Teachers-in-construction: Reflections on learning journals and teacher development

Detalhes bibliográficos
Autor(a) principal: Reichmann, Carla L.
Data de Publicação: 2007
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/3971
Resumo: This article aims at discussing teacher narratives produced by two English as a Foreign Language teachers/ graduate students who attended a course on Foundations of Applied Linguistics (delivered by the author in 2006/1). Simultaneously constituting unique teacher learning stories and jointly constructing a mosaic of 'professional knowledge landscapes' (CONNELLY & CLANDININ, 1999), the narratives focus on learning journals written along the course, anchored on teacher identity, research and development (FAIRCLOUGH, 1992; MOITA LOPES, 1996, 2004; FREEMAN, 1996; LUDKE, 2001; CELANI & MAGALHÃES, 2002; BURTON, 2005; GIMENEZ, 2005; KLEIMAN e MATÊNCIO, 2005 amongst others). This interpretative analysis highlights the most salient (re)positionings in the narratives. Implications will be discussed in terms of teacher identity and development.
id UEL-3_815211d70eb10f20338d92d2919f7d9a
oai_identifier_str oai:ojs.pkp.sfu.ca:article/3971
network_acronym_str UEL-3
network_name_str Signum: Estudos da Linguagem
repository_id_str
spelling Teachers-in-construction: Reflections on learning journals and teacher developmentProfessoras-em-construção: Reflexões sobre diários de aprendizagem e formação docenteTeacher developmentreflective journalsteacher narratives.Formação de professoresDiários reflexivosNarrativas docentes.This article aims at discussing teacher narratives produced by two English as a Foreign Language teachers/ graduate students who attended a course on Foundations of Applied Linguistics (delivered by the author in 2006/1). Simultaneously constituting unique teacher learning stories and jointly constructing a mosaic of 'professional knowledge landscapes' (CONNELLY & CLANDININ, 1999), the narratives focus on learning journals written along the course, anchored on teacher identity, research and development (FAIRCLOUGH, 1992; MOITA LOPES, 1996, 2004; FREEMAN, 1996; LUDKE, 2001; CELANI & MAGALHÃES, 2002; BURTON, 2005; GIMENEZ, 2005; KLEIMAN e MATÊNCIO, 2005 amongst others). This interpretative analysis highlights the most salient (re)positionings in the narratives. Implications will be discussed in terms of teacher identity and development.Este artigo objetiva lançar um olhar sobre narrativas docentes produzida por duas professoras de língua inglesa/mestrandas que cursaram a disciplina Fundamentos de Lingüística Aplicada (ministrada pela autora em 2006/1). Simultaneamente constituindo histórias singulares de aprendizagem docente e construindo conjuntamente um mosaico de 'paisagens de saberes profissionais' (CONNELLY e CLANDININ, 1999), as narrativas focalizam diários de aprendizagem produzidos ao longo dessa disciplina, voltada à formação, pesquisa e identidade docente (FAIRCLOUGH, 1992; MOITA LOPES, 1996, 2004; FREEMAN, 1996; LUDKE, 2001; CELANI e MAGALHÃES, 2002; BURTON, 2005; GIMENEZ, 2005; KLEIMAN e MATÊNCIO, 2005 entre outros). Esta análise de cunho interpretativo discute os (re) posicionamentos mais salientes nas narrativas. Em suma, serão discutidas as implicações deste estudo em andamento em termos de formação e identidade docente.UEL2007-07-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/397110.5433/2237-4876.2007v10n1p109Signum: Estudos da Linguagem; Vol. 10 No. 1 (2007): Formação de Professores; 109-126Signum: Estudos da Linguagem; v. 10 n. 1 (2007): Formação de Professores; 109-1262237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/3971/3169Reichmann, Carla L.info:eu-repo/semantics/openAccess2022-11-16T18:06:41Zoai:ojs.pkp.sfu.ca:article/3971Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:06:41Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Teachers-in-construction: Reflections on learning journals and teacher development
Professoras-em-construção: Reflexões sobre diários de aprendizagem e formação docente
title Teachers-in-construction: Reflections on learning journals and teacher development
spellingShingle Teachers-in-construction: Reflections on learning journals and teacher development
Reichmann, Carla L.
Teacher development
reflective journals
teacher narratives.
Formação de professores
Diários reflexivos
Narrativas docentes.
title_short Teachers-in-construction: Reflections on learning journals and teacher development
title_full Teachers-in-construction: Reflections on learning journals and teacher development
title_fullStr Teachers-in-construction: Reflections on learning journals and teacher development
title_full_unstemmed Teachers-in-construction: Reflections on learning journals and teacher development
title_sort Teachers-in-construction: Reflections on learning journals and teacher development
author Reichmann, Carla L.
author_facet Reichmann, Carla L.
author_role author
dc.contributor.author.fl_str_mv Reichmann, Carla L.
dc.subject.por.fl_str_mv Teacher development
reflective journals
teacher narratives.
Formação de professores
Diários reflexivos
Narrativas docentes.
topic Teacher development
reflective journals
teacher narratives.
Formação de professores
Diários reflexivos
Narrativas docentes.
description This article aims at discussing teacher narratives produced by two English as a Foreign Language teachers/ graduate students who attended a course on Foundations of Applied Linguistics (delivered by the author in 2006/1). Simultaneously constituting unique teacher learning stories and jointly constructing a mosaic of 'professional knowledge landscapes' (CONNELLY & CLANDININ, 1999), the narratives focus on learning journals written along the course, anchored on teacher identity, research and development (FAIRCLOUGH, 1992; MOITA LOPES, 1996, 2004; FREEMAN, 1996; LUDKE, 2001; CELANI & MAGALHÃES, 2002; BURTON, 2005; GIMENEZ, 2005; KLEIMAN e MATÊNCIO, 2005 amongst others). This interpretative analysis highlights the most salient (re)positionings in the narratives. Implications will be discussed in terms of teacher identity and development.
publishDate 2007
dc.date.none.fl_str_mv 2007-07-15
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/3971
10.5433/2237-4876.2007v10n1p109
url https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3971
identifier_str_mv 10.5433/2237-4876.2007v10n1p109
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/3971/3169
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 UEL
publisher.none.fl_str_mv UEL
dc.source.none.fl_str_mv Signum: Estudos da Linguagem; Vol. 10 No. 1 (2007): Formação de Professores; 109-126
Signum: Estudos da Linguagem; v. 10 n. 1 (2007): Formação de Professores; 109-126
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
_version_ 1799305961601499136