CTET-TET PART II Previous Years Solved Question Papers of Mathematics and Science MATHEMATICS AND SCIENCE

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CTET-TET PART II Previous Years Solved Question Papers of Mathematics and Science MATHEMATICS AND SCIENCE

CENTRAL TECHER ELIGIBILITY TEST PREVIOUS YEAR SOLVED PAPERS

CTET  / टीईटी / TET - Teacher Eligibility Test Updates / Teacher Recruitment  /SARKARI NAUKRI NEWS  / SARKARI NAUKRI News

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Directions: Answer the following questions by selecting the most appropriate option.
31. The ratio between the length and the perimeter of a rectangular plot is 1:3. What is the ratio between the length and breadth of the plot?
(1) 1: 2
(2) 2: 1
(3) 3: 2
(4) Data inadequate
Ans: (2)




32. If a * b = a2 + b2 and a . b = a2 - b2 , the value of (5 * 2) . 25 is
(1) 215
(2) 225
(3) 226
(4) 216
Ans: (4)





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33. If a, b and c are three natural numbers in ascending order, then
(1) c2 - a2 > b
(2) c2 - a2 = b2 
(3) c2 - a2 < b2   
(4) c2 + b2 = a2
Ans: (1)


34. 'Buy three, get one free.' What is the percentage of discount being offered here ?

(1) 33.33%     

(2) 25%    

(3) 20%     

(4) 28.56%
Ans: (1)
35. The Value of √2 + √3 + √2 - √3 is
(1) √6
(2) 6
(3) 2√2
(4) 2√3
Ans: (3)
36. When recast, the radius of an iron rod is made one-fourth. If its volume remains constant, then the new length will become

(1) 1/4 times of the original

(2) 1/16 times of the original

(3) 16 times of the original

(4) 4 times of the original
Ans: (3)

37. Find the value of 547527/82 if 547.527/0.0082 = x

(1) x/10

(2) 10 x

(3) 100 x

(4) x/100
Ans: (3)
38. The smallest number by which 68600 must be multiplied to get a perfect cube is

(1) 5

(2) 10

(3) 8

(4) 12
Ans: (1)

39. A cyclist at 'C' is cycling towards 'B'. How far will he have to cycle from C before he is equidistant from both A and B ?





(1) 4 km

(2) 3 km

(3) 6 km

(4) 5 km
Ans: (4)



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40. Unit's digit in 132003 is

(1) 1    

(2) 3    

(3) 7    

(4) 9
Ans: (3)
41. A square sheet ABCD when rotated on its diagonal AC as its axis of rotation sweeps a




(1) cone

(2) spindle

(3) cylinder

(4) trapezium
Ans: (2)




42. The area of a triangle with base x units is equal to the area of a square with side x units. Then the altitude of the triangle is

(1) x/2 units

(2) x units

(3) 2x units

(4) 3x units
Ans: (3)

43. Which is greatest among 33 and half %; 4/15 and 0.35 ?

(1) 33 and half %

(2) 4/15

(3) 0.35

(4) Cannot be compared
Ans: (3)
44. The factorisation of 25 - p2 - q2 - 2pq is

(1) (5 + p + q) (5 - p + q)

(2) (5 + p + q) (5 - P - q)

(3) (5 + p - q) (5 - p + q)

(4) (5 + p - q) (5 - p - q)
Ans: (2)
45. A rectangle is divided horizontally into two equal parts. The upper part is further divided into three equal parts and the lower part is divided into four equal parts.Which fraction of the original rectangle the shaded part ?



(1) 3/5

(2) 2/7

(3) 4/7

(4) 7/12
Ans: (4)

46. In the given figure, PS = SQ = SR and  L SPQ = 54°. Find the measure of  L x.




(1) 54°

(2) 72°

(3) 108°

(4) 36°
Ans: (1)
47. 2x - 13, 2x - 11, 2x - 9, 2x - 7 are consecutive

(1) Prime numbers

(2) Even numbers

(3) Odd numbers

(4) Natural numbers
Ans: (3)

48. The fractional equivalent of 57.12% (approx.) is

(1) 349/625

(2) 359/625

(3) 357/625

(4) 347/625
Ans: (3)

49. The ratio of the side and height of an equilateral triangle is

(1) 2 : 1

(2) 1 : 1

(3) 2 : √3

(4) √3 : 2
Ans: (3)

50. If two adjacent sides of a square paper are decreased by 20% and 40% respectively, by what percentage does the new area decrease?

(1) 48%

(2) 50%

(3) 52%

(4) 60%
Ans:
51. 4/16 - 1/8 = 3/8

6/7 - 2/9 = 4/2

The above represents the work of a student. If this error pattern continues, the student's answer to 5/11 - 2/7 will be

(1) 7/18

(2) 3/4

(3) 3/7

(4) 2/18
Ans: (2)
52. A teacher in grade-VI provided each child with a centimeter grid paper and a pair of scissors. She wanted them to explore how two-dimensional shapes can be folded into three-dimensional objects. Which of the following concepts are the students exploring?

(1) Rotation

(2) Reflection

(3) Nets

(4) Decimals
Ans:
53. When doing exponents, the work observed in a learner's notebook was as follows :

43 x 42 = 45

64 x 64 = 68

73 x 37 = 2110

The learner has not understood how to

(1) add exponents

(2) add exponents and multiply

(3) multiply numbers with same base

(4) multiply numbers with different bases
Ans: (4)

54. Teachers, while discussing problem-solving as an approach to teaching of mathematics, articulated four views. Which of the following views doesnot justify the real meaning of this approach?

