Abordagem híbrida na formação inicial de professores de inglês : integrando as novas tecnologias

• Autor(a) principal: Mendes, Ana Rachel Macêdo
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/6887
• topic: Blended learning; Pre-service english teacher education; New information and communications technology; Abordagem híbrida; Formação inicial de professores de inglês; Novas tecnologias de informação e comunicação; Linguística; Professores de inglês - Formação; Linguística aplicada; Tecnologia educacional; Língua inglesa - Estudo e ensino; 80

New Information and Communication Technologies (NICT) are inherent to today's society and have caused social and epistemological changes. Although some teachers include the NICT in their practice, most do so only peripherally, and many still show resistance in the integration, not only of digital resources, but mainly, of new concepts and educational values promoted in the digital age. This resistance may result from lack of critical use of the NICT and discussions about their role in the learning process in pre-service teacher education, and also, the lack or inadequacy of digital resources considered necessary for this integration to take place. In this context, the use of blended learning approaches presents itself as an alternative for fostering the use of NICT by merging face-to-face teaching-learning with online education. Thus, this research aims at reflecting on the possibilities and limitations of the use of a blended learning approach in pre-service English teacher education. For this purpose, an action research was carried out in the Practicum Internship Course I of the English Language Teaching degree course in a federal university in the Southeast of Brazil. This qualitative and quantitative study was based on data collected through interactions observed in the online environment, through questionnaires applied to pre-service teachers who participated in this study as well as testimonials from the professors involved in the course. Overall, data shows that despite the low engagement in the collaborative online learning environment, critical thinking about the integration of NICT to English teaching was brought about by the use of the blended learning approach. The analysis showed that pre-service teachers' mindsets and attitudes towards education - as for example, regarding the educational value given to the online environment, in this case Facebook - and the suggested practices in the online environment, as well as the professors' preparation to offer new and innovative learning opportunities, might determine the impact of blended learning approaches in English teacher education. It was concluded that a blended learning approach may promote new educational experiences for preservice teachers that might favor reflective teacher education regarding NTIC in language learning and teaching.