Detalhes bibliográficos
| Ano de defesa: |
2014 |
| Autor(a) principal: |
Baptista, Janara Barbosa [UNESP] |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual Paulista (Unesp)
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
http://hdl.handle.net/11449/127572
|
Resumo: |
Since the advent of the digital age, there is the need to critically analyze Teacher Education Courses in order to ensure that foreign language teachers are being prepared for the challenge of thinking critically and helping students to communicate in new technological situations both inside and outside classrooms. This work aims precisely at verifying teacher education regarding the use of information and communication technologies during English teaching practicum, which is part of a distance course on that topic, of a Teacher Education Course of a private college, focusing on how a group of future English teachers deals with these technologies and what contradictions they have to face. The theoretical underpinnings are language teacher education (GIMENEZ, 2004, 2005; GIL, 2005; JOHNSON, 2009; SILVA; ARAGÃO, 2013; PAIVA, 2012) and the use of technologies (BAX, 2003 2011; PAIVA, 2008; BRAGA, 2013; MASSETO 2012; MAYRINK, GARGIULO, 2013) and also Activity Theory (VYGOTSKY, 1978; LEONTIEV, 1981, ENGESTRÖM, 1987, 1999, 2001, 2008 2009). As for the methodology, this is a qualitative study and the data is collected by means of questionnaires, field observations, interviews, final reports and researcher's reflective diaries. The results indicate that the experience during the distance course enabled participants to discuss and reflect on the use of technologies in the language teaching and learning process although they kept using technologies in a traditional way during the practicum. Furthermore, historical contradictions seem to have influenced the Activity System investigated (using technology in the English practicum) concerning the infrastructure for the practicum development. It is argued, therefore, that theoretical- practical experience during undergraduate courses can help to better prepare future teachers to use technologies for learning and teaching foreign languages |
