्यर्थियों द्वारा धरना प्रदर्शन करने के बाद शिक्षक नियोजन में उर्दू टीईटी पदों की संख्या बढ़ा दी गई। इससे अभ्यर्थियों को थोड़ी राहत मिली है। पहले नियोजन में केवल 219 पद था, जिसे बढ़ाकर 679 कर दिया गया है।

कोचाधामन विधायक मास्टर मुजाहिद आलम ने बताया कि विभाग द्वारा 550 उर्दू शिक्षकों के रिक्त पद की सूची बनाकर प्रभारी निदेशक प्राथमिक शिक्षा आर.एस. सिंह को दे दी गई। जिले में 2,64,559 उर्दू विद्यार्थी वर्ग प्रथम से लेकर आठवीं वर्ग में है। यहां कुल 1,415 स्कूल संचालित है। लेकिन केन्द्र सरकार उर्दू शिक्षक बहाली की संख्या नहीं बढ़ा रही है।

राज्य सरकार की भी अपनी कुछ सीमाएं है। कारण यह कि इन शिक्षकों के वेतन का 65 फीसदी हिस्सा केन्द्र सरकार व केवल 35 फीसदी हिस्सा ही राज्य सरकार वहन करती है।

BETET STET SARKARI NAUKRI SHIKSHAK NIYOJAN News: 41871 पदों पर प्रशिक्षित शिक्षकों की नियुक्ति होगी

BETET STET SARKARI NAUKRI SHIKSHAK NIYOJAN News:
41871 पदों पर प्रशिक्षित शिक्षकों की नियुक्ति होगी

Plus 2 Shikshak Niyojan, COMPUTER TEACHER, Bihar Teacher Recruitment Madhymik Shikshak Niyojan,

BETET / STET / टीईटी / TET - Teacher Eligibility Test Updates / Teacher Recruitment News

http://betet-bihar.blogspot.com/

http://naukri-recruitment-result.blogspot.com

पटना : राज्य के उच्च माध्यमिक विद्यालयों में 41871 पदों पर प्रशिक्षित शिक्षकों की नियुक्ति होगी। इसके लिए माध्यमिक शिक्षा निदेशालय ने मंगलवार को शिक्षकों की जरूरत के हिसाब से सभी जिलों में पदों को चिह्नित कर आवंटित कर दिया। ऐसे शिक्षकों की नियुक्ति उन उच्च माध्यमिक विद्यालयों में होगी, जहां सत्र 2015-17 में शिक्षण कार्य प्रारंभ होना है।
शिक्षा मंत्री वृशिण पटेल के मुताबिक 400 कंप्यूटर शिक्षकों की नियुक्ति भी होगी। कंप्यूटर शिक्षकों की नियुक्ति में उन माध्यमिक एवं उच्च माध्यमिक विद्यालयों को प्राथमिकता दी जाएगी, जहां सभी आवश्यक संसाधन मौजूद हैं। मैथिली, पाली, प्राकृत, मगही, भोजपुरी एवं बंगला विषयों में भी जरूरत के हिसाब से शिक्षकों की नियुक्ति और उससे संबंधित पदों जिलों को आवंटित किए गए हैं। संगीत शिक्षक की नियुक्ति से पहले बालिका उच्च विद्यालयों को चिन्हित किया जाएगा। इसके बाद संबंधित विद्यालयों में संगीत शिक्षकों की नियुक्ति की जाएगी। उल्लेखनीय है कि शिक्षकों की नियुक्ति के लिए 16 दिसम्बर से नियोजन इकाइयों में आवेदन जमा होंगे। इसके लिए पहले ही शिड्यूल जारी किया जा चुका है

Sunday, January 4, 2015

Jharkhand TET Syllabus

Jharkhand TET will consist of questions from the topics given below:
Syllabus for 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 questions on comprehension, grammar and verbal ability

b) Pedagogy of Language Development: 15Questions

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
Content 25 Questions

Geometry
Shapes & Spatial Understanding
Numbers
Addition and Subtraction
Multiplication
Division
Measurement
Weight
Time
Volume
Data Handling
Patterns
Money
LCM &HCF
Decimal
Fractions

b) Pedagogical issues: 5 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
Content: 25 Questions

