“Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices

Detalhes bibliográficos
Autor(a) principal: Moreira dos Anjos Santos, Lucas
Data de Publicação: 2012
Outros Autores: Lucia Lopes Cristovão, Vera
Tipo de documento: Artigo
Idioma: por
Título da fonte: Fórum Linguístico
Texto Completo: https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n3p230
Resumo: This article aims at analyzing the argumentative processes mobilized by student-teachers from a Modern Foreign Language- English course when posting in blogs and their relations to identity (re)constitution. The data was gathered in an elective unit course and was part of one of the author’s master research. During 2010, the student-teachers from 3rd year participated in the elective course named “Genres and Foreign Language Teaching” and produced their own blog as part of the required activities. The data are analyzed according to the textual analysis procedures of SDI (BRONCKART, 2003) and to Argumentative Semantics procedures (KOCH, 1997; OLIVEIRA, 2003; AZEVEDO; OLIVEIRA, 2005). The analysis revealed a process of validation and consolidation of the student-teachers selves, through the learning of blog practices, and the emergence of argumentative processes which highlight traces of identity (re)constitution.
id UFSC-24_c256f1d06d4e99c8c86817ce7f5e7aab
oai_identifier_str oai:periodicos.ufsc.br:article/27010
network_acronym_str UFSC-24
network_name_str Fórum Linguístico
repository_id_str
spelling “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices“Who am I as a teacher?”: procesos argumentativos en la educación inicial del profesor de Lengua Inglesa por medio de blogs“Who am I as a teacher?”: processos argumentativos na educação inicial do professor de Língua Inglesa por meio de blogsThis article aims at analyzing the argumentative processes mobilized by student-teachers from a Modern Foreign Language- English course when posting in blogs and their relations to identity (re)constitution. The data was gathered in an elective unit course and was part of one of the author’s master research. During 2010, the student-teachers from 3rd year participated in the elective course named “Genres and Foreign Language Teaching” and produced their own blog as part of the required activities. The data are analyzed according to the textual analysis procedures of SDI (BRONCKART, 2003) and to Argumentative Semantics procedures (KOCH, 1997; OLIVEIRA, 2003; AZEVEDO; OLIVEIRA, 2005). The analysis revealed a process of validation and consolidation of the student-teachers selves, through the learning of blog practices, and the emergence of argumentative processes which highlight traces of identity (re)constitution.Este artículo objetiva analizar los procesos argumentativos movilizados por alumnas-profesoras del curso de Letras Extranjeras Modernas - Inglés en la producción de una publicación en blogs y sus relaciones con su (re)constitución de identidad. Los datos analizados provienen de la investigación de maestría de uno de los autores. Durante el año lectivo de 2010, alumnas-profesoras del tercero año asistieron la asignatura optativa “Géneros textuales y enseñanza de lenguas extranjeras” y crearon un blog como parte de las actividades de la referida asignatura. Los datos son analizados a la luz de los procedimientos de análisis textual del ISD (BRONCKART, 2003) y de la Semántica Argumentativa (KOCH, 1997; OLIVEIRA, 2003; AZEVEDO; OLIVEIRA, 2005). Los análisis revelaron un proceso de validación y consolidación del self de las alumnas-profesoras, por medio de la apropiación de las prácticas de uso del blog, desarrollado a partir de un movimiento argumentativo que da índices da (re)constitución de identidad puesta en curso pela intervención hecha.Este artigo objetiva analisar os processos argumentativos mobilizados por alunas-professoras do curso de Letras Estrangeiras Modernas - Inglês na produção de uma postagem em blogs e suas relações com a sua (re)constituição identitária. Os dados analisados são provenientes da pesquisa de mestrado de um dos autores. Durante o ano letivo de 2010, alunas-professoras do terceiro ano frequentaram a disciplina optativa “Gêneros textuais e ensino de línguas estrangeiras” e produziram um blog como parte das atividades da referida disciplina. Os dados são analisados à luz dos procedimentos de análise textual do ISD (BRONCKART, 2003) e da