(1) 'I think questions on problem-solving should be made from situations based on real life.'

(2) 'I think many questions found in the mathematics textbook can be used for problem-solving.'

(3) 'I think it is better to connect problem-solving with general mathematics class.' 

(4) 'I think there is no correlation between problem-solving and mathematical reasoning.'
Ans:

55. Given linear equations I, II and III, a learner is not able to solve III algebraically. The most likely area of difficulty is that the learner has not understood

           
               

(1) that two equations can be added or subtracted to solve them

(2) that two equations can be solved by method of substitution

(3) the method of solving equations using graphs

(4) that both the equations in III can be altered by multiplying with suitable numbers
Ans: (2)

56.When introducing mensuration, a teacher writes all the formulae on the board before proceeding further. This reflects that she is following the

(1) Inductive approach

(2) Deductive approach

(3) Experimental approach

(4) Practical approach
Ans: (2)
57. Ameena is playing with matchsticks and adds one  at each stage :  Appu, on the other hand, makes a table: 
Number of L's123...
Number of matchsticks246..


What is your observation about the two children in this situation?

(1) Ameena is only playing and Appu is doing mathematics

(2) Ameena will need lots of matchsticks to come to a generalisation. However, Appu would be faster

(3) Both Ameena and Appu are trying to make generalisations

(4) Ameena would be learning by doing and Appu may not be able to see the pattern at all
Ans: (1)

58. To be good in mathematics, one needs to

(1) remember solutions

(2) have mastery over calculations

(3)  create and formulate problems through abstract thinking and logical reasoning

(4) memorise formulae
Ans: (3)

59. Students make errors while solving mathematical problems because 

(1) they do not practise enough

(2) they do not refer to multiple textbooks

(3) their socio-economic status affects their performance

(4) they make alternative interpretations of concepts in their attempt to make meaning
Ans: (4)    

60. With an activity on paper folding, a teacher was trying to depict the relationship of the areas of a parallelogram and a triangle. Which of the following best depicts the transformation of stages?
(1)
(2)
(3)
(4)
Ans: (4)
61. Bakelite is used in making electrical appliances because it is a

(1) thermoplastic

(2) good conductor of heat

(3) good conductor of electricity

(4) good insulator of electricity
Ans: (4)

62. In which of the following cases of motion, are the distance moved and the magnitude of displacement equal ?

(1) A car moving on a straight road

(2) A car moving in a circular path

(3) A pendulum oscillating to and fro

(4) The Earth revolving around the Sun
Ans: (1)

63. LED and CFL are very commonly used as sources of light in homes. Which of the following statements is true ?

(1) CFL is better because LED contains toxic materials

(2) LED is better because CFL contains toxic materials

(3) Both are equally good

(4) Neither of them is good because both contain toxic materials
Ans: (2)

64. An air bubble inside water behaves like a

(1) concave lens    

(2) convex lens

(3) plano-convex lens

(4) concave mirror
Ans: (1)

65. A feather weighing 5 gm and a nail weighing 10 gm have the same kinetic energy. Which of the following statements is true about the momentum of the two bodies ?     

(1) The lighter body will have higher momentum

(2) The heavier body will have higher momentum

(3) Both will have equal momentum

(4) It is not possible to compare the momentum. of two objects
Ans: (2)
66. If the pressure over a liquid increases, its boiling point

(1) decreases

(2) Increases

(3) does not change

(4) first decreases and then increases
Ans: (2)

67. A doctor prescribes a medicine to treat hyperacidity. The main ingredient of the medicine is 

(1) Al(OH)3

(2) MgCl2

(3) CaC03

(4) Na2C03
Ans: (1)

68. Non-metallic oxides

(1) are acidic in nature

(2) are basic in nature

(3) are amphoteric in nature

(4) turn red litmus paper blue
Ans: (1)

69. The inner surfaces of food cans are coated with tin and not with zinc because

(1) zinc is costlier than tin

(2) zinc is more reactive than tin

(3) zinc has a higher melting point than tin

(4) zinc is less reactive than tin
Ans: (2)

70. A man goes door to door posing as a goldsmith. He promises to bring back the glitter on dull gold ornaments. An unsuspecting woman gives a set of gold bangles to him which he dips in a particular solution. The bangles sparkle but their weight has considerably reduced. The solution used by the impostor probably is

(1) dil. HCI

(2) cone. HCI

(3) a mixture of cone. HCI and cone. HN03

(4) cone. HN03
Ans: (3)
71. Bleeding is stopped by the application of alum to a wound because

(1) the wound is plugged by the alum chunk

(2) alum coagulates the blood and forms a clot

(3) alum reduces the temperature near the wound

(4) alum is an antiseptic
Ans: (2)

72. When an iron nail is dipped in copper sulphate solution, the colour of copper sulphate solution fades and a brownish layer is deposited over the iron nail. This is an example of 

(1) combination reaction 

(2) decomposition reaction 

(3) double displacement reaction 

(4) displacement and redox reactions

Ans: (4)

73. While diluting sulphuric acid, it is recommended that the acid should be added to water because 

(1) acid has strong affinity for water 

(2) acid may break the glass container 

(3) dilution of acid is highly exothermic 

(4) dilution of acid is highly endothermic

Ans: (3)

74. The thumb of humans moves more freely than other fingers due to the presence of 

(1) pivotal joint 

(2) gliding joint 

(3) hinge joint 

(4) saddle joint

Ans: (4)

75. Root cap is absent in 

(1) Xerophytes 

(2) Hydrophytes 

(3) Mesophytes 

(4) Halophytes

Ans: (2)

