Representações de professores em formação inicial sobre o “bom professor”: um estudo sistêmico-funcional longitudinal
Focusing on representations encompassing initial English language teacher education, this research aims to examine what the research participants conceive as a "good teacher" in the context of the Agora Institute, located at Federal University of Rio Grande do Norte. We aim to recognize ho...
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| Formato: | Dissertação |
| Idioma: | por |
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| Endereço do item: | https://repositorio.ufrn.br/jspui/handle/123456789/26654 |
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| Resumo: | Focusing on representations encompassing initial English language teacher education, this research aims to examine what the research participants conceive as a "good teacher" in the context of the Agora Institute, located at Federal University of Rio Grande do Norte. We aim to recognize how representations are linguistically construed through lexicogrammatical realizations, more precisely the processes, according to the Systemic Functional Grammar assumptions (HALLIDAY; MATTHIESSEN, 2004; EGGINS, 2004; THOMPSON, 2004). Discuss about teachers identity construction process (TARDIFF, 2009; PIMENTA 1999, 2005) Interviews were designed, implemented and analyzed with six participants in the beginning of the school semester., as well as in its end, thus constituting two distinct points that offer a longitudinal perspective. The first stage comprised six audio recorded interview files and later transcribed, as well as questionnaires related to demographic data to build the participants profile. We selected lexicogrammatical structures through the computer program WordSmith Tools 6.0 (SCOTT, 2010) in order to locate the occurrences and also to understand how they were construed through the processes. We started with the assumption that, while rebuilding their experiences in the interviews, the participants could become more critical and aware of their practices. The analyzed results show that in the first moment of the interviews, the teachers express themselves more carefully when outlining their opinions and expressing their representations, a fact suggested by the use of (1) cognitive mental processes of the Think type, (2) modality metaphors of obligation such as Have, and finally (3) the attributive relational process is. In the second moment, it was noticed that the realizations present in their discourse indicate more assertivity, without the presence of modalizations or mental processes that express uncertainty, thus passing oriented to express meanings through relational attributive process Be. Research shows, in its final stage, the change of representations in form and in content, thus giving scope for aspects not expressed in the first moment, as well as erasing some aspects present in the first stage of interviews, but not in the second. The results stated here are relevant in the discussion and understanding of the representations and their implications in the sayings and doings of teaching professional. This study may provide data for discussions of initial and continuing education, as well as research focused on the linguistic mechanisms in English teachers speech and their practices |
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