Professional awareness among English language teacher educators: individual and collaborative reflective practice
DOI:
https://doi.org/10.69969/revistababel.v10i1.8120Palavras-chave:
Educação de professores, Prática reflexiva, Auto-percepção profissional, Auto-avaliação, Observação em paresResumo
Estudos envolvendo prática reflexiva em educação geralmente focam em professores-alunos ou noviços. A pesquisa aqui reportada envolveu educadores de professores em nível superior, refletindo como indivíduos e como uma comunidade, enquanto a pesquisadora investiga o papel e as limitações da cooperação para o refino da auto-percepção profissional. Os participantes engajaram-se em um processo não-longitudinal de auto-avaliação, apoiados por três atividades-guias: auto observação e observação em pares, sessão de feedback e encontro de grupo. Assim, blocos de discurso, estudados como sub-corpora, foram analisados em si e em refererência a outros corpora existentes. A análise combinou métodos quantitativos e qualitativos, com abordagem predominantemente qualitativa, envolvendo análise descritiva, exploratória e explanatória. Os métodos analíticos combinaram análise do discurso e da conversação com suporte da linguística de corpus. Os resultados mostraram que o impacto de modos colaborativos de prática reflexiva sobre a auto-percepção individual depende pesadamente da natureza das interações, níveis de experiência, engajamento prévio em prática reflexiva e resistência a mudanças. Além disso, os resultados enfatizam a necessidade de as pesquisas envolverem mais frequentemente todos os níveis de experiência, como forma de manter o desenvolvimento contínuo do profissional em quaisquer estágios de sua carreira.
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