Acontecimentos narrativos de docentes em formação no fim da sua prática de ensino no que diz respeito do acompanhamento de discentes: aprendizagens relatadas
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Jun 30, 2016
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Resumo
Este artigo relata os resultados de estudo qualitativo que inquiriu sobre as narrativas significativas de 184 estudantes em um programa de licenciatura em línguas modernas em uma universidade privada de Bogotá. O estudo visava identificar e caracterizar diferentes aspectos (linguísticos, sociais, cognitivos, pedagógicos, emocionais, ou outros) que os professores em formação narraram como significativos para o seu aprendizado na finalização da prática docente. Após terminar tal período, os eventos narrativos de diferentes coortes de praticantes (2009-I a 2012-II) foram coletados através de um instrumento de autoavaliação.
Keywords
pre-service teachers, teaching practicum, pedagogical advisorprofesores en formación, práctica pedagógica, guía pedagógicoprofessores em formação, prática pedagógica, guia pedagógico
References
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Barkhuizen, G. (2013). Introduction. Narrative research in applied linguistics. En Barkhuizen, G. (Ed.), Narrative research in applied linguistics (pp. 1-16). Cambridge University Press.
Benson, P. (2001). Teaching and researching autonomy in language learning, London: Longman.
Bourdon, S. (2002). The integration of qualitative data analysis software in research strategies: Resistances and possibilities. Forum Qualitative Sozialforschung: Qualitative Social Research, 3(2). Recuperado de http://nbnresolving.de/urn:nbn:de:0114-fqs0202118.
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Castañeda-Peña, H. (1997). Disentimiento: la condición postmoderna del discurso. FOLIOS, 7, 5-13.
Chambers, N. & Jurafsky, D. (2008). Unsupervised learning of narrative events chains. En Proceedings of ACL 08: HLT, Association for Computational Linguistics (pp. 789-797).
Cid Sabucedo, A., Pérez Abellás, A., & Sarmiento Campos, J. A. (2011). La tutoría en el Practicum. Revisión de la literatura. Revista de Educación, 354, 127-154.
Díaz-Maggioli, G. (2012). Teaching language teachers: Scaffolding profesional learning. Lanham: Rowman and Littlefield Publishers.
Freire, P. (1970). Pedagogy of the Oppressed. Nueva York: Seabury.
Gläser, J. & Laudel, G. (2013). Life with and without coding: Two methods for early-stage data analysis in qualitative research aiming at causal explanations. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 14(2). Recuperado de http://nbn-resolving.de/ urn:nbn:de:0114-fqs130254.
Griffin, L. (1993). Narrative, event-structure analysis, and causal interpretation in historical sociology. American Journal of Sociology, 98(5), 1094-1133.
Johnson, K. & Golombek, P. (2002). Inquiry into experience: Teachers’ personal and professional growth. En Johnson, K. y Golombek, P. (Eds), Teachers’ Narrative Inquiry as Professional Development. Cambridge University Press.
Labov, W. (1997). Some further steps in narrative analysis. Journal of Narrative and Life History, 7(4), 395-415.
Labov, W. (1988). La transformación de la experiencia en sintaxis narrativa. En Cuadernos de Traducción 1 (pp. 10-56). Cali: Centro de Traducciones de la Universidad del Valle.
Lincoln, Y., Lynham, S. & Guba, E. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. En Denzin, N. & Lincoln, Y. (Eds.), The Sage handbook of qualitative research (4th ed.) (pp. 97-128). Thousand Oaks: Sage.
Maynes, M., Pierce, J. & Laslett, B. (2008). Telling stories: The use of personal narratives in the social sciences and history. Ithaca: Cornell University Press.
Nieto, S. (2003). The personal and collective transformation of teachers. En Richard-Amato, P. (Ed.), Making it happen: From interactive to participatory language teaching (pp. 480-506). Nueva York: Longman.
O’Neal, G. (2012). Self-assessment and dialogue as tools for apprenticeship. Journal of Social Work Education, 48(1).
Porter, M., Larson, D., Harthcock, A. & Kelly, B. (2003). Re(de)fining narrative events. Journal of popular film and television, 30(1), 23-30.
Richards, J. & Nunan, D. (1990). Second language teacher education. Cambridge University Press.
Richardson, J. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53-82.
Ruiz, Y. & Coyle, D. (2015). Towards new learning partnerships in bilingual educational contexts: Raising learner awareness and creating conditions for reciprocity and pedagogic attention. International Journal of Multilingualism, 12(4), 1-23.
Serna, D. (2005). Teachers’ own identities, concocting a potion to treat the syndrome of doctor Jekill and Edward Hyde in teachers. Íkala, 10(16), 43-59.
Servent, C., Villa, M., Blanco, P. & Rivas, C. (2009). Sufrimiento psiquiátrico y sentimientos negativos. Psicología.com, 13(1).
Shön, D. (1990). The reflective practitioner. San Francisco: Jossey-Bass. Silva-Corvalán, C. (1989). Sociolingüística. Madrid: Alhambra.
Utria, O. (2007). La importancia del concepto de motivación en la psicología. Revista digital de psicología, 2, 55-78.
Viáfara, J. J. (2005a). The design of reflective tasks for the preparation of student teachers, Colombian Applied Linguistics Journal, 7, 53-74.
Viáfara, J. J. (2005b). Responding to observation: How student teachers’ use of their counselor’s notes support their preparation. PROFILEIssues in Teachers’ Professional Development, 6, 141-156.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wallace, M. (1990). Training Foreign Language Teachers: A reflective approach. Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
Woodward, T. (1992). Ways of training. Singapore: Longman.
