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According to Text II, Amanda Gulla believes that

a)

narrating stories of professional success will make one’s experience known to the teaching community and generate popularity.

b)

reflecting on her successes and failures has allowed her to review her teaching practice and help other teachers.

c)

it is necessary for teachers to retell their experiences to their fellow-teachers so that they can criticize each other’s mistakes.

d)

teachers in urban settings should reproduce the stories and experiences of their colleagues from rural schools.

e)

teachers who have problems with the notion of expertise in teaching should be prepared to test their efficacy with the results of other teacher-educators.




“In this view,” (line 42) refers to an educational perspective in which the

a)

teachers and students invert roles and develop deeper cognitive and affective ties.

b)

teachers and students negotiate the choice of learning aims and ways to achieve them.

c)

teachers must struggle to preserve their roles as traditional guides in the classroom.

d)

learners with more technological skills become the counselors in the educational system.

e)

learners are fully capable of making decisions about their learning, without the teacher’s interference.




In Text III, each paragraph can be identified with a specific purpose. The appropriate description of the paragraph’s intent is found in

a)

Imagem 012.jpg

b)

Imagem 013.jpg

c)

Imagem 014.jpg

d)

Imagem 015.jpg

e)

Imagem 016.jpg




Text II can be understood as a(n)

a)

description of an innovative method to encourage teachers to reveal the mistakes they commit in the classroom.

b)

advice to young teachers to help them repeat only the successful experiences of mature teachers.

c)

account of a personal reflection strategy to enhance teacher’s sense of efficacy in the classroom.

d)

criticism to teacher educators who forbid parallel stories told in teacher training sessions.

e)

alert to expert teachers who cannot make good use of stories in their own classrooms.




The linking words in boldtype and the item in parentheses are semantically equivalent in

a)

“For instance, teacher efficacy has been shown to be strongly related to teachers’ adoption of innovations” - lines 23-25 (Meanwhile)

b)

rather than just covering the curriculum.”- line 41 (instead of).

c)

“In contrast, teachers with low efficacy feel they have only minimal influence…” - lines 45-46 (In short).

d)

“in addition, teachers with a strong sense of efficacy often tend to …” - lines 72-73 (although).

e)

“Furthermore, efficacy beliefs influence teachers’ persistence when things do not go smoothly…” - lines 78-80 (However).