Mizoram TET 2024: The Mizoram Board of School Education is going to organize Mizoram Teachers Eligibility Test (Mizoram TET 2024) in offline mode. Candidates, who want to become a teacher for Class 1st to 5th (Primary Teacher) or Class 6th to 8th (Upper Primary Teacher) in schools located in Mizoram, should appear in Mizoram TET exam.
The application form of Mizoram TET 2024 will be available most probably from 3rd week of March 2024. Interested and eligible candidates should apply on or before the due date. Applicants can check the complete details of Mizoram TET from this article.
Mizoram TET 2024 Overview
|
Name of the exam |
Mizoram TET |
|
Full form |
Mizoram Teachers Eligibility Test |
|
Concerned authority |
Mizoram Board of School Education |
|
Mode of application |
Online |
|
Mode of exam |
Offline |
Mizoram TET 2024 Important dates (Tentative)
We have mentioned the tentative schedule for Mizoram TET 2024 below. Candidates are instructed to take a look at given dates.
| Events | Dates |
| Availability of online application form will commence from | March 2024 |
| Last date for the submission of application form | April 2024 |
| Admit will issue on | May 2024 |
| Date of Mizoram TET 2024 exam | May 2024 |
| Announcement of result | June 2024 |
| Counselling starts from | June 2024 |
Eligibility criteria
Aspirants should satisfy the prescribed eligibility criteria before applying. The details of Mizoram TET 2024 eligibility criteria are provided below:
Eligibility for Primary School Teacher
Here is the minimum educational qualification to become a teacher of Classes I-V:
50% marks in Senior Secondary (or its equivalent) and cleared or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known). Or,
45% marks in Senior Secondary (or its equivalent) and cleared or appearing in final year of 2- year Diploma in Elementary Education (by whatever name known), in accordance with the NCTE (Recognition Norms and Procedure), Regulations, 2002. Or,
50% marks in Senior Secondary (or its equivalent) and cleared or appearing in final year of 4- year Bachelor of Elementary Education (B.El.Ed). Or,
50% marks in Senior Secondary (or its equivalent) and cleared or appearing in final year of 2- year Diploma in Education (Special Education). Or,
A Graduation degree and cleared or appearing in final year of two year Diploma in Elementary Education (by whatever name known). Or,
A Graduation degree with minimum 50% marks and Bachelor of Education (B.Ed) who has acquiredthe qualification or Bachelor of Education from any NCTE recognized institution shall beconsidered for appointment as a teacher in classes I to V provided the person so appointed asa teacher shall mandatorily undergo a six month Bridge Course in Elementary Education recognized by the NCTE, within two years of such appointment as primary teacher.
Eligibility for Middle School Teacher
50% marks in Graduation and cleared or appearing in final year of 2-year Diploma in Elementary Education (by whatever name known). Or,
50% marks in Graduation and cleared or appearing in Bachelor of Education(B.Ed). Or,
45% marks in Graduation and cleared or appearing in Bachelor of Education (B.Ed), in accordance with the NCTE (Recognition Norms and Procedure) Regulations issued from time to time in this regard. Or,
50% marks in Senior Secondary (or its equivalent) and cleared or appearing in final year of 4- year Bachelor in Elementary Education (B.El.Ed). Or,
50% marks in Senior Secondary (or its equivalent) and passed or appearing in final year of 4- year B.A/B.Sc.Ed or B.A.Ed/B.Sc.Ed. Or,
50% marks in Graduation and cleared or appearing in B.Ed. (Special Education
Mizoram TET 2024 Application Form: How to apply?
Candidates need to fill the application form in offline mode. For the same they need to visit the official website of Mizroam TET https://www.mbse-govt.in/ and download the application form. Please fill the application form carefully, attach the recent photograph, and self-attested copies of documents. The duly-filled application along with documents need to be submitted to the MBSE office, Chaltlang, and MBSE regional Office, Lunglei.
