Constituents and challenges of professionalization of english as foreign language teachers

• Autor(a) principal: Gomes Monteiro, Andréa Cristina
• Data de Publicação: 2019
• Outros Autores: Selpa Heinzle, Marcia Regina
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Revista Ibero-Americana de Estudos em Educação (Online)
• Texto Completo: https://periodicos.fclar.unesp.br/iberoamericana/article/view/11133
• topic: English as foreign language teachers; Childhood; Professionalizing teachers.; Maestros de lengua inglesa; Infancia; Profesionalización docente.; Professores de língua inglesa; Infância; Profissionalização docente.

This research aimed to analyze the professional constituents of English as foreign teachers who work with children, and clarify their main challenges. In the methodological procedures, two tool generators were established: descriptive memorial; and narrative interviews carried out by seven teachers who work teaching English to children in elementary schools. It is highlighted that this is a qualitative and (auto)biographic research. By the use of discursive textual analysis, it is enhanced that there are several factors which interfere in the construction of the professional identity of these teachers, and that they are influenced by social constituents like: family, friends, their educators, educators known for having considerable experience in teaching and managers of learning processes. These people have greatly influenced these teachers as in their choices when talking about carrier as when they act with children at school. The challenges, on the other hand, are mostly related to the formation (continued and initial), specially the initial formation. Taking this into account, it is thought that discussions about the professionalization of teachers who act with different ages at school must be rethought in the curriculum.