WRITING WASN’T USUAL FOR ME: ACADEMIC LITERACY AND PROFESSIONAL DEVELOPMENT WITHIN A COMMUNITY OF PRACTICE
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Outros Autores: | |
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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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 |