Our Surroundings
Parts of Body (internal & external)
Natural Resources
Our Punjab
Solar System
Basic needs
Food, resources and care
Water
Air
Habitats, types
Clothes, dresses &their care
Group songs
Festivals (school, family & national)
Health, good habits & personal hygiene
Looking after the trees, plants & animals
Living and nonliving
Parts of plants
Geographical features and changes
Days and Nights
Disposal of solid waste
Local Bodies (Rural & urban)
Transportation, communication and its development
Pollution
National property
Weather & climate
Community Buildings
Diseases
First Aid
Disaster management

b) Pedagogical Issues: 5 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
Child Development & Pedagogy

The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning relevant to the age group. 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.

Syllabus for 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 questions 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
Content: 25 Questions

Number System
Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
Exponents; surds, squares, cube, square root, cube root
Profit & Loss
Compound Interest
Discount
Algebra
Introduction to Algebra; Algebraic identities, polynomials
Ratio and Proportion
Geometry
Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Constructions (using Straight edge Scale, protractor, compasses)
Quadrilateral
Mensurations; circle, sphere, cone, cylinder, triangles
Data handling, statistics

b) Pedagogical issues: 5 Questions

Nature of Mathematics/Logical thinking
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problems of Teaching

(ii) Science: 30 Questions
a) Content: 25 Questions

Food
Sources of food
Components of food
Cleaning food
Materials
Materials of daily use
Air
Water
Change of matter
Structure of Atom
Molecule
Compounds
Metals & Nonmetals
Carbon
Soil
Acids, base, salt
The World of the Living organisms, micro organism and diseases
Food; production & management
Moving Things People and Ideas
Effect of population growth & human activities on environment
The Universe
Force
Motion
Work & Energy
Electric current and circuits
Magnets & magnetism
Light
Sound
Natural Phenomena
Natural Resources
Sources of energy
Environmental concerns; regional & national
Pollution

b) Pedagogical issues: 5 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: 50 Questions
(i) History: 20 Questions

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: 15 Questions

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 (Civics): 15 Questions

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

c) Pedagogical issues: 10 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

Jharkhand TET Pattern

All questions in Jharkhand T will be multiple choice questions. Each carrying one mark, with four alternatives out of which one answer will be correct. There shall be no Negative marking.
There will be two papers of Jharkhand TET.

Paper I will be for a person who intends to be a teacher for classes I to V.
Paper II will be for a person who intends to be a teacher for classes VI to VIII.

Pattern of Paper for becoming Teacher for Classes I-V : Primary Teacher
There shall be only one paper consisting of 150 Multiple Choice Questions.

Subject	Question	Marks	Time
Child Development and Pedagogy	30	30	1-1/2 Hr.
Language I	30	30
Language II	30	30
Mathematics	30	30
Environmental Studies	30	30
Total	150	150

Level of Paper I

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 for Language-I will focus on the proficiencies related to the medium of instruction, (as chosen from list of prescribed language options in the application form).
The Language-II will be from among the prescribed options other than Language-I. A candidate may choose any one language from the available language options and will be required to specify the same in the application form. The test items in language II will also focus on the elements of language, communication and comprehension abilities.
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 Jharkhand State Government/SCERT.
The questions in the tests for Paper I will be based on the topics prescribed for classes: I–V, but their difficulty standard, as well as linkages, could be up to the secondary stage.

Pattern of paper for becoming Teacher for Classes VI-VIII: Elementary Stage(TGT)
There shall be only one paper consisting of 150 Multiple Choice Questions.

