Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/9886 |
Resumo: | The study of beliefs in language teaching and learning is recent in Brazil, thus, developing researches in this area contribute to the identification of behaviors which guide the teachers´ and students´ actions in the classroom. In terms of learning assessment, it is considered an integrated process to teaching and learning and should meet the specified objectives of each teaching model, requiring a reflective posture from the teachers towards their practices. In this sense, this study has as general objective to analyze the beliefs teachers have about learning assessment in Foreign Languages for Specific Purposes Courses in the light of the profile of a reflective teacher. For this purpose the teachers´ beliefs about teaching and learning in the Teaching of Foreign Languages for Specific Purposes were pointed out and the teachers´ beliefs regarding learning assessment in the Teaching for Specific Purposes were identified. Finally, it was verified to what extent the identified beliefs characterize a reflective teacher. To develop each case study, the used methodologies were the metacognitive and contextual approaches for the study of beliefs (BARCELOS, 2001). The participating subjects of this study were four teachers who worked in Portuguese and Spanish Foreign Language for Specific Purposes Courses in the Teaching and Research of Foreign Languages for Specific Purposes Center CEPESLI/UFSM. The results indicate that the teachers have beliefs which are coherent with the theoretical proposal of teaching of languages for Specific Purposes. Concerning the communicative approach, the participating present compatible concepts with what is proposed in literature, and they also present, to a lesser extent, signs of identification with the traditional approaches of language teaching.. As to the learning assessment, the teachers´ beliefs allude consistently to the teaching of languages for Specific Purposes, with traces of formative assessments. It was possible to conclude that some of the teachers´ beliefs present reflective characteristics that demonstrate a potential reflective behavior from the teachers. |
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2013-10-182013-10-182013-03-05AVILA, Andriza Pujol de. BELIEFS AND REFLECTIONS OF TEACHERS ON LEARNING ASSESSMENT IN THE TEACHING OF FOREIGN LANGUAGES FOR SPECIFIC PURPOSES. 2013. 135 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2013.http://repositorio.ufsm.br/handle/1/9886The study of beliefs in language teaching and learning is recent in Brazil, thus, developing researches in this area contribute to the identification of behaviors which guide the teachers´ and students´ actions in the classroom. In terms of learning assessment, it is considered an integrated process to teaching and learning and should meet the specified objectives of each teaching model, requiring a reflective posture from the teachers towards their practices. In this sense, this study has as general objective to analyze the beliefs teachers have about learning assessment in Foreign Languages for Specific Purposes Courses in the light of the profile of a reflective teacher. For this purpose the teachers´ beliefs about teaching and learning in the Teaching of Foreign Languages for Specific Purposes were pointed out and the teachers´ beliefs regarding learning assessment in the Teaching for Specific Purposes were identified. Finally, it was verified to what extent the identified beliefs characterize a reflective teacher. To develop each case study, the used methodologies were the metacognitive and contextual approaches for the study of beliefs (BARCELOS, 2001). The participating subjects of this study were four teachers who worked in Portuguese and Spanish Foreign Language for Specific Purposes Courses in the Teaching and Research of Foreign Languages for Specific Purposes Center CEPESLI/UFSM. The results indicate that the teachers have beliefs which are coherent with the theoretical proposal of teaching of languages for Specific Purposes. Concerning the communicative approach, the participating present compatible concepts with what is proposed in literature, and they also present, to a lesser extent, signs of identification with the traditional approaches of language teaching.. As to the learning assessment, the teachers´ beliefs allude consistently to the teaching of languages for Specific Purposes, with traces of formative assessments. It was