Discutindo três plataformas de reflexão em educação de professores de Línguas
Palavras-chave:
Educação de professores de línguas, Prática Reflexiva., Plataformas.Resumo
O presente artigo discute três diferentes plataformas estruturais de Prática Reflexiva, destinadas a incentivar a reflexão na área do ensino de Língua Inglesa e de educação de professores de línguas. Portanto, analisamos plataformas estruturais de procedimentos ou maneiras de engajamento em reflexão e/ou análise dos seus resultados. As seguintes são as plataformas, discutidas em termos de sua contribuição para o refinamento de ambos os desenvolvimentos, individual e colaborativo: o Modelo de Zwozdiak-Myers para Prática Reflexiva, o modelo de Farrell para refletir sobre prática e o modelo de Edge de desenvolvimento cooperativo. Analisamos o termo “crítico” na área de educação de professores de línguas e discutimos as plataformas, depois de uma breve passagem sobre as complexidades envolvidas em reflexão, que vão de procedimentos do dia-a-dia em sala de aula, a considerações e posicionamentos hegemônicos e filosóficos, incluindo pressupostos e crenças. De forma generalizada, pode-se dizer que as duas primeiras plataformas são construídas para guiar e estruturar evidência de reflexão em auto estudo, enquanto que a terceira toma uma abordagem mais colaborativa, embora as três possam ser complementares e possam ter pontos de aplicação em comum.
Palavras-chave: Educação de professores de línguas. Prática Reflexiva. Plataformas.
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