Subject	Question	Marks	Time
Child Development and Pedagogy	30	30	1-1/2 Hr.
Language I	30	30
Language II	30	30
a.Mathematics and Science- For Mathematics and Sciecne Teacher; b.Social Studies-For Social Study Teacher	60	60
For Hindi/English/Sanskrit/Panjabi/Urdu/ Choose either (iv) (a) OR iv (b) Home Science/Physical Education Teacher	60	60
Total	150	150

Level of Paper II

The test items on Child Development and Pedagogy will focus on educational psychology of teaching and learning, relevant to the age group 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 for Language-I will focus on the proficiency related to the medium of instruction, as chosen from list of prescribed options in the application form.
The Language-II will be a language other than Language-I. A candidate may choose any one language from among the available options and as in the specified list in the application form and attempt questions in the one indicated by the candidate in the application form by him. The Test items in Language-II will also focus on the elements of language, communication and comprehension abilities.
The test items in Mathematics and Science, and Social Studies will focus on the concepts, problem solving abilities and pedagogical understanding of these subjects. The test items of Mathematics and Science will be 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 Jharkhand State Government/SCERT.
The questions in the tests for Paper II will be based on the topics of the prescribed syllabus of the Jharkhand State for classes VI-VIII but their difficulty standard as well as linkages could be up to the senior secondary stage.

How to apply for Jharkhand TET Exam?
Interested candidates can apply online through the official website of Jharkhand Academy Council.

Jharkhand TET Exam Dates
PTET is normally held in the month of April.
Jharkhand TET Validity
The Validity Period of Jharkhand TET qualifying certificate for appointment will be seven years from the date of declaration of its result for all categories.

Jharkhand TET Number of Attempts
There is no restriction on the number of attempts a person can take for acquiring a Jharkhand TET Certificate. A person who has qualified Jharkhand TET may also appear again for improving his/her score.

Jharkhand TET Qualifying Marks

Category	Qualifying Marks
For all Categories except Scheduled Castes and Differently abled/Physically Challenged	60%
For Scheduled Castes and Differently abled/Physically Challenged

Jharkhand TET Exam Fee

Category	Only Paper I or II	Both Paper I and II
General / OBC Category
SC / ST Category
Ex-Servicemen Self-only	Nil	Nil

Jharkhand TET Test Centres
Jharkhand is conducted in seven districts of the states having total of 216 centres.

Jharkhand TET Contact Details
Jharkhand Academic Council, Ranchi
Gyandeep Campus
Bargawan, Namkum
Ranchi - 834010
Fax No. - 0651-2261999
Enquiry - 0651-6453348, 2261466.

Jharkhand TET JAC TET 2015 Jharkhand TET jac.nic.in Jharkhand Teachers Eligibility Test (JAC TET)

Jharkhand TET JAC TET 2015 Jharkhand TET jac.nic.in Jharkhand Teachers Eligibility Test (JAC TET)

JAC TET 2015 Jharkhand TET jac.nic.in Jharkhand Teachers Eligibility Test (JAC TET) Exam Date Notification Books | Study Materials Free Question Paper JAC TET 2014 Paper I and Paper II For Upper Primary (Class VI to VIII) and Lower Primary (Class I to V) Teachers Recruitment.

Jharkhand TET 2015 – Jharkhand Teacher Eligibility Test acronym as Jharkhand TET or JAC TET as well as JTET is conducted by Jharkhand Academic Council, Ranchi for determining the eligibility of the candidates for appointment as a teacher at Elementary, Secondary levels in any of the schools recognized by the Department of School Education, Jharkhand.