possible to conclude that some of the teachers´ beliefs present reflective characteristics that demonstrate a potential reflective behavior from the teachers.O estudo de crenças no ensino e aprendizagem de línguas é um campo recente de investigação no Brasil, assim, desenvolver pesquisas com essa temática contribui para a identificação de comportamentos que guiam a ação de professores e alunos em sala de aula. No que tange à avaliação da aprendizagem, considera-se que esta é um processo integrado ao processo de ensinar e aprender e deve atender aos objetivos específicos de cada modelo de ensino, sendo necessária uma postura reflexiva do docente diante de suas práticas. Neste sentido, este trabalho tem por objetivo geral analisar as crenças de professores sobre a avaliação da aprendizagem em cursos instrumentais de línguas estrangeiras à luz do perfil de professor reflexivo. Para tanto, foram apontadas as crenças dos professores sobre o ensino e a aprendizagem no ensino instrumental de línguas estrangeiras e identificadas as crenças de professores quanto à avaliação da aprendizagem no ensino instrumental; por fim, verificou-se em que medida as crenças identificadas são características de um professor reflexivo. Para desenvolver este estudo de caso, utilizou-se a metodologia das abordagens metacognitiva e contextual para o estudo de crenças (BARCELOS, 2001). Os sujeitos participantes desse estudo foram quatro professores que atuaram em cursos de português e espanhol línguas estrangeiras instrumentais no Centro de Ensino e Pesquisa de Língua Estrangeira Instrumental- CEPESLI/UFSM. Os resultados indicam que os professores possuem crenças coerentes com a proposta teórica do ensino instrumental de línguas. Sobre a abordagem comunicativa os participantes apresentam conceitos compatíveis com o proposto na literatura da área, e apresentam também, em menor grau, sinais de identificação com as abordagens tradicionais de ensino de línguas. Quanto à avaliação da aprendizagem as crenças dos professores aludem com coerência à modalidade instrumental de ensino de línguas; com traços de avaliação formativa. Foi possível concluir que algumas das crenças dos professores apresentam características reflexivas, o que demonstra um potencial comportamento reflexivo por parte dos docentes.Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em LetrasUFSMBRLetrasCrençasEnsino instrumentalAvaliação da aprendizagemProfessor reflexivoBeliefsTeaching for specific purposesLearning assessmentReflective teacherCNPQ::LINGUISTICA, LETRAS E ARTES::LETRASCrenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeirasBeliefs and reflections of teachers on learning assessment in the teaching of foreign languages for specific purposesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMarchesan, Maria Tereza Nuneshttp://lattes.cnpq.br/5214558523776194Sturza, Eliana Rosahttp://lattes.cnpq.br/6356872087811361Lucena, Maria Inêz Probsthttp://lattes.cnpq.br/6158725829336168http://lattes.cnpq.br/3590342551557565Avila, Andriza Pujol de800200000001400500500300300cc57dc0a-08bb-4888-910a-b47954a826a32ee1af99-b225-4ba4-a9ba-df7eabb4014de29547a0-f129-4197-bd00-e1727a353ba25bc85d92-cf9f-4ea0-9662-b1be0a6df004info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALAVILA, ANDRIZA PUJOL DE.pdfapplication/pdf766863http://repositorio.ufsm.br/bitstream/1/9886/1/AVILA%2c%20ANDRIZA%20PUJOL%20DE.pdf0d42b26a16aba9895d1989460bfe6ff2MD51TEXTAVILA, ANDRIZA PUJOL DE.pdf.txtAVILA, ANDRIZA PUJOL DE.pdf.txtExtracted texttext/plain278190http://repositorio.ufsm.br/bitstream/1/9886/2/AVILA%2c%20ANDRIZA%20PUJOL%20DE.pdf.txt7edc88d4404977d2c08ac1306f000e22MD52THUMBNAILAVILA, ANDRIZA PUJOL DE.pdf.jpgAVILA, ANDRIZA PUJOL DE.pdf.jpgIM Thumbnailimage/jpeg5047http://repositorio.ufsm.br/bitstream/1/9886/3/AVILA%2c%20ANDRIZA%20PUJOL%20DE.pdf.jpg2b943305e31bc6da11e8e5500a979817MD531/98862022-01-17 08:42:48.138oai:repositorio.ufsm.br:1/9886Repositório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestopendoar:39132022-01-17T11:42:48Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras |
dc.title.alternative.eng.fl_str_mv |
Beliefs and reflections of teachers on learning assessment in the teaching of foreign languages for specific purposes |
title |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras |
spellingShingle |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras Avila, Andriza Pujol de Crenças Ensino instrumental Avaliação da aprendizagem Professor reflexivo Beliefs Teaching for specific purposes Learning assessment Reflective teacher CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras |
