What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme-Reference-Cited by-同舟云学术

What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme

Published:2017-01-26 Issue:2-3 Volume:9 Page:273-305
ISSN:1868-6311
Container-title:Applied Linguistics Review
language:en
Short-container-title:

Author:

Costa Ribas Fernanda¹,Manzan Perine Cristiane²

Affiliation:

1. Institute of Languages, Literature and Linguistics , Federal University of Uberlandia , Avenida Joao Naves de Avila 2121 Bloco U, Uberlandia , Minas Gerais 38408100 , Brazil

2. Federal Institute of Education , Science and Technology of Triangulo Mineiro , Fazenda Sobradinho, s/n, Uberlandia , Minas Gerais 38400970 , Brazil

Abstract

Abstract This paper aims to investigate the beliefs of student teachers on a distance teacher education course about being an English teacher in Brazil. The theoretical framework of this paper is based on studies about beliefs in language teaching and learning (Barcelos and Kalaja 2011. Introduction to beliefs about SLA revisited. System 39(3). 281–289), and distant teacher education (Borg et al. 2014. The impact of teacher education on pre-service primary English language teachers. London: British Council). Data were collected in a supervised teaching practicum course in an English Language and Literature Distance Programme provided by a federal public university in Brazil. The data stem from visual narratives and meta-narratives posted on two online discussion forums. It is expected that the results of this study will contribute to advancing research on the use of visual materials in the investigation of beliefs, and that they will foster the debate on the contributions of visual narratives to teachers’ reflections, particularly in distance teacher education settings.

Publisher

Walter de Gruyter GmbH

Subject

Linguistics and Language,Language and Linguistics

Link

https://www.degruyter.com/document/doi/10.1515/applirev-2017-0002/pdf

Reference50 articles.

1. Araújo, Denise. 2004. Crenças de professores de inglês de escolas públicas sobre o papel do bom aprendiz: Um estudo de caso [Beliefs of public school English teachers about the role of the good learner: A sudy case]. Belo Horizonte, MG: Universidade Federal de Minas Gerais MA thesis.

2. Araújo, Denise. 2006. O processo de reconstrução de crenças e práticas pedagógicas de professores de inglês (LE): Foco no conceito de autonomia na aprendizagem de línguas [The process of reconstruction of teacher beliefs and pedagogical practices (FL): Focus on the concept of autonomy in language learning in the Portuguese language]. In Ana Maria F. Barcelos & Maria Helena Vieira-Abrahão (eds.), Crenças e ensino de línguas: Foco no professor, no aluno e na formação de professores, 189–202. Campinas, SP: Pontes Editores.

3. Barcelos, Ana Maria F. 2001. Metodologia de pesquisa das crenças sobre aprendizagem de línguas: Estado da arte [Research on beliefs about language learning methodology: State of art]. Revista Brasileira de Linguística Aplicada 1(1). 71–92.10.1590/S1984-63982001000100005

4. Barcelos, Ana Maria F. 2004. Crenças sobre aprendizagem de línguas, linguística aplicada e ensino de línguas [Beliefs about language learning, applied linguistics and language teaching in the Portuguese Language]. Linguagem & Ensino 7(1). 123–156.

5. Barcelos, Ana Maria F. 2006. Cognição de professores e alunos: Tendências recentes na pesquisa de crenças sobre ensino e aprendizagem de línguas [The cognition of teachers and students: Recent trends in the research of beliefs about language teaching and learning in the Portuguese language]. In Ana Maria F. Barcelos & Maria Helena Vieira-Abrahão (eds.), Crenças e ensino de línguas: Foco no professor, no aluno e na formação de professores, 15–42. Campinas, SP: Pontes Editores.

Cited by 7 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Visual metaphors and metonymies in pre-service teachers’ reflections: Beliefs and experiences in the learning and teaching of writing;Teaching and Teacher Education;2023-02

2. An Analysis of the Effects of the English Language and Literature on Students’ Language Ability from a Multidimensional Environment;Journal of Environmental and Public Health;2022-09-13

3. Images to foster student teachers’ reflective practice and professional development;Promoting professionalism, innovation and transnational collaboration: a new approach to foreign language teacher education;2022-07-25

4. Reflective Hyperconnectivity of Social Networks Virtual Space as a Factor in the Design of Distant Learning Environment;Vysshee Obrazovanie v Rossii = Higher Education in Russia;2020-10-15

5. What does language awareness look like? Visual methodologies in language learning and teaching research (2000–2018);Language Awareness;2020-07-08