<\/span><\/h3>\na) Child Development (Primary School Child)<\/strong><\/p>\n\n- \u2013 <\/strong>Concept of Development and its Relationship with Learning<\/li>\n
- \u2013 <\/strong>Principles of the Development of Children<\/li>\n
- \u2013 <\/strong>Influence of Heredity & Environment<\/li>\n
- \u2013 <\/strong>Socialization Processes: Social World & Children (Teacher, Parents, Peers)<\/li>\n
- \u2013 <\/strong>Piaget, Kohlberg, and Vygotsky: Constructs and Critical Perspectives<\/li>\n
- \u2013 <\/strong>Concepts of Child-Centered and Progressive Education<\/li>\n
- \u2013 <\/strong>Critical Perspective of the Construct of Intelligence<\/li>\n
- \u2013 <\/strong>Multi-Dimensional Intelligence<\/li>\n
- \u2013<\/strong> Language & Thought<\/li>\n
- \u2013 <\/strong>Gender as a Social Construct: Gender Roles, Gender-Bias, and Educational Practice<\/li>\n
- \u2013 <\/strong>Individual Differences Among Learners, Understanding Differences Based on Diversity of Language, Caste, Gender, Community, Religion<\/li>\n
- \u2013<\/strong> Distinction between Assessment for Learning and Assessment of Learning: School-Based Assessment, Continuous & Comprehensive Evaluation: Perspective and Practice<\/li>\n
- \u2013 <\/strong>Formulating Appropriate Questions for Assessing Readiness Levels of Learners; for Enhancing Learning and Critical Thinking in the Classroom and for Assessing Learner Achievement.<\/li>\n<\/ul>\n
b) Concept of Inclusive Education and Understanding Children with Special Needs<\/strong><\/p>\n\n- \u2013 <\/strong>Learners from Diverse Backgrounds Including Disadvantaged and Deprived<\/li>\n
- \u2013 <\/strong>Needs of Children with Learning Difficulties, Impairment, etc.<\/li>\n
- \u2013 <\/strong>Talented, Creative, Specially Abled Learners<\/li>\n<\/ul>\n
c) Learning and Pedagogy<\/strong><\/p>\n\n- \u2013 <\/strong>How Children Think and Learn; How and Why Children \u2018Fail\u2019 to Achieve Success in School Performance<\/li>\n
- \u2013 <\/strong>Basic Processes of Teaching and Learning; Children\u2019s Strategies of Learning; Learning as a Social Activity; Social Context of Learning<\/li>\n
- \u2013 <\/strong>Child as a Problem Solver and a \u2018Scientific Investigator\u2019<\/li>\n
- \u2013 <\/strong>Alternative Conceptions of Learning in Children, Understanding Children\u2019s Errors\u2019 as Significant Steps in the Learning Process<\/li>\n
- \u2013 <\/strong>Cognition & Emotions<\/li>\n
- \u2013 <\/strong>Motivation and Learning<\/li>\n
- \u2013 <\/strong>Factors Contributing to Learning-Personal & Environmental<\/li>\n<\/ul>\n
<\/span>CTET Syllabus For Paper 1 Language I 2023<\/span><\/h3>\nCandidates have the liberty to select language 1 for the CTET exam. While filling out the application form, candidates have to select any language of their choice. The list of available languages for CTET is furnished along with their codes:<\/p>\n
