A curriculum for language teacher education: Between prescription and fulfillment
This article analyzes how teaching knowledge is developed in initial language teacher education, in order to train conscientious teachers for a linguistic education project. We took as a documental record the Pedagogical Project of an undergraduate language teacher training and we conducted an inter...
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Revista Política e gestão educacional |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/17924 |
| Acesso em linha: | https://periodicos.fclar.unesp.br/rpge/article/view/17924 |
| Access Level: | acceso abierto |
| Palavra-chave: | Ideologems Disciplinary knowledge Reflexive teacher Ideologemas Saberes disciplinares Profesor reflexivo Professor reflexivo |
| Resumo: | This article analyzes how teaching knowledge is developed in initial language teacher education, in order to train conscientious teachers for a linguistic education project. We took as a documental record the Pedagogical Project of an undergraduate language teacher training and we conducted an interview with students from the last year of the course. As a theoretical contribution, we used the concept of ideologeme (DEL VALLE, 2010) and analyzed the data through Wodak’s (2009) Critical Discourse Analysis and the power relations established in an initial teachers’ training (FOUCAULT, 2008, 2014). Results show that divergences between what is prescribed in the document that guides the language teacher training and what is carried out by the professors can negatively interfere in the development of the critical-reflexive potential of the teachers-to-be, with regard to the appropriation of the disciplinary (linguistic) knowledge of the profession. |
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