76. Adding salt and sugar to food substances helps In preserving them for a longer duration. It is because excess salt and sugar 

(1) plasmolyse the microbial cells 

(2) cause rupturing of microbial cells 

(3) cause change in the shape of microbial cells 

(4) remove water from food

Ans: (1)

77. Hormone Adrenaline 

(1) helps control level of sugar in the blood 

(2) helps the body to adjust stress level when one is very angry or worried 

(3) helps control height 

(4) helps control balance of electrolytes in the body

Ans: (2)

78. The green house effect which is causing an increase in the atmospheric temperature is mainly due to 

(1) oxygen 

(2) nitrogen 

(3) carbon dioxide 

(4) sulphur

Ans: (3)

79. Green plants appear to release oxygen instead of carbon dioxide into the atmosphere during the day time because 

(1) green plants do not respire during the night time 

(2) green plants respire only during the night time 

(3) green plants respire during the day time but are involved in photosynthesis during the night time 

(4) the rate of photosynthesis is higher than the rate of respiration during the day time

Ans: (4)

80. A common characteristic feature of plant sieve-tube cells and mammalian erythrocytes is 

(1) absence of nucleus 

(2) absence of chloroplast 

(3) absence of cell wall 

(4) presence of haemoglobin

Ans: (1)

81. Most Boards of Education have banned the dissection of animals because 

(1) animals are no longer available for dissection 

(2) procuring animals has become an expensive proposition 

(3) there is a need to sensitise students to prevention of cruelty to animals 

(4) they may spread new diseases

Ans: (3)
 
82. The main aim of conducting Mathematics and Science Olympiads is to 

(1) promote excellence in the subject by nurturing creativity and experimentation 

(2) grade students according to their capabilities 

(3) help students score high marks in professional examinations 

(4) grade schools based on the performance of their students

Ans: (1)

83. Four applicants for a post of TGT (Science) were asked to plan a lesson on "Consequences of Deforestation", Which one of the following lesson plans reflects the scientific approach ? 

(1) Explains in detail the consequences of deforestation 

(2) Provides a variety of examples to explain the concept 

(3) Includes activities that children can perform in groups and draw conclusions through a Power Point presentation 

(4) Mentions about the use of ICT to help students understand the concept

Ans: (3)

84. Ms. Patel, Principal of a School XYZ, is keen about integrated approach to teaching of Science rather than teaching different disciplines separately. The basis of this is 

(1) non-availability of qualified teachers in her school to teach separate disciplines 

(2) difficulty to adjust the teachers in the time-table 

(3) difficulty of students to adjust to different teachers 

(4) all the disciplines are interlinked and a teacher can draw on cross-curricular linkages

Ans: (4)

85. A teacher plans to teach "Components of Food" in Class-VI. Which of the following can be used as an essential question ? 

(1) List the food items your mother serves you in lunch. 

(2) Why does your mother serve you a meal with a variety of food items ? 

(3) Does your mother prepare a definite set of food items for lunch every day? 

(4) Do you eat all the items served in your lunch every day?

Ans: (2)

86. While teaching the concept, "force can change the shape of an object" to students, a teacher plans the following activities: 

a. Explain concepts using commonly observed examples. 

b. Provide a dough on a plate and ask the students to press it down with the hand. 

c. Show an audio-visual• film explaining the concept with some examples. 

The teacher is using different approaches to learning because 

(1) she wants to prove her knowledge 

(2) she knows she must follow her lesson plan 

(3) she wants to prepare students for a test 

(4) there are different kinds of learners in the class and she wants to address multiple intelligences

Ans: 

87. Which of the following can be assessed when Geeta is using only MCQ as a tool to assess "Nutrition in Humans" ? 

(1) Analytical ability to classify food items and make a poster 

(2) Misconceptions related to food habits 

(3) Learners' ability to apply knowledge and prepare a role play to present in the morning assembly 

(4) Learners' ability to comprehend the importance of components of food and write a long essay

Ans: (2)

88. A Science teacher plans group activities to teach "Properties of Air" to her students of Class-VI. Which one set of attributes would she like to have in the students she selects as group leaders ? 

(1) Freedom to choose roles, work at their own pace and understanding 

(2) Ordering students to take roles and deliver in consonance with their understanding 

(3) Giving major roles to brighter students to ensure the group finishes first 

(4) Assigning roles as per capability, motivating and coordinating among the group members

Ans: (4)

89. While selecting a performance task to help students develop research oriented skills in a Science class, a teacher may pick up a topic 

(1) from the content given in the syllabus which must be completed in time 

(2) which majority of the students in a class find interesting 

(3) which she thinks is important for the students 

(4) related to a problem faced by students in their day-to-day functioning and which is a part of the concepts to be covered for this class

Ans: (4)

90. While investigating 'how water affects the germination of seeds', a teacher asked the students to soak bean seeds on a bed of cotton wool for a few days and observe the changes. What is the guideline that she forgot to mention? 
To place 

(1) many seeds on wet cotton 

(2) a few seeds on wet cotton 

(3) many seeds on dry cotton 

(4) a few seeds on dry cotton

Ans: (2)

CTET PART I Child Development And Pedagogy Previous Years Solved Question Papers

Latest Updated Exam / Guess / Model Solved Papers - Answer Keys - http://syllabus123.blogspot.com/

CTET PART I Child Development And Pedagogy Previous Years Solved Question Papers

CENTRAL TECHER ELIGIBILITY TEST PREVIOUS YEAR SOLVED PAPERS

CTET SOLVED PAPER,

CTET  / टीईटी / TET - Teacher Eligibility Test Updates / Teacher Recruitment  /SARKARI NAUKRI NEWS  / SARKARI NAUKRI News

Directions : Answer the following questions by selecting the most appropriate option.

