number of questions and time available
The examination will be answered in two sessions. The first session is four hours from 7:00 am and the second, four hours, starting at 1:30 pm The test structure is as follows:
Types questions and examples
Because all the initial training of teachers in the country spend more than 70% of the time of their students to the development of classroom practice, we propose the use of standard questions I and type IV, in the tradition of ICFES.
TYPE IV: multiple choice with multiple correct answer, which are described by the ICFES as those questions that consist of a question and four response options related to it. The combination of two of these options correctly answer the question. This type of question is used to put into consideration a situation where it is necessary to consider two possible implications, applications or conditions to define properly. The selection of the correct answer must be in accordance with the following Key:
With this type of questions can be addressed by the suggestion made in the framework documents and the proposal made by the participants of the regional workshops to assemble the evidence about cases situations, problems or statements containing several questions.
ANSWER THE EXAMPLES 1 TO 10 IN ACCORDANCE WITH THE FOLLOWING INFORMATION
After reading a story, students 5 years ask your teacher: it true that bats do not exist? Before this question to the professor all speak and contradict.
- Teacher: guys, the truth is that what I know is that they do exist, but I know its features, then why not investigate? Look in magazines, books or ask your daddy!
- The teacher intends to make a drawing that illustrates your individual thoughts on the subject. In conclusion, the teacher asks mark sheets to recognize who owns each.
- Lina: Pilar, I want to write bat ... Why the first letter? His colleagues who already know some letters help saying
- All: the two bellies "m".
- The teacher writes it large the board and, with your help, write the whole word. They write in turn on the leaves.
- Then, in the library, found a book: Living Things. Start looking at the book.
- Lina: Pilar from the beginning! (They wanted to know everything ...)
- David, you can read us (some recognize letters).
- All: (on page bats) Wow! (To see a picture of almost two pages of a bat).
- The teacher begins to read (all you listen carefully).
- Teacher: bats are mammals, mostly with nightlife. There are three classes: Orchard, insectivores and false vampires. Within of this division there are many variations, live in caves ...
- After reading clarifying ideas and new questions arise:
- Sebastian Pilar did you see? They eat flowers!
- Carolina, some flying into space!
- Professor: How far into space? I do not know, but tomorrow we will see a movie about the bats ... What do you think?
- The teacher writes it large the board and, with your help, write the whole word. They write in turn on the leaves.
- Then, in the library, found a book: Living Things. Start looking at the book.
- Lina: Pilar from the beginning! (They wanted to know everything ...)
- David, you can read us (some recognize letters).
- All: (on page bats) Wow! (To see a picture of almost two pages of a bat).
- The teacher begins to read (all you listen carefully).
- Teacher: bats are mammals, mostly with nightlife. There are three classes: Orchard, insectivores and false vampires. Within of this division there are many variations, live in caves ...
- After reading clarifying ideas and new questions arise:
- Sebastian Pilar did you see? They eat flowers!
- Carolina, some flying into space!
- Professor: How far into space? I do not know, but tomorrow we will see a movie about the bats ... What do you think?
1. The explicit statement that a clear conception of childhood which underlies it is posed to children is: A.
One category that has evolved through processing theory and evolutionary science.
B. A transient state of imperfection that allows the readiness of both formal and intentional.
C. An age of functionality and purpose of life itself, governed by its own laws and governed by individual needs.
D. Social and cultural construction that recognizes the child as a full and active part in the construction of knowledge.
B. A transient state of imperfection that allows the readiness of both formal and intentional.
C. An age of functionality and purpose of life itself, governed by its own laws and governed by individual needs.
D. Social and cultural construction that recognizes the child as a full and active part in the construction of knowledge.
Key: D.
Component: concepts and perspectives of childhood.
Competition: Competition
interpretive master, namely the emphasis.
Rationale: This response shows the main components of the concept of childhood, by interactive nature and located, allows the construction of pedagogical approaches. A teacher of infant and preschool education should self-regulate their practice from the building and imaginary conceptions of childhood that you can view the child as a teachable subject and against which legitimizes their teaching practice.
Component: concepts and perspectives of childhood.
Competition: Competition
interpretive master, namely the emphasis.
Rationale: This response shows the main components of the concept of childhood, by interactive nature and located, allows the construction of pedagogical approaches. A teacher of infant and preschool education should self-regulate their practice from the building and imaginary conceptions of childhood that you can view the child as a teachable subject and against which legitimizes their teaching practice.
2. The pedagogical approach underlying the situation described above is characterized by:
A. Spontaneous activities that entertain children and allow them to express their previous knowledge compared to a situation of interest.
