TS TET 2024 II Exam Dates Released: Check Schedule, and Syllabus Overview

Vikash Kumar

3 months ago

The TS TET 2024 II Admit Card has been released on December 28, 2024.

The Telangana State Teacher Eligibility Test (TS TET) 2024 II revised exam dates have been announced by the Department of School Education, Telangana. The exam is scheduled for January 11 and 20, 2025. This year, 2,75,773 people have applied for TET papers 1 and 2. Candidates who have applied for the exam can check the detailed schedule and exam pattern below.

TS TET 2024 II Admit Card Download Link – Click here

TS TET 2024 II Exam Schedule

Exam Dates	Shifts
January 11 and 20, 2025	Shifts 1 – 9:00 am to 11:30 am Shift 2 – 2:00 pm to 4:30 pm

The TS TET I 2024 exam pattern

Paper I (for classes I to V):

Duration for exam – 2.5 hours.

Parameters	Marks
Child Development and Pedagogy	30 marks
Language I (Telugu/Urdu/English	30 marks
Language II (Telugu/Urdu/English)	30 marks
Mathematics	30 marks
Environmental Studies	30 marks
Total Marks	150 marks

The TS TET II 2024 exam pattern

Paper-II (for class VI to VIII)

Parameters	Marks
Child Development and Pedagogy	30 marks
Language I (Telugu/Urdu/English	30 marks
Language II (Telugu/Urdu/English)	30 marks
Mathematics and Science (for Mathematics and Science teachers) Social Studies (for social studies teachers) For any other teacher – either iv	60 marks
Total Marks	150 marks

TS TET Syllabus for Paper 1

The Telangana TS TET syllabus for paper 1 is divided into four parts: Child Development & Pedagogy, Language I, Language II, Mathematics and Environmental Studies. TS TET Paper 1 will be for candidates who are preparing for classes I to V teachers. The complete TS TET paper 1 syllabus is given below:

TS TET Syllabus of Paper I for Child Development & Pedagogy

Development of child

Development, Growth & Maturation – Concept & Nature Principles of Development & their educational implications Factors influencing Development – Biological, Psychological, Sociological Dimensions of Development and their interrelationships – Physical & Motor, Cognitive, Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Child hood, Adolescence. Understanding Development – Piaget, Kohlberg, Chomsky, Carl Rogers and Erikson Individual differences – Intra & Inter Individual differences in the areas of Attitudes, Aptitude, Interest, Habits, Thinking (Divergent & Convergent), Intelligence and their Assessment Development of Personality – Concept, Factors affecting development of Personality, Child Rearing Practices, Self-Concept Adjustment, Behavioral problems, Defense Mechanisms, Mental Health Methods and Approaches of Child Development – Introspection, Observation, Interview, Case study, Experimental, Rating Scales, Anecdotal Records, Questionnaire, Cross-sectional and Longitudinal Developmental tasks and Hazards

Understanding Learning

Concept, Nature of Learning – Input – Process – Outcome Factors of Learning – Personal and Environmental Approaches to Learning and their applicability – Behaviorism (Skinner, Pavlov, Thorndike), Constructivism (Piaget, Vygotsky), Gestalt (Kohler, Koffka) and Observational (Bandura) Dimensions of Learning – Cognitive, Affective and Performance Motivation and Sustenance -its role in learning. Memory & Forgetting Transfer of Learning

Pedagogical Concerns

Teaching and its relationship with learning and learner Learners in Contexts: Situating learners in the socio-political and cultural context Children from diverse contexts – Children With Special Needs (CWSN), Inclusive Education Understanding of Pedagogic methods – Enquiry based learning, Project-based learning, Survey, Observation and Activity based learning, Co-operative & Collaborative learning Individual and Group learning: Issues and concerns with respect to organizing learning in the classroom like Study habits, Self-learning and Learning to learn skills Organizing learning in heterogeneous classroom groups – Socio-economic background, Abilities and Interests Paradigms of organizing Learning – Teacher centric, Subject centric and Learner centric Theory of Instruction – Bruner Teaching as Planned activity – Elements of Planning Phases of Teaching – Pre active, Interactive and Post active General and Subject related skills, competencies required in teaching and attributes of a good facilitator Learning resources – Self, Home, School, Play, Community, Technology Classroom Management: Role of the student, teacher, the Leadership style of the teacher, Creation of a non-threatening learning environment, Managing behaviour problems, Guidance & Counseling, Child Abuse, Punishment and its legal implications, Rights of a child, Time Management. The distinction between Assessment for Learning & Assessment of Learning, School-based Assessment, Continuous & Comprehensive Evaluation: Perspective & Practice Understanding teaching & learning in the context of NCF, 2005 & Right To Education Act, 2009.

