Questões de Concurso

Concurso: EsFCEx

Concurso: EsFCEx
Cargo: Especialidade: Magistério em Inglês
Ano: 2025

Ano:

2025

Banca:

VUNESP

Cargo:

Especialidade: Magistério em Inglês

Disciplina: Inglês

FC1300036

Dificuldade em análise

notificar erro

Notificar erro

Motivo:

Há um erro no enunciado e/ou alternativas

A resposta no gabarito oficial é outra

A disciplina ou assunto estão incorretos

A questão foi anulada

A questão está desatualizada

Informe mais detalhes

Erro de digitação ou português

As alternativas não aparecem

As imagens não aparecem

As imagens estão ilegíveis

Outro (especifique)

Alternativa A

Alternativa B

Alternativa C

Alternativa D

Alternativa E

Descrição

Acertou

Errou

adicionar questão na lista de favoritas

remover questão da lista de favoritas

mostrar texto associado esconder texto associado

Read the text to answer question.

Based on theoretical, experimental, and experiential knowledge, teachers and teacher educators have expressed their dissatisfaction with method in different ways. Studies clearly demonstrate that, even as the methodological band played on, practicing teachers have been marching to a different drum.

In this sense, the post method condition is established as a timely response. It signifies interrelated attributes. First and foremost, it signifies a search for an alternative to method rather than an alternative method. While alternative methods are primarily products of top-down processes, alternatives to method are mainly products of bottom-up processes. In practical terms, this means that we need to refigure the relationship between the theorizer and the practitioner of language teaching. If the concept of method authorizes theorizers to centralize pedagogic decision-making, the postmethod condition enables practitioners to generate location-specific, classroom-oriented innovative strategies.

Secondly, the postmethod condition signifies teacher autonomy. The conventional concept of method “overlooks the fund of experience and tacit knowledge about teaching which the teachers already have by virtue of their lives as students” (Freeman, 1991). The postmethod condition, however, recognizes the teachers’ potential to know not only how to teach but also how to act autonomously within the academic and administrative constraints imposed by institutions, curricula, and textbooks. It also promotes the ability of teachers to know how to develop a critical approach in order to self-observe, self-analyze, and self-evaluate their own teaching practice with a view to effecting desired changes.

(B. Kumaravadivelu, Beyond Methods: Macrostrategies for language

teaching. Haven and London: Yale University Press. 2003. Adaptado)

The end of the first paragraph “even as the methodological band played on, practicing teachers have been marching to a different drum” transported to second language teaching, means that, although methods have frequently been in use, practicing teachers have

(a)

been applying whichever innovations they have available.

(b)

been meeting more experienced partners for advice.

(c)

decided to ask for counseling on what to do.

(d)

chosen to make adaptations of their own.

(e)

complained about the particular method they have to follow.

Filtrar (abrir filtros)

11.103 Questões de concurso encontradas 11.103 resultados Página 9 de 2.221 Questões por página: 5 10 15 20

11.103 Questões de concurso encontradas

11.103 resultados
Página 9 de 2.221

Questões por página: