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FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 2, Pp 590-599 (2021) (2021)
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DEVELOPMENT OF TEACHING MATERIALS IN WRITING DESCRIPTIVE TEXTS OF VOCATIONAL SCHOOL STUDENTS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 106-116 (2021) (2021)
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STUDENTS’ LEARNING OUTCOMES OF BLENDED LEARNING IMPLEMENTATION IN WRITING LESSON
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 2, Pp 196-202 (2020) (2020)
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LECTURERS’ POLITENESS STRATEGIES AND STUDENTS’ COMPLIANCE IN ENGLISH FOR FOREIGN LANGUAGE (EFL) CLASS
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 75-91 (2020) (2020)
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THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 28-37 (2020) (2020)
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PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF PRONUNCIATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 4, Iss 1, Pp 47-55 (2020) (2020)
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Exploring motivational strategies in higher education: Student and instructor perceptions
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In: Eurasian Journal of Applied Linguistics, Vol 6, Iss 3, Pp 387-413 (2020) (2020)
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ENGLISH WRITING PERFORMANCE USING BLENDED LEARNING IN TVET EDUCATION
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 2, Iss 1, Pp 28-36 (2018) (2018)
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MIRROR, MIRROR ON THE WALL! WHAT KIND OF TEACHER AM I? INVESTIGATING THE PROFESSIONAL IDENTITY OF LANGUAGE TEACHERS DURING THEIR SUPERVISED TEACHING PRACTICE IN A GRADUATION COURSE IN MODERN LANGUAGES
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In: Signum: Estudos da Linguagem, Vol 20, Iss 3, Pp 65-92 (2017) (2017)
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Abstract:
This article has as main objective to understand the identity of a teacher, in a context of initial training for teachers, during his supervised teaching practice subject, whose theoretical basis the concept of identity is brought from the literature area (NORTON, 2000; VARGHESE et al., 2005;LEFFA, 2012), cognitive aspects (ZEMBYLAS, 2005; BORG, 2009) as well as emotions and affection and their relationship with the teacher training process (BARCELOS, 2004, 2007a, 2007b, 2013; ARAGÃO, 2005; VIEIRA-ABRAHÃO, 2006; COELHO, 2011). The results of this qualitative research, ethnographic, which made use of narratives as mediational instrument for teacher training (JOHNSON; GOLOMBEK, 2011), let us see the transience, complexity and fluidity of the participant´s identities, in a continuous movement back-and-forth, and intra-interrelationship through the border speech, hybrid and interdependently. The results also show the need to make room in the academy to deal with emotional, social and identity aspects of the pre-service teachers, as well as the relevance of the Supervised Teaching Practice subject in re-constructing the identity of the teacher-learner.
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Keyword:
Education of teacher; identity; Language and Literature; P; P1-1091; Philology. Linguistics; Supervised Teaching Practice
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URL: https://doi.org/10.5433/2237-4876.2017v20n3p65
https://doaj.org/article/1deb0b3d188441bba77f2281cc17ff69
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THE EDUCATION OF THE FOREIGN LANGUAGE TEACHER IN THE TWENTY-FIRST CENTURY: BETWEEN OLD PRESSURES AND NEW CHALLENGES
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In: Signum: Estudos da Linguagem, Vol 2, Iss 19, Pp 13-34 (2016) (2016)
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(UN)EXPLORED CONTEXTS IN THE TEACHING PRACTICUM IN ENGLISH LANGUAGE AND LITERATURE COURSES: THE PLACE OF CLASSROOM OBSERVATION IN THE REPORTS OF PRE-SERVICE TEACHERS
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In: Signum: Estudos da Linguagem, Vol 2, Iss 19, Pp 35-65 (2016) (2016)
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CONCEPTIONS AND PRACTICES OF ASSESSMENT: A CASE OF TEACHERS REPRESENTING IMPROVEMENT CONCEPTION
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 129-154 (2015) (2015)
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