Published

2018-01-01

The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs

La relevancia del conocimiento práctico de los profesores en el desarrollo de programas de formación de profesores

DOI:

https://doi.org/10.15446/profile.v20n1.62327

Keywords:

English language teaching, personal practical knowledge, second language teacher education (en)
alumnado, conocimiento práctico personal, educación de maestros de segunda lengua, enseñanza de lengua inglesa (es)

Downloads

Authors

  • Débora Izé Balsemão Oss Universidade Federal do Rio Grande do Sul

Teacher education programs have evolved mostly from the scholarly world’s perspective, which can eventually impact the work that practitioners face on an everyday basis, particularly in regard to dealing with their students. This article of reflection addresses aspects related to a Brazilian teacher’s personal practical knowledge and the role of practitioners’ expertise in dealing with adolescent students (6th to 9th graders). It advocates that teachers’ personal practical knowledge is likely to evolve into professional knowledge provided that it is analyzed, verified, and improved. Insights from second language teacher education, reflexive thoughts, and projects developed by the author illustrate what can be considered when developing strategies that are consistent with the envisioned teacher education programs.

Los programas de formación de maestros han evolucionado sobre todo desde la perspectiva del mundo académico, lo que eventualmente puede impactar en el trabajo que los maestros enfrentan cotidianamente, particularmente en lo que respecta al trato con sus estudiantes. Este artículo de reflexión aborda aspectos relacionados con el conocimiento práctico personal de una maestra brasileña y el papel de la experiencia de los practicantes en el trato con estudiantes adolescentes (6º a 9º grado). Defiende que el conocimiento práctico personal de los profesores pueda evolucionar hacia el conocimiento profesional siempre que se analice, verifique y mejore. Las reflexiones sobre la formación de maestros de segunda lengua, los pensamientos reflexivos y los proyectos desarrollados por la autora ilustran lo que se puede considerar al desarrollar estrategias que sean consistentes con los programas deseados de formación de maestros.

References

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. https://doi.org/10.1017/S0261444803001903.

Borg, S. (2006). Teacher cognition and language education: Research and practice. London, UK: Continuum.

Bruner, J. (1997). Atos de significação [The culture of education] (S. Costa, Trans.). Porto Alegre, BR: Artes Médicas.

Bruner, J. (1998). Realidade mental, mundos possíveis [Actual minds, possible worlds]. Porto Alegre, BR: Artes Médicas.

Buarque, C. (2015, March 1). Interview by M. Gonzatto. Zero Hora Notícias. Retrieved from http://zh.clicrbs.com.br/rs/noticias/noticia/2015/03/cristovam-buarque-o-povo-brasileiro-nao-da-importancia-a-educacao-4709545.html.

Cox, M. I. P., & Assis-Peterson, A. A. (2008). O drama do ensino de inglês na escola pública brasileira [The drama of English teaching in the Brazilian public school]. In A. A. Assis-Peterson (Org.), Línguas estrangeiras: para além do método (pp. 19-54). Cuiabá, BR: EDUFMT.

Dörnyei, Z. (1990). Conceptualizing motivation in foreign language learning. Language Learning, 40(1), 45-78. https://doi.org/10.1111/j.1467-1770.1990.tb00954.x.

Feryok, A. (2010). Language teacher cognitions: Complex dynamic systems? System, 38(2), 272-279. https://doi.org/10.1016/j.system.2010.02.001.

Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1), 1-13. https://doi.org/10.1017/S0261444801001720.

Freeman, D., & Johnson, K. E. (1998). Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397-417. https://doi.org/10.2307/3588114.

Gatti, B. A. (2014). A formação inicial de professores para a educação básica: as licenciaturas [Teacher education for basic education: The licentiateships]. Revista USP, 100, 33-46. https://doi.org/10.11606/issn.2316-9036.v0i100p33-46.

Golombek, P. (1998). A study of language teachers’ personal practical knowledge. TESOL Quarterly, 32(3), 447-464. https://doi.org/10.2307/3588117.

Golombek, P. (2009). Personal practical knowledge in L2 teacher education. In A. Burns & J. C. Richards, J. C. (Eds.), The Cambridge guide to second language teacher education (pp. 155-162). New York, US: Cambridge University Press.

Hiebert, J., Gallimore, R., & Stigler, J. W. (2002). A knowledge base for the teaching profession: What would it look like and how can we get one? Educational Researcher, 31(5), 3-15. https://doi.org/10.3102/0013189X031005003.

Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL Quarterly, 40(1), 235-257. https://doi.org/10.2307/40264518.

