CTET, or Central Teacher Eligibility Test Examination, is a national level exam held twice a year. The Central Board of Secondary Education (CBSE) in Delhi administers this exam. The Central Teacher Eligibility Test (CTET) is an eligibility test for the appointment of an individual as a teacher recruitment in government schools such as KVS, NVS, private schools, state-run schools, and others. The CBSE administers an online competitive computer-based examination for CTET Paper-I and CTET Paper-II. The CTET syllabus includes important topics from Paper-I (Classes I to V) and Paper-II (Class VI to VIII). The CTET Paper-I syllabus covers Child Development and Pedagogy, Language-I, Language-II, Mathematics, and Environmental Studies, while the CTET Paper-II syllabus covers Child Development and Pedagogy, Language-I, Language-II, Mathematics, and Science, or Social Studies/Social Sciences. The CTET qualifying certificate for appointment will be valid for lifetime in all categories. Candidates who meet the eligibility requirements can apply online at the official website. To fill out the form, candidates must pay the CTET Paper-I or CTET Paper-II exam fee. Aspirants must take CTET Paper-I if they want to teach in classes I to V, and CTET Paper-II if they want to teach in class VI to VIII. Candidates who want to teach in classes I-VIII must take both papers. The syllabus for each paper is distinct. Candidates can review the detailed information about CTET Paper-I and CTET Paper-II, such as exam pattern, syllabus, eligibility criteria, and cut-off, provided on this page.

Essential Educational Qualifications: 

The following people are eligible to take the CTET.

Minimum requirements for becoming a teacher in Classes I-V: Primary Stage

Passed or appears in the final year of a two-year diploma in elementary education with a minimum of 50% marks in senior secondary (or equivalent) 

OR

Passed or appears in the final year of a two-year diploma in elementary education with a minimum of 45% marks in senior secondary (or equivalent), in accordance with the 2002 NCTE (Recognition Norms and Procedure) Regulations. 

OR

Passed or appears in the final year of a four-year Bachelor in Elementary Education (B.EI.Ed) programme with a minimum of 50% marks in senior secondary (or equivalent). 

OR

Passed or appears in the final year of a two-year diploma in elementary education (Special Education) with a minimum of 50% marks in senior secondary (or equivalent)*. 

OR

"A Bachelor of Education (B.Ed) and a graduation with Minimum 50% marks (a) who has a qualification or a Bachelor of Education from an NCTE-accredited institution shall be considered for appointment as a teacher in classes I to V, provided that the person so appointed as a teacher must complete a six-month Bridge Course in Elementary Education recognised by the NCTE within two years of being hired as a primary teacher."

Minimum requirements for becoming a teacher in Classes VI-VIII: Elementary Stage

Graduation or completion of the final year of a two-year elementary education diploma (by whatever name known). 

OR

Graduation with at least 50% marks and passing or enrolling in a 1-year Bachelor of Education programme (B.Ed). OR Graduation with minimum 45 percent marks and completion or enrollment in a 1-year Bachelor of Education (B.Ed) programme in accordance with NCTE (Recognition Norms and Procedure) Regulations as published from time to time. 

OR

Passed or appears in the final year of a four-year Bachelor in Elementary Education (B.EI.Ed) programme with a minimum of 50% marks in senior secondary (or equivalent). 

OR

Passed or appearing in the final year of a four-year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed OR Graduation with at least 50 percent marks and passed or appearing in a one-year B.Ed. (Special Education) at least 50 percent marks in Senior Secondary (or its equivalent). 

OR

"Any candidate having qualified B.Ed. Program recognized by the NCTE is qualified to appear in TET/CTET. Furthermore, according to the existing TET guidelines circulated via NCTE letter dated 11-02-2011, a person pursuing any of the teacher education courses (recognised by the NCTE or the RCI, as the case may be) as said in the NCTE Notification dated August 23rd, 2010 is also qualified to appear in the TET/CTET."

Validity Period of CTET Certificate:

I. For all categories, the validity period of the CTET qualifying certificate for appointment will be a lifetime.

II. There is no limit to the number of attempts a person can make to obtain a CTET Certificate. A CTET qualified candidate may reapply in order to improve his or her score.

Scheme of Examinations

There will be two papers on CTET.

(i) CTET Paper-I is for someone who wants to be a teacher for classes I to V. 

