A (re)significação de experiências de uma professora de língua inglesa: desenvolvimento profissional contínuo e autônomo
Carregando...
Data
2019-04-24
Autores
Queiroz, Rodrigo Nascimento de
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Os conflitos, anseios e indagações são características que compõem o conjunto de experiências da formação profissional do professor de língua inglesa (LI). As experiências profissionais podem revelar-se como objetos para instrumentalizar a reflexão contínua que possibilite um desenvolvimento demarcado pelos fatores contextuais e as atitudes pedagógicas do professor. O objetivo geral é propor a implementação de uma investigação que propicie o engajamento de atitudes transformadoras orientadas a partir de práticas reflexivas e colaborativas, possibilitando assim um processo de (re)significação das experiências de uma professora de LI. No intuito de compreender o contexto profissional do professor de línguas e permitir a interpretação adequada de ferramentas que partem de princípios da prática reflexiva a respeito das cognições constituídas nas experiências de uma professora de LI, essa investigação contempla a discussão dos seguintes aportes teóricos: (i)uma visão crítica dos cenários atuais na formação de professores de línguas; (ii); a prática reflexiva como instrumento para o conscientização do professor acerca do contexto profissional (ZEICHNER; LISTON, 2014); (iii) uma caracterização dos aspectos que moldam o desenvolvimento profissional e contínuo do professor (DAY, 1999; BORG, 2015); (iv) os referenciais que correspondem ao conjunto das cognições do professor (BORG, 2003; 2006; 2012; 2015) e (v) a qualidade da proficiência linguística, comunicativa e pedagógica do professor de línguas (CONSOLO; TEIXEIRA DA SILVA, 2014). A metodologia adotada é a pesquisa-ação como também a perspectiva do estudo de caso, na qual as experiências registradas da professora de LI fundamentam as interpretações de seu cotidiano profissional. Os dados foram constituídos a partir de dois ciclos experienciais evidenciados na prática de ensino e contexto profissional da professora de LI – a escola 1/primeiro ciclo e a escola 2/segundo ciclo. Os instrumentos que constituíram as experiências dos ciclos foram narrativas escritas; observação das aulas; sessões reflexivas; aplicação do Exame de Proficiência para Professores de Língua Estrangeira (EPPLE); autoavaliações; produção de unidades didáticas; gravação das aulas em áudio e vídeo e notas de campo.Com as relações constituídas com o professor-pesquisador por meio das partilhas e colaborações foi possível caracterizar as principais cognições evidenciadas nas experiências profissionais da professora de LI. Os elementos discursivos possibilitaram a caracterização das cognições sobre o pensar, saber, acreditar e fazer (BORG, 2003) manifestadas nas correspondências reflexivas estabelecidas com o contexto profissional e a prática de ensino. Os resultados da investigação apontam que a professora de LI constrói o processo de (re)significação de suas atitudes didático-pedagógicas; lacunas formativo-profissionais; relações sociais com os seus aprendizes e os conhecimentos, conceitos e abordagens. As cognições caracterizada com a interpretação dos discursos e reflexões se correlacionam com esse processo, ao passo que manifestam as inseguranças; a constância de questionamentos acerca da condução da prática de ensino e a necessidade de empreender ações futuras para o desenvolvimento profissional e contínuo. A experiência em participar da aplicação do EPPLE também permitiu com que a consciência da professora de LI corroborasse para a necessidade de aprimorar a qualidade de suas atitudes relacionadas à qualidade da proficiência linguística, comunicativa e pedagógica no cotidiano da sala de aula. A motivação e o engajamento são características pertencentes às cognições da professora de LI que correspondem com o processo de (re)aprendizagem.
