Elaboração de tarefas comunicativas por professores em formação: aprofundando compreensões, refletindo sobre o processo

• Ano de defesa: 2019
• Autor(a) principal: Carandina, Marina Pereira
• Orientador(a): Barbirato, Rita de Cassia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Linguística - PPGL
• Palavras-chave em Português: Planejamento baseado em tarefas; Elaboração de tarefas; Formação de professores de línguas; Formação inicial; Formação continuada
• Palavras-chave em Inglês: Task-based teaching; Task development; Language teacher education; Initial teacher's education; Continuing teacher's education
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/11634

This qualitative research, aims to investigate how teachers in initial and continuing education materialize the principles of Task Based Teaching after designing activities at the end of a course about it. We also sought to understand if the activities can be defined as tasks, and which were the conceptions of teachers about the TBT. We have as a theoretical support the principles that define tasks (PRAHBU, 1987; SKEHAN, 1996; WILLIS, 1996; XAVIER, 1999; ELLIS, 2003; BARBIRATO, 2005) and studies on teacher education and reflective practice (SCHÖN, 1983; CELANI, 2001; VIEIRA ABRAHÃO, 2010; NÓVOA, 2009; KFOURI-KANEOYA, 2009). A questionnaire, an interview and recordings of the lessons of the extension course were used as data collections. The teacher's productions were also used as a source of analysis. The results showed that teachers, both in initial and continuing training, were able to fulfill the objective of elaborating a task in accordance to its principles previously defined. In addition, it was possible to investigate that the teachers' conceptions about the TBT were summed up in defining task based on an interactionist perspective. The data also showed that theory study associate with opportunity of practice and teacher's reflection could bring positive results to an initial and continuing education of language teachers.