What is the exam pattern and syllabus for the 2025 teacher recruitment exam?

Content

Here’s the expanded question with added context, phrased as the person asking:

“As an aspiring teacher preparing seriously for the 2025 recruitment cycle, I urgently need detailed information to plan my studies effectively. What is the official exam pattern (including number of papers, total marks, duration, marking scheme, negative marking policy, and language of the question papers) and the comprehensive syllabus (covering all subject domains, topics, and weightage) for the upcoming national level teacher recruitment exam scheduled for 2025? I specifically want to know if there have been any changes compared to the 2024 pattern and syllabus, especially any new sections or revised topics. This information is crucial for me to structure my preparation strategy.”

The exam pattern and syllabus for the 2025 teacher recruitment exam in India are not yet officially released by major recruiting bodies such as the Central Board of Secondary Education (CBSE), National Testing Agency (NTA), or state-level Public Service Commissions (PSCs). However, based on previous years’ exam patterns for major teacher recruitment exams like the Central Teacher Eligibility Test (CTET), State TETs, and other recruitment exams, a generalized and likely pattern can be outlined. This information is indicative and subject to change upon the official notification.

Part 1: General Exam Pattern

The teacher recruitment exam is typically conducted in two stages, although some states or specific recruitments may combine these or have additional stages.

Stage 1: Written Examination (Objective-Type)

This stage is designed to test candidates’ knowledge of pedagogy, the specific subject they wish to teach, and general awareness.

  • Mode of Exam: Usually online (Computer-Based Test) or offline (Pen-Paper based).
  • Type of Questions: Multiple Choice Questions (MCQs) with four options and one correct answer.
  • Total Marks & Duration:
    • CTET (Paper-I & Paper-II): 150 questions for 150 marks, with a duration of 2 hours 30 minutes.
    • State TETs: Varies, but commonly around 150-200 questions for 150-200 marks, with a duration of 2.5 to 3 hours.
  • Negative Marking: Most exams, including CTET, do not have negative marking for incorrect answers. However, some state-specific recruitment exams may apply a negative marking (e.g., 0.25 or 0.33 marks deducted per wrong answer). This must be verified from the official notification.
  • Structure of the Exam:
    1. Paper-I: For candidates who wish to become teachers for Classes I-V (Primary Stage).
    2. Paper-II: For candidates who wish to become teachers for Classes VI-VIII (Elementary Stage).
    • Note: A candidate wanting to teach both levels (Classes I-V and VI-VIII) must appear for both Paper-I and Paper-II.

Part 2: Detailed Syllabus

The syllabus is divided into two main papers.

Syllabus for Paper-I (Primary Stage: Classes I to V)

This paper focuses on foundational concepts and the pedagogy relevant to young children.

Section A: Child Development and Pedagogy (30 Questions)
(Common for Language I and Language II)

  • Unit 1: 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 & 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 assessing learners’ levels of learning; for enhancing critical thinking and creativity.
    • Addressing learners from diverse backgrounds including disadvantaged and deprived.
    • Addressing the needs of children with learning difficulties.
    • Addressing the Talented, Creative, Especially Abled Learners.
    • How Children Fail – by John Holt (understanding the concept).

  • Unit 2: 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.
    • Addressing the Talented, Creative, Especially Abled Learners.

  • Unit 3: 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.
    • The role of heredity and environment.
    • Socialization processes: Social world & children (Teacher, Parents, Peers).
    • Concepts of child-centered and progressive education.
    • Critical perspective of the construct of Intelligence.
    • Multi-Dimensional Intelligence.
    • Language & Thought.
    • 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.
    • Addressing learners from diverse backgrounds including disadvantaged and deprived.
    • Addressing the needs of children with learning difficulties.
    • Addressing the Talented, Creative, Especially Abled Learners.

Section B: Language I (30 Questions)
(English or Regional Language)

  • Unit 1: Language Comprehension:

    • Two unseen prose passages (one may be a drama or a poem).
    • Questions will be based on the passage to test comprehension, vocabulary, and inference.

  • Unit 2: 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 a language in a diverse classroom; language difficulties, errors, and disorders.
    • Language Skills: Evaluative and remedial teaching.
    • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom.
    • Remedial Teaching.

Section C: Language II (30 Questions)
(Candidates must choose a language different from Language I, e.g., if Language I is Hindi, Language II must be English)

  • Unit 1: Language Comprehension:

    • Two unseen prose passages (one may be a drama or a poem).
    • Questions based on the passage to test comprehension, vocabulary, and inference.

  • Unit 2: 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 a language in a diverse classroom; language difficulties, errors, and disorders.
    • Language Skills: Evaluative and remedial teaching.
    • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom.
    • Remedial Teaching.

Section D: Mathematics (30 Questions)

  • Unit 1: Content:

    • Geometry.
    • Shapes & Spatial Understanding.
    • Solids around Us.
    • Numbers.
    • Addition and Subtraction.
    • Multiplication.
    • Division.
    • Measurement.
    • Weight.
    • Time.
    • Volume.
    • Data Handling.
    • Patterns.
    • Money.
    • Environmental Studies (Integration related to Math).

  • Unit 2: Pedagogy:

    • Problems of Teaching.
    • Error Analysis and related aspects of learning and teaching.
    • Community Mathematics.
    • Evaluation.
    • Remedial Teaching.
    • Distance Education.

