FORMAÇÃO DE PROFESSORES: REFLEXÃO E TOMADA DE CONSCIÊNCIA SOBRE O USO DE PERGUNTAS NA SALA DE AULA DE LÍNGUA ESTRANGEIRA
Keywords:
reflective teaching, exploratory practice, cognitive demand, questionsAbstract
Critical reflection on the part of the teacher has often been associated with both improvements in approaches to teaching, and empowerment of the teacher (Freire, 1970; Celani, 2001, 2003; Lopes, 1996). This paper reports on a study conducted with four student-teachers of English at the Universidade Federal do Espírito Santo, in 2006. The objective was to measure the possible impact of an awareness raising program upon the teachers’ use of questions. The study concluded that, as a result of critical reflection, the number of genuine as well as of cognitively demanding questions by the teachers tends to improve.Downloads
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Zaidan, J. C. S. de M., Schmildt, D. dos S., & Pimenta, V. C. (2010). FORMAÇÃO DE PROFESSORES: REFLEXÃO E TOMADA DE CONSCIÊNCIA SOBRE O USO DE PERGUNTAS NA SALA DE AULA DE LÍNGUA ESTRANGEIRA. Intercâmbio, 18. Retrieved from https://revistas.pucsp.br/index.php/intercambio/article/view/3553
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Copyright (c) 1969 Junia Claudia Santana de Mattos Zaidan, Deived dos Santos Schmildt, Vitor Cardoso Pimenta
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