(ii) CTET Paper-II will be for a Candidate who wishes to be a teacher for classes VI to VIII

Note: Candidates who wish to teach at both levels (classes I to V and VI to VIII) must take both exams (Paper I and Paper II).

Scheme of CTET Paper - I (for Classes I to V) Primary Stage:

Important Note:

I. The total number of questions is 150, and the total number of marks is 150.

II. For each correct answer/best option, the candidate will get 01 mark.

III. There will be no negative marking for each wrong response.

IV. Main question paper will be Bilingual (Hindi/English).

Scheme of CTET Paper - II (for Classes VI to VIII) Elementary Stage:

Important Note:

I. The total number of questions is 150, and the total number of marks is 150.

II. For each correct answer/best option, the candidate will get 01 mark.

III. There will be no negative marking for incorrect answers.

IV. Main question paper will be Bilingual (Hindi/English).

Choose two languages in which you want to take the CTET Paper-I and CTET Paper - II:

The following is a list of languages and codes:

For CTET Paper-I (for Classes I to V) Primary Stage:

I. Child Development and Pedagogy

(A) Child Development (Primary School Child)

• 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

• 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

• 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

(A) Language Comprehension

• Reading unseen passages - two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

(B) Pedagogy of Language Development

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

III. Language - II 

(A) Comprehension

• Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability

(B) Pedagogy of Language Development

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching - learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

IV. Mathematics

(A) Content

• Geometry

• Shapes & Spatial Understanding

• Solids around Us

• Numbers

• Addition and Subtraction

• Multiplication

• Division

• Measurement

• Weight

• Time

• Volume

• Data Handling

• Patterns

• Money

(B) Pedagogical issues

• Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning

• Place of Mathematics in Curriculum

• Language of Mathematics

• Community Mathematics

• Evaluation through formal and informal methods

• Problems of Teaching

• Error analysis and related aspects of learning and teaching

• Diagnostic and Remedial Teaching

V. Environmental Studies 

(A) Content

• Family and Friends: Relationships, Work and Play

• Animals

• Plants

• Food

• Shelter

• Water

• Travel

• Things We Make and Do

(B) Pedagogical Issues

• Concept and scope of EVS

• Significance of EVS, integrated EVS

• Environmental Studies & Environmental Education

• Learning Principles

• Scope & relation to Science & Social Science

• Approaches of presenting concepts

• Activities

• Experimentation/Practical Work

• Discussion

• CCE

• Teaching material/Aids

• Problems

For CTET Paper-II (for Classes VI to VIII) Elementary Stage:

I. Child Development and Pedagogy

(A) Child Development (Elementary School Child)

• 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

• 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

• 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 

(A) Language Comprehension

• Reading unseen passages - two passages one prose or drama and one poem with questions on comprehension, inference, grammar and verbal ability (Prose passage may be literary, scientific, narrative or discursive)

(B) Pedagogy of Language Development

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties, errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching- learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

III. Language II  

(A) Comprehension

• Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability.

(B) Pedagogy of Language Development

• Learning and acquisition

• Principles of language Teaching

• Role of listening and speaking; function of language and how children use it as a tool

• Critical perspective on the role of grammar in learning a language for communicating ideas verbally and in written form;

• Challenges of teaching language in a diverse classroom; language difficulties,  errors and disorders

• Language Skills

• Evaluating language comprehension and proficiency: speaking, listening, reading and writing

• Teaching - learning materials: Textbook, multi-media materials, multilingual resource of the classroom

• Remedial Teaching

IV. Mathematics and Science 

(I-A) Mathematics

• Number System

• Knowing our Numbers

• Playing with Numbers

• Whole Numbers

• Negative Numbers and Integers

• Fractions

• Introduction to Algebra

• Ratio and Proportion

• Basic geometrical ideas (2-D)

• Understanding Elementary Shapes (2-D and 3-D)

• Symmetry: (reflection)

• Construction (using Straight edge Scale, protractor, compasses)