B. Construction of scientific knowledge mediated by the teacher based on previously established goals from the interest of the child.
C. Generation of knowledge through the child's interests.
D. Collective construction of meaning from the search for alternatives to a situation of interest.
Key: D.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Rationale: it develops more precisely the thrust of a project. Practicing teachers must necessarily be mediated by a reflexive action on their part and this is essential to know the elements and joints that characterize the different pedagogical approaches.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Rationale: it develops more precisely the thrust of a project. Practicing teachers must necessarily be mediated by a reflexive action on their part and this is essential to know the elements and joints that characterize the different pedagogical approaches.
3. In the situation described makes explicit an alternative to work the scriptural process. In the same situation, select a possible alternative:
A. Make a plan to help in the process of symbolization.
B. Use the book on life and select a meaningful word to collectively develop hieroglyphics.
C. Perform sensory experiences, such as threading the word bat, to strengthen the child's knowledge.
D. Identify and highlight vowels of the words bat.
B. Use the book on life and select a meaningful word to collectively develop hieroglyphics.
C. Perform sensory experiences, such as threading the word bat, to strengthen the child's knowledge.
D. Identify and highlight vowels of the words bat.
Password: B.
Component: training and child development.
Component: training and child development.
Competition: proposals. Competition
teacher: knowing how to organize learning environments.
Justification in preschool, some common errors related to the teaching of reading and writing process in children are the traditional approaches to teaching applications and non-mechanical reality of children. This requires the teacher to articulate all proposed activities to intentionally and consistently supported from the pedagogy.
teacher: knowing how to organize learning environments.
Justification in preschool, some common errors related to the teaching of reading and writing process in children are the traditional approaches to teaching applications and non-mechanical reality of children. This requires the teacher to articulate all proposed activities to intentionally and consistently supported from the pedagogy.
4. This situation is a proposal to:
A. Encourage the construction of hypotheses from the dynamic of social interaction.
B. Steer children toward the objective knowledge from the location of findings on the topic of interest.
C. Knowing the child's interests and design from there appropriate teaching strategies.
D. Encourage the development of thinking in real and concrete.
Key: A.
Component: training and child development.
Competition: proposals. Competition
teacher: namely the emphasis.
Justification Project work promotes the structuring schema, which is fundamental to the approach and confrontation of hypotheses with the knowledge that the culture has built up throughout history and in this case, the teacher takes over the books and the film. Part of a context that helps create a different look compared to the attitudes and processes that teachers should encourage school today.
Component: training and child development.
Competition: proposals. Competition
teacher: namely the emphasis.
Justification Project work promotes the structuring schema, which is fundamental to the approach and confrontation of hypotheses with the knowledge that the culture has built up throughout history and in this case, the teacher takes over the books and the film. Part of a context that helps create a different look compared to the attitudes and processes that teachers should encourage school today.
5. In the above situation, the underlying pedagogical experience is:
A. Project work.
B. Places of interest.
C. Thematic units.
D. For areas.
B. Places of interest.
C. Thematic units.
D. For areas.
Key: A.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Justification is a project work in that they permit the construction of collective knowledge from previous knowledge and recognition of the hypotheses with the aim of locating new meanings and to deepen existing ones. Besides the role of the teacher and children in the process. Today's developments in the knowledge required to meet and work on proposals that promote systems thinking and flexible from the resolution of problems.
Component: training and child development.
Competition: interpretation. Competition
teacher: knowing how to organize learning environments.
Justification is a project work in that they permit the construction of collective knowledge from previous knowledge and recognition of the hypotheses with the aim of locating new meanings and to deepen existing ones. Besides the role of the teacher and children in the process. Today's developments in the knowledge required to meet and work on proposals that promote systems thinking and flexible from the resolution of problems.
6. In this situation, socialization processes are evident because:
A. Recontextualized tessituras and through dialogue and negotiation of meanings.
B. The teacher can come into contact with others.
C. Real situations are narrated scenarios other than school.
D. It allows the child to feel useful and valuable in their social group.
B. The teacher can come into contact with others.
C. Real situations are narrated scenarios other than school.
D. It allows the child to feel useful and valuable in their social group.
Key: A.
Component: background and childhood.
Competition: interpretation. Competition
teacher: namely organizing and designing learning environments.
Rationale: interactions promoted through such proposals as elements axis recognize dialogue and negotiation of knowledge that promote socialization processes in which the moral and intellectual autonomy allows interactions resignify authoritarian and vertical features of the traditional school. Teachers are central socializing agents in this developmental stage, his speech sets the standard of reference in children and lays out development processes, hence the question is sought to raise awareness that not every interaction promotes development and learning processes, being these are only some of the most important purposes of the work of teacher and school.
