Professional awareness among English language teacher educators: individual and collaborative reflective practice

Auteurs-es

DOI :

https://doi.org/10.69969/revistababel.v10i1.8120

Mots-clés :

Language teacher education, Reflective practice, Professional awareness, Self-evaluation, Peer observation

Résumé

Studies involving reflective practice (RP) in Education generally focus on student or novice teachers. The research reported on here involved higher level language teacher educators, reflecting as individuals and as a community. The researcher investigates the role and limitations of cooperation in the refinement of professional awareness. The participants engaged in a non-longitudinal process of self-evaluation, supported by three data-led guidance activities, as external frames of reference, namely, self and peer observation, post observation peer-feedback and group socialization. Blocks of discourse, studied as sub-corpora were analyzed as independent units and also in reference to other existent corpora. The analysis combined quantitative and qualitative research methods, taking a predominantly qualitative approach involving descriptive, exploratory and explanatory analysis. The analytical methods combine conversation and discourse analysis supported by corpus linguistics. The results showed that the impact of collaborative modes of work on individual professional self-awareness depend heavily on the nature of the interactions, individual levels of experience, previous RP engagement and resistance to change. Moreover, the results highlight the need for RP research to be more frequently extended to all levels of teaching experience, as a way to maintain continual development at any stage of an individual’s professional career.

 

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Biographie de l'auteur-e

Vera Lucia Lima Carvalho, Universidade do Estado da Bahia/ Ollscoil Luimnigh (University of Limerick)

Doutora em TESOL (Teaching English to Speakers of Other Languages) pela University of Limerick, na Irlanda. Especialista em Programação de Ensino da Língua Inglesa, pela Universidade de Pernambuco. Graduada com Licenciatura plena em Letras, com Habilitação para línguas, inglesa e portuguesa, pela Universidade de Pernambuco - UPE. Possui certificação de proficiência em língua inglesa (Cambridge Proficiency Exam - CPE) pela Cambridge ESOL Examinations (English to Speakers of Other Languages). Atua como professora e pesquisadora na Universidade do Estado da Bahia - UNEB. Interesses: Estudos de Línguística Aplicada; Processos de ensino/aprendizagem de língua inglesa; Estudos na área de Fonética e Fonologia; Uso de novas tecnologias no ensino de idiomas; Pesquisa na área de Advisory in English Language Teaching e Práticas reflexivas em ensino de línguas.

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Publié-e

2020-07-06

Comment citer

LIMA CARVALHO, V. L. Professional awareness among English language teacher educators: individual and collaborative reflective practice. Babel: Revista Eletrônica de Línguas e Literaturas Estrangeiras, Alagoinhas, BA, v. 10, n. 1, p. 95–113, 2020. DOI: 10.69969/revistababel.v10i1.8120. Disponível em: https://revistas.uneb.br/index.php/babel/article/view/8120. Acesso em: 23 nov. 2024.

Numéro

Vol. 10 No. 1 (2020)

Rubrique

SEÇÃO LIVRE

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