• Mensuration

• Data handling

(I-B) Pedagogical issues

• Nature of Mathematics/Logical thinking

• Place of Mathematics in Curriculum

• Language of Mathematics

• Community Mathematics

• Evaluation

• Remedial Teaching

• Problem of Teaching

(II-A) Science

• Sources of food

• Components of food

• Cleaning food

• Materials of daily use

• The World of the Living

• Moving Things People and Ideas

• Electric current and circuits

• Magnets

• Natural Phenomena

• Natural Resources

(II-A) Pedagogical issues

• Nature & Structure of Sciences

• Natural Science/Aims & objectives

• Understanding & Appreciating Science

• Approaches/Integrated Approach

• Observation/Experiment/Discovery (Method of Science)

• Innovation

• Text Material/Aids

• Evaluation - cognitive/psychomotor/affective

• Problems

• Remedial Teaching

V. Social Studies/Social Sciences 

(A) History

• When, Where and How

• The Earliest Societies

• The First Farmers and Herders

• The First Cities

• Early States

• New Ideas

• The First Empire

• Contacts with Distant lands

• Political Developments

• Culture and Science

• New Kings and Kingdoms

• Sultans of Delhi

• Architecture

• Creation of an Empire

• Social Change

• Regional Cultures

• The Establishment of Company Power

• Rural Life and Society

• Colonialism and Tribal Societies

• The Revolt of 1857-58

• Women and reform

• Challenging the Caste System

• The Nationalist Movement

• India After Independence

(B) Geography

• Geography as a social study and as a science

• Planet: Earth in the solar system

• Globe

• Environment in its totality: natural and human environment

• Air

• Water

• Human Environment: settlement, transport and communication

• Resources: Types-Natural and Human

• Agriculture

(C) Social and Political Life

• Diversity

• Government

• Local Government

• Making a Living

• Democracy

• State Government

• Understanding Media

• Unpacking Gender

• The Constitution

• Parliamentary Government

• The Judiciary

• Social Justice and the Marginalised

(D) Pedagogical Issues

• Concept & Nature of Social Science/Social Studies

• Class Room Processes, activities and discourse

• Developing Critical thinking

• Enquiry/Empirical Evidence

• Problems of teaching Social Science/Social Studies

• Sources - Primary & Secondary

• Projects Work

• Evaluation

Fee Payable by Candidates for CTET Exam:

*Banks will charge an additional fee for GST, if applicable.*

Mode of Payment:

Through Debit/Credit Card/Net Banking using on-line gateway payment facility, 

a) If decided to pay fee through Debit/Credit Card, check the validity of the Card and keep it ready with you while logging on to website for submitting application form. 

b) Once the payment has been confirmed by the Bank/CTET, a confirmation page will be generated. 

c) In case, the fee payment status is not “OK‟ the candidates are advised as following:-

If the fee is paid through credit/debit card and status is not OK, it means the transaction is cancelled and the amount will be refunded to concerned credit/debit card within a week. Such candidates have to pay the fee once again. If the fee is paid through net banking and status is not successful, it means the transaction is not completed. Such candidates have to pay the fee. 

d) Please note that fee submitted by any other mode like money order, demand draft, IPO etc. will be rejected. Fee once paid will not be refunded under any circumstances.

The applications must be submitted through the online method only.

Method of Submission of Online Application Form:

STEP1: Log on to CTET official web site https://ctet.nic.in.

STEP2:  Go to the link “Apply Online” and open the same. 

STEP3: Fill in the Online Application Form and note down Registration No./Application No. 

STEP4: Upload latest Scanned Photograph and Signature

STEP5: Pay Examination Fee by debit/credit card and net banking. STEP6: Print Confirmation page for record and future reference.

Registration Procedure:

(a) Authentication Form: Fill details like State, Identification type (select any Identity as applicable), Candidate’s Name, Date of Birth and Gender. 

(b) Fill Online Application Form: Fill complete online Application Form and choose password. After submission, a Registration Number/Application Number gets generated. Note downtheRegistration No./Application No. For subsequent login, system generated Registration No./Application No. and chosen Password will be used. Password Policy will be as follows:

1. Password must be 8 to13 characters long. 

2. Password must have at least one Upper case, one lower case alphabet and one numericvalue and at least one special characters!@#$%^&*- 

3. Candidate can change the passwords after login, if desired. New Password cannot beidentical to any of the previous three passwords. 

Correction/ Updation in Details:

The candidate’s particulars cannot be changed/edited once the examination fee has been submitted. However the facility of corrections in the particulars (except city of examination) may bemadeavailable on the portal during the specified period which will be notified on the website of CTET.