2019-08-282019-08-282010-06SABOTA, Barbra. A utilização de diários dialogados na formação universitária de professores de inglês: um convite à reflexão. Polyphonía, Goiânia, v. 21, n. 1, p. 153-166, jan./jun. 2010. Disponível em: https://www.revistas.ufg.br/sv/article/view/154/9911.e- 2238-8850http://repositorio.bc.ufg.br/handle/ri/18032This article highlights certain considerations on the use of diaries as a means towards fostering reflection among student-teachers in a Letters Course at a public university in the state of Goiás. The text is based on the theoretical assumptions that through reflection studentteachers can rethink their actions and thus, their performance in the classroom. It can be concluded that student-teachers benefit from this tool to share their opinions as well as their expectations and uncertainties about teaching English with their supervisors. Although some students at first did not consider the diary the best means, all participants ended up recognizing its relevance as a reflection-inducing device.porAcesso AbertoFormação universitária de professoresReflexãoPre-service teacher formationReflectionArtigo10.5216/rp.v21i1.16293