Detalhes bibliográficos
| Ano de defesa: |
2017 |
| Autor(a) principal: |
Barbosa, Daniela Mota |
| Orientador(a): |
Giovanni, Luciana Maria |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: História, Política, Sociedade
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/20276
|
Resumo: |
This research aims to study English teacher’s professional development, focusing on the teachers who work at primary level in São Paulo’s public schools since 2012. Our initial hypothesis is that teachers are not usually suficiently prepared to teach primary classes as they leave the university. In this work, we will study the teacher development courses offered by the Municipal Department of Education in São Paulo in order to prepare the teachers who teach English in primary classes. The theoretical framework was based upon studies made by authors such as Carlos Marcelo, Maurice Tardif and Danielle Raymond, Lynne Cameron, Halliwell, Rocha, Rodrigues and others. The research was carried out through the analysis of documents - such as legislation documents or material offered in teacher development courses – and interviews with 02 teacher educators, 06 English teachers and 01 coordinator from the Municipal Department of Education. The results show that teacher development courses are not effective unless there is more investment in items such as the writing of curriculum guidelines, improvements in schools’ infrastructure, better teaching resources, etc. The results also point out to the importance of taking teachers’ experience and everyday reality into consideration during teacher development courses |
