Language teachers’ narratives and professional self-making
AUTOR(ES)
Reichmann, Carla Lynn
FONTE
DELTA
DATA DE PUBLICAÇÃO
18/04/2019
RESUMO
RESUMO Este artigo enfoca a formação do professor de línguas, considerando a relevância de teorias implícitas e explícitas, escolhas metodológicas, representações e práticas docentes. Especificamente, o objetivo é relatar e discutir estudos desenvolvidos por duas pesquisadoras que trabalham com narrativas e enfocam desenvolvimento do professor de línguas, letramento docente (Kleiman & Matencio, 2005) e construção identitária (Barkhuizen, 2017). Assim, oferece-se uma visão panorâmica de seus trabalhos em desenvolvimento e problematiza-se o campo de formação inicial e continuada no Brasil. Em resultado, as autoras entendem terem alcançado conscientização e transformações docentes, o que é atestado pelas várias publicações resultantes.ABSTRACT This article addresses language teacher education, considering the relevance of implicit and explicit theories, methodological choices, teacher representations and practices. Specifically, the purpose is to report and discuss studies developed by two researchers who work with narratives and focus on language teacher development, teacher literacy (Kleiman & Matencio, 2005) and identity construction (Barkhuizen, 2017). Thus, a panoramic view of work in progress is offered, and the field for novice and experienced educators in Brazil is problematized. As a result, the authors understand that teacher awareness-raising and transformations have been successfully enabled, which is confirmed by the several deriving publications mentioned.
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