Formação continuada de professores de língua estrangeira no ensino público municipal de Goiânia-GO

• Ano de defesa: 2010
• Autor(a) principal: RABAHI, Stella Maris de Lima
• Orientador(a): FERREIRA, Maria Cristina Faria Dalacorte
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Mestrado em Letras e Linguística
• Departamento: Lingüística, Letras e Artes
• País: BR
• Palavras-chave em Português: Formação continuada; professor de LE; reflexão; interação
• Palavras-chave em Inglês: Continuing education; foreign language teacher; reflection; interaction
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tde/2379

This study investigates an in-service education program for foreign language teachers of public schools in Goiania Goias. It analyzes the teachers expectations of the in-service education program, the participants perceptions about the program, their needs to develop professionally and how the course helped them to meet these needs. This research is based on four theoretical backgrounds: the studies about teacher education (SCHÖN, 1983; MAGALHÃES, 2001; ZEICHNER e LISTON, 1996); the studies about in-service education of foreign language teachers (SMYTH, 1991; MAGALHÃES, 2002, 2004; GIMENEZ, 2002; PESSOA, 2002; PIMENTA, 2002); the studies which investigate continuing education programs for in-service foreign language teachers (CELANI, 2003; GIL, 2005); and the Sociacultural Theory developed by Vygotsky and his followers, emphasizing the importance of interaction and collaboration for professional development. Data were collected by means of observation of the meetings occurred in the second half of 2008, by taking notes of these observations, by audio recording one meeting and transcribing it, by applying questionnaires to the teachers, and finally by analyzing the projects of the program. The results showed that the teachers hoped to improve their practice in the foreign language. They also revealed that these participants were aware of the importance of the program to promote reflection on education and on their professional development. The course provided the teachers an opportunity to study and exchange of experience, emphasizing issues related to classroom management, such as discipline, and the teaching of subjects such as environment and other topics.