Crenças de professores em formação inicial sobre o uso das metodologias de aprendizagem ativa no ensino de inglês
Inserted in the area of Applied Linguistics, the present research is characterized as a multiple case study (YIN, 2015), and aims to investigate the beliefs of preservice teachers regarding the implementation of active learning methodologies (MAA in Portuguese) in the teaching of English...
| Autor principal: | Passos, Josleia Aparecida dos |
|---|---|
| Formato: | Dissertação |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2021
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/26160 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
Inserted in the area of Applied Linguistics, the present research is characterized as a multiple case study (YIN, 2015), and aims to investigate the beliefs of preservice teachers regarding the implementation of active learning methodologies (MAA in Portuguese) in the teaching of English. As specific objectives, the research sought to: a) identify the beliefs of preservice teachers on the implementation of active learning methodologies in English teaching; and b) analyze whether the beliefs of preservice teachers can favor or limit the use of active learning methodologies in English teaching. Therefore, the research fits in the line of research Language, Education and Work of the Postgraduate Program in Letters (PPGL) of the Federal Technological University of Paraná (UTFPR), Campus Pato Branco. The context of this research comprises an extension minicourse, conducted online, with synchronous and asynchronous classes and applied by the researcher to preservice teachers in PortugueseEnglish Languages. The minicourse lasted 15 hours and was offered in the months of August and September 2020, with the objective of presenting an introduction to the concept and the premises of the active learning methodologies in teaching and learning English. In addition, some of the methods and techniques for implementing active learning methodologies in the classroom were presented. Finally, some digital tools used in MAA for teaching English were shown. Data collection was carried out using two questionnaires with semistructured and open questions, which were applied for individual reflection and resolution. The data obtained were analyzed using the Content Analysis technique (BARDIN, 2016), which can be understood as a set of methodological instruments or communication analysis techniques used for the interpretation of written materials (BARDIN, 2016). The theoretical framework being used in the interpretation of the research data refers to studies on: a) aspects of the preservice language teachers in the Brazilian context, based on the work of Celani (2001), Volpi (2001), Gimenez e Cristóvão (2007), Halu (2014); b) teachers' beliefs about English teaching and learning, using Barcelos (2001, 2004, 2006), Kudiess (2005), Silva (2010, 2011), Martins (2020), Santos e Fermino (2013); c) the main methodologies for teaching and learning languages and the English language, as well as their principles, underlying theories and representatives from the studies of Leffa (2016), Oliveira (2014) and Richards e Rodgers, (2001); and d) the concept and techniques of active learning methodologies based on Moran (2018), Valente et al. ( 2015; 2017), Diesel et al. (2017, 2018), Bacich (2015, 2016, 2018, 2021). The results show that preservice teachers’ beliefs are favorable to the implementation of active learning methodologies in English teaching because they demonstrated that they understood their basic principles and concepts, the differences between active learning methodologies and traditional methodologies. |
|---|