Curso de desenvolvimento de professores no centro binacional de Brasília : contribuições para a prática pedagógica do ensino de língua inglesa

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The present study aims to analyze the contributions that Teachers Continued Education has made to the pedagogical practice of English teachers in language institutes. In order to do so, an analysis of the Teachers Development Course (TDC) in a Binational Center, as an instance of continued education, has been made. The aspects considered were the advances and improvements in the pedagogical practice, the role played by the TDC in this respect, as well as the contributions and challenges faced by those seeking professional development in the area. The method chosen, a qualitative analysis through in-depth case study, took three English teachers and their groups into consideration. Data has been collected through class observations, one-toone interviews with the teachers and focal groups of students. After that, data was analyzed and, as a result, specific areas have been built in order to answer the research questions previously proposed. Results suggest that the TDC has contributed to the consolidation of more critical and reflective teaching practice as opposed to a more repetitive style of teaching practice. In this process, Supervised Teaching Practice (PES) during the TDC played a major role as a moment of socialization of experiences among the teachers and their tutors. As a result, these moments have turned out to be extremely relevant, enabling teachers to re-build and modify their own pedagogical practice. So, in this sense, considering the somewhat standardized context in which language teachers usually work, one can state that Teachers Continued Education has made significant contributions to pedagogical practice, as several pieces of evidence of creative praxis were found during class observation procedures. Also, the interviews showed a more critical and reflective behavior on the part of the teachers. On the other hand, the study shows that the concept of Professional Development in this instance of Continued Education is still restricted to theoretical and methodological knowledge, as well as to the interpersonal dynamics between teachers and students. However, one should consider the term in a broader sense, contemplating social aspects such as the professional group and its current working conditions. Finally, it has been concluded that despite the relevance and effectiveness of the topics approached by the TDC, there should be more opportunity for discussion and participation of the students in the construction of the course curriculum in order to consolidate a political and pedagogical project for the course.

ASSUNTO(S)

língua inglesa - estudo e ensino professores - formação professores de línguas pedagogia educacao

ACESSO AO ARTIGO

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