Elaboração de tarefas comunicativas por professores em formação: aprofundando compreensões, refletindo sobre o processo

Abstract

This qualitative research, aims to investigate how teachers in initial and continuing education materialize the principles of Task Based Teaching after designing activities at the end of a course about it. We also sought to understand if the activities can be defined as tasks, and which were the conceptions of teachers about the TBT. We have as a theoretical support the principles that define tasks (PRAHBU, 1987; SKEHAN, 1996; WILLIS, 1996; XAVIER, 1999; ELLIS, 2003; BARBIRATO, 2005) and studies on teacher education and reflective practice (SCHÖN, 1983; CELANI, 2001; VIEIRA ABRAHÃO, 2010; NÓVOA, 2009; KFOURI-KANEOYA, 2009). A questionnaire, an interview and recordings of the lessons of the extension course were used as data collections. The teacher's productions were also used as a source of analysis. The results showed that teachers, both in initial and continuing training, were able to fulfill the objective of elaborating a task in accordance to its principles previously defined. In addition, it was possible to investigate that the teachers' conceptions about the TBT were summed up in defining task based on an interactionist perspective. The data also showed that theory study associate with opportunity of practice and teacher's reflection could bring positive results to an initial and continuing education of language teachers.