Teachers-in-construction: Reflections on learning journals and teacher development
Autor(a) principal: | |
---|---|
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 |