CONCURSOS DE NOMBRAMIENTO Y CONTRATACIN DOCENTE 2017

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TEMARIO PRUEBA NICA NACIONAL

EDUCACIN BSICA ALTERNATIVA - CICLO AVANZADO - INGLS

El presente temario tiene el propsito de orientar a los participantes en la revisin de los conocimientos
que sern evaluados en la Prueba nica Nacional de los Concursos Pblicos de Ingreso a la Carrera
Pblica Magisterial (Nombramiento Docente) y de Contratacin Docente.

Tenga en cuenta que los temas presentados a continuacin sern abordados principalmente desde el
punto de vista de su aplicacin en la prctica pedaggica. En este sentido, la prueba demanda una
adecuada comprensin de los mismos de tal forma que posibiliten su puesta en uso en la actividad
docente de aula y el quehacer pedaggico en general.

TEORAS, PRINCIPIOS Y ENFOQUES VINCULADOS A LA PRCTICA PEDAGGICA

Teoras y procesos pedaggicos

Constructivismo y socioconstructivismo
Programacin diferenciada
Aprendizajes significativos
Activacin y recojo de saberes previos
Conflicto o disonancia cognitiva
Demanda cognitiva
Enfoque de competencias
Procesos auxiliares del aprendizaje: atencin, motivacin, recuperacin, transferencia
Trabajo colaborativo
Gestin de los aprendizajes: aprendizaje autnomo, toma de decisiones, metacognicin
Evaluacin y retroalimentacin
Uso de las TICs en el aprendizaje

Condiciones que favorecen el aprendizaje en el marco de los principios de la educacin peruana

Principios de la educacin peruana (interculturalidad y diversidad)

Convivencia democrtica y clima de aula

Caractersticas y desarrollo del estudiante y su relacin con el aprendizaje

Desarrollo cognitivo
Desarrollo moral
Desarrollo socioemocional y de la identidad

DESARROLLO DE LAS COMPETENCIAS Y CAPACIDADES DEL REA CURRICULAR

Didctica de la comprensin de textos escritos: Reading

Pre-reading stage
- Brainstorming to activate schemata
- Anticipation / Prediction of content and vocabulary e.g. questioning, graphic organisers, visual / audio
aids
- Purpose-setting, e.g. questions, statements to be confirmed or rejected
 While-reading stage
- Skimming to extract the general idea of the whole text
- Scanning to extract detailed information
- Distinguishing between literal and implied meaning
- Recognising grammatical word classes (e.g., nouns and verbs), systems (e.g., tense, agreement, and
pluralization), patterns, rules, and elliptical forms
- Recognising cohesive devices in written discourse and their role in signalling the relationship between
and among clauses
- Inferring meanings of unknown words

Post-reading stage
- Recognising the author's intention
- Inferring context that is not explicit by using world knowledge
- Distinguishing between literal and implied meaning
- Recognising the communicative function of written text, according to its purpose

Didctica de la comprensin de textos orales: Listening

Pre-listening stage
- Brainstorming to activate schemata
- Anticipation / Prediction of content and vocabulary, e.g. questioning, graphic organisers, visual / audio
aids
- Purpose-setting, e.g. questions, statements to be confirmed or rejected

While-listening stage
- Listening for gist to extract the general idea of the whole text
- Listening to extract specific information
- Distinguishing between explicit and implicit meaning
- Recognising features of connected speech (e.g. word and sentence stress, rhythm, intonation) and their
role in signalling the speakers' attitudes
- Inferring meanings of unknown words

Post-listening stage
- Recognising the speaker's intention through the recognition of the features of connected speech, e.g.
word and sentence stress, rhythm, intonation
- Inferring context that is not explicit by using world knowledge
- Distinguishing between literal and implied meaning
- Recognising the communicative function of audio text, according to its purpose

Didctica de la produccin de textos orales: Speaking

Pre-speaking stage
- Brainstorming to activate schemata
- Retrieving of vocabulary, e.g. questioning, graphic organisers, visual / audio aids

While-speaking stage
- Controlled practice, e.g. meaningful drilling
- Less-controlled practice e.g. information gap tasks
- Freer practice e.g. role-plays, simulations, discussions, debates
- Teacher's roles during learners' interactions
- Teacher intervention to provide feedback when aiming at accuracy and fluency

Didctica de la produccin de textos escritos: Writing

 Didctica de las distintas etapas de la escritura
Pre-writing stage
While-writing stage

Enfoques didcticos en la produccin escrita

Process
Product

Estrategias didcticas previas a la produccin escrita

Retrieval of related vocabulary through, for example, questioning, graphic organisers, visual / audio
aids
Planning, e.g. brainstorming, outlining.

Estrategias didcticas durante la produccin escrita

Writing a first draft prioritising content from form
Writing successive drafts
Editing based on provided feedback
Peer evaluation
Revision aiming at form: spelling, punctuation, capitalisation

Rbricas de correccin de la produccin escrita de acuerdo al propsito de cada etapa

Planning
Drafting
Revising
Writing the final version

Didctica de la gramtica y vocabulario del ingls

Enfoques para la enseanza de nuevas estructuras gramaticales

PPP: Presentation - Practice - Production
TBL: Task-based Learning

Tcnicas para la enseanza de vocabulario

Recognition
Production

Estrategias didcticas en la presentacin de la nueva estructura gramatical o vocabulario

Brainstorming to activate schemata
Contextualisation of target structure / vocabulary
Lead-in & warmers

Actividades empleadas durante la prctica de la nueva estructura gramatical / vocabulario

Meaningful drills
Dictation techniques
Problem-solving & information gap tasks
Discussions & debates
Role-plays & discussions

DESCARGAR: TEMARIO - EBA Avanzado Ingles [.PDF]

PGINA WEB MINEDU:

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Concursos de Nombramiento y Contratacin Docente.

TEMARIO SUBPRUEBA DE CONOCIMIENTOS CURRICULARES, PEDAGGICOS Y DE LA ESPECIALIDAD

Educacin Bsica Regular Nivel Secundaria Ingls

The following list of topics aims at making the participants aware of the kind of knowledge and
skills that will be the object of assessment in the Concurso Pblico de Ingreso a la Carrera Pblica
Magisterial y de Contratacin Docente. It includes the topics taken into account in the design of
the assessment, all of which relate to academic, pedagogical and disciplinary knowledge.

Please note that these types of knowledge will be approached in the assessment from the point of
view of their application in pedagogical practice. In this sense, the assessment requires an
apropriate understanding of the relevant topics, in such a way that this knowledge can be applied
in the classroom and pedagogical activity at large.

THEORIES, PRINCIPLES AND APPROACHES RELATED TO PEDAGOGICAL PRACTICES

Pedagogical theories and processes

Constructivism and social constructivism

Probing and activating prior knowledge

Cognitive dissonance/conflict

Cognitive demand

Competency development

Meaningful learning

Learning management: self-directed learning, decision making, metacognition

Assessment and feedback

Conditions that promote learning within the Peruvian educational principles framework

Principles of Peruvian education

Democratic coexistence and classroom atmosphere

Characteristics and development of the student in the learning process

 Cognitive development

Moral development

Social-emotional development

DEVELOPING COMPETENCIES AND SKILLS IN THE ACADEMIC AREA

English teachers should focus on developing these four skills in their students:

Listening comprehension

Oral communication

Reading comprehension

Writing

English teachers should be able to demonstrate significant knowledge of the following:

Grammar (conditional sentences, sentence connectors, etc)

Vocabulary

Pronunciation

Classroom management