Desenvolvimento de competências de professores de língua inglesa por meio de diários dialogados de aprendizagem
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2007-12-14Autor
Kaneko-Marques, Sandra Mari
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English language teaching demands preparation of critical and reflective
professionals capable of developing a teaching practice that could enhance the language
learning process. For this reason, it is necessary that Teacher Education Courses provide them
opportunities for building competences to improve the quality of their work in many different
educational contexts. This research aims at presenting an English Teacher Preparation Course
of a Public University in which recent changes in the curriculum were made based on new
demands from the Brazilian Ministry of Education for Teacher Education Programs. Focusing
on developing prospective teacher s linguistic competence through theoretical and
professional competences, reflections about language learning process were included since the
first semesters of the course. To favor both building and development of these competences in
future English teachers, dialogue journals were used in order to provide reflections about
English language learning and teaching and also to offer theory and practice in a coherent
manner as hold by Reflective Teaching. Benefits of the use of dialogue journals described in
this study reveal that these personal logs can cater to continuous learning that many other
resources might not provide, since teacher candidates can use their previous language learning
experiences as language learners to understand their own process, as well as that of their
future students. Results indicate that dialogue journals are meaningful tools to make future
teachers integrate new information from theory in the course content to their background
knowledge, enabling the development of linguistic, theoretical and professional competences.
It is possible to suggest that keeping this ongoing written dialogue with future teachers is
relevant because it is by means of reflection and introspection required in this task that they
can be stimulated to engage in critical thinking to foster continuous professional growth.