A formação reflexiva do professor de línguas estrangeiras

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This research has as study theme the teacher reflective development of modern foreign language. This investigation has its significance inside teacher s development field of study as well as for their practice, mainly inside language institutes. What guides this investigation is the teacher development inside a reflective approach. What are the reflective process teachers use to develop their practice? What kind of difficulties they have when facing the reflective approach inside a foreign language institute teaching? What are the difficulties teachers have facing the reflective thought? Theoretical proposals based on Dewey, Schön and Richards are the main goals for this study, as well as developing a reflective program for teachers, and also analyzing and discussing some possibilities this approach can bring for the theory and practice knowledge. Theoretical references are based on John Dewey (1959 a,b), Donald A. Schön (2000), Jack C. Richards and Charles Lockhart ( 2005 b), Jack C. Richards and Thomas S.C. Farrell (2005 a) about the reflective approach and the reflective thought concepts; and Isabel Alarcão (2004) on reflective teacher s development. The research methodology follows a qualitative approach and participant observation as investigation instrument; investigation was guided as theoretical references by authors such as Uwe Fick (2004), Tim May (2004), and Heraldo Marilin Viana(2003). For research adjustment it was used teacher s meeting records and questionnaires, in which were found theoretical categories inside Dewey, Schön and Richard s theories as the reflective development and difficulties teachers assume inside their professional practice; selfinvestigation as well as selfknowledge as tools to develop their reflective practice. Among main results, this study brought me a better knowledge for my own practice, and the opportunity to offer some teachers a continued development stimulating selfinvestigation and selfknowledge through reflective tools developing their practice and helping them transform themselves and the educational context they belong to.

ASSUNTO(S)

education, higher language teachers reflection (philosophy) educacao reflexão (filosofia) linguagem e línguas - estudo e ensino professores de línguas - formação ensino superior - dissertações language and languages

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