The training of beginning French teachers based on Activity Ergonomics and Activity Clinic

• Autor(a) principal: Bahia, Marcelo de Oliveira
• Data de Publicação: 2022
• Outros Autores: Farias, Aline Leontina Gonçalves, Magno e Silva, Walkyria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Horizontes de Linguística Aplicada
• Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/42229
• topic: Ergonomia da Atividade; Clínica da Atividade; Formação de professores; Ensino de língua estrangeira; Activity Ergonomics; Activity Clinic; Teacher training; Foreign language teaching

The entry of a young teacher into a professional career is often permeated with insecurity and anguish. Understanding this process is essential to provide the beginner with tools that will help him/her go through this stage more smoothly. In this sense, the general objective of this paper is to analyze the teaching activity of two beginning French teachers, to unveil and understand the situations that impact their teaching activity. More specifically, we intend to answer the following questions: 1) What are the difficulties observed by beginner teachers in the moment of their teaching activity? and 2) What strategies and resources do these teachers use to deal with the difficulties presented and to construct their teaching activity? Self-confrontation, a methodological instrument from the Activity Clinic, was used with the two beginning teachers, having the first author as a conductor of the process. Results show that there are multiple elements that impact the activity of beginning teachers, among which we highlight: the unforeseen events in the classroom, time management and the teachers' lack of pedagogical practice. Self-confrontation, by highlighting such elements, allows teachers, exposed to the image of their own work, to analyze it and give it a new meaning.