The training of beginning French teachers based on Activity Ergonomics and Activity Clinic
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Outros Autores: | , |
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 |
Resumo: | 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. |
id |
UNB-30_2c8da7dc3cf036bc024bd8014dbb7324 |
---|---|
oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/42229 |
network_acronym_str |
UNB-30 |
network_name_str |
Revista Horizontes de Linguística Aplicada |
repository_id_str |
|
spelling |
The training of beginning French teachers based on Activity Ergonomics and Activity ClinicA formação de professores iniciantes de Francês com base na Ergonomia da Atividade e na Clínica da AtividadeErgonomia da AtividadeClínica da Atividade Formação de professoresEnsino de língua estrangeiraActivity ErgonomicsActivity ClinicTeacher trainingForeign language teachingThe 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. A entrada do jovem professor na carreira profissional é permeada de inseguranças e angústias. Entender esse processo é essencial para munir o iniciante com ferramentas que o façam atravessar mais suavemente esta etapa. Assim, o objetivo geral do presente trabalho é analisar a atividade docente de dois professores iniciantes de Francês, no intuito de desvelar e compreender as situações que impactam sua atividade. Nossos questionamentos são: 1) Quais as dificuldades observadas pelos professores iniciantes no momento de sua atividade didática?; e 2) Que estratégias e recursos estes professores utilizam para lidar com as dificuldades que se apresentam e para constituir sua atividade docente? Na nossa análise, escolhemos o quadro metodológico da autoconfrontação (CLOT; FAÏTA, 2000), oriundo da Clínica da Atividade, na qual nos fundamentamos, e também na Ergonomia da Atividade (AMIGUES, 2003). Os resultados mostram que vários elementos impactam a atividade do professor iniciante, dentre os quais destacamos: os imprevistos na sala de aula, a gestão do tempo e a pouca prática pedagógica dos docentes. A autoconfrontação, ao evidenciar tais elementos, permite que o docente, exposto à imagem de seu próprio trabalho e em diálogo com o pesquisador, consiga analisá-los e dar-lhes novos sentidos, fomentando o processo de reflexão sobre a própria atividade docente.Programa de Pós-Graduação em Linguística Aplicada2022-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/horizontesla/article/view/4222910.26512/rhla.v21i1.42229Revista Horizontes de Linguistica Aplicada; Vol. 21 No. 1 (2022): Fluxo contínuo; AG7Revista Horizontes de Linguistica Aplicada; v. 21 n. 1 (2022): Fluxo contínuo; AG72237-09511677-977010.26512/rhla.v21i1reponame:Revista Horizontes de Linguística Aplicadainstname:Universidade de Brasília (UnB)instacron:UNBporhttps://periodicos.unb.br/index.php/horizontesla/article/view/42229/33585Copyright (c) 2022 Revista Horizontes de Linguistica Aplicadahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessBahia, Marcelo de Oliveira Farias, Aline Leontina GonçalvesMagno e Silva, Walkyria2022-12-31T15:57:28Zoai:ojs.pkp.sfu.ca:article/42229Revistahttps://periodicos.unb.br/index.php/horizontesla/indexPUBhttps://periodicos.unb.br/index.php/horizontesla/oaihorizontesla@gmail.com2237-09511677-9770opendoar:2023-01-13T09:49:33.670600Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB)false |
dc.title.none.fl_str_mv |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic A formação de professores iniciantes de Francês com base na Ergonomia da Atividade e na Clínica da Atividade |
title |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic |
spellingShingle |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic Bahia, Marcelo de Oliveira Ergonomia da Atividade Clínica da Atividade Formação de professores Ensino de língua estrangeira Activity Ergonomics Activity Clinic Teacher training Foreign language teaching |
title_short |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic |
title_full |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic |
title_fullStr |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic |
title_full_unstemmed |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic |
title_sort |
The training of beginning French teachers based on Activity Ergonomics and Activity Clinic |
author |
Bahia, Marcelo de Oliveira |
author_facet |
Bahia, Marcelo de Oliveira Farias, Aline Leontina Gonçalves Magno e Silva, Walkyria |
author_role |
author |
author2 |
Farias, Aline Leontina Gonçalves Magno e Silva, Walkyria |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Bahia, Marcelo de Oliveira Farias, Aline Leontina Gonçalves Magno e Silva, Walkyria |
dc.subject.por.fl_str_mv |
Ergonomia da Atividade Clínica da Atividade Formação de professores Ensino de língua estrangeira Activity Ergonomics Activity Clinic Teacher training Foreign language teaching |
topic |
Ergonomia da Atividade Clínica da Atividade Formação de professores Ensino de língua estrangeira Activity Ergonomics Activity Clinic Teacher training Foreign language teaching |
description |
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. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-30 |
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.unb.br/index.php/horizontesla/article/view/42229 10.26512/rhla.v21i1.42229 |
url |
https://periodicos.unb.br/index.php/horizontesla/article/view/42229 |
identifier_str_mv |
10.26512/rhla.v21i1.42229 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.unb.br/index.php/horizontesla/article/view/42229/33585 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Revista Horizontes de Linguistica Aplicada https://creativecommons.org/licenses/by-nc-nd/4.0 |
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 Aplicada |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística Aplicada |
dc.source.none.fl_str_mv |
Revista Horizontes de Linguistica Aplicada; Vol. 21 No. 1 (2022): Fluxo contínuo; AG7 Revista Horizontes de Linguistica Aplicada; v. 21 n. 1 (2022): Fluxo contínuo; AG7 2237-0951 1677-9770 10.26512/rhla.v21i1 reponame:Revista Horizontes de Linguística Aplicada instname:Universidade de Brasília (UnB) instacron:UNB |
instname_str |
Universidade de Brasília (UnB) |
instacron_str |
UNB |
institution |
UNB |
reponame_str |
Revista Horizontes de Linguística Aplicada |
collection |
Revista Horizontes de Linguística Aplicada |
repository.name.fl_str_mv |
Revista Horizontes de Linguística Aplicada - Universidade de Brasília (UnB) |
repository.mail.fl_str_mv |
horizontesla@gmail.com |
_version_ |
1797051344765321216 |