Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal
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Data de Publicação: | 2011 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Signum: Estudos da Linguagem |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8549 |
Resumo: | This work focuses on teacher education and aims at investigating what views of reading are revealed in activities designed by student-teachers of foreign languages (English) and to what extent these views are influenced by the Academy. The participants were in-service teachers who were finishing their (first) English teaching degrees in 2009 and, in 2010, were doing a post-graduation course at the same higher education institution. The student-teachers were asked to design reading activities, for we understand that the production of teaching material for their own lessons gives teachers an opportunity to reflect on their teaching practice and situation, besides revealing the theoretical framework that underpins their practice, even when they are not aware of it. The results indicate that the discussions and theories proposed at the Academy do emerge in the activities, even though these are still far from language work which follows a critical and discursive perspective. We believe that these results point out the need for teacher education programmes to provide student-teachers with opportunities to make connections between theory and practice. |
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Foreign language teachers and the teaching of reading: what activities designed by student-teachers revealProfessores de língua estrangeira em formação e o ensino de leitura: o que revelam atividades propostas por alunos-professoresTeacher educationReadingForeign languagesFormação de professoresLeituraLíngua estrangeiraThis work focuses on teacher education and aims at investigating what views of reading are revealed in activities designed by student-teachers of foreign languages (English) and to what extent these views are influenced by the Academy. The participants were in-service teachers who were finishing their (first) English teaching degrees in 2009 and, in 2010, were doing a post-graduation course at the same higher education institution. The student-teachers were asked to design reading activities, for we understand that the production of teaching material for their own lessons gives teachers an opportunity to reflect on their teaching practice and situation, besides revealing the theoretical framework that underpins their practice, even when they are not aware of it. The results indicate that the discussions and theories proposed at the Academy do emerge in the activities, even though these are still far from language work which follows a critical and discursive perspective. We believe that these results point out the need for teacher education programmes to provide student-teachers with opportunities to make connections between theory and practice.O presente trabalho focaliza a formação de professores e objetiva investigar que concepções de leitura alunos-professores de língua estrangeira (inglês) revelam em atividades por eles produzidas e de que forma essas concepções são influenciadas pela academia. Participaram da pesquisa professores em serviço que, em 2009, eram pré-concluintes e concluintes de um curso de licenciatura em língua inglesa (formação inicial) e que, em 2010, cursavam uma pós-graduação na mesma instituição de ensino superior. Propusemos aos participantes do estudo a elaboração de atividades de leitura, que foram feitas em 4 momentos distintos, por entendermos que a produção de material didático para suas próprias aulas dá aos professores uma oportunidade de refletir sobre o seu fazer, sobre sua situação de ensino e revela pressupostos teóricos que subjazem às suas práticas, mesmo que eles não estejam conscientes disso. Os resultados indicam que as discussões e teorias apresentadas na academia emergem nas atividades propostas, apesar destas ainda se distanciarem de um trabalho crítico e discursivo com a língua(gem), o que aponta para a necessidade de um trabalho, na formação docente, que dê oportunidades ao aluno de fazer a ponte entre a teoria e a prática, transpondo os conhecimentos construídos na academia para sua situação de ensino.UEL2011-06-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/octet-streamhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/854910.5433/2237-4876.2011v14n1p447Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 447-474Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 447-4742237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/8549/9181Pérez, Marianainfo:eu-repo/semantics/openAccess2022-11-16T18:21:48Zoai:ojs.pkp.sfu.ca:article/8549Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:21:48Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal Professores de língua estrangeira em formação e o ensino de leitura: o que revelam atividades propostas por alunos-professores |
title |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal |
spellingShingle |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal Pérez, Mariana Teacher education Reading Foreign languages Formação de professores Leitura Língua estrangeira |
title_short |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal |
title_full |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal |
title_fullStr |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal |
title_full_unstemmed |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal |
title_sort |
Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal |
author |
Pérez, Mariana |
author_facet |
Pérez, Mariana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Pérez, Mariana |
dc.subject.por.fl_str_mv |
Teacher education Reading Foreign languages Formação de professores Leitura Língua estrangeira |
topic |
Teacher education Reading Foreign languages Formação de professores Leitura Língua estrangeira |
description |
This work focuses on teacher education and aims at investigating what views of reading are revealed in activities designed by student-teachers of foreign languages (English) and to what extent these views are influenced by the Academy. The participants were in-service teachers who were finishing their (first) English teaching degrees in 2009 and, in 2010, were doing a post-graduation course at the same higher education institution. The student-teachers were asked to design reading activities, for we understand that the production of teaching material for their own lessons gives teachers an opportunity to reflect on their teaching practice and situation, besides revealing the theoretical framework that underpins their practice, even when they are not aware of it. The results indicate that the discussions and theories proposed at the Academy do emerge in the activities, even though these are still far from language work which follows a critical and discursive perspective. We believe that these results point out the need for teacher education programmes to provide student-teachers with opportunities to make connections between theory and practice. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-06-15 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8549 10.5433/2237-4876.2011v14n1p447 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8549 |
identifier_str_mv |
10.5433/2237-4876.2011v14n1p447 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8549/9181 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/octet-stream |
dc.publisher.none.fl_str_mv |
UEL |
publisher.none.fl_str_mv |
UEL |
dc.source.none.fl_str_mv |
Signum: Estudos da Linguagem; Vol. 14 No. 1 (2011): Formação de Professores de Línguas; 447-474 Signum: Estudos da Linguagem; v. 14 n. 1 (2011): Formação de Professores de Línguas; 447-474 2237-4876 reponame:Signum: Estudos da Linguagem instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
instname_str |
Universidade Estadual de Londrina (UEL) |
instacron_str |
UEL |
institution |
UEL |
reponame_str |
Signum: Estudos da Linguagem |
collection |
Signum: Estudos da Linguagem |
repository.name.fl_str_mv |
Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||signum@uel.br |
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