1. A creative learner refers to one who is

(1) very talented in drawing and painting

(2) highly intelligent

(3) capable of scoring consistently good marks in tests

(4) good at lateral thinking and problem solving

Ans: (4)



2. Individual learners differ from each other in

(1) principles of growth and development

(2) rate of development

(3) sequence of development

(4) general capacity for development

Ans: (2)



 3. Every learner is unique means that

(1) No two learners are alike in their abilities, interests and talents

(2) Learners do not have any common qualities, nor do they share common goals

(3) A common curriculum for all learners is not possible

(4) It is impossible to develop the potential of learners in a heterogeneous class
Ans: (1)


4. Constructivism as a theory

(1) focuses on the role of imitation

(2) emphasises the role of the learner in constructing his own view of the world

(3) emphasises on memorising information and testing through recall

(4) emphasises on the dominant role of the teacher
Ans: (2)



5. Development of concepts is primarily a part of

(1) emotional development

(2) intellectual development

(3) physical development

(4) social development
Ans: (2)


6. Heredity is considered as a social structure.

(1) primary

(2) secondary

(3) dynamic

(4) static
Ans: (4)


7. The most intense and crucial socialization takes place

(1) throughout the life of a person

(2) during adolescence

(3) during early childhood

(4) during adulthood
Ans: (2)


8. Helping learners recapitulate or recall what they have already learnt is important because

(1) it is a convenient beginning for any classroom instruction

(2) relating new information to prior knowledge enhances learning

(3) it is an effective way of revising old lessons

(4) it enhances the memory of learners thereby strengthening learning
Ans: (2)



9. According to Piaget, during the first stage of development (birth to about 2 years age), a child learns best

(1) by using the senses

(2) by comprehending neutral words

(3) by thinking in an abstract fashion

(4) by applying newly acquired knowledge of language
Ans: (1)


10. Theory of learning which totally and only depends on 'observable behaviour' is associated with theory of learning.

(1) Cognitivist

(2) Developmental

(3) Behaviourist

(4) Constructivist
Ans: (3)


11. Multilingual character of Indian society should be seen as

(1) a hindrance in teaching-learning process

(2) a resource for enrichment of school life

(3) a challenge to teacher's capacity to motivate students to learn

(4) a factor that makes school life a complex experience for the learners
Ans: (2)



 12. Creative answers require

(1) direct teaching and direct questions

(2) content-based questions

(3) open-ended questions

(4) a highly disciplined classroom
Ans: (3)


13. Diagnosis of the gaps In the learning of students should be followed by

(1) appropriate remedial measures

(2) intensive drill and practice.

(3) systematic revision of all lessons

(4) reporting the findings to learners and parents
Ans: (1)




14. Which of the following statements cannot be considered as a feature of 'learning' ?

(1) Learning is a process that mediates behaviour

(2) Learning is something that occurs as a result of certain experiences

(3) Study of behaviour is learning

(4) Unlearning is also a part of learning
Ans: (3)


15. 'Self-regulation' of learners refers to

(1) their ability to monitor their own learning

(2) creating regulations for student behaviour

(3) rules and regulations made by the student body

(4) self-discipline and control
Ans: (1)


16. Which of the following does not reflect 'teaching for understanding' ?

(1) Ask students to explain a phenomenon or a concept in their own words

(2) Teach students to provide examples to illustrate how a law works

(3) Help students see similarities and differences and generate analogies

(4) Enable students to memorize isolated facts and procedures
Ans: (4)


17. Which of the following statements is true about 'learning' ?

(1) Errors made by children indicate that no learning has taken place.

(2) Learning is effective in an environment that is emotionally positive and satisfying for the learners.

(3) Learning is not affected by emotional factors at any stage of learning.

(4) Learning is fundamentally a mental activity.
Ans: (2)


18. Human development is based on certain principles. Which of the following is not a principle of human development?

(1) Continuity

(2) Sequentiality

(3) General to Specific

(4) Reversible
Ans: (4)


19. The main purpose of assessment should be

(1) to point out the errors of the learners

(2) to measure the achievement of learners

(3) to decide if a student should be promoted to the next class

(4) to diagnose and remedy gaps in learning
Ans: (4)


20. Centrally sponsored scheme of Integrated Education for disabled children aims at providing educational opportunities to children with disabilities in

(1) regular schools

(2) special schools

(3) open schools

(4) Blind Relief Association schools
Ans: (1)


21. Which of the following is not a sign of reading difficulty among young learners? Difficulty in

(1) letter and word recognition

(2) reading speed and fluency

(3) understanding words and ideas

(4) spelling consistency
Ans: (3)


22. A teacher wants the gifted children of her 'class to achieve their potential. Which of the following should she not do to achieve her objective?

