Bibliographic Details
| Title: |
Workshops as an avenue of teacher development in a Language without Borders community in Southern Brazil. |
| Alternate Title: |
Workshops como um caminho para a formação de professores em uma comunidade do Idioma Sem Fronteiras no sul do Brasil. |
| Authors: |
Kirsch, William1 william_kirsch@yahoo.com.br, Sarmento, Simone2 |
| Source: |
Brazilian English Language Teaching Journal. Jul-Dec2018, Vol. 9 Issue 2, p395-408. 14p. |
| Subject Terms: |
*Teacher development, *English teachers, *Adult education workshops |
| Abstract (English): |
This paper discusses the use of "workshops" at a community generated by the program Languages without Borders as an avenue for the development of teachers of English as an Additional Language. Part of a larger research project aimed at elucidating the practices of teacher development in the community, this paper discusses field notes as well as transcriptions of a workshop held at the community, by two of its more experienced members. This paper corroborates evidence that workshops, despite often disputed by teacher development literature, is a good opportunity for teachers to share the results of their own reflections, as well as for the emergence of critical teacher development (Pennycook, 2001; Pessoa, 2014). [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): |
Este artigo discute o uso de "workshops" em uma comunidade emergente do programa Idiomas sem Fronteiras em uma grande universidade do sul do Brasil como um mecanismo para formação de professores de Inglês como Língua Adicional. Parte de um projeto de pesquisa mais extenso, focado em elucidar as práticas de formação de professores na referida comunidade, este artigo discute notas de campo bem como transcrições de um workshop realizado na comunidade por duas de suas participantes mais experientes. Este texto apresenta evidências que corroboram que os workshops, ainda que muitas vezes desacreditados na bibliografia sobre formação de professores, podem oferecer oportunidades para professores compartilhar suas próprias reflexões, assim como para a emergência de formação crítica de professores (Pennycook, 2001; Pessoa, 2014). [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