Johnson, K. E. (2009). Trends in second language teacher education. In A. Burns & J. C. Richards, J. C. (Eds.), The Cambridge guide to second language teacher education (pp. 20-29). New York, US: Cambridge University Press.

Johnson, K. E., & Golombek, P. R. (Eds.). (2011). Research on second language teacher education: A sociocultural perspective on professional development. New York, US: Routledge.

Kennedy, M. M. (1991). An agenda for research on teacher learning (NCRTL special report). Austin, US: Office of Educational Research and Improvement. Retrieved from ERIC database (ED331806).

Lantolf, J. P. (2011). The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development. In D. Atkinson (Ed.), Alternative approaches to second language acquisition (pp. 24-47). New York, US: Routledge.

Leffa, V. J. (1999). O ensino de línguas estrangeiras no contexto nacional [Foreign languages teaching in the national context]. Contexturas, 4, 13-24.

Leffa, V. J. (2011). Criação de bodes, carnavalização e cumplicidade: considerações sobre o fracasso da LE na escola pública [Raising goats, carnivalization, and complicity: Considerations about the failure of FL in public school]. In D. C. de Lima (Org.), Inglês em escolas públicas NÃO funciona? Uma questão, múltiplos olhares (pp. 15-32). São Paulo, BR: Parábola.

Miccoli, L. S. (2011) O ensino na escola pública pode funcionar desde que... [Teaching in public schools can work as long as...]. In D. C. de Lima (Org.), Inglês em escolas públicas NÃO funciona? Uma questão, múltiplos olhares (pp. 171-184). São Paulo, BR: Parábola.

Oss, D. I. B. (2006). A motivação no ensino de inglês no ensino médio: um estudo descritivo [Motivation in English teaching in secondary teaching: A descriptive study]. In M. S. Lima & N. M. Fontana (Org.), Língua estrangeira e segunda língua: estudos descritivos (pp. 241-286). Caxias do Sul, BR: EDUCS.

Oss, D. I. B. (2013). O profissional do ensino de língua inglesa e o seu objeto de ensino: ‘Do you know what I mean?’ [The English language teaching professional and her/his teaching object: Do you know what I mean?] (Doctoral dissertation). Universidade do Vale do Rio dos Sinos, São Leopoldo, Brasil.

Oss, D. I. B. (2015). New perspectives. Revista Bem Legal, 5(1). Retrieved from http://www.ufrgs.br/revistabemlegal/edicoes-anteriores/vol5n1/new-perspectives-1.

Pescador, C. M. (2010). Como aprendem os nativos digitais em suas interações em redes hipermidiáticas [How digital natives learn in their hypermedia interactions]. In E. M. Soares & A. T. Luchese (Org.), Educação, educações: história, filosofia e linguagens (pp. 79-95). Caxias do Sul, BR: EDUCS.

Telles, J. A. (2002). “É pesquisa, é? Ah, não quero, não, bem!” Sobre pesquisa acadêmica e sua relação com a prática do professor de línguas [Is it research? Oh, no, I don’t want it: About academic research and its relation to the practice of the language teacher]. Linguagem & Ensino, 5(2), 91-116.

Vieira-Abrahão, M. H. (2012). A formação do professor de línguas de uma perspectiva sociocultural [Language teacher education from a sociocultural perspective]. Signum: Estudos da Linguagem, 15(2), 457-480. https://doi.org/10.5433/2237-4876.2012v15n2p457.

Woods, D. (1996). Teacher cognition in language teaching: Beliefs, decision-making and classroom practice. Cambridge, UK: Cambridge University Press.

Woods, D. (2009). Review of the book Teacher cognition and language education: Research and practice, by S. Borg. The Canadian Modern Language Review, 65(3), 511-513.

Zanette, C. S., Rui, G., & Pellin de Bastiani, L. B. (2010). Referenciais da educação da rede municipal de ensino de Caxias do Sul: planos de trabalho, língua estrangeira do 6º ao 9º ano [Caxias do Sul Educational References: Working plans for foreign languages 6th to 9th grades]. Caxias do Sul, BR: Secretaria Municipal da Educação. Retrieved from http://educacao.caxias.rs.gov.br/mod/resource/view.php?id=226.

Dimensions

PlumX

Article abstract page views

1499

Downloads

Download data is not yet available.

How to Cite

Oss, D. I. B. (2018). The Relevance of Teachers’ Practical Knowledge in the Development of Teacher Education Programs. Profile: Issues in Teachers’ Professional Development, 20(1), 167-178. https://doi.org/10.15446/profile.v20n1.62327

License

Copyright (c) 2018 Author

Creative Commons License

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.