Integração de tecnologias e webtecnologias no ensino de língua inglesa: concepções teóricas, crenças e interações na prática docente
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Data
2012-06-29
Autores
Vieira, Azenaide Abreu Soares [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem como objeto de investigação a formação tecnológica de professores em serviço em ambiente bimodal. Objetiva-se analisar concepções teóricas e crenças de professores de língua inglesa sobre ensino mediado por tecnologias e verificar como estas interagem na reconstrução da prática docente a partir das orientações dos cursos vinculados ao Programa Proinfo Integrado. A tese que norteia a pesquisa é a de que as características do programa de formação tecnológica Proinfo Integrado e o perfil dos professores participantes da pesquisa são fatores propícios à promoção de ressignificação da prática de ensino de língua inglesa. A pesquisa justifica-se pela necessidade de ter a formação em serviço como foco de investigação, a fim de questionar a formação a partir da prática e verificar como ocorre a tríade ação-reflexão-ação a partir de cursos de aperfeiçoamento tecnológico oferecidos no molde semipresencial. O arcabouço teórico utilizado está centrado nos estudos sobre concepções de linguagem e abordagens de ensino de línguas; crenças de ensino de línguas; formação e atuação do professor de línguas na era digital e ferramentas de mediação integradas à educação. Adota-se como metodologia de investigação a abordagem qualitativa, de natureza etnográfica. Os instrumentos de coleta de dados foram: questionário aberto e dialogado, entrevista semiestruturada, ferramentas do e-proinfo e portfólio online. Ao longo do processo de coleta, os dados foram categorizados de forma a ser possível triangular as informações para responder às perguntas de pesquisa à luz das teorias subjacentes. A análise permitiu-nos perceber que, ao ser instigado a integrar diferentes tecnologias em suas atividades pedagógicas, o professor de língua inglesa adota diferentes abordagens de ensino, sendo...
The main aim of this study is to investigate a technological education program in blended learning offered to English teachers. In this research, we analyze theoretical concepts and beliefs about teaching English mediated by technologies and verify how they interact in the teachers’ practice guidance from the courses linked to Proinfo Integrated Program. The underlying concept of the research is that the characteristics of the technological education program, Proinfo Integrated and of the English teachers affect the English teaching. The justification for the study is that there is a need to focus in service education. We intend to question the education program from practice and examine how it promotes the triad action-reflection-action from the technological courses offered in blended learning. The theoretical underpinnings are language concepts, teaching and learning approaches, beliefs about teaching language, training and practice of English teaching in digital era, and mediation tools in Education. The methodology adopted for the investigation is interpretative with ethnographic characteristics. Data were collected from open-ended and dialogic questionnaires; semi-structured interviews; e-proinfo tools; and online portfolio. While collecting the data, information obtained was organized in order to facilitate triangulation as to answer the research questions based on the theories. The results reveal that when English teachers are instigated to integrate technologies in pedagogical activities, they choose different teaching approaches such as appropriation, complementation, production and/or interaction. Therefore, we can say that the education program, Proinfo Integrated presents teachers a variety of approaches in introducing the linguistic subject using different technologies according to their own... (Complete abstract click electronic access below)
The main aim of this study is to investigate a technological education program in blended learning offered to English teachers. In this research, we analyze theoretical concepts and beliefs about teaching English mediated by technologies and verify how they interact in the teachers’ practice guidance from the courses linked to Proinfo Integrated Program. The underlying concept of the research is that the characteristics of the technological education program, Proinfo Integrated and of the English teachers affect the English teaching. The justification for the study is that there is a need to focus in service education. We intend to question the education program from practice and examine how it promotes the triad action-reflection-action from the technological courses offered in blended learning. The theoretical underpinnings are language concepts, teaching and learning approaches, beliefs about teaching language, training and practice of English teaching in digital era, and mediation tools in Education. The methodology adopted for the investigation is interpretative with ethnographic characteristics. Data were collected from open-ended and dialogic questionnaires; semi-structured interviews; e-proinfo tools; and online portfolio. While collecting the data, information obtained was organized in order to facilitate triangulation as to answer the research questions based on the theories. The results reveal that when English teachers are instigated to integrate technologies in pedagogical activities, they choose different teaching approaches such as appropriation, complementation, production and/or interaction. Therefore, we can say that the education program, Proinfo Integrated presents teachers a variety of approaches in introducing the linguistic subject using different technologies according to their own... (Complete abstract click electronic access below)
Descrição
Palavras-chave
Educational technology, English language teaching, Lingüística aplicada, Professores de ingles - Formação, Língua inglesa - Estudo e ensino, Tecnologia educacional, Inovações educacionais, Internet na educação
Como citar
VIEIRA, Azenaide Abreu Soares. Integração de tecnologias e webtecnologias no ensino de língua inglesa: concepções teóricas, crenças e interações na prática docente. 2012. 241 f. Tese (doutorado) - Universidade Estadual Paulista, Instituto de Biociências, Letras e Ciências Exatas, 2012.