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| Author(s): |
Fernando Silvério de Lima
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | São José do Rio Preto. 2017-06-21. |
| Institution: | Universidade Estadual Paulista (Unesp). Instituto de Biociências Letras e Ciências Exatas. São José do Rio Preto |
| Defense date: | 2017-05-29 |
| Advisor: | Maria Helena Vieira Abrahão |
| Abstract | |
This research dwells on foreign language teacher education from a cultural-historical perspective. The theoretical framework comprises Vygotsky’s psychology and his colleagues, developments of their research for instruction, as well as perspectives from Education and Applied Linguistics regarding teacher education. Through narrative inquiry with a longitudinal qualitative design, the pathways of three English teachers in initial education were reconstructed throughout four years. The oral narratives and written accounts lead to the proposition of the teacher development pathway as a spiral in which different events are related and each progress is characterized by the shift to a stage previously traveled. In such spiral, different gaps became evident and were longitudinally interpreted as attempts for progress while traveling back to a stage that remained incomplete and impacts current advance. These gaps were found: a) between the idealistic view of the profession and the reality shock through the expectations of the education program towards language proficiency; b) in the attempts to internalize tools that became available for teacher development (i.e., reading diaries, reports, lesson plans); c) in the role of practice in college as opposed to early entrance in the professional field without proper preparation and d) in the relation between scientific concepts introduced during the internship and the teacher’s everyday concepts. The implications of this inquiry propose that a cultural-historical perspective provides a way to conceptualize the contemporary profile of foreign language teachers as a complex process in which conflicts emerge as the starting point for understanding the gaps that compete with teacher development. (AU) | |
| FAPESP's process: | 13/04431-6 - TRAJECTORIES IN THE MAKING: A SOCIOCULTURAL PERSPECTIVE ON BECOMING AN ENGLISH TEACHER |
| Grantee: | Fernando Silverio de Lima |
| Support Opportunities: | Scholarships in Brazil - Doctorate |