ENGLISH TEACHER’S EDUCATION DILEMMAS: TEACHER’S VOICES

• Autor(a) principal: Milani Ramos, Ana Cláudia
• Data de Publicação: 2019
• Outros Autores: Landgraf Valério, Claudia Lucia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: https://periodicos.cfs.ifmt.edu.br/periodicos/index.php/rpd/article/view/555
• topic: Formação Contínua; Formação Inicial; Ensino de Língua Inglesa; Initial education; Continuing education; English Language Teaching

Public school and English Language Teaching have been subject of several criticisms. Such judgment points the teacher as the main protagonist of the established failure in teaching. From this perspective, this study depicts the investigation conducted with two teachers from the Mato Grosso state, in the first semester of 2018, whose objective was to bring their voices in relation to the initial and continuing education of English language teachers in the context of the public school. Guided by qualitative and interpretative research, we gathered up data by diagnostic questionnaires and semi-structured interviews, which were treated based on Content Analysis, proposed by Bardin (2000). The results suggest that there are gaps between theories and pedagogical practices and the lack of continuing education appears as a determinant factor in teaching practices. It is hoped this article may contribute to the promotion of reflections between teachers and scientists with interests focused on teaching of English language and education of teachers of public schools.