Perfis de competências de professores de língua estrangeira (inglês) em serviço e sua permeabilidade a mudanças

AUTOR(ES)

Katia Andrea da Silva Falcomer

DATA DE PUBLICAÇÃO

2009

RESUMO

Several studies have revealed that, due to various factors, few public schools teachers of English as a foreign language have the opportunity of professional development after graduating. In a partnership project between a Binational Center in Brasília and The Embassy of The United States of America, a group of teachers from the Educational Service of the Federal District participated in a continuing education course that had the main objectives of improving the teachers mastery of the target language and developing their teaching practice. This study deals with the investigation of the FL teaching competences of this group of teachers based on the definition of competences proposed by Almeida Filho (1993). This case study aimed at analyzing the competences profile obtained from the participant group of teachers and investigating any signs of possible changes in these competences regarding the teachers evaluation of the course at its conclusion. The data was obtained by way of individual interviews, a video recorded group interview, written narratives, reflection sessions, and official documents. The results suggest that at the time of the beginning of the development course, the teachers were used to acting mainly upon their Implicit Competence and also that they presented very limited Theoretical Competence. At the end of the course, the results suggest some changes in the Linguistic-Communicative, Theoretical, Applied, and Professional Competences of the participants. According to the teachers evaluation, it was observed that there is a tendency to develop the Professional Competence in special. This study can contribute to make the importance of competences evident in the global development of teachers, as well as the relevance of this theory to the conception of continuing education courses to teachers of English, once it makes it possible to analyze the development of the FL professional in different aspects. We believe that a continuing education course that takes the real developmental needs of the teachers into account has more chances of arousing changes in the classes these teachers give; therefore, it will promote a more qualified teaching of the English language.

ASSUNTO(S)

competência teórica linguistica aplicada efl teacher development desenvolvimento do professor competência implícita formação continuada language teaching competences competência profissional competência aplicada competência lingüístico-comunicativa continuing education for fl teachers

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