Application fee
| Category | Fee for Paper 1 or paper 2 | Fee for both papers (paper 1& 2) |
| General category | Rs 500/- | Rs 800/- |
| SC/ST Category | Rs 400/- | Rs 700/- |
Examination pattern
For paper -1
| Subjects | Number of questions | Marks |
| Child Development & Pedagogy | 30 questions | 30 marks |
| Language I | 30 questions | 30 marks |
| Language II | 30 questions | 30 marks |
| Mathematics | 30 questions | 30 marks |
| Environmental Studies | 30 questions | 30 marks |
For paper -2
| Subjects | Number of questions | Marks |
| Child Development & Pedagogy | 30 questions | 30 marks |
| Language I | 30 questions | 30 marks |
| Language II | 30 questions | 30 marks |
| Maths or Science (For Maths and Science Teachers) | 60 questions | 60 marks |
| Social Science (For Social Science Teacher) | 60 questions | 60 marks |
Mizoram TET 2024 Syllabus
This section is retrieved from the information brochure:
(Paper I and Paper II)
PAPER I (for classes I to IV) : PRIMARY STAGE
1. CHILD DEVELOPMENTAND PEDAGOGY
No. of questions in part I – 18 questions No. of questions in part II – 12 questions Total number of questions – 30 questions
Part I
- Child development
- Perspective in development
- Factors affecting child development
- Naturalistic Observations: Interviews, Anecdotal records, Narratives
- Physical-Motor Development
- Growth and maturation
- Gross and fine motor development skills in infancy and pre-school children
- Social and Emotional development
- Personality adevelopment (Freud)
- Psycho-social development (Erikson)
- Attachment: Bowlby, Ainsworth
- Development of Emotions; Functions of emotions and the ability to regulate them
- Childhood
- Commonalities and diversities within the notion of childhood
- Context of socialization
- Concept of socialization
- Parenting styles
- School culture
- Peer influence
- Competition, conflict and cooperation
- Perspective in development
(b) Concept of inclusive education & understanding children with special needs
- Inclusive Education
- Concept of Inclusive Education
- Forms of Inclusion and Exclusion
- Addressing inequality and diversity in Indian classroom; pedagogical and curriculum concerns
- Children with special needs
- Identification , assessment and intervention of disability
- Approaches and skills for teaching children with special needs
- Gender, School and Society
- Social construction of masculinity and femininity
- Working towards gender equality in the classroom
Part II
- Teaching & Learning Process
- Behaviourism & Constructivism and their educational implications
- Factors affecting learning
- Motivation and learning
- Evaluation
- Concept, Process & Purpose of Evaluation & Assessment
- Evaluation & Measurement
- Continuous and comprehensive evaluation
- Tools and Techniques of evaluation
(b) Teaching Aptitude
- Factors affecting teaching
- Methods & Techniques of teaching; Learner centered teaching strategies
- Classroom management skills: Planning and implementation
- Qualities of a good facilitator
- Emotional maturity
- Balanced personality
- Attitude
- Values
- Professional ethics
- Conduct rules
- Inculcating democratic ideals and moral values
2. MIZO
Part I-a zawhna awm tur zat – 10 questions Part II-a zawhna awm tur zat – 20 questions Zawhna awm tur zawng zawng – 30 questions
Part I : Lehkha chhiar hriat thiam leh hriat thiam loh enna tur thuziak (unseen passages)
- Thu pakhat (one unseen passage)
- Hla pakhat (one unseen poem)
A chunga mite atang khian heng ang zawhnate hi buatsaih tur a ni:
- Hriat thiam leh thiam loh enna tur zawhnate (Comprehension questions)
- Grammar zawhnate
Part II : Pedagogy of Mizo language learning
- Mother tongue/First language : A awmzia leh pawimawhnate
- Primary school-a Mizo tawng zirtirnain a tumte (aims & objectives)
- Mizo tawng zirtirtu tha nihna leh thiam tur (characteristics & qualities)
- Tawng thiamnain a ken palite – Ngaihthlak thiamna, Tawng thiamna,
Chhiar thiamna leh Ziak thiamna
- Heng zirtirnain a tum leh zirtir dan :
- Thu (prose)
- Hla ( nursery rhyme & poem)
- Grammar
- Thu ziak dan (writing composition)