Semântica Argumentativa (KOCH, 1997; OLIVEIRA, 2003; AZEVEDO; OLIVEIRA, 2005). As análises revelaram um processo de validação e consolidação do self das alunas-professoras, por meio da apropriação das práticas de uso do blog, desenrolado a partir de um movimento argumentativo que dá índices da (re)constituição identitária posta em curso pela intervenção feita.Programa de Pós-Graduação em Linguística - UFSC2012-12-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionavaliado por paresapplication/pdfhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n3p23010.5007/1984-8412.2012v9n3p230Fórum Linguístico; Vol. 9 No. 3 (2012); 230-238Fórum Linguístico; Vol. 9 Núm. 3 (2012); 230-238Fórum Linguístico; v. 9 n. 3 (2012); 230-2381984-84121415-8698reponame:Fórum Linguísticoinstname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n3p230/23657Moreira dos Anjos Santos, LucasLucia Lopes Cristovão, Verainfo:eu-repo/semantics/openAccess2023-01-12T19:27:55Zoai:periodicos.ufsc.br:article/27010Revistahttps://periodicos.ufsc.br/index.php/forum/indexPUBhttps://periodicos.ufsc.br/index.php/forum/oaiportaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br1984-84121984-8412opendoar:2023-01-12T16:40:21.088309Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
“Who am I as a teacher?”: procesos argumentativos en la educación inicial del profesor de Lengua Inglesa por medio de blogs
“Who am I as a teacher?”: processos argumentativos na educação inicial do professor de Língua Inglesa por meio de blogs
title “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
spellingShingle “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
Moreira dos Anjos Santos, Lucas
title_short “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
title_full “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
title_fullStr “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
title_full_unstemmed “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
title_sort “Who am I as a teacher?”: argumentative processes in English student-teachers’ identity (re)constitution through the learning of blog practices
author Moreira dos Anjos Santos, Lucas
author_facet Moreira dos Anjos Santos, Lucas
Lucia Lopes Cristovão, Vera
author_role author
author2 Lucia Lopes Cristovão, Vera
author2_role author
dc.contributor.author.fl_str_mv Moreira dos Anjos Santos, Lucas
Lucia Lopes Cristovão, Vera
description This article aims at analyzing the argumentative processes mobilized by student-teachers from a Modern Foreign Language- English course when posting in blogs and their relations to identity (re)constitution. The data was gathered in an elective unit course and was part of one of the author’s master research. During 2010, the student-teachers from 3rd year participated in the elective course named “Genres and Foreign Language Teaching” and produced their own blog as part of the required activities. The data are analyzed according to the textual analysis procedures of SDI (BRONCKART, 2003) and to Argumentative Semantics procedures (KOCH, 1997; OLIVEIRA, 2003; AZEVEDO; OLIVEIRA, 2005). The analysis revealed a process of validation and consolidation of the student-teachers selves, through the learning of blog practices, and the emergence of argumentative processes which highlight traces of identity (re)constitution.
publishDate 2012
dc.date.none.fl_str_mv 2012-12-20
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n3p230
10.5007/1984-8412.2012v9n3p230
url https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n3p230
identifier_str_mv 10.5007/1984-8412.2012v9n3p230
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/forum/article/view/1984-8412.2012v9n3p230/23657
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 Programa de Pós-Graduação em Linguística - UFSC
publisher.none.fl_str_mv Programa de Pós-Graduação em Linguística - UFSC
dc.source.none.fl_str_mv Fórum Linguístico; Vol. 9 No. 3 (2012); 230-238
Fórum Linguístico; Vol. 9 Núm. 3 (2012); 230-238
Fórum Linguístico; v. 9 n. 3 (2012); 230-238
1984-8412
1415-8698
reponame:Fórum Linguístico
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Fórum Linguístico
collection Fórum Linguístico
repository.name.fl_str_mv Fórum Linguístico - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv portaldeperiodicos.bu@contato.ufsc.br || atilio.butturi@ufsc.br
_version_ 1797051418493845504

Registros relacionados