Language teachers’ narratives and professional self-making

Carla Lynn Reichmann, Tania Regina de Souza Romero

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.


Palavras-chave


Narratives; Teacher Development; Literacy; Identity

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Revista Delta-Documentação e Estudos em Linguística Teórica e Aplicada ISSN 1678-460X