Component: background and childhood.
Competition: interpretation. Competition
teacher: namely organizing and designing learning environments.
Rationale: interactions promoted through such proposals as elements axis recognize dialogue and negotiation of knowledge that promote socialization processes in which the moral and intellectual autonomy allows interactions resignify authoritarian and vertical features of the traditional school. Teachers are central socializing agents in this developmental stage, his speech sets the standard of reference in children and lays out development processes, hence the question is sought to raise awareness that not every interaction promotes development and learning processes, being these are only some of the most important purposes of the work of teacher and school.
7. In the situation described is visible recognition of the right of children to participate and express their ideas. Select the two principles that explain this situation:
A. The rights of children are without e qua non condition for learning.
B. The rights of children should be recognized on the basis of educational contexts.
B. The rights of children should be recognized on the basis of educational contexts.
C. Children's rights take precedence over the rights of adults.
D. Recognition and expression of children's rights are an essential foundation for development.
D. Recognition and expression of children's rights are an essential foundation for development.
Key: C.
Component: conceptions childhood.
Competition: argumentative. Competition
teacher: know what is.
Component: conceptions childhood.
Competition: argumentative. Competition
teacher: know what is.
Justification combine different ideas about the rights of children because it is very important that teachers are clear from the elements that characterize the different views and positions that exist in relation to children.
8. teacher intervention in the context of the experiment is aimed at:
A. Establish mediation and complicate social interaction.
B. Enhance the organization of knowledge through a reflective attitude and concerns.
C. Create conditions that drive the learning processes in children.
D. Foster a teaching-learning environment where children express ideas freely.
Key: A.
Component: training and child development.
Competition: argumentative. Competition
teacher: knowing how to organize learning environments.
Rationale: The child's interaction with the teacher is fundamental in the process of constructing knowledge for children, for which she requires constant reflection over its actions and gives meaning to their action. Educational interventions in the critical position and reflective of the teacher is fundamental in the construction of meanings for the child.
Component: training and child development.
Competition: argumentative. Competition
teacher: knowing how to organize learning environments.
Rationale: The child's interaction with the teacher is fundamental in the process of constructing knowledge for children, for which she requires constant reflection over its actions and gives meaning to their action. Educational interventions in the critical position and reflective of the teacher is fundamental in the construction of meanings for the child.
9. In the situation described there as assessment activities:
A. The teacher listens to recognize those who know or are close to correct answers.
B. Proposes a comparison between children's knowledge and know-culturally constructed.
C. Confront and discuss previous ideas and generate cognitive and social relationships.
D. Allows the child to take an active part of the process allows for a new information.
C. Confront and discuss previous ideas and generate cognitive and social relationships.
D. Allows the child to take an active part of the process allows for a new information.
Password: B.
Component: Training and child development.
Competition: argumentative. Competition
teacher: know how to evaluate.
Rationale: evaluate required to link the child to know the cultural knowledge and the ongoing confrontation of ideas that promote self-regulatory processes. This exercise is the guarantor of meaningful learning. The pedagogical activity of teachers in relation to teaching, learning and assessment becomes a fundamental triad for practice, so the teacher requires clarity about the basic principles of assessment processes.
Component: Training and child development.
Competition: argumentative. Competition
teacher: know how to evaluate.
Rationale: evaluate required to link the child to know the cultural knowledge and the ongoing confrontation of ideas that promote self-regulatory processes. This exercise is the guarantor of meaningful learning. The pedagogical activity of teachers in relation to teaching, learning and assessment becomes a fundamental triad for practice, so the teacher requires clarity about the basic principles of assessment processes.
10. In the situation described promotes significant learning is part of both interest and prior knowledge engage in dialogue, negotiation of meanings and consultation processes. The two options most conducive to meaningful learning are:
A. From the new varieties of bats and their characteristics, the teacher aims to create among all a new creature of the night.
B. The work on bats led to new questions that the teacher took the opportunity to teach the characteristics of mammals.
C. Watching the film to review the characteristics of the bat.
D. The teacher asked what feel about the version of Andrew and children invent spells against fears.
Key: D.
Component: training and child development.
Competition: proposals. Competition
teacher: knowing how to organize and develop learning environments.
Rationale: promotes meaningful learning that the child recreate the living situations and experiences and lets you create new worlds. The teacher should make sense to argue, and arguments for its action.
Component: training and child development.
Competition: proposals. Competition
teacher: knowing how to organize and develop learning environments.
Rationale: promotes meaningful learning that the child recreate the living situations and experiences and lets you create new worlds. The teacher should make sense to argue, and arguments for its action.
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