Section E: Environmental Studies (30 Questions)

  • Unit 1: Content:

    • Family and Friends.
    • Relationships.
    • Work and Play.
    • Plants and Animals.
    • Food.
    • Shelter.
    • Water.
    • Travel.
    • Things We Make and Do.

  • Unit 2: Pedagogy:

    • Concept and scope of Environmental Studies (EVS).
    • Significance of EVS.
    • Integrated Environmental Studies.
    • 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.

Syllabus for Paper-II (Elementary Stage: Classes VI to VIII)

This paper is for candidates aspiring to teach Classes VI to VIII and focuses on advanced concepts and methods.

Section A: Child Development and Pedagogy (30 Questions)
(Common for Language I and Language II)

  • Unit 1: Child Development (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 & 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.
  • Unit 2: 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.
    • Addressing the Talented, Creative, Especially Abled Learners.
  • Unit 3: 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.
    • The role of heredity and environment.
    • Socialization processes.
    • Concepts of child-centered and progressive education.
    • Critical perspective of the construct of Intelligence.
    • Pedagogical implications of the multi-dimensional intelligence.
    • 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.

Section B: Language I (30 Questions)
(English or Regional Language)

  • Unit 1: Language Comprehension:
    • Two unseen prose passages (one may be a drama or a poem).
    • Questions will be based on the passage to test comprehension, vocabulary, and inference.
  • Unit 2: 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.
    • Challenges of teaching a language in a diverse classroom.
    • Language Skills: Evaluative and remedial teaching.
    • Teaching-learning materials: Textbook, multi-media materials, multilingual resource of the classroom.
    • Remedial Teaching.

Section C: Language II (30 Questions)
(Candidates must choose a language different from Language I)

  • Unit 1: Language Comprehension:
    • Two unseen prose passages (one may be a drama or a poem).
    • Questions based on the passage to test comprehension, vocabulary, and inference.
  • Unit 2: Pedagogy of Language Development:
    • Learning and acquisition.
    • Principles of language Teaching.
    • Role of listening and speaking.
    • Function of language.
    • Critical perspective on the role of grammar.
    • Challenges of teaching a language in a diverse classroom.
    • Language Skills: Evaluative and remedial teaching.
    • Teaching-learning materials.
    • Remedial Teaching.

Optional Sections for Paper-II

Candidates must choose two of the following four subjects as their optional sections. Each subject will have 30 questions.

Option 1: Mathematics and Science

  • Mathematics Content & Pedagogy (15 Questions Content, 15 Questions Pedagogy):

    • Content: Number System, Algebra, Geometry, Mensuration, Data Handling.
    • Pedagogy: Problem-solving, Critical thinking, Diagnostic, Remedial Teaching, Evaluation, Use of Teaching Materials.

  • Science Content & Pedagogy (15 Questions Content, 15 Questions Pedagogy):

    • Content: Food, Materials, The World of the Living, Moving Things, People and Ideas, How Things Work, Natural Phenomena, Natural Resources.
    • Pedagogy: Concept & Nature of Science, Approach to Present a Concept, Experimentation, Discussion, CCE, Remedial Teaching, Evaluation.

Option 2: Mathematics and Social Science

  • Mathematics Content & Pedagogy (15 Questions Content, 15 Questions Pedagogy):

    • Content: Number System, Algebra, Geometry, Mensuration, Data Handling.
    • Pedagogy: Problem-solving, Critical thinking, Diagnostic, Remedial Teaching, Evaluation, Use of Teaching Materials.

  • Social Science Content & Pedagogy (15 Questions Content, 15 Questions Pedagogy):

    • Content: History (India & The World), Geography (The Earth, Our Resources), Social and Political Life (Indian Constitution, Democracy).
    • Pedagogy: Concept & Nature of Social Science, Approach to Present a Concept, Resources, Remedial Teaching.

Option 3: Science and Mathematics

  • (Same content as described in Option 1)

Option 4: Science and Social Science

  • (Same content as described in Option 2)

Part 3: Stage 2: Interview/Personality Test

Candidates who qualify the written examination are called for the second stage.

  • Nature: This is an interview conducted by a board of experts.
  • Purpose: To assess the candidate’s suitability for the teaching profession. The board evaluates the candidate’s:
    • Academic background and knowledge.
    • Communication skills and articulation.
    • General awareness and awareness of educational issues.
    • Attitude towards teaching and children.
    • Confidence and presence of mind.
  • Marking: The interview carries a specific number of marks (e.g., 50 to 100 marks), which is added to the written exam score to prepare the final merit list.

Part 4: Important Considerations

  • Official Notification is Key: The information provided is purely based on previous patterns. Candidates must strictly follow the official detailed notification and advertisement for the 2025 exam, which will be released by the respective recruiting authority (e.g., NTA for CTET, PSC for State TETs).
  • State-Specific Variations: Each state has its own State TET (STET) exam with variations in syllabus, difficulty level, and exam pattern. For example, the UPTET, Bihar STET, and KVS exams may have different sections and marking schemes.
  • Eligibility Criteria: The prescribed educational qualifications (e.g., D.Ed/B.Ed, graduation with a specific subject) and age limits are specified in the official notification and must be checked carefully.

Published: October 24, 2025