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O saber reflexivo-colaborativo no ensino de Português Língua Estrangeira : significados construídos na interação do par mais experiente com professores em formação
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O saber reflexivo-colaborativo no ensino de Português Língua Estrangeira : significados construídos na interação do par mais experiente com professores em formação
Bibliographic description
| title: | O saber reflexivo-colaborativo no ensino de Português Língua Estrangeira : significados construídos na interação do par mais experiente com professores em formação |
| alternative title: |
Reflective and collaborative knowledge in the teaching of Portuguese as a Foreign Language : the construction of meanings in the process of interaction between pre-service teachers and a more experienced peer El saber reflexivo-colaborativo en la enseñanza de Portugués Lengua Extranjera : construcción de significados en la interacción del profesor tutor y profesores en formación |
| author: | Izaki Gómez Marina  , Viana Nelson |
| journal title: | Linguagens |
| volume: | 13 |
| issue: | 1 |
| date of publication : | 2019 |
| pages: | 115-135 |
| eISSN: |
1981-9943 |
| DOI: | |
| URL: |
https://bu.furb.br/ojs/index.php/linguagens/article/view/8402 |
| date accessed: |
2020-05-12 |
| language: | Portuguese |
| journal language: | Portuguese |
| abstract in English: | One of the challenges in teacher education is dealing with the gap between theory and practice (LEFFA, 2006). This has been the focus of discussions promoted by several authors of the Language Teaching field, which corroborates the relevance of developing research, approaching the topic. Taking into account that teacher education in the field of Portuguese as a foreign language is still under investigated (DUTRA, 2010) and that it should receive more attention, this article aims at presenting and discussing discursive meanings produced in the process of interaction between an expert teacher and pre-service teachers. Based upon findings from a doctoral research, this work relies on reflective processes theories and on the sociocultural approach applied to teacher education. Creating opportunities which allows pre-service teachers to discuss his/her practice is imperative to develop the reflective process. In this sense, the expert teacher can collaborate to expand critical perception. Research methodology relies on an ethnographic qualitative perspective. Based on the findings achieved, we conclude that the action of at least one expert teacher has the potential to help pre-service teachers of PFL to construct reflection collaboratively through interaction. As a result of the doctoral research, we propose an organizational chart (included in this article), related to collaborative work in PFL and Reflective-Collaborative Knowledge, in teacher education. |
| keywords in English: | teacher education, interaction, reflection |
| number of pulisher's sheets: | 1,3 |
| affiliation: | Wydział Filologiczny : Instytut Filologii Romańskiej |
| type: | journal article |
| subtype: | academic paper |
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Except where otherwise noted, this item's license is described as Udzielam licencji. Uznanie autorstwa 4.0 Międzynarodowa
Projekt „Repozytorium otwartego dostępu do dorobku naukowego i dydaktycznego UJ” współfinansowany w ramach poddziałania 2.3.1 „Cyfrowe udostępnianie zasobów nauki” Programu Operacyjnego Polska Cyfrowa z Europejskiego Funduszu Rozwoju Regionalnego i budżetu państwa na podstawie umowy o dofinansowanie nr POPC.02.03.01-00-0030/17-00