Paper I for Language I

Questions will be related to one of the following languages opted by the candidate Telugu Urdu Hindi Bengali Kannada Marathi Tamil Gujarati

Paper I for Language II (English)

Parts of Speech Tenses Active and Passive Voice Propositions and Articles Degrees of Comparison Clauses Verbs Adverbs Conjunction Questions and Question Tags Types of Sentences Phrases English Composition Comprehension English Vocabulary Meaning of idiomatic expressions Correction of Sentences Sentence Sequencing Error identification Aspects of English Objectives of Teaching Language Phonetics/ Transcription Development of Language skills Approaches, methods and techniques of teaching English Teaching of structures and Vocabulary Teaching learning materials in English Lesson planning Curriculum and textbooks Evaluation in the English language based on CCE Pattern.

Paper I for Mathematics

Number System Arithmetic Sets Algebra Geometry Mensuration 2D and Mensuration 3D Data Handling Trigonometry Definition and nature of Mathematics Aims, values, and instructional objectives of teaching Mathematics

Paper I for Environmental Studies

Family Work & Play Plants and Animals Food Shelter Air Energy Water Body – Health – Cleanliness Mapping History and culture of India Telangana Indian constitution Earthquakes, Floods, Fire, First Aid, 108, 104 Vehicles Pedagogy

TS TET Syllabus for Paper II

Development of child

Development, Growth & Maturation – Concept & Nature
Principles of Development & their educational implications
Factors influencing Development – Biological, Psychological, Sociological
Dimensions of Development and their interrelationships – Physical & Motor, Cognitive, Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Child hood, Adolescence.
Understanding Development – Piaget, Kohlberg, Chomsky, Carl Rogers and Erikson
Individual differences – Intra & Inter Individual differences in the areas of Attitudes, Aptitude, Interest, Habits, Thinking (Divergent & Convergent), Intelligence and their Assessment
Development of Personality – Concept, Factors affecting development of Personality, Child Rearing Practices, Self-Concept
Adjustment, Behavioral problems, Defense Mechanisms, Mental Health
Methods and Approaches of Child Development – Introspection, Observation, Interview, Case study, Experimental, Rating Scales, Anecdotal Records, Questionnaire, Cross-sectional and Longitudinal
Developmental tasks and Hazards

Understanding Learning

Concept, Nature of Learning – Input – Process – Outcome
Factors of Learning – Personal and Environmental
Approaches to Learning and their applicability – Behaviorism (Skinner, Pavlov, Thorndike), Constructivism (Piaget, Vygotsky), Gestalt (Kohler, Koffka) and Observational (Bandura)
Dimensions of Learning – Cognitive, Affective and Performance
Motivation and Sustenance -its role in learning.
Memory & Forgetting
Transfer of Learning

Pedagogical Concerns

Teaching and its relationship with learning and learner
Learners in Contexts: Situating learners in the socio-political and cultural context
Children from diverse contexts – Children With Special Needs (CWSN), Inclusive Education
Understanding of Pedagogic methods – Enquiry based learning, Project-based learning, Survey, Observation and Activity based learning, Co-operative & Collaborative learning
Individual and Group learning: Issues and concerns with respect to organizing learning in the classroom like Study habits, Self-learning and Learning to learn skills
Organizing learning in heterogeneous classroom groups – Socio-economic background, Abilities and Interests
Paradigms of organizing Learning – Teacher centric, Subject centric and Learner centric
Theory of Instruction – Bruner
Teaching as Planned activity – Elements of Planning
Phases of Teaching – Pre active, Interactive and Post active
General and Subject related skills, competencies required in teaching and attributes of a good facilitator
Learning resources – Self, Home, School, Play, Community, Technology
Classroom Management: Role of the student, teacher, the Leadership style of the teacher, Creation of a non-threatening learning environment, Managing behaviour problems, Guidance & Counseling, Child Abuse, Punishment and its legal implications, Rights of a child, Time Management.
The distinction between Assessment for Learning & Assessment of Learning, School-based Assessment, Continuous & Comprehensive Evaluation: Perspective & Practice
Understanding teaching & learning in the context of NCF, 2005 & Right To Education Act, 2009.