Continuing teacher training and educational measurement:
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Scripta |
Texto Completo: | http://periodicos.pucminas.br/index.php/scripta/article/view/30530 |
Resumo: | The purpose of this article is to analyze how the educational measurement of a bilingual education system affects the lifelong learning education of bilingual teachers based on events in my daily work as a teacher trainer, working in private schools in the countryside of the state of São Paulo, linked to a bilingual education system, in a context called “elite bilingual” (CAVALCANTI, 1999). The discussion, part of an autoethnographic research (ADAMS, HOLMAN JONES & ELLIS, 2022) for a doctorate, starts from records in a field diary and events related to the educational measurement of the education system, embodied the analysis. As a theoretical-analytical device, Chang's (2016) autoethnographic precepts were observed, as well as the concept of good education (BIESTA, 2012), innovation and constellation of interrelated social practices (SIGNORINI, 2007). The results indicate that bilingual education systems expand based on the discourse that “you don't learn to speak English in school” and, accordingly, on the idea that “teachers don't know how to teach”. Still, educational measurement in the bilingual education system values data that measure what is possible to measure, and not what is desirable in terms of good education. Thus, the existence of bilingual teaching systems and also the orientation based on the educational measurement that the systems carry out undermines the potential critical character of the continuing education of bilingual teachers, and becomes a space for confrontation between the expectations of different institutional agents involved in this structure. |
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Continuing teacher training and educational measurement: Formação continuada de professores e mensuração educacional:educational measurementcontinuing education of bilingual teachersgood educationinnovationautoethnographymensuração educacionalformação de professores bilínguesboa educaçãoinovaçãoautoetnografiaThe purpose of this article is to analyze how the educational measurement of a bilingual education system affects the lifelong learning education of bilingual teachers based on events in my daily work as a teacher trainer, working in private schools in the countryside of the state of São Paulo, linked to a bilingual education system, in a context called “elite bilingual” (CAVALCANTI, 1999). The discussion, part of an autoethnographic research (ADAMS, HOLMAN JONES & ELLIS, 2022) for a doctorate, starts from records in a field diary and events related to the educational measurement of the education system, embodied the analysis. As a theoretical-analytical device, Chang's (2016) autoethnographic precepts were observed, as well as the concept of good education (BIESTA, 2012), innovation and constellation of interrelated social practices (SIGNORINI, 2007). The results indicate that bilingual education systems expand based on the discourse that “you don't learn to speak English in school” and, accordingly, on the idea that “teachers don't know how to teach”. Still, educational measurement in the bilingual education system values data that measure what is possible to measure, and not what is desirable in terms of good education. Thus, the existence of bilingual teaching systems and also the orientation based on the educational measurement that the systems carry out undermines the potential critical character of the continuing education of bilingual teachers, and becomes a space for confrontation between the expectations of different institutional agents involved in this structure.O objetivo deste artigo é analisar como a mensuração educacional de um sistema de ensino bilíngue afeta a formação continuada de professores bilíngues com base em eventos do meu cotidiano de trabalho enquanto formadora de professores, atuando em escolas privadas no interior do estado de São Paulo, vinculada a um sistema de ensino, em um contexto chamado “bilíngue de elite” (CAVALCANTI, 1999). A discussão, recorte de uma pesquisa autoetnográfica (ADAMS, HOLMAN JONES & ELLIS, 2022) de doutorado, parte de registros em diário de campo e eventos relacionados à mensuração educacional do sistema de ensino que deram corpo à análise. Como dispositivo teórico-analítico, os preceitos autoetnográficos de Chang (2016) foram observados, bem como o conceito de boa educação (BIESTA, 2012), inovação e constelação de práticas sociais inter-relacionadas (SIGNORINI, 2007). Os resultados indicam que os sistemas de ensino bilíngue se expandem baseados no discurso de que “não se aprende a falar inglês na escola” e, nesse compasso, na ideia de que “os professores não sabem dar aulas”. Ainda, a mensuração educacional no sistema de educação bilíngue valoriza dados que medem o que é possível medir, e não o que é desejável em termos de boa educação. Assim, a existência de sistemas bilíngues de ensino e também a orientação a partir da mensuração educacional que os sistemas realizam esvazia o potencial caráter crítico da formação continuada de professores bilíngues, e se torna um espaço de confronto entre as expectativas de diferentes agentes institucionais envolvidos nessa