SEE OLD APPLICATION FROM OF JHARKHAND TET EXAM -
http://jac.nic.in/FORM%20N0%201.pdf
JHARKHAND ACADEMIC COUNCIL
“GYANDEE P CAMPUS” NAMKUM, RANCHI
APPLICATION FOR TEACHER ELIGIBILITY TEST FOR PRIMARY LEVEL (CLASS 1 TO 5)

SEE OLD APPLICATION FROM OF JHARKHAND TET EXAM -
CLASS 6-TO-8
JHARKHAND ACADEMIC COUNCIL “GYANDEE P CAMPUS”
NAMKUM, RANCHI APPLICATION FOR TEACHER ELIGIBILITY TEST FOR PRIMARY LEVEL (CLASS 6 TO 8)

http://jac.nic.in/FORM%20N0%202.pdf

JAC TET 2014 Jharkhand TET

Jharkhand Academic Council, Ranchi will conduct Jharkhand Teachers Eligibility Test (JAC TET) 2014 also known as Jharkhand TET, as per the sformalitie laid down by the central regulating authorities. Jharkhand TET is for the candidates aspiring to become teachers in primary (class I -V) and upper primary (VI-VIII) schools in the state of Jharkhand.

JAC TET 2014 notification will be released by the Department of School Education, Jharkhand OR concerned examination board as directed by the Government of Jharkhand. TET is a compulsory examination for all the B.Ed. qualified candidates to be considered for teacher jobs in schools run by the government and private managements. Candidates may be facilitated to apply online for this examination. Here are the details of the JAC TET notification, syllabus, question pattern, eligibility details.

Eligibility and Qualifications for Jharkhand TET:
Candidates should have following qualifications as prescribed by the NCTE. The State governments may change the qualifications and eligibility requirements as per the GOs issued by them.

Jharkhand TET (JAC TET) Qualification Teachers of Classes I-V (Paper I) 2014:
Candidates should have passed in Senior Secondary (or its equivalent) with at least 45 percent marks. Those appearing in final 2 year Diploma in Elementary Education / 4-year Bachelor of Elementary Education (B.El.Ed.) / 2 – year Diploma in Education in Special Education are also eligible. OR Candidates with BA / B.Sc. with at least 50 percent marks and B.Ed qualification can also apply.
Jharkhand TET (JAC TET) Qualification Teachers of Classes VI-VIII (Paper II) 2014: Applicants having B.A. / B.Sc and those appearing in final 2 year D.Ed. / B.A. /B.Sc. with at least 45 percent marks and passed / appearing in B.Ed / Senior Secondary with at least 50 percent marks and passed or appearing in final 4-year Bachelor in Elementary Education (B.El.Ed) / 4-year BA/ B.Sc.Ed. or B.A. (Ed.)/B.Sc. (Ed.) / B.Ed. (Special Education) with 50 percent in BA or B.Sc are eligible for JAC TET.

Jharkhand TET Eligibility

Educational Qualification
Minimum Educational Qualifications for becoming Teacher for Classes I-V (Primary Stage):

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). 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).

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). OR
Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed). OR
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 45% marks and passed or appearing in 1-year B.Ed. (Special Education)*.

Jharkhand TET Syllabus

Jharkhand TET will consist of questions from the topics given below:
JAC TET 2014 Exam pattern, Syllabus and Scheme:

SEE SYLLABUS ON JHARKHAND TET WEBSITE -
http://jac.nic.in/TET%20SYLLABUS%202012.pdf

SEE JHARKHAND TET NOTIFICATION - http://jac.nic.in/95_2012.pdf

JAC TET Syllabus consists of two objective type question papers. Each paper will consist of 150 MCQs and each question carries 1 marks totaling for 150 marks. Following are the details of question papers :

Paper I Syllabus: To become teachers for classes I-V in Jharkhand primary school.

Paper II Syllabus: To become teachers for classes between VI and VIII in Jharkhand upper primary school.

Paper I and II: For those candidates who interested in teaching from Class I to VIII. They can appear for both the papers and have to get qualifying marks to be considered for all the classes.