(1) Teach them to enjoy non-academic activities

(2) Teach them to manage stress

(3) Segregate them from their peers for special attention

(4) Challenge them to enhance their creativity
Ans: (3)


23. Which of the following is not a characteristic feature of intrinsically motivated children?

(1) They always succeed

(2) They enjoy doing their work

(3) They display a high level of energy while working

(4) They like challenging tasks
Ans: (1)


24. Which of the following is not an appropriate tool for Formative Assessment?

(1) Assignment

(2) Oral questions

(3) Term test

(4) Quiz and games
Ans: (3)


25. Learners should not be encouraged to

(1) ask as many questions as possible both inside and outside the class

(2) actively interact with other learners in group work

(3) participate in as many co-curricular activities as possible

(4) memorize all the answers to questions which the teacher may ask
Ans: (4)


26. Irfan breaks toys and dismantles them to explore their components. What would you do?

(1) Never let Irfan play with toys

(2) Always keep a close watch

(3) Encourage his inquisitive nature and channelise his energy

(4) Make him understand that toys should not be broken
Ans: (3)


27. The statement 'Men are generally more intelligent than women'

(1) is true

(2) may be true

(3) shows gender bias

(4) is true for different domains of intelligence
Ans: (3)


28. Understanding the principles of development of a child helps a teacher in

(1) identifying the social status of the learner

(2) identifying the economic background of the learner

(3) rationalizing why the learner ought to be taught

(4) effectively catering to the different learning styles of learners
Ans: (4)


29. Christina took her class for a field trip and after coming back, she discussed the trip with her students. It may be connotated as

(1) Assessment of Learning

(2) Assessment for Learning

(3) Learning for Assessment

(4) Learning of Assessment
Ans: (1)


30. The statement: 'An important precondition for the proper development of a child is ensuring her/his healthy physical development'

(1) is untrue as physical development does not affect other domains of development in anyway

(2) may be incorrect as development varies from individual to individual

(3) is true because physical development occupies the topmost place In the sequence of development

(4) is true because physical development is interrelated with other domains of development
Ans: (4)

Candidates have to do questions 31 to 90 EITHER from Part II (Mathematics and Science) OR from Part III (Social Studies/Social Science).

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West Bengal Teachers Eligibility Test

Kolkata High Court (Appellete Side)

Bishnupada Ghosh & Ors vs State Of West Bengal & Ors on 1 September, 2014

Author: Jyotirmay Bhattacharya

1.9.2014
ac
M.A.T. 474 of 2014
(CAN 3422 of 2014)

Bishnupada Ghosh & ors.
Versus
   State of West Bengal & Ors.


Mr. Ekramul Bari,
Mr. S.M. Ali,
Ms. Tanuja Basak.
               ...For the Applicants/Appellants.

Mr. Bikash Ranjan Bhattacharya,
Mr. Saktipada Jana.
             ... For the Writ Petitioners/
                                Respondents