estrutura. PUC Minas2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/scripta/article/view/3053010.5752/P.2358-3428.2023v27n60p101-131Scripta; Vol 27 No 60 (2023): Ensino de línguas em contextos multilíngues ; 101-131Scripta; V. 27 N. 60 (2023): Ensino de línguas em contextos multilíngues ; 101-131Scripta; v. 27 n. 60 (2023): Ensino de línguas em contextos multilíngues ; 101-1312358-34281516-4039reponame:Revista Scriptainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/scripta/article/view/30530/21884Copyright (c) 2023 Editora PUC Minashttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMayer, Luana2024-03-07T12:34:56Zoai:ojs.pkp.sfu.ca:article/30530Revistahttp://periodicos.pucminas.br/index.php/scripta/userhttp://periodicos.pucminas.br/index.php/scripta/oai||cespuc@pucminas.br2358-34281516-4039opendoar:2024-03-07T12:34:56Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false |
dc.title.none.fl_str_mv |
Continuing teacher training and educational measurement: Formação continuada de professores e mensuração educacional: |
title |
Continuing teacher training and educational measurement: |
spellingShingle |
Continuing teacher training and educational measurement: Mayer, Luana educational measurement continuing education of bilingual teachers good education innovation autoethnography mensuração educacional formação de professores bilíngues boa educação inovação autoetnografia |
title_short |
Continuing teacher training and educational measurement: |
title_full |
Continuing teacher training and educational measurement: |
title_fullStr |
Continuing teacher training and educational measurement: |
title_full_unstemmed |
Continuing teacher training and educational measurement: |
title_sort |
Continuing teacher training and educational measurement: |
author |
Mayer, Luana |
author_facet |
Mayer, Luana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Mayer, Luana |
dc.subject.por.fl_str_mv |
educational measurement continuing education of bilingual teachers good education innovation autoethnography mensuração educacional formação de professores bilíngues boa educação inovação autoetnografia |
topic |
educational measurement continuing education of bilingual teachers good education innovation autoethnography mensuração educacional formação de professores bilíngues boa educação inovação autoetnografia |
description |
The purpose of this article is to analyze how the educational measurement of a bilingual education system affects the lifelong learning education of bilingual teachers based on events in my daily work as a teacher trainer, working in private schools in the countryside of the state of São Paulo, linked to a bilingual education system, in a context called “elite bilingual” (CAVALCANTI, 1999). The discussion, part of an autoethnographic research (ADAMS, HOLMAN JONES & ELLIS, 2022) for a doctorate, starts from records in a field diary and events related to the educational measurement of the education system, embodied the analysis. As a theoretical-analytical device, Chang's (2016) autoethnographic precepts were observed, as well as the concept of good education (BIESTA, 2012), innovation and constellation of interrelated social practices (SIGNORINI, 2007). The results indicate that bilingual education systems expand based on the discourse that “you don't learn to speak English in school” and, accordingly, on the idea that “teachers don't know how to teach”. Still, educational measurement in the bilingual education system values data that measure what is possible to measure, and not what is desirable in terms of good education. Thus, the existence of bilingual teaching systems and also the orientation based on the educational measurement that the systems carry out undermines the potential critical character of the continuing education of bilingual teachers, and becomes a space for confrontation between the expectations of different institutional agents involved in this structure. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.pucminas.br/index.php/scripta/article/view/30530 10.5752/P.2358-3428.2023v27n60p101-131 |
url |
http://periodicos.pucminas.br/index.php/scripta/article/view/30530 |
identifier_str_mv |
10.5752/P.2358-3428.2023v27n60p101-131 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.pucminas.br/index.php/scripta/article/view/30530/21884 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Editora PUC Minas http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Editora PUC Minas http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
PUC Minas |
publisher.none.fl_str_mv |
PUC Minas |
dc.source.none.fl_str_mv |
Scripta; Vol 27 No 60 (2023): Ensino de línguas em contextos multilíngues ; 101-131 Scripta; V. 27 N. 60 (2023): Ensino de línguas em contextos multilíngues ; 101-131 Scripta; v. 27 n. 60 (2023): Ensino de línguas em contextos multilíngues ; 101-131 2358-3428 1516-4039 reponame:Revista Scripta instname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas) instacron:PUC_MINS |
instname_str |
Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
instacron_str |
PUC_MINS |
institution |
PUC_MINS |
reponame_str |
Revista Scripta |
collection |
Revista Scripta |
repository.name.fl_str_mv |
Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
repository.mail.fl_str_mv |
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