\n\n\nCode No.<\/strong><\/td>\nLanguage<\/strong><\/td>\nCode No.<\/strong><\/td>\nLanguage<\/strong><\/td>\n<\/tr>\n\n| 1<\/td>\n | English<\/td>\n | 11<\/td>\n | Marathi<\/td>\n<\/tr>\n | \n| 2<\/td>\n | Hindi<\/td>\n | 12<\/td>\n | Mizo<\/td>\n<\/tr>\n | \n| 3<\/td>\n | Assamese<\/td>\n | 13<\/td>\n | Nepali<\/td>\n<\/tr>\n | \n| 4<\/td>\n | Bengali<\/td>\n | 14<\/td>\n | Oriya<\/td>\n<\/tr>\n | \n| 5<\/td>\n | Garo<\/td>\n | 15<\/td>\n | Punjabi<\/td>\n<\/tr>\n | \n| 6<\/td>\n | Gujarati<\/td>\n | 16<\/td>\n | Sanskrit<\/td>\n<\/tr>\n | \n| 7<\/td>\n | Kannada<\/td>\n | 17<\/td>\n | Tamil<\/td>\n<\/tr>\n | \n| 8<\/td>\n | Khasi<\/td>\n | 18<\/td>\n | Telugu<\/td>\n<\/tr>\n | \n| 9<\/td>\n | Malayalam<\/td>\n | 19<\/td>\n | Tibetan<\/td>\n<\/tr>\n | \n| 10<\/td>\n | Manipuri<\/td>\n | 20<\/td>\n | Urdu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n a) Language Comprehension<\/strong><\/p>\nReading Unseen Passages \u2013 Two passages, one prose or drama and one poem consisting of questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)<\/p>\n b) Pedagogy of Language Development<\/strong><\/p>\n\n- \u2013 <\/strong>Learning and Acquisition<\/li>\n
- \u2013 <\/strong>Principles of Language Teaching<\/li>\n
- \u2013 <\/strong>Role of Listening and Speaking; Function of Language and How Children Use it as a Tool<\/li>\n
- \u2013 <\/strong>Critical Perspective on the Role of Grammar in Learning a Language for Communicating Ideas Verbally and in Written Form<\/li>\n
- \u2013 <\/strong>Challenges of Teaching Language in a Diverse Classroom; Language Difficulties, Errors and Disorders.<\/li>\n
- \u2013 <\/strong>Language Skills<\/li>\n
- \u2013 <\/strong>Evaluating Language Comprehension and Proficiency; Speaking, Listening, Reading and Writing<\/li>\n
- \u2013 <\/strong>Teaching-Learning Materials: Textbook, Multi-Media Materials, Multilingual Resource of the Classroom<\/li>\n
- \u2013 <\/strong>Remedial Teaching<\/li>\n<\/ul>\n
<\/span>CTET Syllabus For Paper 1 Language II 2023<\/span><\/h3>\nCandidates have to select any language among the 20 given by authority for the CTET exam. While filling out the application form, candidates have to select any two languages as per their choice.<\/p>\n The list of available languages for CTET is furnished along with their codes:<\/p>\n \n\n\nCode No.<\/strong><\/td>\nLanguage<\/strong><\/td>\nCode No.<\/strong><\/td>\nLanguage<\/strong><\/td>\n<\/tr>\n\n| 1<\/td>\n | English<\/td>\n | 11<\/td>\n | Marathi<\/td>\n<\/tr>\n | \n| 2<\/td>\n | Hindi<\/td>\n | 12<\/td>\n | Mizo<\/td>\n<\/tr>\n | \n| 3<\/td>\n | Assamese<\/td>\n | 13<\/td>\n | Nepali<\/td>\n<\/tr>\n | \n| 4<\/td>\n | Bengali<\/td>\n | 14<\/td>\n | Oriya<\/td>\n<\/tr>\n | \n| 5<\/td>\n | Garo<\/td>\n | 15<\/td>\n | Punjabi<\/td>\n<\/tr>\n | \n| 6<\/td>\n | Gujarati<\/td>\n | 16<\/td>\n | Sanskrit<\/td>\n<\/tr>\n | \n| 7<\/td>\n | Kannada<\/td>\n | 17<\/td>\n | Tamil<\/td>\n<\/tr>\n | \n| 8<\/td>\n | Khasi<\/td>\n | 18<\/td>\n | Telugu<\/td>\n<\/tr>\n | \n| 9<\/td>\n | Malayalam<\/td>\n | 19<\/td>\n | Tibetan<\/td>\n<\/tr>\n | \n| 10<\/td>\n | Manipuri<\/td>\n | 20<\/td>\n | Urdu<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n a) Comprehension<\/strong><\/p>\nTwo Unseen Prose Passage (Discursive or Literary or Narrative or Scientific) with Questions on Comprehension, Grammar, and Verbal Ability<\/p>\n b) Pedagogy of Language Development<\/strong><\/p>\n\n- \u2013 <\/strong>Learning and Acquisition<\/li>\n
- \u2013 <\/strong>Principles of Language Teaching<\/li>\n
- \u2013 <\/strong>Role of Listening and Speaking; Function of Language and How Children Use it as a Tool<\/li>\n
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