Online Pedagogical tasks created by students of English Teaching Methodology in a Letters Course

Abstract

The goal of this paper is to present the differences among the online pedagogical tasks created by students who attended the subject named “English Teaching Methodology” in a Letters Course from a public university. As a theoretical reference we used the Activity Theory and CALL theory (Computer Assisted Language Learning). The data analysis from an exploratory study showed us that on trying to create different pedagogical online tasks, using different teaching artifacts for that, the pre service teachers developed different practices according to the artifacts used. The results showed that, as Activity Theory says, when you modify the artifact, you can cause tensions in the activity system that can also modify the elements.