Mr. Jaharlal De, Mr. Shamim ul Bari.
...For the State.
Mr. Tulsi Das Maiti, Mr. Pradip Kr. Ghosh, Ms. Namita Basu.
...For the Respondent Nos. 3 & 4.
This mandamus appeal is directed against the judgement and/or order passed by the Learned Single Judge of this court on 23rd December, 2013 in W.P. No. 36584 (W) of 2013 at the instance of the appellants who were granted leave to file the instant mandamus appeal as person adversely affected by the order passed by the Learned Trial Judge. By the impugned order, the panel which was prepared by the Kolkata Primary School Council for Head Teacher, was upset as it was not prepared in conformity with the National Council for Teachers' Education Notification dated 25th August, 2010 which according to the Learned Trial Judge will apply mutatis mutandis in respect of the appointment of Head Teachers.
The legality and/or propriety of the said judgement and/or order of the Learned Trial Judge is under challenge in this mandamus appeal.
Let us now consider the merit of the instant appeal in the facts of the instant case.
The West Bengal Primary Education Act, 1973 does not prescribe the procedure for appointment of Head Teacher in the primary school. The eligibility criteria of the teachers for being considered for appointment as Head Teacher has also not been prescribed under the West Bengal Primary Education Act, 1973.
Section 106 of the said Act vests the rule making power with the State Government. In exercise of such rule making power provided under Section 106 of the said Act, the State Government has framed Primary Teachers Recruitment Rules, 2001 (hereinafter referred to as the Said Rule of 2001) which has statutory force. Appointment of Head Teacher is dealt with in Rule 17 of the said Rule which runs as follows:-
"The Council shall appoint Head Teacher in every primary school within the jurisdiction of the Council, from a panel of senior primary teachers possessing requisite qualification as laid down in Sub-Rule (1) and Sub-Rule (2) of Rule 6 and who have obtained a junior basic training certificate or primary teachers training certificate or equivalent."
Since the requisite qualification of the teachers for being considered for appointment as Head Teacher is laid down in Sub-Rule (1) and Sub-Rule (2) of Rule 6 of the said Rule, we feel it necessary to quote the Sub-Rule (1) and Sub- Rule (2) of the said Rule herein:-
"6. Qualifications-(1) No person shall be appointed by the Council as a teacher unless he-
a) is a citizen of India;
b) has completed the age of 18 years and has not completed the age of 40 years on the first January of the year in which the requisition for sending names of candidates is made to the Employment Exchange concerned; and
c) possesses the minimum educational qualifications as mentioned in sub-rule(2).
2) The educational qualifications for the post of a teacher shall be--
a) School Final/Madhyamik pass under the West Bengal Board of Secondary Education or equivalent."
Let us now analyze the provisions of Rule 17 to ascertain the basic eligibility criteria which was laid down in Rule 17 for the teachers for being considered as Head Teacher.
On plain reading of the said provision, it appears to us that the following conditions must be satisfied by the teachers for being considered as Head Teacher:-
i) he or she must be a primary teacher,
ii) he or she must have possessed requisite qualification as laid down in Sub- Rule(1) and Sub-Rule (2) of Rule 6,
iii) he or she must have a junior basic training certificate or primary teachers training certificate or equivalent.
A panel will be prepared by the Council comprising of senior most primary teachers who can satisfy the above three criteria. This Rule was allthroughout followed by the Council for appointment of Head Teacher in different primary schools under the Council right from the date when Rule of 2001 was framed.
Problem started when the Right of Children to Free and Compulsory Education Act, 2009(hereinafter referred to as the Central Act of 2009) was enacted, and certain notifications were issued by the concerned authority under the said Act prescribing minimum qualification for appointment of the teachers imparting primary education.
Mr. Bhattacharya, Learned senior advocate appearing for the writ petitioner/respondents submits that since the Right of Children to Free and Compulsory Education Act, 2009 is the Central Act and when the said Act and the notification issued thereunder prescribe the minimum qualification criteria of the teachers of the primary school, the provisions contained in the said Act and the notification issued thereunder, should be read along with the provisions contained in Rule 17 of the Primary Teachers Recruitment Rules 2001 so that Head Teachers can be appointed from those teachers who possess the requisite qualification as laid down in the Right of Children to Free and Compulsory Education Act, 2009 and the notification issued in connection therewith. According to him, the contrary provision contained in the State Act prescribing different educational qualification was virtually overridden by the Central Act.
Let us now consider the impact of such submission of Mr. Bhattacharya in the facts of the instant case.
Section 23(1) of the Right of Children to Free and Compulsory Education Act, 2009 deals with qualification for appointment and terms and conditions of service of teachers. Educational qualification of a person for being appointed as a teacher in primary school is not specified in the said Section. It is provided therein that any person possessing such minimum qualification as laid down by an academic authority, authorized by the Central Government by notification, shall be eligible for appointment as a teacher.
Sub-section (2) of Section 23 provides that where State does not have adequate institutions offering courses of training in teacher education, or teachers possessing minimum qualifications as laid down under sub-section (1) are not available in sufficient numbers, the Central Government may, if it deems necessary, by notification, relax the minimum qualification required for appointment as a teacher, for such period, not exceeding five years, as may be specified in that notification; provided that a teacher who, at the commencement of this Act, does not possess minimum qualifications as laid down under sub- section (1) shall acquire such minimum qualifications within a period of five years.
Minimum educational qualification of the person who may be considered for appointment as primary teacher is prescribed by the Central Government Notification dated 25th August, 2010. The relevant part of the said notification wherein minimum qualification of the candidates for being considered for appointment as teachers for classes 1 to V is prescribed runs as follows :
i) Senior Secondary (or its equivalent) with at least 50% marks and 2 - year Diploma in Elementary Education (whatever name known), OR Senior Secondary (or its equivalent) with at least 45% marks and 2 - year Diploma in Elementary Education (whatever name known), in accordance with the NCTE (Recognition Norms and Procedure, Regulation 2002 OR Senior Secondary (or its equivalent) with at least 50% marks and 4-year Bachelor of Elementary Education (El. Ed.) OR Senior Secondary (or its equivalent) with at least 50% marks and 2 -- year Diploma in Education (Special Education) And
ii) Pass in the Teacher Eligibility Test (TET), to be conducted by the appropriate Government in accordance with the Guidelines framed by the NCTE for the purpose.
Para 2 of the said notification provides that a diploma/degree course in teacher education recognized by the National Council for Teacher Education (NCTE) only shall be considered as Diploma/Degree Course in Teacher Eduction. However, in case of Diploma in Education (Special Education) and B.Ed (Special Education) course recognized by the Rehabilitation Council of India (RCI) only shall be considered.
How a teacher is required to undergo training after his appointment is also provided therein. It is provided that a person :
a) with B.A./B.Sc. with at least 50% marks and B.Ed qualification shall also be eligible for appointment for class I to V upto 1st January, 2012 provided he undergoes, after appointment, an NCTE recognized 6-month special programme in Elementary Education.
b) With D.Ed. (Special Education) or B.Ed (Special Education) qualification shall undergo, after appointment, an NCTE recognized 6 month special programme in Elementary Education.
The said notification was made effective with effect from the date when such notification was issued, i.e. 25th August, 2010. While issuing the notification, the concerned authority thought about the teachers who were appointed for class 1 to VIII before issuance of the said notification and decided that they need not acquire the minimum qualification specified in para 1 above. Thus, the service of the existing teachers was saved by the said notification. They were treated at par with those teachers who will be subsequently appointed by following the notification of 2010.
The State Government also by issuing a Government Order dated 13th August, 2012 clarified that the teachers appointed prior to 3rd September, 2001 shall go by the State Government norms and they need not have to upgrade their qualifications. The State Government, further, clarified that the teachers who were appointed between 3rd September, 2001 and 31st December, 2005 possessing academic qualification as per the State Government norms and completed one- year/two-year teacher training course from State recognised institutions are not required to enhance their qualification as per note 2 under first schedule to the NCTE (Determination of minimum qualifications for Recruitment of Teachers in Schools) Regulation 2001 dated 4th September, 2001 published in terms of F. No. 9-2/2001/NCTE dated 3rd September, 2001. By issuing a subsequent Government Order on 4th March, 2013; it was notified by the State Government that the teachers who being attained one-year/two-year Diploma in Elementary Education from State recognised institution and appointed as teacher on or before 31st December, 2005 shall be treated as 'trained teacher'.
If the provision of the Right of Children to Free and Compulsory Education Act, 2009 and the Central Government Notification dated 25th August, 2010 are read alongwith the Government Order issued by the State Government on 13th August, 2012 and 4th March, 2013 then we have no hesitation to hold that the untrained teachers who were appointed prior to 3rd September, 2001 and those teachers who were appointed between 3rd September, 2001 and 31st September, 2005 possessing academic qualification as per the State Government norms and completed one- year/two-year teacher training course from State recognised institutions are eligible to be considered for the post of Head Teacher in the primary school as they are all treated at per with the trained teachers appointed as per the norms prescribed in the notifications issued under the Central Act of 2009.
This conclusion we draw as we do not find any contrary provising laying down different eligibility criteria, for the teachers for being considered as Head Teacher by the Central Act, namely, the Right of Children to Free and Compulsory Education Act, 2009 and the Notification issued in pursuance thereof. It may be mentioned herein that as a matter of fact, the Right of Children to Free and Compulsory Education Act, 2009 does not prescribe the eligibility criteria for the Head Teacher. As such, the Rules of 2001 framed by the State Government is to be followed for appointment of Head Teacher in the primary school, subject to fulfillment of the eligibility criteria regarding educational qualification of the teachers as per the Central Government Notifications issued under Section 23 of the Said Central Act of 2009.
Our attention was also drawn by Mr. Bhattacharya, Learned Senior Counsel, appearing for the writ petitioners/respondents to another Central Government Notification issued on 1st June, 2011 whereby some relaxation with regard to eligibility criteria for appointment of teachers in the primary school in West Bengal was given in exercise of the power conferred under sub-section (2) of Section 23 of the Right of Children to Free and Compulsory Education Act, 2009. The said notification was also given effect prospectively. By the said notification, relaxation of the training qualification was given for the primary teachers in West Bengal, as sufficient number of trained candidates was not available in West Bengal.
However, it was also provided in the said notification that in the matter of appointment, the State Government shall give priority to those eligible candidates who possess the minimum qualifications specified in the NCTE's notification dated 25th August, 2010 and if the available vacancies cannot be filled up by trained candidates then the other candidates with the relaxed qualifications may be considered for filling up the left out vacancies.
This provision was made for the purpose of appointment of teachers in the primary school. The said notification does not provide that untrained teachers appointed with relaxed qualification can not be considered for the post of Head Teacher. In fact, the NCTE's notification dated 25th August, 2010; for the first time laid down the qualification criteria for the primary teachers. As per the minimum qualification criteria laid down therein, the untrained teachers, appointed prior to 3rd September, 2001 and the teachers who were appointed between 3rd September, 2001 and 31st December, 2005; possessing one- year/two-year diploma in Elementary Education from State recognised institution were mentioned as eligible primary teachers therein. Since subsequently sufficient member of trained teachers were not available in West Bengal, relaxation with regard to training qualification was given in the subsequent notification. Such relaxation was given for new appointment, without affecting the service condition of the existing teacher.
When the Central Act and the notification issued under the Said Act as well as the State Act and the notification issued thereunder treat the existing teachers who are appointed prior to issuance of the Central Government Notification dated 25th August, 2010 at par with those who are subsequently appointed as per the Central Government norms, as prescribed in the said notification dated 25th August, 2010 and the subsequent notification issued in connection therewith, we do not find any reason to treat the existing teachers differently from those who are appointed as teachers with training qualification as per the notifications issued under the Central Act of 2009; as we cannot create a class within a class for differentiating the existing teacher from the teachers appointed after 2010, particularly when the Central Act of 2009 and the notifications issued thereunder do not treat them differently.
We, thus, cannot agree with the findings of the Learned Trial Judge that the minimum qualification for the Assistant Teachers, as specified in the National Council for Teachers Education's Notification dated 25th August, 2010 will apply mutatis mutandis in respect of appointment of Head Teachers for the simple reason that notifications issued under the Central Act of 2009 does not provide for application of the minimum qualification for the Assistant Teachers, as specified in the National Council for Teachers Education Notification dated 25th August, 2010 in respect of appointment of Head Teacher. If we have to concur with the findings of the Learned Trial Judge then we will have to add something in the notification which we cannot do.
We, thus, allow this appeal and set aside the judgment and/or order impugned in this appeal. The writ petition, thus, stands dismissed.
(Jyotirmay Bhattacharya, J.) (Tapash Mookherjee, J.)

