الإمتحان المهني

اختبار في ديداكتيك مادة اللغة الإنجليزية ثانوي تأهيلي لولوج الدرجة الأولى

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اختبار في ديداكتيك مادة اللغة الإنجليزية ثانوي تأهيلي لولوج الدرجة الأولى

اختبار في ديداكتيك مادة اللغة الإنجليزية ثانوي تأهيلي لولوج الدرجة الأولى يشارك فيه اساتذة التعليم الثانوي التأهيلي من الدرجة الثانية المتوفرين على 6 سنوات من الخدمة بهذه الصفة.

اختبار في ديداكتيك مادة اللغة الإنجليزية ثانوي تأهيلي لولوج الدرجة الأولى

اختبار في ديداكتيك مادة اللغة الإنجليزية ثانوي تأهيلي لولوج الدرجة الأولى

يأتي اختبار في ديداكتيك مادة اللغة الإنجليزية ثانوي تأهيلي لولوج الدرجة الأولى ضمن سياق امتحان الكفاءة المهنية لولوج الدرجة الأولى من إطار أستاذ التعليم الثانوي التأهيلي الدرجة الممتازة  وتستغرق مدة اجتياز هذه المادة الإختبارية ثلاث ساعات و يمنح لها المعامل 1.

كفاية الإختبار 

قدرة المترشح والمترشحة لامتحانات الكفاءة المهنية  على تعبئة موارده (ها) المكتسبة من خلال تكوينه (ها) الأساس والمستمر والذاتي، واستثمار خبرته المهنية وتجربته الميدانية … بشكل مدمج؛ من أجل حل وضعيات مهنية  دالة، مرتبطة بديداكتيك مادة اللغة الإنجليزية في السلك الثانوي التأهيلي ، تخطيطا، وتدبيرا، وتقويما، ودعما ومعالجة.

The purpose of the professional exam for middle and high school teachers is to assess teachers’ academic knowledge in English language teaching as well as the practical skills needed for classroom instruction in Moroccan schools .

This document consists of four sections

  1. Exam components ;
  2. Content areas;
  3. Scoring criteria;
  4. Exam components

The professional exam consists of tasks and questions chosen among the following formats

  •  Multiple questions tasks;
  •  Matching tasks;
  •  Gap filling tasks;
  •  Open and/or closed questions;
  •  A quote followed by open questions;
  •  A quote followed by closed questions;
  •  An essay statement;
  •  A text and/or an illustration followed by questions/tasks;
  •  Analysis and discussion of a teaching/learning situation;
  • A problem solving activity related to teaching/learning;
  • Case study;
  • Designing, analysing and/or evaluating an activity or a lesson.
  1. Content areas assessed by the exam tasks are summarised below.
  • Major concepts related to approaches and methods; mainly how to apply them to create an effective and appropriate learning environment;
  • The principles and the implementation of competency/standards-based approaches;
  • Instructional planning procedures and how to apply these in devising effective lessons;
  • Management of classroom and learning;
  • Characteristics and behaviours related to young and adolescent learners’ intellectual, linguistic, social, emotional, moral, and physical development;
  • Factors that affect student learning such as motivation, learning styles, learning strategies, multiple intelligences, etc;
  • Teaching and assessing grammar, vocabulary, functions, and the four skills (listening, speaking, reading and writing);
  • Evaluating, supplementing and using instructional materials;
  • Teacher and learner roles and their effect on learning;
  • Different types of assessments and their implementation in the classroom;
  • Integrating Information and Communication Technology (ICT) in English language teaching and learning;
  • The role of professional development in enhancing the teacher’s professional knowledge, skills and expertise.

  1. Scoring criteria for essay questions

 

 

Criteria

 

Weighting

Relevance to the task: the extent to which responses fulfil the purpose of the task25%
Application of content knowledge and skills: the extent to which responses accurately and effectively apply knowledge and skills in relation to the task.25%
Supporting evidence: The extent to which responses include appropriate and specific supporting evidence from ELT literature and classroom practices.25%
Originality, clarity of ideas and organization: The extent to which the ideas are original, clear, well formulated and well-structured with smooth transitions and flow of thought.25%

 

  1. References

Candidates are required to be familiar with the following official documents that can be downloaded from www.men.gov.ma:

 

  • Pedagogical guidelines for middle and high schools;
  • The National charter of education and training;
  • Various circulars related to the teaching of foreign languages;
  • Baccalaureate exam specifications.

 

Candidates are also required to be familiar with textbooks in use in middle and high schools and to read through other documents related to English Language Teaching.

المنهج فارغ

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