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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Page: 1 2 3 4 5 6 7 8...15 Hits 61 – 80 of 300 61 A Proverb Learned is a Proverb Earned: Proverb Instruction in EFL Classrooms Nilüfer Can Daşkın; Çiler Hatipoğlu In: Eurasian Journal of Applied Linguistics, Vol 5, Iss 1, Pp 57-88 (2019) (2019) BASE Show details 62 TRACKING THE CULTURE OF LEARNING AND READINESS FOR LEARNER AUTONOMY IN A TURKISH CONTEXT Galip Kartal; Cem Balcikanli In: TEFLIN Journal, Vol 30, Iss 1, Pp 22-46 (2019) (2019) BASE Show details 63 Pre-service Mathematics Teacher Beliefs and Growth Mindset Assessment Practices Waid, Brandie Elisabeth. - 2018 BASE Show details 64 Influence of Preservice Science Teachers’ Beliefs and Goals in the Cognitive Demand of the Learning Tasks they Design: A Multiple Case Study Rojas-Perilla, Diego Fernando. - 2018 BASE Show details 65 Affect[ing] the Theory-Practice Gap in Social Justice Teacher Education: Exploring Student Teachers’ “Stuck Moments” Colmenares, Erica Eva. - 2018 BASE Show details 66 The Effects of Writing Instructors’ Motivational Strategies on Student Motivation Cheung, Yin Ling In: Australian Journal of Teacher Education (2018) BASE Show details 67 When caring hurts: “Foreign” teachers in Texas bilingual classrooms ... Batista-Morales, N.. - : Texas Education Review, 2018 BASE Show details 68 What works? Teaching African American students in urban schools Forman, Shawn Renee In: Master's Theses and Doctoral Dissertations (2018) BASE Show details 69 How well prepared are Australian preservice teachers to teach beginning reading skills? Meeks, Linda. - : Sydney, Australia : Macquarie University, 2018 BASE Show details 70 Representações docentes: constituindo o ser professora de língua portuguesa ; Teaching representations: being a teacher of portuguese language Clein, Paola Talite. - : Universidade Tecnológica Federal do Paraná, 2018. : Pato Branco, 2018. : Brasil, 2018. : Programa de Pós-Graduação em Letras, 2018. : UTFPR, 2018 Abstract: This study describes and analyzes representations of a teacher's Portuguese Language group from public schools that teach in schools that mostly meet students from rural contexts of two counties in the southwest of Paraná. The interpreted discursive productions are about many aspects that are part of the teaching work activity. In order to understand how the discursive-ideological constitution of the teacher's work occurs, we compare the discursive productions with each other, describing and understanding the guiding aspects of the teaching practice by the fact of the representations presented by the research participants. The analysis corpus compiles data generated from the application of a written questionnaire (composed of open questions) and the recording of interactions in the Portuguese class during the teaching practice (totaling seventeen hours of audio recording class). This research is qualitative / interpretative and assumes as a research method the ethnographic case study (ANDRÉ, 2005). The theoretical apparatus that gave support to the work was guided by contributions from Applied Linguistics, Cultural Studies and Education. The results obtained in the analysis of the data suggest that the teaching work is constituted by a set of aspects of several orders, such as theoretical-practical, didactic, cultural and ideological. And that, in addition, representations undergo continuous transformations by being in a scenario of intersection between culturally established models of teacher and the new representations that are being constructed through the practices of language. This research, as well as other studies that are part of Applied Linguistics, is justified by the important role played by this science in studying social life from the specific practices, instruments and institutions in which human action develops. Thus, this research proposes a critical reflection on Portuguese teaching issues and their representations, as well as contribute to the advancement in the discussions about the teaching work in its discursive constitution. ; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) ; Fundação Araucária de Apoio ao Desenvolvimento Científico e Tecnológico do Paraná ; O presente estudo descreve e analisa representações de um grupo de professoras de Língua Portuguesa da rede pública estadual que lecionam em escolas que atendem majoritariamente alunos de contextos rurais de dois municípios do sudoeste do