Formação de professores de língua inglesa a distância: atividades de reflexão em fóruns de discussão

Ribas, Fernanda Costa

doi:10.5007/1984-8412.2016v13n1p1037

Cited by 2 publications

(1 citation statement)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Estou de acordo com Borg (2011) de que as crenças têm fundamental importância na formação dos professores e se estimulados a refletir sobre elas durante esse processo de formação podem impactar a sua prática docente. Ribas (2016) também afirma que a exploração consciente das crenças dos professores em relação aos seus papéis é importante para o seu crescimento profissional. Sobre isso, acrescento que também é importante para o seu crescimento pessoal, uma vez que a identidade profissional perpassa pela identidade pessoal do sujeito.…”

Section: Considerações Sobre a Fase De Intervençãounclassified

Crenças, motivação e agenciamento político de professores de espanhol: formando uma comunidade de prática

Souza¹

View full text Add to dashboard Cite

Relying on the premise that the context may influence the re-signification of beliefs that may, therefore, influence the motivation and the practice of teachers, this research aimed to investigate the beliefs and the motivation of Spanish teachers in Montes Claros / MG, from the development of a community of practice for political empowerment of the Spanish language in the city. In order to reach the objective, methods and instruments particular of qualitative ethnographic research were carried out. Additionally, this study was developed under three stages: the diagnostic stage, the intervention stage and the evaluation stage. The first stage aimed to identify the beliefs of Spanish teachers about their teaching role and to diagnose their motivation regarding the instruction of the Spanish language. The data collection took place through a questionnaire, which was elaborated in Google Docs and submitted to Spanish teachers of the city. Based on such results, the second stage was directed to the development of an intervention project, the elaboration of a community of practice with the purpose of opening a space for reflection, collaboration, teacher training and implementation of actions regarding Spanish around the city. The discussions were held through the mobile application WhatsApp and through face-to-face meetings. In the third stage, we used a report that allowed us to analyze the impacts and the unfolding of this community in the beliefs and in the motivation of the teachers. Based on assumptions of the interpretative research, we opted to use different instruments that could favor data triangulation. As a result, the development of a community of practice among the teachers, through lectures on theoretical texts, debates, sharing of experience and collaborative development of actions allowed teachers to reflect upon their teaching role, forming positive beliefs about the need for better a performances within Spanish instruction. These beliefs also influenced teacher motivation in adopting a more political stance to defend the permanence or the inclusion of the Spanish Language as a school subject.

show abstract

Section: Considerações Sobre a Fase De Intervençãounclassified

Crenças, motivação e agenciamento político de professores de espanhol: formando uma comunidade de prática

Souza¹

View full text Add to dashboard Cite

show abstract

Reflective Hyperconnectivity of Social Networks Virtual Space as a Factor in the Design of Distant Learning Environment

Melezhik

Petrenko

Храбскова

2020

Vysš. obraz. Ross. (Print)

View full text Add to dashboard Cite

In this article, topics related to the urgent transition to distance education (DE), through decisive measures taken to protect Russian university community against consequences of COVID-19 epidemic are covered. Based on semi-structured interviews with administrators, faculty, IT specialists and students, it is argued that in the force majeure circumstances the university offers for DE a standard model of one-size-fits-all curriculum though modified through information and communication technologies. The use of the Internet in a localized online space is limited to delivering courses without considering needs of individual learners, their autonomy, preferences and prior knowledge of the subject. The observation method was used by both participant and non-participant. An experiment on the teachers’ self-assessment proves that many still view the university as a source of offline information for students. The article purports to discuss ways to promote DE by the concepts of postindustrial educational space connectivism, hyperconnectivity of social networks, teachers’ reflective practice, digital nativity of teachers and students in mastering information and communication technologies. It is claimed that real transition of a Russian university to DE cannot be achieved without internet-provided increased transactional distance in the dialogue between the teacher and students mediated by technology and reflective approach.

show abstract

Formação de professores de língua inglesa a distância: atividades de reflexão em fóruns de discussão

Cited by 2 publications

References 8 publications

Crenças, motivação e agenciamento político de professores de espanhol: formando uma comunidade de prática

Crenças, motivação e agenciamento político de professores de espanhol: formando uma comunidade de prática

Reflective Hyperconnectivity of Social Networks Virtual Space as a Factor in the Design of Distant Learning Environment

Contact Info

Product

Resources

About