Imagens enquanto expressão de conhecimento de uma professora iniciante em pratica de ensino em ingles

AUTOR(ES)
DATA DE PUBLICAÇÃO

1998

RESUMO

Set in the general area of socialization (Staton &Hunt, 1992), the present study examines the images held by a novice teacher educator in her first year of experience in the discipline known as Prática de Ensino de Inglês (English as a Foreign Language Teacher EducationEFLTE). The theoretical framework which supports the study draws on the concepts of image proposed by Clandinin (1985) and by Korthagen &Lagerwerf (1996). Playing a subsidiary role in the task of identifying images, the theoretical notions of orientational metaphor and ontological metaphor (Lakoff &Johnson, 1980) are also used. Since biography (Britzman, 1986) is a component of the concept of image that guides the present study, it offers grounds for the identification of images held by the novice before starting working as a teacher educator. It also gives way to interpreting its influence on the images shaped in EFLTE. The study seeks to identify the novice s self-image, the image of students, of colleagues and of the knowledge within a context thought of in terms of Connelly and Clandinin s (1995) metaphorical expression, namely professional knowledge landscapes. The images were classified according to the way they were perceived by the novice teacher educator - positive, negative (Calderhead &Robson, 1991), ideal (Britzman, 1986) -, .and according to their features of flexibility and inflexibility (Calderhead &Robson, 1991). Images referred to as emergent, initial, final, and those perceived as real were also identified. The type of image named ideal de serves special attention due to its potential both to create a sense of alienation from reality and to help the novice teacher educator overcome difficulties faced in her work. The results show that due to some rigidity of certain facets of the images identified, they seem to be extensions of the images the novice held before starting working as a teacher educator. The novice s self-image portrays a teacher with a role of a mother and a friend of the student-teachers, a person very independent, confident, although still inexperienced in the preparation of EFL teachers. Thanks to an idealized perception, the final image of the student-teachers held by the novice shows them as holding a teacher posture desired by her, although with a fragile knowledge of English. The colleagues, through an image perceived as real, are portrayed as ironical, controllers, agressive and non-supportive. On the other hand, they are ideally seen as allies. An ideal image of the knowledge necessary to prepare teachers of English refers to three elements o the professional knowledge landscape: 1) the novice-teacher who needs to find a way to deal with the theory she has to teach; 2) the student-teachers whose improvement in language proficiency is desired by the novice teacher; and 3) the Curso de Letras (undergraduate course of Letters) which is seen as one that should start preparing student-teachers since the first years of the course. Teacher Education both as a teaching area and as a field of research can benefit from the understandings provided by the present study. Here it is revealed that, more than any appeal made by researchers, the action of a novice teacher educator in a new professional context is guided by the images shaped by her educational experiences

ASSUNTO(S)

professores - formação lingua inglesa - estudo e ensino

ACESSO AO ARTIGO

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