- Thumal (vocabulary)
- Drama
- Lesson Plan: A pawimawhna leh plan dan chi hrang hrang
- Mizo tawng hman dik lohte
- Mizo tawng ziah zawm leh zawm loh turte
- Tawng upate
- Mizo tawng zirtir nana teaching aids tangkainate
- Mizo tawng zirtir nana teaching aids hman tangkai theihte
- Learner assessment
- Content analysis
- Classroom activities:
- Role play
- Dramatisation
- Recitation
- Extempore speech
- Debate
- Group Work
- Pair Work
- Project Work
Essential Readings:
- Mizo \awng zirtir dan – Lalliani
- National Curriculum Framework (NCF) 2005
- Mizo \awng ziah dan – Mizo Langauge Committee, MBSE
3. ALTERNATIVE ENGLISH
No. of questions in part I – 15 questions No. of questions in part II – 15 questions Total number of questions – 30 questions
Part I : 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)
Part II : Pedagogy of Language Learning :
Unit I Mother Tongue and Language Development
- Mother Tongue: Definition and meaning
- Aims and Objectives of Teaching First and Second Language in Elementary schools
- Characteristics and Qualities of a good Language
- Relationship between a child’s growth and language
- Importance of Mother Tongue in a child’s growth and development and education
Unit II Teaching Strategies:
- Teaching prose
- Teaching Poetry
- Teaching Vocabulary
- Teaching Grammar
Unit III Class Room Activities:
- Role play
- Dramatisation
- Recitation
- Extempore speech
- Debate
- Story Telling
Unit IV Assessment:
- Concept and Purpose
- Responding to content and form
- Using portfolios for subjective assessment
| 4. | ENGLISH | |||
| No. of questions in part I | – | 15 | questions | |
| No. of questions in part II | – | 15 | questions | |
| Total number of questions | – | 30 | questions | |
Part I : Language Comprehension
Reading unseen passages – two passages (one prose or drama and one poem) with ques- tions on comprehension, inference, grammar and verbal ability (prose passage may be literary, scientific, narrative or discursive)
Part II : Pedagogy of Language Development
- Issues on teaching English
- Teaching English as a second language and foreign language: developmental, socio-economic and psychological factors, key factors affecting second language
- Nature of Language
(b) Approaches and methods of teaching English
- Different approaches to the teaching of English:
- Behaviouristic Approach
- Structural Approach
- Cognitive Approach
- Constructivitist Approach
- Communicative Approach
- Different methods and techniques of teaching English:
- Grammar translation method
- Audio lingual method
- Direct method
- Bilingual method
(c) Planning
- Unit planning and Lesson planning
- English across the curriculum
- Preparation and use of low cost teaching aids
(d) Teaching Strategies
- Four Skills: Listening, Speaking, Reading and Writing
- Grammar
(e) Developing and Assessing
- Listening Skill
- Speaking Skill
- Reading Skill
- Writing Skill
| 5. | MATHEMATICS | |||
| No. of questions in part I | – | 15 | questions | |
| No. of questions in part II | – | 15 | questions | |
| Total number of questions | – | 30 | questions |
Part I : Contents
- Geometry
- Shapes & Spatial Understanding
- Solids around us
- Numbers
- Addition and Subtraction
- Multiplication
- Division
- Measurement
- Weight
- Time
- Volume
- Data Handling
- Patterns
- Money
Part II : Pedagogical issues
- Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
- Aims and objectives of teaching mathematics in primary schools
- Place of Mathematics in Curriculum
- Language of Mathematics
- Methods and techniques of teaching mathematics at primary stage
- Instructional materials in mathematics, their importance and improvisation
- Problems of teaching mathematics
- Assessment in mathematics
- Concept and purpose
- Techniques of assessment
- Assessment tools
- Diagnostic and Remedial Teaching
- Planning for teaching mathematics
- Annual Plan, Unit Plan, Lesson Plan
- Mathematical reasoning
- Communication mathematics
6. ENVIRONMENTAL STUDIES
No. of questions in part I – 15 questions No. of questions in part II – 15 questions Total number of questions – 30 questions
