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O professor crítico-reflexivo de língua inglesa na contemporaneidade: do estágio à prática docente
| Content Provider | Semantic Scholar |
|---|---|
| Author | Borges, Mônica Veloso |
| Copyright Year | 2018 |
| Abstract | This is the result of a qualitative ethnographic research, carried out with teachers in training attending the fifth semester of the Undergraduate English Language at UNEB Campus XIV, in the town of Conceição do Coité. The main objective of this study is to investigate how critical reflection, linked to a fomenting action of thinking the act of teaching, reaches the intern student within the Supervised Internship discipline. The metodology used had as instruments of research the analysis the regulations governing the Supervised Internship discipline; the summaries and planning of the mentor teacher; class observation of future English language teachers; analysis of semistructured interviews and questionnaires answered by teachers in training. The use of documentation from the Supervised Internship Discipline, allowed me to perceive in detail the daily tasks of the trainees in their construction of methodological strategies to be applied in their classes. The experience of class observation enabled me to identify the behavior of trainees towards the challenges imposed on the unpredictability that is the dynamics of a school practice. The survey data revealed that, regardless of whether trainees had had some prior experience in the classroom, they had a tangible weakness in the lesson planning, concerning critical reflection about their daily tasks. On the other hand, it was noticeable among them the impact on both the theoretical reflection as in practical actions, as the reflective debate made possible by the Supervised Internship discipline would be legitimizing. In conclusion, it was possible to identify how critical thinking is characterized as an essential element in the formation of future teachers. Critical reflection fulfills the function deconstruction and redefinition of values, beliefs and prejudices, identified the trainees and reflected in a direct way in their professional practice. In this context, Supervised Internship discipline ultimately becomes a mediation tool for excellence of dialectical encounter between the prior knowledge of the intern and the construction of new knowledge. What really is at stake, after all it is the possibility of carrying out a work that contemplates the final result the best qualification of future English language professionals. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repositorio.ufba.br/ri/bitstream/ri/27982/1/BORGES,%20M%C3%B4nica%20Veloso.%20DISSERTA%C3%87%C3%83O.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
