MTET - Maharashtra Teacher Eligibility Test


MTET 2014 - The Maharashtra Teacher Eligibility Test acronym as MTET or MH TET is conducted by the Maharashtra State Council of Examination (MSCE). The examination is mandatory for aspiring teachers and all the schools in the state of Maharashtra.

 

MTET Eligibility

Eligibility Criteria

The following persons shall be eligible for appearing in the MTET:

  • A person who has acquired the academic and professional qualifications specified in the Government of Maharashtra Resolution dated 13 Feb. 2014.
  • A person who is pursuing any of the teacher education courses (recognized by the appropriate authority, as the case may be) specified in the Maharashtra Resolution dated 13 Feb. 2014.

 

MTET Syllabus

MTET will consist of question from the following given syllabus

Syllabus of 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   

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 questions 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
  • Geometry
  • Shapes & Spatial Understanding
  • Solids around Us
  • Numbers
  • Addition and Subtraction
  • Multiplication
  • Division
  • Measurement
  • Weight
  • Time
  • Volume
  • Data Handling
  • Patterns
  • Money

c) 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

IV. Mathematics

 a) Content

  • 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

1. Family and Friends:

  • Relationships
  • Work and Play
  • Animals
  • Plants

2. Food
3. Shelter
4. Water
5. Travel
6. 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

Paper II (for classes VI to VIII) Elementary Stage

I. Child Development and Pedagogy   

a) Child Development for 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 questions 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. (A) Mathematics and Science: 

1. Mathematics 30 Questions

a) Content 20 Questions

  • Number System
  • Knowing our Numbers
  • Playing with Numbers
  • Whole Numbers
  • Negative Numbers and Integers
  • Fractions
  • Algebra
  • Introduction to Algebra
  • 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)
  • Mensuration
  • Data handling

b) Pedagogical issues 10 Questions

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

2. Science  

a) Content 

I Food

  • Sources of food
  • Components of food
  • Cleaning food

II. Materials

  •  Materials of daily use

III. The World of the Living

IV. Moving Things People and Ideas

V. How things work

  • Electric current and circuits
  • Magnets

VI. Natural Phenomena

VII. Natural Resources

b) 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) Content  - 40 Questions in All -

(i) 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

(ii) 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

(iii) 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

c) 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

 

MTET Pattern

All questions in MTET test will be Multiple Choice Questions- MCQs- carrying one mark each with four alternatives out of which one answer will be correct. 

Note: There will be no negative marking.

MTET consists of two papers:

  • Paper I for teacher interested for classes I to V. 
  • Paper II for teacher intended  for classes VI to VIII.

Note: However a person interested for both levels will have to appear in both the papers Paper I and Paper II

Paper I  (Compulsory)  2-1/2 hour duration

Topic No of Question Marks
Child Development and Pedagogy 30 30
Language I 30 30
Language II 30 30
Mathematics 30 30
Environmental Studies 30 30
Total 150 150

 

Nature and Level of Questions:

  1. 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.
  2. The Test items for Language I will focus on the proficiencies related to the medium of instruction.
  3. 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.
  4. 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 NCERT/CBSE.
  5. 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.

Paper II (for classes VI to VIII)  2-1/2 hour duration

Topic No of Question Marks
Child Development & Pedagogy (compulsory) 30 30
Language I (compulsory) 30 30
Language II (compulsory) 30 30

a.For Mathematics and Science teacher only
Mathematics and Science

60 60
b.For Social studies/Social Science Teacher only
Social Science
60 60
For any other teacher Either a or b
   

 

Nature and Level of Questions:

  1. 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.
  2. 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.
  3. 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.
  4. The test items in Mathematics and Science, and Social Studies/Social Science 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 NCERT/CBSE.
  5. The questions in the tests for Paper II will be based on the topics of the prescribed syllabus of the NCERT/CBSE for classes VI- VIII but their difficulty standard as well as linkages could be up to the senior secondary stage.

Important:The question paper shall be either in English or in Hindi.

 

MTET Qualifying Marks
A person who scores 60% or more in the TET exam will be considered as TET pass. A person belonging to SC,ST,VJ,NT,OBC, differently abled persons, who scores 55% or more in the TET exam will be considered as TET pass. 

Qualifying Marks 
Please refer to Government of Maharashtra GR dated 23-Aug-2013
A person who scores 60% or more in the TET exam will be considered as TET pass. 
A person belonging to SC,ST,VJ,NT,OBC, differently abled persons, who scores 55% or more in the TET exam will be considered as TET pass.A person who scores 60% or more in the TET exam will be considered as TET pass.  A person belonging to SC,ST,VJ,NT,OBC, differently abled persons, who scores 55% or more in the TET exam will be considered as TET pass.

 

MTET Exam Dates

CTET is normally held in the month of December.


How to apply for MTET?

Interest candidate can apply Only Online by visiting the official website ie http://mahatet.in/TETAPP/PublicHome.aspx

 

MTET Exam Validity and Frequency
The Government of Maharashtra will conduct a TET at least once every year. The Validity Period of TET qualifying certificate is seven years for all categories form the date of award of certificate. There will be no restriction on the number of attempts a person can take for acquiring a TET Certificate. A person who has qualified TET may also appear again for improving his/her score.

 

MTET Contact Details
The Commissioner(MSCE), Maharashtra State Council of Examinations
17, Dr. Ambedkar Road, Pune-411 001
Phone: 020-26123066  Fax: 020-26129919
E-mail: mscepune@gmail.com

MTET 2014

MTET 2014 Important Dates

Date of Notification and Start of Online Submission of Application 

  • Oct to Nov, 2014

Date of Exam fees Deposition and Online Challan updation

  • Oct to Nov, 2014

Last Date for Receipt of Confirmation Page at District Education Office

  • Oct to Nov, 2014

Date of Checking of  Application status and Candidate particulars on website

  • Oct to Nov, 2014

Date for Complaint about candidate registration

  • Oct to Nov, 2014

Date for Download of Admit Card

  • Nov, to Dec, 2014

Date of Examination

  • Dec, 2014
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