Part I : Contents
- Family and Friends
- Relationships
- Work and Play
- Animals
- Plants
- Food
- Shelter
- Water
- Travel
- Things we do and make
Part II : Pedagogical issues
- Concept and scope of EVS
- Curriculum organization
- EVS as an integrated area of studies
- EVS as science and EVS as social science
- Perspective in EVS learning
- How children learn – based on Piaget, Vygotsky and Bruner
- Preconception and Alternative Conception in children
- Classroom transaction
- Methods and techniques of teaching EVS: observation, activities, discussion, group work, field visits, projects, survey
- Process Skills in EVS: observation, classification, analysis, communication, measurement, prediction, expression and inference
- Different types of teaching learning materials for teaching EVS
- Indicators of Learning
- Evaluation in EVS
- Tools and techniques for assessment: photographs, drawings, narra- tives, discussions,
PAPER II (for classes VI to VIII) : MIDDLE STAGE
1. CHILD DEVELOPMENT AND PEDAGOGY
No. of questions in part I – 18 questions No. of questions in part II – 12 questions Total number of questions – 30 questions
Part I
- Child development
- Perspective in development
- Factors affecting child deveopment
- Naturalistic Observations: Interviews, Anecdotal records, Narratives
- Physical-Motor Development
- Growth and maturation
- Gross and fine motor development skills in infancy and pre-school children
- Social and Emotional development
- Personality adevelopment (Freud)
- Psycho-social development (Erikson)
- Attachment: Bowlby, Ainsworth
- Development of Emotions; Functions of emotions and the ability to regulate them
- Childhood
- Commonalities and diversities within the notion of childhood
- Context of socialization
- Concept of socialization
- Parenting styles
- School culture
- Peer Influence
- Competition, conflict and cooperation
- Perspective in development
(b) Concept of inclusive education & understanding children with special needs
- Inclusive Education
- Concept of Inclusive Education
- Forms of Inclusion and Exclusion
- Addressing inequality and diversity in Indian classroom; pedagogical and curriculum concerns
- Children with special needs
- Identification , Assessment and intervention of disability
- Approaches and skills for teaching children with special needs
- Gender, School and Society
- Social construction of masculinity and femininity
- Working towards gender equality in the classroom
Part II
- Teaching & Learning Process
- Behaviourism & Constructivisim and their educational implications
- Factors affecting learning
- Motivation for learning
- Evaluation
- Concept, Process & Purpose of Evaluation & Assessment
- Evaluation & Measurement
- Continuous and comprehensive evaluation
- Tools and Techniques of evaluation
(b) Teaching aptitude
- Factors affecting teaching
- Methods & Techniques of teaching; Learner centered teaching strategies
- Classroom management Skills: Planning and implementation
- Qualities of a good facilitator
- Emotional maturity
- Balanced personality
- Attitude
- Values
- Professional ethics
- Conduct rules
- Inculcating democratic ideals and moral values
2. MIZO
Part I-a zawhna awm tur zat – 10 questions Part II-a zawhna awm tur zat – 20 questions Zawhna awm tur zawng zawng – 30 questions
Part I : Lehkha chhiar hriat thiam leh hriat thiam loh enna tur thuziak (unseen passages)
- Thu pakhat (one unseen passage)
- Hla pakhat (one unseen poem)
A chunga mite atang khian heng ang zawhnate hi buatsaih tur a ni:
- Hriat thiam leh thiam loh enna tur zawhnate (Comprehension questions)
- Grammar zawhnate
Part II : Pedagogy of Mizo language learning
- Mother tongue/First language : A awmzia leh pawimawhnate
- Middle school-a Mizo tawng zirtirnain a tumte (aims & objectives)
- Mizo tawng zirtirtu tha nihna leh thiam tur (characteristics & qualities)
- Tawng thiamnain a ken palite – Ngaihthlak thiamna, Tawng thiamna,
Chhiar thiamna leh Ziak thiamna
- Heng zirtirnain a tum leh zirtir dan :
- Thu (prose)
- Hla ( nursery rhyme & poem)
- Grammar
- Thu ziak dan (writing composition)
