WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE

Detalhes bibliográficos
Autor(a) principal: Kersch, Dorotea Frank
Data de Publicação: 2017
Outros Autores: Carnin, Anderson
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Linguagem em (Dis)curso (Online)
Texto Completo: https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5705
Resumo: This paper discusses how the process of pursuing academic literacy for teachers in continuing education within a community of practice can boost their professional development and the (re)building of their identity. In this qualitative research, data were generated in a continuing education context during a semi-structured interview with a participant. Data were analysed based on the articulation of two research traditions, namely, sociodiscursive interactionism and literacy studies, which evidences the awareness that the teacher acquires in her process of pursuing academic literacy and professional development. The results suggest that the professional development of teachers requires an environment that legitimizes their participation and facilitates the development of significant forms of affiliation
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spelling WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICEWRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICEAcademic literacyProfessional developmentIdentityCommunity of practiceContinuing education of teachersAcademic literacyProfessional developmentIdentityCommunity of practiceContinuing education of teachersThis paper discusses how the process of pursuing academic literacy for teachers in continuing education within a community of practice can boost their professional development and the (re)building of their identity. In this qualitative research, data were generated in a continuing education context during a semi-structured interview with a participant. Data were analysed based on the articulation of two research traditions, namely, sociodiscursive interactionism and literacy studies, which evidences the awareness that the teacher acquires in her process of pursuing academic literacy and professional development. The results suggest that the professional development of teachers requires an environment that legitimizes their participation and facilitates the development of significant forms of affiliationThis paper discusses how the process of pursuing academic literacy for teachers in continuing education within a community of practice can boost their professional development and the (re)building of their identity. In this qualitative research, data were generated in a continuing education context during a semi-structured interview with a participant. Data were analysed based on the articulation of two research traditions, namely, sociodiscursive interactionism and literacy studies, which evidences the awareness that the teacher acquires in her process of pursuing academic literacy and professional development. The results suggest that the professional development of teachers requires an environment that legitimizes their participation and facilitates the development of significant forms of affiliation.Silvânia Siebert2017-11-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5705Linguagem em (Dis)curso; Vol. 17 No. 3 (2017): Linguagem em (Dis)curso; 315-329Linguagem em (Dis)curso; v. 17 n. 3 (2017): Linguagem em (Dis)curso; 315-3291982-4017reponame:Linguagem em (Dis)curso (Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULenghttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5705/3443Copyright (c) 2017 Dorotea Frank Kersch, Anderson Carnininfo:eu-repo/semantics/openAccessKersch, Dorotea FrankCarnin, Anderson2017-11-23T19:10:11Zoai:portaldeperiodicos.animaeducacao.com.br:article/5705Revistahttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_DiscursoPRIhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/oai||lemd@unisul.br1982-40171518-7632opendoar:2017-11-23T19:10:11Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)false
dc.title.none.fl_str_mv WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
title WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
spellingShingle WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
Kersch, Dorotea Frank
Academic literacy
Professional development
Identity
Community of practice
Continuing education of teachers
Academic literacy
Professional development
Identity
Community of practice
Continuing education of teachers
title_short WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
title_full WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
title_fullStr WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
title_full_unstemmed WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
title_sort WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
author Kersch, Dorotea Frank
author_facet Kersch, Dorotea Frank
Carnin, Anderson
author_role author
author2 Carnin, Anderson
author2_role author
dc.contributor.author.fl_str_mv Kersch, Dorotea Frank
Carnin, Anderson
dc.subject.por.fl_str_mv Academic literacy
Professional development
Identity
Community of practice
Continuing education of teachers
Academic literacy
Professional development
Identity
Community of practice
Continuing education of teachers
topic Academic literacy
Professional development
Identity
Community of practice
Continuing education of teachers
Academic literacy
Professional development
Identity
Community of practice
Continuing education of teachers
description This paper discusses how the process of pursuing academic literacy for teachers in continuing education within a community of practice can boost their professional development and the (re)building of their identity. In this qualitative research, data were generated in a continuing education context during a semi-structured interview with a participant. Data were analysed based on the articulation of two research traditions, namely, sociodiscursive interactionism and literacy studies, which evidences the awareness that the teacher acquires in her process of pursuing academic literacy and professional development. The results suggest that the professional development of teachers requires an environment that legitimizes their participation and facilitates the development of significant forms of affiliation
publishDate 2017
dc.date.none.fl_str_mv 2017-11-23
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://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5705
url https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5705
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://portaldeperiodicos.animaeducacao.com.br/index.php/Linguagem_Discurso/article/view/5705/3443
dc.rights.driver.fl_str_mv Copyright (c) 2017 Dorotea Frank Kersch, Anderson Carnin
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Dorotea Frank Kersch, Anderson Carnin
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Silvânia Siebert
publisher.none.fl_str_mv Silvânia Siebert
dc.source.none.fl_str_mv Linguagem em (Dis)curso; Vol. 17 No. 3 (2017): Linguagem em (Dis)curso; 315-329
Linguagem em (Dis)curso; v. 17 n. 3 (2017): Linguagem em (Dis)curso; 315-329
1982-4017
reponame:Linguagem em (Dis)curso (Online)
instname:Universidade do Sul de Santa Catarina (UNISUL)
instacron:UNISUL
instname_str Universidade do Sul de Santa Catarina (UNISUL)
instacron_str UNISUL
institution UNISUL
reponame_str Linguagem em (Dis)curso (Online)
collection Linguagem em (Dis)curso (Online)
repository.name.fl_str_mv Linguagem em (Dis)curso (Online) - Universidade do Sul de Santa Catarina (UNISUL)
repository.mail.fl_str_mv ||lemd@unisul.br
_version_ 1800220575212240896

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