JAC TET 2014 Paper I (for classes I to V): Duration of examination – one-and-a-half hours
Structure and Content (All Compulsory): Jharkhand Teachers Eligibility Test 2014

(i) Child Development and Pedagogy	30 MCQs	30 Marks
(ii) Language I	30 MCQs	30 Marks
(iii) Language II	30 MCQs	30 Marks
(iv) Mathematics	30 MCQs	30 Marks
(v) Environmental Studies	30 MCQs	30 Marks
Total	150 MCQs	150 Marks

JAC TET 2014 Paper II (for classes VI to VIII): Duration of examination – one-and-a-half hours

Jharkhand TET Syllabus

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 questions on comprehension, grammar and verbal ability

b) Pedagogy of Language Development: 15Questions

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
Content 25 Questions

Geometry
Shapes & Spatial Understanding
Numbers
Addition and Subtraction
Multiplication
Division
Measurement
Weight
Time
Volume
Data Handling
Patterns
Money
LCM &HCF
Decimal
Fractions

b) Pedagogical issues: 5 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
Content: 25 Questions

Our Surroundings
Parts of Body (internal & external)
Natural Resources
Our Punjab
Solar System
Basic needs
Food, resources and care
Water
Air
Habitats, types
Clothes, dresses &their care
Group songs
Festivals (school, family & national)
Health, good habits & personal hygiene
Looking after the trees, plants & animals
Living and nonliving
Parts of plants
Geographical features and changes
Days and Nights
Disposal of solid waste
Local Bodies (Rural & urban)
Transportation, communication and its development
Pollution
National property
Weather & climate
Community Buildings
Diseases
First Aid
Disaster management

b) Pedagogical Issues: 5 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
Child Development & Pedagogy

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 questions 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
Content: 25 Questions

Number System
Knowing our Numbers
Playing with Numbers
Whole Numbers
Negative Numbers and Integers
Fractions
Exponents; surds, squares, cube, square root, cube root
Profit & Loss
Compound Interest
Discount
Algebra
Introduction to Algebra; Algebraic identities, polynomials
Ratio and Proportion
Geometry
Basic geometrical ideas (2-D)
Understanding Elementary Shapes (2-D and 3-D)
Symmetry: (reflection)
Constructions (using Straight edge Scale, protractor, compasses)
Quadrilateral
Mensurations; circle, sphere, cone, cylinder, triangles
Data handling, statistics

b) Pedagogical issues: 5 Questions

Nature of Mathematics/Logical thinking
Place of Mathematics in Curriculum
Language of Mathematics
Community Mathematics
Evaluation
Remedial Teaching
Problems of Teaching

(ii) Science: 30 Questions
a) Content: 25 Questions

CTET SARKARI NAUKRI News CTET – FEB 2015 (CENTRAL TEACHER ELIGIBILITY TEST) Apply Online Requirement –www.ctet.nic.in

CTET SARKARI NAUKRI News

CTET – FEB 2015 (CENTRAL TEACHER ELIGIBILITY TEST) Apply Online Requirement –www.ctet.nic.in

Submission of On-line application : 18.12.2014 to 08.01.2015 Last date for Online Submission of CTET application : 08.01.2015

CTET BOOKS ON FLIPKART -> CLICK HERE
CTET BOOKS ON AMAZON-> CLICK HERE

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On Flipkart Free Delivery is for Minimum Purchase of Rs 500/-
On Amazon - No Restruction, You can take Free Delivery depends On Product
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To See Details of CTET Book on Flipkart - Click On Below Image :-

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To See Details of CTET Book on Amazon - Click On Below Image :-

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The Central Board of Secondary Education, Delhi will be conducting the Central Teacher Eligibility Test (CTET) for a person to be eligible for appointment as a teacher for classes I to VIII on 22.02.2015 (Sunday). Candidates can apply only On-line for CTET-FEB 2015 on CTET website.
Educational Qualification: The candidates having the following minimum educational qualification are eligible for appearing in 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).
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). OR
Graduation with at least 50% marks and passed or appearing in 1-year Bachelor in Education (B.Ed). OR
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).
Application Fee: CTET-FEB 2015 Examination
For Paper – I or Paper – II : General/OBC- Rs.600/- & SC/ST/Diff. Abled- Rs.300/-
For Paper – I & II : General/OBC- Rs.1000/- & SC/ST/Diff. Abled- Rs.500/-

