TET is held in two parts, Paper I and Paper II. A Paper I is conducted to hire the teachers for class 1 to 5th and II is conducted to hire the teachers for class 6 to 8th.
Exam Pattern of TET Paper 1
This paper consists of 30 Questions based on the Multiple Choice type with total marks of 150. Questions are asked from the subjects like Child Development and Pedagogy, Language I, Language II, Mathematics, Environmental Studies. You have to complete this exam within 90 minutes.
| S. No. | Subjects | No. of Questions | Marks |
| 1 | Child Development and Pedagogy | 30 MCQs | 30 Marks |
| 2 | Language I | 30 MCQs | 30 Marks |
| 3 | Language II | 30 MCQs | 30 Marks |
| 4 | Mathematics | 30 MCQs | 30 Marks |
| 5 | Environmental Studies | 30 MCQs | 30 Marks |
| Total | 150 questions | 150 |
Exam pattern of TET Paper 2
In this paper 30 Multiple Choice Questions of 150 Marks are given to solve. Questions are given from CDP or Child Development and Pedagogy, Language I, Language II, Mathematics and Science.
| S. No. | Subjects | No. of Questions | Marks |
| 1 | Child Development and Pedagogy (compulsory) | 30 MCQs | 30 Marks |
| 2 | Language I (compulsory) | 30 MCQs | 30 Marks |
| 3 | Language II (compulsory) | 30 MCQs | 30 Marks |
| 4-(i) | For Mathematics and Science teacher | 60 MCQs | 60 Marks |
| 4-(ii) | For Social Science teacher | 60 MCQs | 60 Marks |
| 4-(iii) | For any other teacher – either (a) or (b) | ||
| Total | 150 questions | 150 |
Some Unknown Facts about Test:
Teachers Eligibility Exam consist of two papers namely paper 1 and Paper 2 and paper-1 is meant for teachers opting for Class I to V and Paper-2 for Class VI to VIII. It is organized by mutually State Govt and Central Govt in India and most states conduct their own Teachers Eligibility Test. Examination is organized in-order to execute and attain the goals of the Right of Children to free and necessary Education Act.
Eligibility to Write TN TET 2016
- A. Candidates should possess the following prescribed qualifications to write the Teacher Eligibility Test : a. Candidates who have passed Higher Secondary Course (10+2 Pattern) and Diploma in Teacher Education / Diploma in Elementary Education (regarding other State D.T.Ed Certificate, evaluation certificate is necessary) in a Recognized Teacher Training Institute / DIET and seeking an appointment as Secondary Grade Teacher for classes I to V (except Visually Impaired Candidates) can write Paper I.
- b. Candidates who have passed a Bachelor’s Degree (B.A. /B.Sc. / B.Litt.) with Tamil, English, Mathematics, Physics, Chemistry, Botany, Zoology, History and Geography or a Degree with any one of the equivalent subjects (Regarding equivalent subject, Government orders issued prior to the date of this notification alone will be considered) from a Recognized University under 10+2+3 Pattern and a Bachelor’s Degree in Education (B.Ed.) from a Recognized University and seeking an appointment as Teacher for classes VI to VIII can write Paper II.
- c. Candidates appearing for the Final Year Examination of D.E.Ed / B.Ed during the current Academic Year (2012 – 2013) are also permitted to appear for the Teacher Eligibility Test. Such Candidate’s should have successfully completed the course in the current Academic Year (2012-2013) itself and should produce D.E.Ed / B.Ed Certificate during Certificate Verification otherwise they shall not be considered for current year Government recruitment process. However they may be issued with TET certificate after producing D.E.Ed Diploma certificate / B.Ed Degree Certificate.
- 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.
- 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
- 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
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)
- 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
Comprehension Two unseen prose passages (discursive or literary or narrative or scientific) with question on comprehension, grammar and verbal ability
- 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
- Geometry
- Shapes & Spatial Understanding
- Solids around Us
- Numbers
- Addition and Subtraction etc.
Family and Friends
1.1 Relationships
1.2 Work and Play
1.3 Animals
1.4 Plants
II. Food
III. Shelter
IV. Water
V. Travel
VI. Things We Make and Do
- 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
|
Subject name |
Syllabus |
|
I. Child Development and Pedagogy |
§ Child Development (Elementary School Child) § Concept of Inclusive education and understanding children with special needs § Learning and Pedagogy |
|
II. Language I |
a) Language Comprehensionb) Pedagogy of Language Development |
|
III. Language – II |
Comprehension, Pedagogy of Language Development |
|
IV. Mathematics and Science |
Mathematics, Science |
|
V. Social Studies/Social Sciences |
a) ContentI. HistoryII. GeographyIII. Social and Political Lifeb) Pedagogical issues |
