AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | EntreLetras |
Texto Completo: | https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/4535 |
Resumo: | Based on cultural-historical theory, this paper addresses the sense of a student teacher during her freshman year. The methodology was based on narrative inquiry through focus groups. The results provide a chronology in which the past, the present and future intertwine creating the sense about being an English teacher. The narrative shows a dichotomy between the student teacher’s expectations and the institutional rules. From this relationship, results also show that the teacher’s sense is characterized by conflicts in which professional development means the capacity to find solutions for immediate problems, whether they are related to the past or present, in a way that projects new expectations for the future profession. |
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AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTUREO SENTIDO DE UMA PROFESSORA DE INGLÊS EM SEU PRIMEIRO ANO DO CURSO DE LETRAS:: PASSADO, PRESENTE E FUTUROBased on cultural-historical theory, this paper addresses the sense of a student teacher during her freshman year. The methodology was based on narrative inquiry through focus groups. The results provide a chronology in which the past, the present and future intertwine creating the sense about being an English teacher. The narrative shows a dichotomy between the student teacher’s expectations and the institutional rules. From this relationship, results also show that the teacher’s sense is characterized by conflicts in which professional development means the capacity to find solutions for immediate problems, whether they are related to the past or present, in a way that projects new expectations for the future profession. Este artigo analisa, a partir da teoria histórico-cultural, o sentido de uma aluna de Letras em seu primeiro ano de faculdade. A metodologia consistiu em pesquisa narrativa reconstruída em grupos focais. Os resultados apontam uma cronologia em que presente, passado e futuro se entrelaçam no sentido sobre ser professor. A narrativa sugere uma dicotomia entre expectativas do sujeito e prescrições institucionais da universidade. Dessa relação, os resultados mostram que o sentido é constituído como um começo marcado por conflitos em que desenvolvimento profissional consiste na capacidade de encontrar soluções para os problemas imediatos, sejam eles relacionados ao passado ou ao presente, projetando assim novas expectativas para a futura profissãoUniversidade Federal do Norte do Tocantins2017-11-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufnt.edu.br/index.php/entreletras/article/view/4535EntreLetras; v. 8 n. 2 (2017): A formação do Professor de Línguas na Contemporaneidade: Cenários, Desafios e Perspectivas; 11 - 342179-3948reponame:EntreLetrasinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://periodicos.ufnt.edu.br/index.php/entreletras/article/view/4535/11951Copyright (c) 2017 EntreLetrasinfo:eu-repo/semantics/openAccessLima, Fernando Silvério de2023-12-19T16:58:42Zoai:ojs2.ufnt.acessoacademico.com.br:article/4535Revistahttps://sistemas.uft.edu.br/periodicos/index.php/entreletras/indexPUBhttps://sistemas.uft.edu.br/periodicos/index.php/entreletras/oaientreletrasuft@gmail.com || dirpesq@ufnt.edu.br2179-39482178-9479opendoar:2023-12-19T16:58:42EntreLetras - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE O SENTIDO DE UMA PROFESSORA DE INGLÊS EM SEU PRIMEIRO ANO DO CURSO DE LETRAS:: PASSADO, PRESENTE E FUTURO |
title |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE |
spellingShingle |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE Lima, Fernando Silvério de |
title_short |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE |
title_full |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE |
title_fullStr |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE |
title_full_unstemmed |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE |
title_sort |
AN ENGLISH TEACHER’S SENSE DURING HER FIRST YEAR IN A TEACHER EDUCATION PROGRAM:: PAST, PRESENT AND FUTURE |
author |
Lima, Fernando Silvério de |
author_facet |
Lima, Fernando Silvério de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Lima, Fernando Silvério de |
description |
Based on cultural-historical theory, this paper addresses the sense of a student teacher during her freshman year. The methodology was based on narrative inquiry through focus groups. The results provide a chronology in which the past, the present and future intertwine creating the sense about being an English teacher. The narrative shows a dichotomy between the student teacher’s expectations and the institutional rules. From this relationship, results also show that the teacher’s sense is characterized by conflicts in which professional development means the capacity to find solutions for immediate problems, whether they are related to the past or present, in a way that projects new expectations for the future profession. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-11-24 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/4535 |
url |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/4535 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufnt.edu.br/index.php/entreletras/article/view/4535/11951 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 EntreLetras info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 EntreLetras |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal do Norte do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Norte do Tocantins |
dc.source.none.fl_str_mv |
EntreLetras; v. 8 n. 2 (2017): A formação do Professor de Línguas na Contemporaneidade: Cenários, Desafios e Perspectivas; 11 - 34 2179-3948 reponame:EntreLetras instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
institution |
UFT |
reponame_str |
EntreLetras |
collection |
EntreLetras |
repository.name.fl_str_mv |
EntreLetras - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
entreletrasuft@gmail.com || dirpesq@ufnt.edu.br |
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1808458993660592129 |