RTE ACT / NCTE GUIDELINES FOR TET TEACHERS

RTE ACT / NCTE GUIDELINES FOR TET

 

  TEACHERS

 

 

NCTE Notification Amendment 2 August 2011

CTET / टीईटी / TET - Teacher Eligibility Test / CENTRAL TEACHER ELIGIBILITY TEST/ Updates / Teacher Recruitment News /

SARKARI NAUKRI NEWS  / SARKARINAUKRI News

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

http://www.ncte-india.org/Norms/RTE-4.pdf

Previous/Other NCTE Notifications -

http://www.ncte-india.org/Norms/RTE-3.pdf

http://www.ncte-india.org/Norms/RTE-2.pdf

http://www.ncte-india.org/Norms/RTE-1.pdf

TET Guidelines -

http://www.ncte-india.org/RTE-TET-guidelines[1]%20(latest).pdf

RTE ACT / NCTE GUIDELINES FOR TET TEACHERS

RTE ACT / NCTE GUIDELINES FOR TET

 

  TEACHERS

 

 

NCTE Notification Amendment 2 August 2011

CTET / टीईटी / TET - Teacher Eligibility Test / CENTRAL TEACHER ELIGIBILITY TEST/ Updates / Teacher Recruitment News /

SARKARI NAUKRI NEWS  / SARKARINAUKRI News

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

http://www.ncte-india.org/Norms/RTE-4.pdf

Previous/Other NCTE Notifications -

http://www.ncte-india.org/Norms/RTE-3.pdf

http://www.ncte-india.org/Norms/RTE-2.pdf

http://www.ncte-india.org/Norms/RTE-1.pdf

TET Guidelines -

http://www.ncte-india.org/RTE-TET-guidelines[1]%20(latest).pdf

TEACHER ELIGIBILITY TEST - TET - NCTE - RTE-GUIDELINES

TEACHER ELIGIBILITY TEST - TET - NCTE - RTE-GUIDELINES

Q. WHAT IS TEACHER ELIGIBILITY TEST ( TET EXAM) EXAM? WHY IT IS IMPORTANT TO BECOME TEACHER?

ANS : TEACHER ELIGIBILITY TEST ( TET EXAM) EXAM PASS QUALIFICATION IS MANDATORY TO BECOME TEACHER AS PER NCTE GUIDELINES / RTE ACT.

