Perceptions on a collaborative teaching practice in the program Languages without Borders
DOI:
https://doi.org/10.14393/OT2019v21.n.2.45343Keywords:
Prática de ensino, Formação de Professores, Ensino de Língua InglesaAbstract
This paper presents the perceptions of two English language teachers on a collaborative teaching practice that was carried out in the program Languages without Borders (Idiomas sem Fronteiras, IsF, in Portuguese) – English at the Federal University of Uberlândia (UFU), specifically in a course offered for beginners. The article describes the course planning and the strategies used in the classes. Furthermore, the teachers' impressions and reflections on this practice are presented in order to point out how co-teaching can contribute to the formation of teachers in programs like IsF, as it promotes changes in the constitution of teacher's identity, so that it can recognize the role that the other plays in the constitution of who we are.
Downloads
References
BAKHTIN, Mikhail. Estética da criação verbal. Introdução e tradução do russo: PauloBezerra; prefácio à edição francesa: Tzvetan Todorov. 6 ed. São Paulo:Martins Fontes, 2011.
COOK, Lynne; FRIEND, Marilyn. Educational leadership for teacher collaboration. In: B. Billingsley (Ed.). Programme Leadership for Serving Students with Disabilities. Richmond Virginia: Department of Education, 1993.
D’ALMAS, Juliane. Concepções de alunos-professores de língua inglesa sobre ensino colaborativo. RevLet – Revista Virtual de Letras, Jataí, v. 06, n. 01, 2014. Disponível em: http://www.revlet.com.br/artigos/213.pdf. Acesso em: 10 de agosto de 2017.
HOFFMAN, Patricia; DAHLMAN, Anne. Together We Are Better. Essential Teacher, v. 4, n. 3, 2007. Disponível em: http://www.tesol.org/read-and-publish/journals/other-serial-publications/compleat-links/compleat-links-volume-4-issue-3-(september-2007)/together-we-are-better. Acesso em: 18 de agosto de 2017.
HONIGSFELD, Andrea; DOVE, Maria G. Collaboration and Co-Teaching: Strategies for English Learners. Thousand Oaks: Corwin Press,2010.
PENNYCOOK, Alastair. Critical Applied Linguistics: a Critical Introduction. New Jersey: Lawrence Erlbaum Associates, 2001.
ROTH, Wolff-Michael; MASCIOTRA, Domenico; BOYD, Nadely. Becoming-in-the-classroom: a case study of teacher development through coteaching. Teaching and Teacher Education, v. 15, 1999.
SILVESTRE, Viviane Pires Viana; FIGUEREDO, Carla Janaína; PESSOA, Rosane Rocha. Ética na perspectiva bakhtiniana e na formação crítica docente: uma experiência no Estágio Supervisionado de Língua Inglesa. Bakhtiniana: Revista de Estudos do Discurso, São Paulo, v.10, n.2, 2015. Disponível em: https://revistas.pucsp.br/index.php/bakhtiniana/article/view/22135 Acesso em: 10 de agosto de 2017.