title_full |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras |
title_fullStr |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras |
title_full_unstemmed |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras |
title_sort |
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras |
author |
Avila, Andriza Pujol de |
author_facet |
Avila, Andriza Pujol de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Marchesan, Maria Tereza Nunes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5214558523776194 |
dc.contributor.referee1.fl_str_mv |
Sturza, Eliana Rosa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6356872087811361 |
dc.contributor.referee2.fl_str_mv |
Lucena, Maria Inêz Probst |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6158725829336168 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3590342551557565 |
dc.contributor.author.fl_str_mv |
Avila, Andriza Pujol de |
contributor_str_mv |
Marchesan, Maria Tereza Nunes Sturza, Eliana Rosa Lucena, Maria Inêz Probst |
dc.subject.por.fl_str_mv |
Crenças Ensino instrumental Avaliação da aprendizagem Professor reflexivo |
topic |
Crenças Ensino instrumental Avaliação da aprendizagem Professor reflexivo Beliefs Teaching for specific purposes Learning assessment Reflective teacher CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Beliefs Teaching for specific purposes Learning assessment Reflective teacher |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The study of beliefs in language teaching and learning is recent in Brazil, thus, developing researches in this area contribute to the identification of behaviors which guide the teachers´ and students´ actions in the classroom. In terms of learning assessment, it is considered an integrated process to teaching and learning and should meet the specified objectives of each teaching model, requiring a reflective posture from the teachers towards their practices. In this sense, this study has as general objective to analyze the beliefs teachers have about learning assessment in Foreign Languages for Specific Purposes Courses in the light of the profile of a reflective teacher. For this purpose the teachers´ beliefs about teaching and learning in the Teaching of Foreign Languages for Specific Purposes were pointed out and the teachers´ beliefs regarding learning assessment in the Teaching for Specific Purposes were identified. Finally, it was verified to what extent the identified beliefs characterize a reflective teacher. To develop each case study, the used methodologies were the metacognitive and contextual approaches for the study of beliefs (BARCELOS, 2001). The participating subjects of this study were four teachers who worked in Portuguese and Spanish Foreign Language for Specific Purposes Courses in the Teaching and Research of Foreign Languages for Specific Purposes Center CEPESLI/UFSM. The results indicate that the teachers have beliefs which are coherent with the theoretical proposal of teaching of languages for Specific Purposes. Concerning the communicative approach, the participating present compatible concepts with what is proposed in literature, and they also present, to a lesser extent, signs of identification with the traditional approaches of language teaching.. As to the learning assessment, the teachers´ beliefs allude consistently to the teaching of languages for Specific Purposes, with traces of formative assessments. It was possible to conclude that some of the teachers´ beliefs present reflective characteristics that demonstrate a potential reflective behavior from the teachers. |
publishDate |
2013 |
dc.date.accessioned.fl_str_mv |
2013-10-18 |
dc.date.available.fl_str_mv |
2013-10-18 |
dc.date.issued.fl_str_mv |
2013-03-05 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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AVILA, Andriza Pujol de. BELIEFS AND REFLECTIONS OF TEACHERS ON LEARNING ASSESSMENT IN THE TEACHING OF FOREIGN LANGUAGES FOR SPECIFIC PURPOSES. 2013. 135 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2013. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/9886 |
identifier_str_mv |
AVILA, Andriza Pujol de. BELIEFS AND REFLECTIONS OF TEACHERS ON LEARNING ASSESSMENT IN THE TEACHING OF FOREIGN LANGUAGES FOR SPECIFIC PURPOSES. 2013. 135 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2013. |
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