Language teachers’ narratives and professional self-making

Autores

  • Carla Lynn Reichmann Universidade Federal da Paraíba. João Pessoa - Paraíba
  • Tania Regina de Souza Romero Universidade Federal de Lavras. Lavras - Minas Gerais

Palavras-chave:

Narratives, Teacher Development, Literacy, Identity

Resumo

This article addresses language teacher education, considering the

relevance of implicit and explicit theories, methodological choices, teacher

representations and practices. Specifically, the purpose is to report and

discuss studies developed by two researchers who work with narratives

and focus on language teacher development, teacher literacy (Kleiman

& Matencio, 2005) and identity construction (Barkhuizen, 2017). Thus,

a panoramic view of work in progress is offered, and the field for novice

and experienced educators in Brazil is problematized. As a result, the

authors understand that teacher awareness-raising and transformations

have been successfully enabled, which is confirmed by the several deriving

publications mentioned.

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Publicado

2019-09-20

Como Citar

Reichmann, C. L., & Romero, T. R. de S. (2019). Language teachers’ narratives and professional self-making. DELTA: Documentação E Estudos Em Linguística Teórica E Aplicada, 35(3). Recuperado de https://revistas.pucsp.br/index.php/delta/article/view/42344