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A abordagem da escrita na aula de inglês: um estudo de caso
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| 12.71 MB | Adobe PDF | |||
| 10.08 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente estudo teve como objectivo analisar a forma como os professores
estagiários conduzem O processo de ensino-aprendizagem da escrita, nas aulas de Inglês língua estrangeira.
Os sujeitos do estudo foram duas professoras estagiárias, da Universidade do Algarve, no quinto ano da licenciatura em Línguas e Literaturas Modernas, variante de Estudos Portugueses e Ingleses, as quais se encontravam a efectuar o seu estágio integrado numa Escola Secundária do distrito de Faro, tendo cada uma a seu cargo uma turma de Inglês de décimo ano.
A nossa metodologia inscreve-se no quadro da investigação qualitativa em educação e o método de investigação foi o estudo de caso. A colheita de dados foi efectuada através de observação participante, da qual resultaram notas de campo; de inquérito, consubstanciado em questionários e entrevistas; de análise documental dos documentos expressamente produzidos para a investigação, assim como de outros
documentos, nomeadamente as planificações de unidades didácticas e O programa de
inglês do ensino secundário. A análise de dados incluiu a análise de conteúdo e a
quantificação da frequência de ocorrências de unidades de registo.
Os resultados sugerem que a prática das jovens estagiárias é muito mais condicionada pelas suas próprias experiências de aprendizagem, principalmente a nível do ensino secundário, do que pelo input mais teórico fornecido nas disciplinas de Didáctica, da licenciatura. Podemos mesmo verificar que, por um lado, as estagiárias põem em prática exercicios e estratégias, aos quais atribuíram uma conotação negativa, enquanto alunas. Por outro lado, negligenciam, na sua prática, estratégias que conhecem da sua formação académica e que valorizam no seu discurso.
This study investigated how student teachers deal with the teaching-learning process of writing in their EFL classes. The participants in this study were two student teachers, from the University of the Algarve, in the ftfth year of the Degree in Modern Languages and Literatures, Portuguese and English Studies. During this year both student teachers attended their pre-service practise in a Secondary School of the Faro district, where each of them taught an English tenth grade class. The methodology used in this research is that used in qualitative research for education and the investigative strategy was the case study. Data collection resulted from participant-observation, collected in the researcher°s field notes; enquiries and interviews, the latter having been recorded and transcribed; documentary analysis, using documents both produced for the investigation and from other sources, such as student teachers” written lesson plans and the EFL syllabus. Data analysis was conducted through content analysis as well as by computation of frequency of occurrences resulting from the content analysis. The results suggest that the practice of the student teachers is far more influenced by their learning experiences, as secondary school students, than by the theoretical input provided in the University, namely in the Didactics related subjects. Results showed that, on the one hand, the student teachers develop activities and implement some strategies, which they had considered inadequate as secondary school students. On the other hand, strategies leamed in their academic instruction are often neglected in their daily practice, despite being regarded as of utmost importance in their discourse.
This study investigated how student teachers deal with the teaching-learning process of writing in their EFL classes. The participants in this study were two student teachers, from the University of the Algarve, in the ftfth year of the Degree in Modern Languages and Literatures, Portuguese and English Studies. During this year both student teachers attended their pre-service practise in a Secondary School of the Faro district, where each of them taught an English tenth grade class. The methodology used in this research is that used in qualitative research for education and the investigative strategy was the case study. Data collection resulted from participant-observation, collected in the researcher°s field notes; enquiries and interviews, the latter having been recorded and transcribed; documentary analysis, using documents both produced for the investigation and from other sources, such as student teachers” written lesson plans and the EFL syllabus. Data analysis was conducted through content analysis as well as by computation of frequency of occurrences resulting from the content analysis. The results suggest that the practice of the student teachers is far more influenced by their learning experiences, as secondary school students, than by the theoretical input provided in the University, namely in the Didactics related subjects. Results showed that, on the one hand, the student teachers develop activities and implement some strategies, which they had considered inadequate as secondary school students. On the other hand, strategies leamed in their academic instruction are often neglected in their daily practice, despite being regarded as of utmost importance in their discourse.
Description
Keywords
Escrita Escrita processual Ensino-aprendizagem da escrita Representações de escrita de professores estagiários