- Thumal (vocabulary)
- Drama
- Lesson Plan: A pawimawhna leh plan dan chi hrang hrang
- Mizo tawng hman dik lohte
- Mizo tawng ziah zawm leh zawm loh turte
- Tawng upate
- Mizo tawng zirtir nana teaching aids tangkainate
- Mizo tawng zirtir nana teaching aids hman tangkai theihte
- Learner assessment
- Content analysis
- Classroom activities:
- Role play
- Dramatisation
- Recitation
- Extempore speech
- Debate
- Group Work
- Pair Work
- Project Work
Essential Readings:
- Mizo \awng zirtir dan – Laliani
- National Curriculum Framework (NCF) 2005
- Mizo \awng ziah dan – Mizo Langauge Committee, MBSE
3. ALTERNATIVE ENGLISH
No. of questions in part I – 15 questions No. of questions in part II – 15 questions Total number of questions – 30 questions
Part I : 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)
Part II : Pedagogy of Language Learning :
Unit I Mother Tongue and Language Development
- Mother Tongue: Definition and meaning
- Aims and Objectives of Teaching First and Second Language in Elementary schools
- Characteristics and Qualities of a good Language
- Relationship between a child’s growth and language
- Importance of Mother Tongue in a child’s growth and development and education
Unit II Teaching Strategies:
- Teaching prose
- Teaching Poetry
- Teaching Vocabulary
- Teaching Grammar
Unit III Class Room Activities:
- Role play
- Dramatisation
- Recitation
- Extempore speech
- Debate
- Story Telling
Unit IV Assessment:
- Concept and Purpose
- Responding to content and form
- Using portfolios for subjective assessment
| 4. | ENGLISH | |||
| No. of questions in part I | – | 15 | questions | |
| No. of questions in part II | – | 15 | questions | |
| Total number of questions | – | 30 | questions | |
Part I : Language Comprehension
Reading unseen passages – two passages (one prose or drama and one poem) with ques- tions on comprehension, inference, grammar and verbal ability (prose passage may be literary, scientific, narrative or discursive)
Part II : Pedagogy of Language Development
- Issues on teaching English
- Teaching English as a second language and foreign language: develop- mental, socio-economic and psychological factors, key factors affect- ing second language
- Nature of Language
(b) Approaches and methods of teaching English
- Different approaches to the teaching of English:
- Behaviouristic Approach
- Structural Approach
- Cognitive Approach
- Constructivitist Approach
- Communicative Approach
- Different methods and techniques of teaching English:
- Grammar translation method
- Audio lingual method
- Direct method
- Bilingual method
(c) Planning
- Unit planning and Lesson planning
- English across the curriculum
- Preparation and use of low cost teaching aids
(d) Teaching Strategies
- Four Skills: Listening, Speaking, Reading and Writing
- Grammar
(e) Developing and Assessing
- Listening Skill
- Speaking Skill
- Reading Skill
- Writing Skill
| 5. | MATHEMATICS | |||
| No. of questions in part I | – | 20 | questions | |
| No. of questions in part II | – | 10 | questions | |
| Total number of questions | – | 30 | questions |
Part I : Contents
- Number System
- Knowing our Numbers
- Playing with Numbers
- Whole Numbers
- Negative Numbers and Integers
- Fractions
- Algebra including Ratio and Proportion
- Geometry
- Basic geometrical ideas (2-D)
- Understanding Elementary Shapes (2-D and 3-D)
- Symmetry: (reflection)
- Mensuration
- Data handling
Part II : Pedagogical issues
- Nature of Mathematics/Logical thinking; understanding children’s thinking and reasoning patterns and strategies of making meaning and learning
- Aims and objectives of teaching mathematics in middle schools
- Place of Mathematics in Curriculum
- Language of Mathematics
- Methods and techniques of teaching mathematics at middle stage
- Instructional materials in mathematics, their importance and improvisation
- Problems in teaching mathematics
- Assessment in mathematics
- Concept and purpose
- Techniques of assessment
- Assessment tools
- Diagnostic and Remedial Teaching
- Planning for teaching mathematics
- Annual Plan, Unit Plan, Lesson Plan
