Crenças de uma formadora de professores de língua inglesa e reflexões de seus alunos sobre o papel do bom formador
Carregando...
Data
2017-03-31
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This research was carried out in a Modern Language Course at a federal university in central
western Brazil and aimed at investigating the beliefs of an English language teacher educator
about what it means to be a good English language teacher educator in the process of
teaching and learning, and also at verifying the reflections of the English language teacher
educator’s students, pre-service English teachers, about her beliefs. The theoretical
framework was based on the field of language teachers’ education (PERRENOUD, 1999;
CELANI, 2001, 2003; ALARCÃO, 2002, 2011; MATEUS, 2002; VIEIRA-ABRAHÃO, 2002;
ARAÚJO, 2004; MIZUKAMI, 2005; OLIVEIRA, 2008; MAZZA; ALVAREZ, 2011; NASCIMENTO,
2011; VIANA, 2011; HALU, 2014) and beliefs about foreign language teaching/learning
(PAJARES, 1992; GIMENEZ, 1994; JOHNSON, 1994; BARCELOS, 1995; HORWITZ, 1999;
SILVA, 2005; SOARES; BEJARANO, 2008; PERINE, 2012; MARQUES DE OLIVEIRA, 2013;
HAYASHI, 2015). The case study methodology was employed and the following data collection
instruments were used: questionnaires, narrative, interviews, class observations (supported
by field notes and audio recordings), and group discussion. Regarding the teacher educator’s
beliefs, results suggest that she believes that the good teacher educator makes use of
pair/group work, employs ludic activities in classes, values continuous education, uses
technological resources, works not only with intellectuality, but also with emotions/feelings,
and can influence the adoption of postures throughout pre-service teacher’s academic
education and teaching practice. The data obtained also reveal the existence of a central
belief in which the other beliefs of the English language teacher educator are held: the good
teacher educator must pay careful attention to the learning environment so that the learner
can feel comfortable to learn. It is also verified that there is congruence between the teacher
educator’s beliefs and her pedagogical actions. As for the reflections of students, pre-service
teachers, concerning their teacher educator’s beliefs, results indicate that they share her
beliefs and understand that they influence in a positive way both their academic education
and teaching practices, since they already work as English language teachers. The analysis of
the students’ reflections also suggests that the teacher educator’s central belief - the good
teacher educator must pay careful attention to the learning environment so that the learner
can feel comfortable to learn - seems to be understood in a positive way by the students,
once they demonstrate a more humanized posture because they acknowledge that the
learners’ emotional framework must be taken into consideration. This study indicates the
importance of seriously considering the possibility of teacher educator’s influence in relation to
their undergraduate students. It is imperative to keep this in mind when dealing with
teachers’ education, since teacher educator’s beliefs and actions can influence both positively
and negatively.
Descrição
Citação
BORGES, Tatiana Diello. Crenças de uma formadora de professores de língua inglesa e reflexões de seus alunos sobre o papel do bom formador. 2017.158 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2017.