Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship

Detalhes bibliográficos
Autor(a) principal: Mayer, Luana Francine
Data de Publicação: 2021
Outros Autores: Koerner, Rosana Mara, Pesce, Marly Krüger de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/4953
Resumo: Based on a research carried out in a bilingual teaching context, involving six teachers in early childhood classes and initial grades, the data brought here indicate the ways in which questions about their education arise from their reports on their pedagogical practices. The purpose of this article is to verify how their training takes place within their daily routines inside the classroom considering what can be inferred from what they report about their teaching practices. The reflections proposed here are based on Nóvoa (2009), Imbernón (2009) and Cunha (2007), which help to understand teacher training and García (2009) and MEGALE & LIBERALI (2016) who address the issue of bilingual education. The data production instruments were a written questionnaire followed by a discussion group, and a recurring individual interview. It is a qualitative research, developed over 2019 and 2020, whose data indicated that teacher training takes place from the challenges of teachers' work in the classroom, and despite being an individual and asynchronous process, it occurs mainly in exchanges between peers and based on experiments. The results can provide significant evidence regarding the discussions on teacher training for this teaching context, which, up to this moment, has not been foreseen by undergraduate courses in Brazil therefore, it needs some regulations regarding its initial formation.
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spelling Pedagogical practices and teacher education for the bilingual context: An unequivocal relationshipPráticas pedagógicas e formação de professores para o contexto bilíngue: Uma relação inequívocaPráticas pedagógicasFormação docenteEducação bilínguePedagogical practicesTeaching educationBilingual educationPrácticas pedagógicasFormación de profesoresEducación bilinguePratiques pédagogiquesFormation des enseignantsÉducation bilingueBased on a research carried out in a bilingual teaching context, involving six teachers in early childhood classes and initial grades, the data brought here indicate the ways in which questions about their education arise from their reports on their pedagogical practices. The purpose of this article is to verify how their training takes place within their daily routines inside the classroom considering what can be inferred from what they report about their teaching practices. The reflections proposed here are based on Nóvoa (2009), Imbernón (2009) and Cunha (2007), which help to understand teacher training and García (2009) and MEGALE & LIBERALI (2016) who address the issue of bilingual education. The data production instruments were a written questionnaire followed by a discussion group, and a recurring individual interview. It is a qualitative research, developed over 2019 and 2020, whose data indicated that teacher training takes place from the challenges of teachers' work in the classroom, and despite being an individual and asynchronous process, it occurs mainly in exchanges between peers and based on experiments. The results can provide significant evidence regarding the discussions on teacher training for this teaching context, which, up to this moment, has not been foreseen by undergraduate courses in Brazil therefore, it needs some regulations regarding its initial formation.A partir de una investigación realizada en un contexto docente bilingüe, que involucró a seis docentes en las clases de primera infancia y grados iniciales, aquí se traerán datos que indican las formas en que las preguntas sobre su educación surgen de sus informes sobre sus prácticas pedagógicas. El propósito de este artículo es verificar cómo se desarrolla su formación en el aula y en el espacio escolar, considerando lo que se puede inferir de lo que informan sobre su práctica docente. Las reflexiones aquí propuestas se basan en Nóvoa (2009), Imbernón (2009) y Cunha (2007), que ayudan a comprender la formación docente y García (2009) y MEGALE & LIBERALI (2016) que abordan el tema de la educación bilingüe. Los instrumentos de producción de datos fueron un cuestionario escrito seguido de un grupo de discusión y una entrevista individual recurrente. Se trata de una investigación cualitativa, desarrollada durante los años 2019 y 2020, cuyos datos indicaron que la formación docente se da a partir de los desafíos del trabajo en el aula, y a pesar de ser un proceso individual y asincrónico, se da principalmente en intercambios entre pares y basados ​​en experimentos. Los resultados pueden aportar evidencia significativa sobre las discusiones sobre la formación docente para este contexto docente, que hasta el momento no ha sido previsto por los cursos de pregrado en Brasil y, por lo tanto, necesita una normativa en materia de formación inicial.Sur la base d'une recherche menée dans un contexte d'enseignement bilingue, impliquant six enseignants des classes de la petite enfance et des classes initiales, des données seront apportées ici qui indiquent les façons dont les questions sur leur éducation se posent à partir de leurs rapports sur leurs pratiques pédagogiques. Le but de cet article est de vérifier comment leur formation se déroule en classe et dans l'espace scolaire, en considérant ce qui peut être déduit de ce qu'ils rapportent sur leur pratique d'enseignement. Les réflexions proposées ici sont basées sur Nóvoa (2009), Imbernón (2009) et Cunha (2007), qui aident à comprendre la formation des enseignants et García (2009) et MEGALE & LIBERALI (2016) qui abordent la question de l'éducation bilingue. Les instruments de production de données étaient un questionnaire écrit suivi d'un groupe de discussion et d'un entretien individuel récurrent. Il s'agit d'une recherche qualitative, développée sur 2019 et 2020, dont les données indiquent que la formation des enseignants se déroule à partir des défis du travail en classe, et bien qu'elle soit un processus individuel et asynchrone, elle se déroule principalement dans des échanges entre pairs et sur la base d'expériences. Les résultats peuvent fournir des preuves significatives concernant les discussions sur la formation des enseignants dans ce contexte d'enseignement, qui, jusqu'à présent, n'a pas été prévue par les cours de premier cycle au Brésil et, par conséquent, nécessite une réglementation en matière de formation initiale.A partir de uma pesquisa realizada em um contexto de ensino bilíngue, envolvendo seis professoras de turmas de educação infantil e séries iniciais, aqui serão trazidos dados que indicam os modos como questões sobre suas formações afloram a partir de seus relatos sobre suas práticas pedagógicas. O objetivo deste artigo é verificar como suas formações acontecem no cotidiano da sala de aula e no espaço escolar considerando o que pode ser inferido a partir do que relatam sobre seu fazer docente. As reflexões aqui propostas estão baseadas em Nóvoa (2009), Imbernón (2009) e Cunha (2007), que ajudam a compreender a formação docente e García (2009) e MEGALE & LIBERALI (2016) que abordam a questão do ensino bilíngue.  