- Mathematical Reasoning
- Communicating
| 6. | SCIENCE | |||
| No. of questions in part I | – | 20 | questions | |
| No. of questions in part II | – | 10 | questions | |
| Total number of questions | – | 30 | questions |
Part I : Contents
- Food (Sources of food, Components of food, Cleaning food)
- Materials (Materials of daily use)
- The World of the Living
- Moving Things People and Ideas
- How things work (Electric current and circuits, Magnets)
- Natural Phenomena
- Natural Resources
Part II : Pedagogical Issues:
- Aims and Objectives of teaching science in Elementary School
- Problems and renedies of teaching Science
- Correlation and interdependence of science with other subjects
- Educational values of teaching science
- Qualities of good science teacher
- Development of scientific attitude
- Methods of teaching science in Elementary School
- Science museum, field trip, projects and exhibition
- Different types of assessment
- Teaching learning materials (Teaching Aids) in Science
- Science curriculum in elementary school
| 7. | SOCIAL STUDIES | |||
| No. of questions in part I | – | 40 | questions | |
| No. of questions in part II | – | 20 | questions | |
| Total number of questions | – | 60 | questions |
Part I : Contents
- Our pasts
- What, Where, How and When?
- On the Trial of the Earliest People
- From Gathering to Growing Food
- In the Earliest Cities
- What Books and Burials Tell Us
- New Questions and Ideas
- New Kings and Kingdoms
- The Delhi Sultans
- The Mughal Empire
- Towns, Traders and Craftpersons
- Tribes, Nomads and Settled Communities
- Devotional Paths to the Divine
- From Trade to Territory
- Ruling the Countryside
- Tribals, Dikus and the Vision of a Golden Age
- When People Rebel – 1857 and After
- Weavers, Iron Smelters and Factory Owners
- Civilising the “Native”, Educating the Nation
- Women, Caste and Reform
- The Making of the National Movement: 1870s – 1947
- India After Independence
- Geography
- The Earth in the Solar System
- Globe
- Motions of the Earth
- Environment
- Inside Our Earth
- Air
- Water
- Natural Vegetation and Wildlife
- Human Environment – Settlement, Transport and Communication
- Resources
- Land, Soil, Water, Natural Vegetation and Wildlife Resources
- Agriculture
- Human Resources
- Social and Political Life
- Diversity and Discrimination
- Key Element of a Democratic Government
- Panchayati Raj
- Rural Administration
- Urban Administration
- Rural Livelihood
- Urban Livelihood
- Equality in Indian Democracy
- State Government
- Gender
- Markets
Part II : Pedagogical issues
- Concept and nature of Social Science/Social Studies
- Important themes in Social Sciences
- Time continuity and change: Social structure and Social stratification
- Civilization: History and
- State: Authority, Nation, Nation-state and Citizen
- Region, Resources and People
- Market and Exchange
- Classroom transaction/processess
- Different methods of teaching Social Science/SocialStudies: Discovery, Projects, Narration, Comparison, Observation, Dialogue and Discussion
- Teaching-learning materials : Need and importance, types, improvisation
– Concept and Sources of Data
- Evaluation in Social Science/Social Studies
- Types of evaluation
Tools and techniques
Admit card
Applicants who have done the registration successfully and have satisfied the eligibility criteria completely will get the admit card issued by authority. Candidates can download the admit card from the official website 15 days before the starting of the examination.
They will have to enter their registration number in the specified fields in order to download the admit card. All the applicants should carry the Mizoram TET 2024 hall ticket while appearing in the examination center.
Result
The conducting authority will release the Mizoram TET 2024 result online only. The applicants can check their results from the official website by clicking on the Results link.
To view or download the result, candidates need to provide their roll number. Keep your result safe till the admission process is over.
FAQs
Online
Offline mode
3 hours