Characteristics such as conflicts, anxieties and inquiries set experiences from an English language teacher’s professional context. Professional experiences shall become tools in order to support a continuous reflection to a development marked by contextual factors and teaching atitudes of the teacher. The main objective of this research is to propose an investigation, which provides attitudes of transformative engagement from reflective and collaborative practices, making possible a (re)signification process of an English language teacher. In order to comprehend the professional context of a language teacher and also to allow an interpretation of suitable tools from reflective practice principles about cognitions that compose experiences of an English language teacher this investigation takes into account the following theoretical frameworks: (i) a critical view of current scenarios in the language teacher education; (ii) the reflective practice as a tool to develop the teacher’s conscience about professional context (ZEICHNER; LISTON, 2014); (iii) aspects related to the teacher’s continuous professional development (DAY, 1999; BORG, 2015); (iv) a set of references about teacher cognition (BORG, 2003; 2006; 2012; 2015) and (v) the quality of linguistic, communicative and pedagogic proficiency for language teachers (CONSOLO; TEIXEIRA DA SILVA, 2014). The methodology applied is related to the action research by means of a qualitative approach in which the teacher’s experiences support interpretations established about her professional setting. The data were established from two experiential cycles corroborated on the teaching practice and professional context of the English language teacher – in the school 1/first cycle and in the school 2/second cycle. The instruments established on experiences from these cycles are written narratives; classroom observation; reflective sessions; application of an Examination of Foreign Language Proficiency for Teachers (EPPLE); written self-evaluations; production of teaching unities; audio and video class recordings and field notes. The interactions established with the teacher as researcher through sharing and collaboration made it possible to characterize the main cognitions demonstrated in the English language teacher’s professional experiences. The discursive elements expressed by means of a reflective progression also allowed a processo of cognition about thinking, knowing, believing and doing (BORG, 2003) that compose inter-relations from professional context and teaching practice. The results indicate the English language teacher constitutes a (re)learning process while she (re)signifies her didactic and pedagogical attitudes; the lacks of professional development; the social relations with learners and about the knowledge; concepts and approaches. These cognitions demonstrate the professional insecurities; a permanent inquiring about her teaching practice and the need to employ actions to a continuous development. Also, the experience of taking the EPPLE examination allowed making the English language teacher aware of the need to improve her linguistic, communicative and pedagogical proficiency in order to manage classroom routines. Motivation and commitment are examples of characteristics from the English language teacher’s cognitions related to her (re)learning process.
Characteristics such as conflicts, anxieties and inquiries set experiences from an English language teacher’s professional context. Professional experiences shall become tools in order to support a continuous reflection to a development marked by contextual factors and teaching atitudes of the teacher. The main objective of this research is to propose an investigation, which provides attitudes of transformative engagement from reflective and collaborative practices, making possible a (re)signification process of an English language teacher. In order to comprehend the professional context of a language teacher and also to allow an interpretation of suitable tools from reflective practice principles about cognitions that compose experiences of an English language teacher this investigation takes into account the following theoretical frameworks: (i) a critical view of current scenarios in the language teacher education; (ii) the reflective practice as a tool to develop the teacher’s conscience about professional context (ZEICHNER; LISTON, 2014); (iii) aspects related to the teacher’s continuous professional development (DAY, 1999; BORG, 2015); (iv) a set of references about teacher cognition (BORG, 2003; 2006; 2012; 2015) and (v) the quality of linguistic, communicative and pedagogic proficiency for language teachers (CONSOLO; TEIXEIRA DA SILVA, 2014). The methodology applied is related to the action research by means of a qualitative approach in which the teacher’s experiences support interpretations established about her professional setting. The data were established from two experiential cycles corroborated on the teaching practice and professional context of the English language teacher – in the school 1/first cycle and in the school 2/second cycle. The instruments established on experiences from these cycles are written narratives; classroom observation; reflective sessions; application of an Examination of Foreign Language Proficiency for Teachers (EPPLE); written self-evaluations; production of teaching unities; audio and video class recordings and field notes. The interactions established with the teacher as researcher through sharing and collaboration made it possible to characterize the main cognitions demonstrated in the English language teacher’s professional experiences. The discursive elements expressed by means of a reflective progression also allowed a processo of cognition about thinking, knowing, believing and doing (BORG, 2003) that compose inter-relations from professional context and teaching practice. The results indicate the English language teacher constitutes a (re)learning process while she (re)signifies her didactic and pedagogical attitudes; the lacks of professional development; the social relations with learners and about the knowledge; concepts and approaches. These cognitions demonstrate the professional insecurities; a permanent inquiring about her teaching practice and the need to employ actions to a continuous development. Also, the experience of taking the EPPLE examination allowed making the English language teacher aware of the need to improve her linguistic, communicative and pedagogical proficiency in order to manage classroom routines. Motivation and commitment are examples of characteristics from the English language teacher’s cognitions related to her (re)learning process.
Descrição
Palavras-chave
Cognição do professor, Desenvolvimento profissional e contínuo, Experiências, Prática reflexiva do professor, (Re)significação, Teacher cognition, Continuous professional development, Experiences, Teacher’s reflective practice, (Re)signification