Supportive beliefs: why should teachers understand their nature and role?
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | |
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/8447 |
Resumo: | Assuming the demands of educating teachers for classroom practice, it is high time researchers investigated beliefs in action deeper. Rokeach’s (1968) concepts of central and peripheral values as gradient for discussing and defining the nature of beliefs, among the contribution of others, have provided Applied Linguistics with a gateway to study the dynamics of belief change. Framed by these studies and the results of a doctoral study on autonomy development, this paper aims at acknowledging a third element into the gradient: supportive beliefs, which for their content, nature and role in human cognition refer to beliefs that cannot be considered peripheral. We present evidence that some currently considered peripheral beliefs are, in fact, supportive beliefs, whose existence protects central beliefs from being banned from cognition whenever challenged. Data to support such claim were collected from a written narrative and a series of five interviews with a 45 year-old woman, taking an intermediate level English course in Brazil, as part of a larger case study. During the interviews, some of this woman’s beliefs were challenged. We discuss how she defended, maintained, modified or totally discarded them and refer to the difficulty of changing beliefs due to their emotional and/or cognitive relevance. |
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Signum: Estudos da Linguagem |
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Supportive beliefs: why should teachers understand their nature and role?Beliefs in action. Beliefs cognitive role. Supportive beliefs.Assuming the demands of educating teachers for classroom practice, it is high time researchers investigated beliefs in action deeper. Rokeach’s (1968) concepts of central and peripheral values as gradient for discussing and defining the nature of beliefs, among the contribution of others, have provided Applied Linguistics with a gateway to study the dynamics of belief change. Framed by these studies and the results of a doctoral study on autonomy development, this paper aims at acknowledging a third element into the gradient: supportive beliefs, which for their content, nature and role in human cognition refer to beliefs that cannot be considered peripheral. We present evidence that some currently considered peripheral beliefs are, in fact, supportive beliefs, whose existence protects central beliefs from being banned from cognition whenever challenged. Data to support such claim were collected from a written narrative and a series of five interviews with a 45 year-old woman, taking an intermediate level English course in Brazil, as part of a larger case study. During the interviews, some of this woman’s beliefs were challenged. We discuss how she defended, maintained, modified or totally discarded them and refer to the difficulty of changing beliefs due to their emotional and/or cognitive relevance.UEL2012-06-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPesquisa empírica de campoAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/844710.5433/2237-4876.2012v15n2p45Signum: Estudos da Linguagem; Vol. 15 No. 2 (2012): Número Especial; 45-63Signum: Estudos da Linguagem; v. 15 n. 2 (2012): Número Especial; 45-632237-4876reponame:Signum: Estudos da Linguageminstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/signum/article/view/8447/12081Bambirra, Maria RaquelMiccoli, Laurainfo:eu-repo/semantics/openAccess2022-11-16T18:08:56Zoai:ojs.pkp.sfu.ca:article/8447Revistahttps://www.uel.br/revistas/uel/index.php/signumPUBhttps://www.uel.br/revistas/uel/index.php/signum/oai||signum@uel.br2237-48761516-3083opendoar:2022-11-16T18:08:56Signum: Estudos da Linguagem - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Supportive beliefs: why should teachers understand their nature and role? |
title |
Supportive beliefs: why should teachers understand their nature and role? |
spellingShingle |
Supportive beliefs: why should teachers understand their nature and role? Bambirra, Maria Raquel Beliefs in action. Beliefs cognitive role. Supportive beliefs. |
title_short |
Supportive beliefs: why should teachers understand their nature and role? |
title_full |
Supportive beliefs: why should teachers understand their nature and role? |
title_fullStr |
Supportive beliefs: why should teachers understand their nature and role? |
title_full_unstemmed |
Supportive beliefs: why should teachers understand their nature and role? |
title_sort |
Supportive beliefs: why should teachers understand their nature and role? |
author |
Bambirra, Maria Raquel |
author_facet |
Bambirra, Maria Raquel Miccoli, Laura |
author_role |
author |
author2 |
Miccoli, Laura |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bambirra, Maria Raquel Miccoli, Laura |
dc.subject.por.fl_str_mv |
Beliefs in action. Beliefs cognitive role. Supportive beliefs. |
topic |
Beliefs in action. Beliefs cognitive role. Supportive beliefs. |
description |
Assuming the demands of educating teachers for classroom practice, it is high time researchers investigated beliefs in action deeper. Rokeach’s (1968) concepts of central and peripheral values as gradient for discussing and defining the nature of beliefs, among the contribution of others, have provided Applied Linguistics with a gateway to study the dynamics of belief change. Framed by these studies and the results of a doctoral study on autonomy development, this paper aims at acknowledging a third element into the gradient: supportive beliefs, which for their content, nature and role in human cognition refer to beliefs that cannot be considered peripheral. We present evidence that some currently considered peripheral beliefs are, in fact, supportive beliefs, whose existence protects central beliefs from being banned from cognition whenever challenged. Data to support such claim were collected from a written narrative and a series of five interviews with a 45 year-old woman, taking an intermediate level English course in Brazil, as part of a larger case study. During the interviews, some of this woman’s beliefs were challenged. We discuss how she defended, maintained, modified or totally discarded them and refer to the difficulty of changing beliefs due to their emotional and/or cognitive relevance. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-06-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Pesquisa empírica de campo 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/8447 10.5433/2237-4876.2012v15n2p45 |
url |
https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8447 |
identifier_str_mv |
10.5433/2237-4876.2012v15n2p45 |
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/8447/12081 |
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. 15 No. 2 (2012): Número Especial; 45-63 Signum: Estudos da Linguagem; v. 15 n. 2 (2012): Número Especial; 45-63 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_ |
1799305962485448704 |