Published
The Construction of Theoretical and Practical Knowledge in Initial Teacher Education
La construcción del conocimiento teórico y práctico en la formación inicial del profesorado
Keywords:
Initial education, beliefs, language teaching and learning (en)Formación inicial, creencias, enseñanza y aprendizaje de lenguas (es)
Downloads
This paper presents results from an interpretive research which has analysed how language student-teachers construct their knowledge about language teaching and learning during pre- service teacher education. The study, embedded within the general frameworks of teachers’ thinking and socialization, involved language student teachers from a public university in Brazil.
Este trabajo presenta resultados de una investigación interpretativa que ha analizado cómo los profesores de lenguas construyen su conocimiento sobre la enseñanza y el aprendizaje de lenguas durante la formación pre-servicio. En el estudio, arraigado en los esquemas generales de reflexión y socialización de los profesores, participaron profesores de lenguas de una universidad pública en Brasil.
References
Almarza, G. G. (1996). Student foreign language teachers’ knowledge growth. In D. Freeman & J.C., Richards (Eds.), Teacher learning in language teaching (pp. 50-78). Cambridge: Cambridge University Press.
Barcelos, A. M. F. (2001). Metodologia de pesquisa de crenças sobre aprendizagem de línguas: Estado da arte. Revista Brasileira de Lingüística Aplicada, 1, 71-92.
Bogdan, R. C., & Biklen, S. K. (1998). Qualitative research for education: An introduction to theory and methods (3rd ed.). London: Allyn and Bacon. Burns, A. (1999). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.
Cabaroglu, N., & Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. IN: System 28, 2000, 387-402.
Claderhead, J., & Miller, E. (1985). The integration of subject matter knowledge in student teachers’ classroom practice. University of Lancaster School of Education.
Clandinin, D. J. (1986). Classroom practice: Teacher images in action. Lewes, Sussex: The Palmer Press. Clark, M. C., & Peterson, P. L. (1986). Teachers’ thought processes. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 255-298). New York: Macmillan.
Connelly, M., & Clandinin, J. (1988). Teachers as curriculum planners: Narratives of experience. New York: Teachers College and Toronto, OISE.
Elbaz, F. (1983). Teacher thinking: A study of practical knowledge. London: Croom Helm.
Eraut, M. (1994). Developing professional knowledge and competence. Lewes, Sussex: The Palmer Press. Erickson, F. (1986). Qualitative methods in research on teaching. In M.C. Wittrock (Ed.), Handbook of research on teaching (pp. 119-161). New York: Macmillan.
Feimann-Nemser, S., & Floden, R.E. (1986). The cultures of teaching. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 505-526). New York: Macmillan.
Feimann-Nemser, S., & Buchmann, M. (1986). The first year of teacher preparation: Transition to pedagogical thinking. Journal of Curriculum Studies, 18(3), 236-256.
Handal, G., & Lauvas, P. (1987). Promoting reflective teaching. MiltonKeynes, UK: Open University Press. Horwitz, E. K. (1987). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333-340.
Johnson, K. E. (1992). The relationship between teachers’ beliefs and practices during literacy instructions for non-native speakers of English. Journal of Reading Behavior, 24(1), 83-108.
Johnson, K. E. (1999). Understanding language teaching: Reasoning in action. Boston: Heinle & Heinle Publishers.
Kagan, D. M. (1992). Professional growth among preservice and beginning teachers. Review of Educational Research, 62(2), 129-169.
Lortie, D. (1975). School teacher: A sociological study. Chicago IL: University of Chicago Press.
Pennington, M. C. (1990). A professional development focus for the language teaching practicum. In J. C. Richards & D. Nunan (Eds.), Second language teacher education (pp. 132- 151). Cambridge: Cambridge University Press.
Roberts, J. (1998). Language teacher education. Great Britain: Arnold.
Rokeach, M. (1968). Beliefs, attitudes and values: A theory of organization and change. San Francisco: Jossey-Bass.
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Aldershot: Arena.
Shulman, L. (1986). Paradigms and research programs in the study of teaching. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 3-36). New York: Macmillan.
Shulman, L. (1987). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Silverman, D. (2000). Doing qualitative research. London: Sage publications.
Tabachnic, B. R., & Zeichner, K. (1984). The impact of the student teaching experience on the development of teacher perspectives. Journal of Teaching Education, 35(6), 28-36.
Wallace, M. (1998). Action research for language teachers. Cambridge: Cambridge University Press.
Wallace, M. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Williams, M., & Burden, R.L. (1997). Psychology for language teachers: A social constructivist approach. Cambridge: Cambridge University Press.
Williams, M. (1999). Learning teaching: A social constructivist approach-theory and practice or theory with practice. In H. Trappes-Lomax & I. McGrath (Ed.), Theory in language teacher education (pp. 11-20). Longman.
Woods, D. (1996). Teacher cognition in language teaching. Cambridge: Cambridge University Press. Zeichner, K. (2003). Educating reflective teacher for learner centered education: Possibilities and contradictions. In T. Gimenez, Ensinando e aprendendo inglês na universidade: Formação de professores em tempos de mudanza. Londrina: Abrapui.
Zeichner, K., & Grant, C. (1981). Biography and social structure in the socialization of student teachers. Journal of Education for Teaching, 1, 198-314.
Zeichner, K., Tabachnic, B. R., & Densmore, K. (1987). Individual, institutional and cultural influences on the development of teachers’ craft knowledge. In J. Claderhead (Ed.), Exploring teachers' thinking (pp. 21-56). London: Cassel.
Zeichner, K., & Liston, D. (1996). Reflective teaching: An introduction. Mahwah, NJ: Lawrence Erlbaum.
Article abstract page views
Downloads
How to Cite
License
Copyright (c) 2006 Maria Helena Vieira Abrahão
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
