WB TET 2024 - West Bengal Teacher Eligibility Test : Application Form, Exam Date, Eligibility, Syllabus and Exam Pattern

WB TET 2024 - West Bengal Teacher Eligibility Test acronym as WBTET is conducted by the Government of West Bengal for candidates aspiring to become teachers in primary (class I-V) and upper primary (VI-VIII) schools in the state of West Bengal. WBTET is a compulsory examination for all the B.Ed. qualified candidates to be considered for teacher jobs in schools run by the government and private management.

WB TET 2024 Important Dates

Date of Notification and Start of Online Registration

• To be notified.

Last Date of Submission of Application Form

• To be notified.

Date of Entrance Exam

• To be notified.

Date of Declaration of Result

• Yet to be announced.

WB TET 2024 Eligibility 

Educational Qualification

• Aspiring candidates should have the following qualifications as prescribed by the NCTE.
• However, the State governments may change the qualifications and eligibility requirements as per the GOs issued by them.

For Teachers of Classes I-V (Paper I)

• Candidates should have passed Senior Secondary (or its equivalent) with at least 45 percent marks.
• Those appearing in the final 2-year Diploma in Elementary Education / 4-year Bachelor of Elementary Education (B.El.Ed.) / 2-year Diploma in Education in Special Education are also eligible. OR
• Candidates with BA / B.Sc with at least 50 percent marks and B.Ed qualification can also apply.

For Teachers of Classes VI-VIII (Paper-II)

• Applicants having B.A / B.Sc and those appearing in the final 2-year D.Ed / B.A / B.Sc with at least 45% marks and passed/appearing in B.Ed / Senior Secondary with at least 50 percent marks and passed or appearing in final 4-year Bachelor in Elementary Education (B.El.Ed) / 4-year BA / B.Sc Ed or B.A (Ed) / B.Sc (Ed) / B.Ed (Special Education) with 50% marks in BA or B.Sc are eligible for WBSSC TET.

WB TET 2024 Syllabus 

WB TET will consist of questions 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)

• The concept of development and its relationship with learning
• Principles of the development of children
• Influence on 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.
• The 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) The 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; the function of language and how children use it as a tool
• A 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 resources 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; the function of language and how children use it as a tool
• A 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 resources 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
• The significance of EVS integrated EVS
• Environmental Studies & Environmental Education
• learning Principles
• Scope & relation to Science & Social Science
• Approaches to presenting concepts
• Activities
• Experimentation/Practical Work
• Discussion
• CCE
• Teaching material/Aids
• Problems

Paper-II - For classes VI to VIII - Elementary Stage

I. Child Development & Pedagogy   

a) Child Development for Elementary School Child 

• The concept of development and its relationship with learning
• Principles of the development of children
• Influence on 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.
• The 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; enhancing learning and critical thinking in the classroom and for assessing learner achievement.

b) The 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;
• the 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; a function of language and how children use it as a tool
• A 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, a multilingual resource for 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; a function of language and how children use it as a tool
• A 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, a multilingual resource for 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/effective
• 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
• Inquiry / Empirical Evidence
• Problems of teaching Social Science/Social Studies
• Sources - Primary & secondary
• Projects Work
• Evaluation

WB TET 2024 Pattern 

All questions in the WBTET 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.

WB TET consists of two papers

• Paper-I for the teacher interested in classes I to V. 
• Paper-II for teachers intended for classes VI to VIII.

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

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

Nature and Level of Questions

• The test items on Child Development and Pedagogy will focus on the 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.
• The Test items for Language-I will focus on the proficiencies related to the medium of instruction.
• 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.
• 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 Education Board
• 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

Nature and Level of Questions

• The test items on Child Development and Pedagogy will focus on the 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.
• The test items for Language-I will focus on the proficiency related to the medium of instruction, as chosen from the list of prescribed options in the application form.
• 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.
• 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 for Mathematics and Science will be 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.
• 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-VII but their difficulty standard, as well as linkages, could be up to the senior secondary stage.

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

How to apply for WB TET 2024?

Interest candidates can apply Only Online by visiting the official website www.wbbpe.org./ and following the instructions given there.

WB TET 2024 Exam Dates 

CTET is normally held in the month of March.

WB TET 2024 Centres

The exam will be held at various selected centers in the state.

WB TET 2024 Contact Details

West Bengal Board of Primary Education
DK 7/1, Sector II
Salt Lake, Kolkata – 700091
Web: http://www.wbbpe.org/