CATEGORY	Only PAPER I or PAPER II	Both PAER I & PAPER II
General/OBC	₹.600/-	₹.1000/-
SC/ST/Dif.Abled Person	₹.300	₹.500

ON-LINE SUBMISSION–www.ctet.nic.in
Online Application has to be submitted by accessing the following CTET website www.ctet.nic.in. The candidate should supply all the details while filling up the ‘On-line’ Application. After depositing fee in Bank, Candidates are required to take a print out of the computer generated Confirmation Page after successful submission of data. (if fees paid through Challan) and keep it for records and future reference if required.
The fee can be remitted in the following ways:

Through Challan by deposit of prescribed fees in CBSE Account with Syndicate Bank or Canara Bank in favour of Secretary, Central Board of Secondary Education, Delhi.

By Debit/Credit Card.

Procedure for submission of Online Application Form of CTET-FEB 2015 Application for Upload Images Fee Payment / Payment updation Confirmation Page
1. Please read the Information Bulletin of CTET FEB 2015 carefully before you start filling the Online Application Form.
2. Candidates can apply for CTET-FEB 2015 ‘ON-LINE through website www.ctet.nic.in. Candidates can apply on-line at CTET website ww.ctet.nic.in. The candidate should supply all details while filling the ONLINE FORM. Candidates are required to take a print out of the computer generated Confirmation Page with Registration Number after successful submission of data upload of images and payment of fees for record and future reference. The confirmation page SHOULD NOT be sent to CBSE.
3 The application for CTET-FEB 2015 has been made completely online with the facility to upload photograph and signature of the applicant. The particulars will be filled online and the scanned images of photograph and signature (in JPG format
only) will be uploaded at the time of filling the application form. The candidates/facilitation centres are advised to keep the scanned images of photograph and signature of the candidates ready in JPG format before applying online.
4 The candidate should mention their own Mobile No., E-mail ID, Photograph and Signature while submitting their On-Line application as the CTET alerts will send to the candidates on their registered Mobile Number and E-mail ID.
Application Procedure: 4 Simple Steps to be followed to apply online.
Step 1 : Fill in the Online Application Form
Step 2: Upload Scanned Images of Photograph and Signature.

The scanned images of photographs and 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.

Image Dimension of signature should be 3.5 cm (length) x 1.5 cm (height) only.

Step 3: Pay Examination Fee by Challan or debit/credit card:
Step 4: Print Confirmation page for your record and future reference, if required.

Schedule Of CTET Feb-2015 Examination: THE SCHEDULE OF CTET- FEB 2015 EXAMINATION IS AS GIVEN BELOW. THE PAPER-II WILL NOW BE HELD IN THE MORNING SESSION AND PAPER-I IN THE EVENING SESSION AS GIVEN BELOW:

Date Of Examination	PAPER	TIMING	Duration
22.2.2015	Paper-II	09.30 TO 12.00 HOURS	2.30 Hours
22.2.2015	Paper-I	09.30 TO 12.00 HOURS	2.30 hours

IMPORTANT DATES:
Submission of On-line application : 18.12.2014 to 08.01.2015
Last date for Online Submission of application : 08.01.2015
Last date for payment of fees through E-Challan or : 10-01-2015 (before 01:00 PM)
Debit/Credit Card by the candidate.
Final List of Candidates-Check Status & Particulars : 16-01-2015
Period for On-line Correction in Particulars : 16.01.2015 to 23.01.2015
Download Admit Card from CTET website : 02.02.2015
Online APPLY Link
Recruitment ADVT Link

(i) Child Development & Pedagogy (compulsory)	30 MCQs	30 Marks
(ii) Language I (compulsory)	30 MCQs	30 Marks
(iii) Language II (compulsory)	30 MCQs	30 Marks
(iv)(a) For Mathematics and Science teacher: Mathematics and Science (b) For Social Studies/Social Science teacher: Social Science (c) For any other teacher: either (a) or (b)	60 MCQs 60 MCQs	60 Marks 60 Marks