Os instrumentos de produção de dados foram um questionário escrito seguido de um grupo de discussão, e entrevista individual recorrente. Trata-se de uma pesquisa qualitativa, desenvolvida ao longo de 2019 e 2020, cujos dados indicaram que a formação docente acontece a partir dos desafios com trabalho em sala de aula, e apesar de ser um processo individual e assíncrono, se dá principalmente nas trocas entre os pares e com base em experimentações. Os resultados podem dar indícios significativos no que tange às discussões sobre a formação docente para este contexto de ensino que, até este momento, não é prevista por cursos de licenciatura no Brasil e, assim, necessita de algumas regulamentações no que se refere à sua formação inicial.EdUECE2021-06-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/495310.46230/2674-8266-13-4953Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 274-294Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 274-2942674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4953/4307https://revistas.uece.br/index.php/linguagememfoco/article/view/4953/4308Copyright (c) 1969 Luana Francine Mayer, Rosana Mara Koerner, Marly Krüger de Pescehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMayer, Luana FrancineKoerner, Rosana MaraPesce, Marly Krüger de2021-06-14T18:09:53Zoai:ojs.revistas.uece.br:article/4953Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-06-14T18:09:53Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
Práticas pedagógicas e formação de professores para o contexto bilíngue: Uma relação inequívoca
title Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
spellingShingle Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
Mayer, Luana Francine
Práticas pedagógicas
Formação docente
Educação bilíngue
Pedagogical practices
Teaching education
Bilingual education
Prácticas pedagógicas
Formación de profesores
Educación bilingue
Pratiques pédagogiques
Formation des enseignants
Éducation bilingue
title_short Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
title_full Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
title_fullStr Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
title_full_unstemmed Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
title_sort Pedagogical practices and teacher education for the bilingual context: An unequivocal relationship
author Mayer, Luana Francine
author_facet Mayer, Luana Francine
Koerner, Rosana Mara
Pesce, Marly Krüger de
author_role author
author2 Koerner, Rosana Mara
Pesce, Marly Krüger de
author2_role author
author
dc.contributor.author.fl_str_mv Mayer, Luana Francine
Koerner, Rosana Mara
Pesce, Marly Krüger de
dc.subject.por.fl_str_mv Práticas pedagógicas
Formação docente
Educação bilíngue
Pedagogical practices
Teaching education
Bilingual education
Prácticas pedagógicas
Formación de profesores
Educación bilingue
Pratiques pédagogiques
Formation des enseignants
Éducation bilingue
topic Práticas pedagógicas
Formação docente
Educação bilíngue
Pedagogical practices
Teaching education
Bilingual education
Prácticas pedagógicas
Formación de profesores
Educación bilingue
Pratiques pédagogiques
Formation des enseignants
Éducation bilingue
description Based on a research carried out in a bilingual teaching context, involving six teachers in early childhood classes and initial grades, the data brought here indicate the ways in which questions about their education arise from their reports on their pedagogical practices. The purpose of this article is to verify how their training takes place within their daily routines inside the classroom considering what can be inferred from what they report about their teaching practices. The reflections proposed here are based on Nóvoa (2009), Imbernón (2009) and Cunha (2007), which help to understand teacher training and García (2009) and MEGALE & LIBERALI (2016) who address the issue of bilingual education. The data production instruments were a written questionnaire followed by a discussion group, and a recurring individual interview. It is a qualitative research, developed over 2019 and 2020, whose data indicated that teacher training takes place from the challenges of teachers' work in the classroom, and despite being an individual and asynchronous process, it occurs mainly in exchanges between peers and based on experiments. The results can provide significant evidence regarding the discussions on teacher training for this teaching context, which, up to this moment, has not been foreseen by undergraduate courses in Brazil therefore, it needs some regulations regarding its initial formation.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-04
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 https://revistas.uece.br/index.php/linguagememfoco/article/view/4953
10.46230/2674-8266-13-4953
url https://revistas.uece.br/index.php/linguagememfoco/article/view/4953
identifier_str_mv 10.46230/2674-8266-13-4953
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/4953/4307
https://revistas.uece.br/index.php/linguagememfoco/article/view/4953/4308
dc.rights.driver.fl_str_mv Copyright (c) 1969 Luana Francine Mayer, Rosana Mara Koerner, Marly Krüger de Pesce
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 1969 Luana Francine Mayer, Rosana Mara Koerner, Marly Krüger de Pesce
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 274-294
Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 274-294
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Revista Linguagem em Foco (Online)
collection Revista Linguagem em Foco (Online)
repository.name.fl_str_mv Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv linguagememfoco@uece.br||
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