Primary English teacher education in Portugal: an exploratory study
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10773/39953 |
Resumo: | The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions’ curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creating meaningful professional learning scenarios and promoting learner-centred teaching in schools. |
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Primary English teacher education in Portugal: an exploratory studyInitial teacher educationProfessional learning;Teaching English as a foreign languagePrimary educationThe expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions’ curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creating meaningful professional learning scenarios and promoting learner-centred teaching in schools.Taylor & Francis2024-01-04T16:04:06Z2022-10-10T00:00:00Z2022-10-10info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10773/39953eng0261-976810.1080/02619768.2022.2132384Vieira, FláviaMourão, SandieAndrade, Ana IsabelCruz, MárioReis-Jorge, JoséLeslie, CarolynOrega, Maria IsabelPinho, Ana SofiaSilva, Elisabete MendesSimões, Ana Raquelinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-02-22T12:17:52Zoai:ria.ua.pt:10773/39953Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T03:09:56.183582Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Primary English teacher education in Portugal: an exploratory study |
title |
Primary English teacher education in Portugal: an exploratory study |
spellingShingle |
Primary English teacher education in Portugal: an exploratory study Vieira, Flávia Initial teacher education Professional learning; Teaching English as a foreign language Primary education |
title_short |
Primary English teacher education in Portugal: an exploratory study |
title_full |
Primary English teacher education in Portugal: an exploratory study |
title_fullStr |
Primary English teacher education in Portugal: an exploratory study |
title_full_unstemmed |
Primary English teacher education in Portugal: an exploratory study |
title_sort |
Primary English teacher education in Portugal: an exploratory study |
author |
Vieira, Flávia |
author_facet |
Vieira, Flávia Mourão, Sandie Andrade, Ana Isabel Cruz, Mário Reis-Jorge, José Leslie, Carolyn Orega, Maria Isabel Pinho, Ana Sofia Silva, Elisabete Mendes Simões, Ana Raquel |
author_role |
author |
author2 |
Mourão, Sandie Andrade, Ana Isabel Cruz, Mário Reis-Jorge, José Leslie, Carolyn Orega, Maria Isabel Pinho, Ana Sofia Silva, Elisabete Mendes Simões, Ana Raquel |
author2_role |
author author author author author author author author author |
dc.contributor.author.fl_str_mv |
Vieira, Flávia Mourão, Sandie Andrade, Ana Isabel Cruz, Mário Reis-Jorge, José Leslie, Carolyn Orega, Maria Isabel Pinho, Ana Sofia Silva, Elisabete Mendes Simões, Ana Raquel |
dc.subject.por.fl_str_mv |
Initial teacher education Professional learning; Teaching English as a foreign language Primary education |
topic |
Initial teacher education Professional learning; Teaching English as a foreign language Primary education |
description |
The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions’ curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creating meaningful professional learning scenarios and promoting learner-centred teaching in schools. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-10-10T00:00:00Z 2022-10-10 2024-01-04T16:04:06Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10773/39953 |
url |
http://hdl.handle.net/10773/39953 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
0261-9768 10.1080/02619768.2022.2132384 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Taylor & Francis |
publisher.none.fl_str_mv |
Taylor & Francis |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799137749683404800 |