Configuração de competencias de um professor de lingua estrangeira (ingles) : implicações para a formação em serviço

AUTOR(ES)
DATA DE PUBLICAÇÃO

1999

RESUMO

Based on the teaching approach analysis of a Foreign Language teacher (English) in an in-service context, we have aimed at a configuration and interrelationship of a participant teacher s competencies utilizing the model of developed competences presented by Almeida Filho (1993, 1999). The frequent contact with teachers of English, be it face-to-face or at a distance, led to the initial discussion about the participant teacher s linguistic-communicative competence. However, the setting initially obtained in the context with the participant teacher motivated the inclusion of the other competences of the set foreseen, namely: the linguistic-communicative competence, the implicit competence, the theoretical competence, the applied competence and the professional competence. The data collected fot this ethnographic-based research are made up, mainly, of recordings and transcriptions of the participant teacher s lessons and interviews given by the participant teacher. The analysis thus obtained indicates an interplay of the various competences in the participant teacher s practice and also that a cycle of reflection towards change may be initiated with any one of the recognized competences. The analysis also made evident that there is a precedence or priority relationship among the competences showing the salience of the professional competence now considered as macro-dymamizer of the development of the other competences

ASSUNTO(S)

linguistica aplicada linguas - formação de professores língua inglesa - estudo e ensino

ACESSO AO ARTIGO

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