Yang, W. & Xu, X. (2008). Self assessment in second language learning. US-China Foreign Language, 6(5), 20-26.
Barkhuizen, G. (2013). Introduction. Narrative research in applied linguistics. En Barkhuizen, G. (Ed.), Narrative research in applied linguistics (pp. 1-16). Cambridge University Press.
Benson, P. (2001). Teaching and researching autonomy in language learning, London: Longman.
Bourdon, S. (2002). The integration of qualitative data analysis software in research strategies: Resistances and possibilities. Forum Qualitative Sozialforschung: Qualitative Social Research, 3(2). Recuperado de http://nbnresolving.de/urn:nbn:de:0114-fqs0202118.
Bruner, J. (1990). Actos de significado: más allá de la revolución cognitiva. Madrid: Alianza Editorial.
Castañeda-Peña, H. (1997). Disentimiento: la condición postmoderna del discurso. FOLIOS, 7, 5-13.
Chambers, N. & Jurafsky, D. (2008). Unsupervised learning of narrative events chains. En Proceedings of ACL 08: HLT, Association for Computational Linguistics (pp. 789-797).
Cid Sabucedo, A., Pérez Abellás, A., & Sarmiento Campos, J. A. (2011). La tutoría en el Practicum. Revisión de la literatura. Revista de Educación, 354, 127-154.
Díaz-Maggioli, G. (2012). Teaching language teachers: Scaffolding profesional learning. Lanham: Rowman and Littlefield Publishers.
Freire, P. (1970). Pedagogy of the Oppressed. Nueva York: Seabury.
Gläser, J. & Laudel, G. (2013). Life with and without coding: Two methods for early-stage data analysis in qualitative research aiming at causal explanations. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, 14(2). Recuperado de http://nbn-resolving.de/ urn:nbn:de:0114-fqs130254.
Griffin, L. (1993). Narrative, event-structure analysis, and causal interpretation in historical sociology. American Journal of Sociology, 98(5), 1094-1133.
Johnson, K. & Golombek, P. (2002). Inquiry into experience: Teachers’ personal and professional growth. En Johnson, K. y Golombek, P. (Eds), Teachers’ Narrative Inquiry as Professional Development. Cambridge University Press.
Labov, W. (1997). Some further steps in narrative analysis. Journal of Narrative and Life History, 7(4), 395-415.
Labov, W. (1988). La transformación de la experiencia en sintaxis narrativa. En Cuadernos de Traducción 1 (pp. 10-56). Cali: Centro de Traducciones de la Universidad del Valle.
Lincoln, Y., Lynham, S. & Guba, E. (2011). Paradigmatic controversies, contradictions, and emerging confluences, revisited. En Denzin, N. & Lincoln, Y. (Eds.), The Sage handbook of qualitative research (4th ed.) (pp. 97-128). Thousand Oaks: Sage.
Maynes, M., Pierce, J. & Laslett, B. (2008). Telling stories: The use of personal narratives in the social sciences and history. Ithaca: Cornell University Press.
Nieto, S. (2003). The personal and collective transformation of teachers. En Richard-Amato, P. (Ed.), Making it happen: From interactive to participatory language teaching (pp. 480-506). Nueva York: Longman.
O’Neal, G. (2012). Self-assessment and dialogue as tools for apprenticeship. Journal of Social Work Education, 48(1).
Porter, M., Larson, D., Harthcock, A. & Kelly, B. (2003). Re(de)fining narrative events. Journal of popular film and television, 30(1), 23-30.
Richards, J. & Nunan, D. (1990). Second language teacher education. Cambridge University Press.
Richardson, J. (1999). The concepts and methods of phenomenographic research. Review of Educational Research, 69(1), 53-82.
Ruiz, Y. & Coyle, D. (2015). Towards new learning partnerships in bilingual educational contexts: Raising learner awareness and creating conditions for reciprocity and pedagogic attention. International Journal of Multilingualism, 12(4), 1-23.
Serna, D. (2005). Teachers’ own identities, concocting a potion to treat the syndrome of doctor Jekill and Edward Hyde in teachers. Íkala, 10(16), 43-59.
Servent, C., Villa, M., Blanco, P. & Rivas, C. (2009). Sufrimiento psiquiátrico y sentimientos negativos. Psicología.com, 13(1).
Shön, D. (1990). The reflective practitioner. San Francisco: Jossey-Bass. Silva-Corvalán, C. (1989). Sociolingüística. Madrid: Alhambra.
Utria, O. (2007). La importancia del concepto de motivación en la psicología. Revista digital de psicología, 2, 55-78.
Viáfara, J. J. (2005a). The design of reflective tasks for the preparation of student teachers, Colombian Applied Linguistics Journal, 7, 53-74.
Viáfara, J. J. (2005b). Responding to observation: How student teachers’ use of their counselor’s notes support their preparation. PROFILEIssues in Teachers’ Professional Development, 6, 141-156.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge: Harvard University Press.
Wallace, M. (1990). Training Foreign Language Teachers: A reflective approach. Cambridge University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
Woodward, T. (1992). Ways of training. Singapore: Longman.
Yang, W. & Xu, X. (2008). Self assessment in second language learning. US-China Foreign Language, 6(5), 20-26.
Como Citar
Castañeda-Peña, H., Rodríguez-Uribe, M., Salazar-Sierra, A., & Chala-Bejarano, P. A. (2016). Acontecimentos narrativos de docentes em formação no fim da sua prática de ensino no que diz respeito do acompanhamento de discentes: aprendizagens relatadas. Signo Y Pensamiento, 35(68), 52–64. https://doi.org/10.11144/Javeriana.syp35-68.neps
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