What mediates the classroom practices of an experienced teacher?

A follow-up study.

Autores/as

DOI:

https://doi.org/10.58967/caletroscopio.v8.n2.2020.4560

Palabras clave:

Teacher Education, Sociocultural Theory, Reasoning Teaching

Resumen

Considering that developing a robust reasoning teaching is a lifelong process, in this study we analyzed the classroom practices and the reasoning teaching of a now experienced teacher who participated in Agnoletto & Dellagnelo’s (2017) study while still a novice teacher. To collect data for our study, we observed three of the participant’s classes and interviewed him after each observation. The participant also answered two semi-structured questionnaires inquiring into his use of textbooks teacher’s manuals and his perceptions of himself as a teacher. Our findings show that his practices are mediated by aspects of his scientific and everyday knowledge and that he has developed a more robust reasoning throughout his career. Despite these positive findings, he has not yet developed to his full potential as his scientific knowledge is not yet internalized and interwoven to his everyday knowledge.

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Referencias

AGNOLETTO, Matheus.; DELLAGNELO, Adriana. Beyond (or not) the teacher’s manual, BELT, Porto Alegre, v. 9, n. 1, 2018. Available at https://revistaseletronicas.pucrs.br/ojs/index.php/belt/article/view/31982/17271. Accessed on: 09/11/2020. CHILDS, Sharon. “Seeing” L2 Teacher Learning: The Power of Context on Conceptualizing Teaching. In: JOHNSON, Karen; GOLOMBEK, Paula (org.). Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development. New York, NY: Routledge, 2011. p. 67-85. JOHNSON, Karen. Understanding Language Teaching: Reasoning In Action. Boston, MA: Heinle Cengage Learning, 1999. JOHNSON, Karen. Second Language Teacher Education: A Sociocultural Perspective. New York, NY: Routledge, 2009. JOHNSON, Karen; GOLOMBEK, Paula. Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development. New York, NY: Routledge, 2011. JOHNSON, Karen; GOLOMBEK, Paula. Mindful L2 Teacher Education: A Sociocultural Perspective on Cultivating Teachers’ Professional Development. New York, NY: Routledge, 2016. LANTOLF, James; THORNE, Steven. Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press, 2006. RICHARDS, Jack; HULL, Jonathan; PROCTOR, Susan. Interchange: English for International communication: student’s book 2. Cambridge: Cambridge University Press. 5 ed. 2017.

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Publicado

2020-12-27

Número

Fluxo contínuo - Linguística e Linguística Aplicada

Sección

Artigos - Fluxo contínuo

Licencia

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