CENTRAL  GOVERNMENT PASSED RTE ACT ON 23RD AUGUST 2010 IN ITS GAZETTE NOTIFICATION ( BHARAT KA RAJPATRA).

NCTE HAS POWER TO FRAME RULES FOR TET EXAM TO MAINTAIN QUALITY IN EDUCATION SYSTEM-
In accordance with the provisions of sub - section (1) of section 23 of the Right of Children to Free and Compulsory Education (RTE) Act, 2009, the National Council for Teacher Education (NCTE) has laid down the minimum qualifications for a person to be eligible for appointment as a teacher in class I to VIII , vide its Notification dated August 23, 2010

See RTE Act - http://www.ncte-india.org/Norms/RTE-1.pdf

 Q. What should be qualification to become teacher under RTE Act for class 1 to 8.
Ans: Minimum qualification is as per academic authority ( currently NCTE) authorized by central government of India by notification.
NCTE prescribed compulsory TET pass qualification to become teacher under RTE.

Central Government can give relaxation in qualification to state government under following conditions :-
Where a State does not have adequate institutions offering course or training in teacher education, or teachers possessing minimum qualifications as laid down under sub-section (1) are not available in sufficient numbers, the Central Government may, if it deems necessary, by notification, relax the minimum qualifications required for appointment as a teacher, for such period, not exceeding five years, as may be specified in that notification :
Provided that a teacher who, at the commencement of this Act, does not possess minimum qualifications as laid down under sub-section (1), shall acquire such minimum qualification within a period of five years.
(Example: In UP, UPTET pass candidates are in sufficient large numbers approx 3 Lakh, And this causes problem for Shiksha Mitra to beocme Teacher under RTE act)



Q. Is there any specific guidelines/ rule for selected teacher under RTE Act?
Ans: Teacher under RTE Act shall perform duties for educational purpose only. However they can be engaged in collecting population census data related matters, disaster relief duties and election duties.

Q. Can teacher under RTE Act perform private tution . private teaching activity.
Ans : RTE Act clearly denies  for Private tuition/ private teaching activity.

*****************************

Q.What is RTE Act?
Ans : RTE ( Right to Education) Act OR  Right of Children to Free and Compulsory Education (RTE) Act, 2009, is Eighty-sixth Amendment) Act, 2002 inserted Article 21-A in the Constitution of India to provide free and compulsory education of all children in the age group of six to fourteen years as a Fundamental Right in such a manner as the State may, by law, determine. The Right of Children to Free and Compulsory Education (RTE) Act, 2009, which represents the consequential legislation envisaged under Article 21-A, means that every child has a right to full time elementary education of satisfactory and equitable quality in a formal school which satisfies certain essential norms and standards.

 Article 21-A and the RTE Act came into effect on 1 April 2010. The title of the RTE Act incorporates the words ‘free and compulsory’. ‘Free education’ means that no child, other than a child who has been admitted by his or her parents to a school which is not supported by the appropriate Government, shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education. ‘Compulsory education’ casts an obligation on the appropriate Government and local authorities to provide and ensure admission, attendance and completion of elementary education by all children in the 6-14 age group. With this, India has moved forward to a rights based framework that casts a legal obligation on the Central and State Governments to implement this fundamental child right as enshrined in the Article 21A of the Constitution, in accordance with the provisions of the RTE Act.

The RTE Act provides for the:

• Right of children to free and compulsory education till completion of elementary education in a neighbourhood school.
• It clarifies that ‘compulsory education’ means obligation of the appropriate government to provide free elementary education and ensure compulsory admission, attendance and completion of elementary education to every child in the six to fourteen age group. ‘Free’ means that no child shall be liable to pay any kind of fee or charges or expenses which may prevent him or her from pursuing and completing elementary education.
• It makes provisions for a non-admitted child to be admitted to an age appropriate class.
• It specifies the duties and responsibilities of appropriate Governments, local authority and parents in providing free and compulsory education, and sharing of financial and other responsibilities between the Central and State Governments.
• It lays down the norms and standards relating inter alia to Pupil Teacher Ratios (PTRs), buildings and infrastructure, school-working days, teacher-working hours.
• It provides for rational deployment of teachers by ensuring that the specified pupil teacher ratio is maintained for each school, rather than just as an average for the State or District or Block, thus ensuring that there is no urban-rural imbalance in teacher postings. It also provides for prohibition of deployment of teachers for non-educational work, other than decennial census, elections to local authority, state legislatures and parliament, and disaster relief.
• It provides for appointment of appropriately trained teachers, i.e. teachers with the requisite entry and academic qualifications.
• It prohibits (a) physical punishment and mental harassment; (b) screening procedures for admission of children; (c) capitation fee; (d) private tuition by teachers and (e) running of schools without recognition,
• It provides for development of curriculum in consonance with the values enshrined in the Constitution, and which would ensure the all-round development of the child, building on the child’s knowledge, potentiality and talent and making the child free of fear, trauma and anxiety through a system of child friendly and child centred learning.