Paraná. As produções discursivas interpretadas tratam de muitos aspectos que fazem parte da atividade de trabalho docente. Com o objetivo maior de compreender como se dá a constituição discursivo-ideológica do trabalho do professor, comparamos as produções discursivas entre si, descrevendo e entendendo os aspectos norteadores da prática docente em virtude das representações apresentadas pelas participantes de pesquisa. O corpus de análise reúne dados gerados a partir da aplicação de um questionário escrito (composto por questões elaboradas de modo aberto) e da gravação de interações na aula de português durante a atividade de prática docente (totalizando dezessete horas/aula de gravação de áudio). A pesquisa em questão é de cunho qualitativo/interpretativista e assume como método de pesquisa o estudo de caso etnográfico (ANDRÉ, 2005). O aparato teórico que deu sustentação ao trabalho orientou-se por contribuições advindas da Linguística Aplicada, dos Estudos Culturais e da Educação. Os resultados obtidos na análise dos dados sugerem que o trabalho docente é constituído por um conjunto de aspectos de várias ordens, como a teórico-prática, didática, cultural e ideológica. E que, além disso, passa por contínuas transformações por se encontrar em um cenário de intersecção entre modelos de professor culturalmente estabelecidos e as novas representações que estão sendo construídas por meio das práticas de linguagem. Esta investigação, assim como outros estudos que fazem parte do domínio da Linguística Aplicada, justifica-se pelo importante papel desempenhado por esta ciência ao estudar a vida social a partir das práticas, instrumentos e instituições específicas nas quais a ação humana se desenvolve. Deste modo, esta pesquisa propõe uma reflexão crítica sobre as questões de ensino de português e suas representações, além de contribuir para o avanço nas discussões a respeito do trabalho docente em sua constituição discursiva. Keyword: CNPQ::LINGUISTICA; Letras; LETRAS E ARTES::LETRAS; Língua portuguesa - Estudo e ensino; Portuguese language - Study and teaching; Prática de ensino; Professores - Formação; Student teaching; Teachers; Training of URL: http://repositorio.utfpr.edu.br/jspui/handle/1/3329 BASE Hide details 71 I can reflect on the EPOSTL from an ELF perspective - considering implications for language teacher education Riegler, Stefanie. - 2018 BASE Show details 72 Developing TESOL teacher intercultural identity : an intercultural communication competence approach Yang, Ping (R15602). - : U.S., Wiley-Blackwell, 2018 BASE Show details 73 When caring hurts: “Foreign” teachers in Texas bilingual classrooms Batista-Morales, N.. - : Texas Education Review, 2018 BASE Show details 74 Teachers, students, STEM beliefs and outcomes Buontempo, Jenny. - 2018 BASE Show details 75 Critical environmental education in tertiary English language teaching (ELT): A collaborative digital storytelling project I Gusti Agung Paramitha Eka Putri In: Indonesian Journal of Applied Linguistics, Vol 8, Iss 2, Pp 336-344 (2018) (2018) BASE Show details 76 Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study Fitri Budi Suryani; Dwi Rukmini; Dwi Anggani Linggar Bharati... In: Celt: A Journal of Culture, English Language Teaching & Literature, Vol 18, Iss 2, Pp 261-275 (2018) (2018) BASE Show details 77 Failing to notice? Uneven teachers' attention to boys and girls in the classroom Bassi, Marina; Díaz, Mercedes Mateo; Blumberg, Rae Lesser. - : Heidelberg: Springer, 2018 BASE Show details 78 The Effects of Student Feedback to teachers: Evidence from a Field Experiment Buurman, Margaretha; Delfgaauw, Josse; Dur, Robert A. J.. - : Amsterdam and Rotterdam: Tinbergen Institute, 2018 BASE Show details 79 Lernwirksame Unterrichtsbesprechungen im Praktikum. Nutzung von Lerngelegenheiten durch Lehramtsstudierende und Unterstützungsverhalten der Praxislehrpersonen Futter, Kathrin. - : Verlag Julius Klinkhardt, 2017. : Bad Heilbrunn, 2017. : pedocs-Dokumentenserver/DIPF, 2017 In: Bad Heilbrunn : Verlag Julius Klinkhardt 2017, 287 S. - (Studien zur Professionsforschung und Lehrerbildung) - (Diss., Univ., Zürich, 2016) (2017) BASE Show details 80 The influence of ecological citizenship and political solidarity on Western Australian student teachers’ perceptions of sustainability issues Lummis, Geoff W; Morris, Julia; Lock, Graeme... In: Research outputs 2014 to 2021 (2017) BASE Show details Page: 1 2 3 4 5 6 7 8...15

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