Histórias de aprendizagem de língua inglesa e de formação de professores

• Ano de defesa: 2010
• Autor(a) principal: Bengezen, Viviane Cabral
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; BR; Programa de Pós-graduação em Estudos Linguísticos; Linguística Letras e Artes; UFU
• Palavras-chave em Português: Língua inglesa - Estudo e ensino; Língua inglesa - Formação de professores; Formação de professor; Pesquisa narrativa; Aprendizagem de língua inglesa; Gêneros; Teacher education; Narrative inquiry; English language learning; Genres; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/15388

This work aims at analyzing and reflecting on the stories of English teacher education at the Modern Languages course. My specific goals were to observe and narrate pre-teachers' English learning and teacher education stories, besides my own teaching stories as a language teacher and the continuous education process I lived throughout the inquiry. The research was carried out alongside some undergraduate students attending a critical-reflexive English learning course at a Brazilian Federal University. I was also a researcher-participant. The theoretical background used to discuss pre-teachers' and my own English teaching and learning stories includes Wallace (1991), Celani (2001), Cristóvão and Szundy (2008), Gimenez (2007), Ifa (2006), Teixeira-da-Silva (2006), Mello (2004), Telles (2004) and Motta- Roth (2001). Yet, Carr and Kemmis' (1988), Schön s (1983, 2000), Van-Manen's (1990) and Diamond's (1991) perspectives guided some of the discussions. The research theoreticmethodological approach I used in the inquiry was Clandinin and Connelly's (2000) Narrative Inquiry perspective. The field texts that I composed emerged from the activities of MOODLE, students' and my e-mails exchanges, field notes written by me during the experiences lived in the classroom, the course curriculum and activities and the diaries written during the research process. These documents were viewed with the lens of Ely, Vinz, Downing and Anzul's (2001) interpretative perspective, who sustain possibilities for composing meanings in the research. In reconstructing the lived experiences, I composed the themes: stories of being a teacher, stories of being a researcher, stories of using technology and stories of English language teaching. These themes that emerged out of the pre-teachers' and my own stories point out to the learning that I, the researcher, and the participants could experience through the research process we lived.