Loading...
Publication
Concepções sobre leitura: um estudo de caso num contexto de formação inicial de professores
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 10.08 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Este estudo teve como objectivo a descrição das concepções de leitura dos diversos
intervenientes no processo de estágio pedagógico na disciplina de Inglês, num contexto de formação inicial de professores. Nele participaram os professores estagiários, os
professores cooperantes e os alunos que, no 1° semestre do ano lectivo 2001/2002,
intervieram no processo de estágio de uma Escola Superior de Educação do Alentejo.
Os dados que nos permitiram descrever as concepções dos sujeitos participantes
foram recolhidos através de três questionários, sendo um aplicado aos professores
estagiários, outro aplicado aos professores cooperantes e outro aplicado a um grupo de 80 alunos do 5° e 6° ano de escolaridade. A análise das planificações dos estagiários permitiu-nos também verificar se as suas concepções de leitura se reflectiam nos planos de aula propostos.
O tratamento dos dados provenientes dos questionários incluiu a quantificação das
escolhas dos respondentes a itens de resposta fechada e uma análise de conteúdo aos textos provenientes das respostas às perguntas abertas.
Os resultados obtidos permitiram concluir que, para os professores participantes, a
leitura é entendida, essencialmente, como um instrumento ao serviço dos outros domínios de língua e que um dos factores que eles mais valorizam nas aulas de leitura é a motivação dos alunos para a actividade. Concluímos também que, para os alunos, a leitura tem uma função essencialmente académica, ou seja, ler na aula de língua estrangeira é importante para a obtenção de bons resultados na disciplina.
A interpretação dos resultados permitiu não só caracterizar os participantes no
estudo relativamente às suas concepções de leitura, mas também construir uma reflexão sobre as implicações educativas desses mesmos resultados, no dominio do
ensino/aprendizagem da leitura em Inglês como língua estrangeira.
The purpose of this study was to describe the conceptions about reading of the participants in a teaching practice in English language. Thus, the participants in this study were the pre-service teachers, the cooperant teachers and the students that intervened in the teachers” education program in the first semester of 2002 in a higher school of education in Alentejo. Data were collected through the administration of three diíferent questionnaires to the participants in the study. One questionnaire was administered to the pre-service teachers, and another to the cooperant teachers. A third questionnaire was administered to a group of 80 fifrh and sixth graders, respectively attending their first and their second year of English as a foreign language. In this study we also considered the lesson plans of the pre-service teachers with the purpose of verifying Whether these plans reflected the teachers' conceptions about reading, or not. Data treatment included the computation of the fiequency of the choices of the participants in answering closed-type questions. Content analysis procedures were also used to analyze texts concerning the participants” answers to open-ended questions. The results of the study revealed that teachers consider reading as an instrument that is used in order to develop other skills, and also that motivation for reading is one of the most important factors to be considered in the reading class. The findings of the study also showed us that students see reading mainly as an academic task. This is. reading is important because it helps students get good grades in the subject. Results allowed the characterization of the participants in the study according to their conceptions about reading. Results were also interpreted in terms of their implications in the process of learning how to read in a foreign language.
The purpose of this study was to describe the conceptions about reading of the participants in a teaching practice in English language. Thus, the participants in this study were the pre-service teachers, the cooperant teachers and the students that intervened in the teachers” education program in the first semester of 2002 in a higher school of education in Alentejo. Data were collected through the administration of three diíferent questionnaires to the participants in the study. One questionnaire was administered to the pre-service teachers, and another to the cooperant teachers. A third questionnaire was administered to a group of 80 fifrh and sixth graders, respectively attending their first and their second year of English as a foreign language. In this study we also considered the lesson plans of the pre-service teachers with the purpose of verifying Whether these plans reflected the teachers' conceptions about reading, or not. Data treatment included the computation of the fiequency of the choices of the participants in answering closed-type questions. Content analysis procedures were also used to analyze texts concerning the participants” answers to open-ended questions. The results of the study revealed that teachers consider reading as an instrument that is used in order to develop other skills, and also that motivation for reading is one of the most important factors to be considered in the reading class. The findings of the study also showed us that students see reading mainly as an academic task. This is. reading is important because it helps students get good grades in the subject. Results allowed the characterization of the participants in the study according to their conceptions about reading. Results were also interpreted in terms of their implications in the process of learning how to read in a foreign language.
Description
Keywords
Leitura Ensino da leitura Formação de professores de inglês Concepções