ENGLISH TEACHING ASSISTANTS IN BRAZIL: CONCEPTIONS OF SUBJECT MATTER, TEACHING AND LEARNING TO TEACH

Autores/as

  • Paulo Boa Sorte Universidade Federal de Sergipe

DOI:

https://doi.org/10.20952/revtee.v11i25.8251

Resumen

This paper aims at analyzing the conceptions of subject matter, teaching and learning to teach of two English Teaching Assistants from the United States who work in Brazil at the CAPES/ Fulbright Program, named English Teaching Assistants (ETA), which supports Languages Without Borders. The theoretical bases are teacher cognition (or teacher thinking) and conceptions (PRATT, 1992, FREEMAN, 1996, BORG, 2003, LAM & KEMBER, 2006; BURNS ET AL, 2015). The data were collected through interviews and the analysis is based on Freeman (1998), whose elements are to naming, grouping, finding relationships and displaying. These elements are used to avoid what is called the "impulse to teach", since the teacher educator is also the author of the study, and intends to do an analysis without any previous interpretations. The results show the way the conceptions of the interviewed teachers are related to each other, revealing aspects of their practices and previous educational experiences.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Paulo Boa Sorte, Universidade Federal de Sergipe

Ph.D. in Applied Linguistics from the Pontifical Catholic University of São Paulo, Brazil. Professor at the Undergraduate Program of Foreign Languages and Graduate Program of Education at the Federal University of Sergipe, Brazil. Fulbright Visiting Scholar at the University of Michigan/ School of Education, USA (January through May, 2017).

Citas

BAILEY et al. The language learner’s autobiography: examining the “apprenticeship of observation”. In: FREEMAN, D. RICHARDS, J. (Org). Teacher learning in language teaching. Cambridge: Cambridge University Press, 1996, p. 11-29.

BORG, S. Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. In: Language Teaching, v. 36 n. 2, 2003, p.81-109.

BURNS et al. Theorizing and studying the language-teaching mind: mapping research on language teaching cognition. In: The Modern Language Journal, v. 9, n.3, 2015, p. 585-601.

FREEMAN, D. Doing Teacher Research: from inquiry to understanding. Boston: Heinle Cencage Learning, 1998.

FREEMAN, D.; RICHARDS, J.(Org.) Teacher learning in language teaching. New York: Cambridge University Press, 1996.

LAM, B.H; KEMBER, D. The relationship between conceptions of teaching and approaches to teaching. In: Teachers and Teaching, v.12 n. 6, 2006, p. 693-713.

LORTIE, D. Schoolteacher: a sociological study. Chicago: University of Chicago Press, 1975.

PRATT, D. Conceptions of teaching. In: Adult Education Quarterly, v. 42 n. 4, 1992, p. 203–220.

Descargas

Publicado

2018-03-29

Cómo citar

Sorte, P. B. (2018). ENGLISH TEACHING ASSISTANTS IN BRAZIL: CONCEPTIONS OF SUBJECT MATTER, TEACHING AND LEARNING TO TEACH. Revista Tempos E Espaços Em Educação, 11(25), 227–238. https://doi.org/10.20952/revtee.v11i25.8251

Número

Vol. 11 Núm. 25 (2018): Abril-Junho

Sección

Artigos de Demanda Contínua

Licencia

À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.