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UVA.
Curso de Especializao em Ensino e Aprendizagem da Lngua
Inglesa.
Morfo-sntaxe da Lngua inglesa.
Reflective Teaching in Foreign Language Classrooms.
Questions about teaching.
How can teachers collect information about their own teaching?
What are their beliefs about teaching and learning, and how do
these beliefs
influence their teaching?
Where do these beliefs come from? What kind(s) are they? What
beliefs do their learners hold about learning and teaching? How do
these beliefs influence their approach to learning? What kind of
planning decisions do teachers make use of? What kind of
on-the-spot decisions do teachers make while teaching? What
criteria do teachers use to evaluate their teaching? What is my
role as a teacher? How does this role contribute to their teaching
style? How do their learners perceive their role as teachers?
What form or structure do their lessons have? How do teachers
communicate goals to their learners? How effectively do teachers
utilize learning opportunities within a lesson? What kinds of
interaction occur in their classroom? What interactional styles do
their learners favour? What kind of grouping arrangements do
teachers use and how effective
are they?
What kind of learning activities do teachers employ? What is the
purpose of these activities? What patterns of language use occur
when they teach? How do teachers modify their language to
facilitate teaching and learning? What opportunities do learners
have for authentic language use in their
lessons?
WHICH OF THE QUESTIONS LISTED IN THIS SECTION ARE OF
GREATESTINTEREST TO YOU?
Assumptions about the nature of teacher development.
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1. An informed teacher has an extensive knowledge base about
teaching.
Teaching is a complex,multidimensional activity.The teacher who
has a more
extensive knowledge and deeper awareness about the different
components
and dimensions of teaching is better prepared to make
appropriate judgements
and decisions in teaching.2. Much can be learned about teaching
through self-inquiry.
Teachers can learn more about teaching either individually or
through
collaborating with a colleague, making decisions about their
teaching, deciding
if initiatives need to be taken, and selecting strategies to
carry them out.
3. Much of what happens in teaching is unknown to the
teacher.
Teachers are often unaware of the kind of teaching they do or
how they han-
dle many of the moment-to-moment decision that arise.
4. Experience is insufficient as a basis for development.
Research suggests that, for many experienced teachers, many
classroomroutines and strategies are applied almost automatically
and do not involve a
great deal of conscious thought or reflection. Experience is the
starting point
for teacher development,but in order for experience to play a
productive role it
is necessary to examine such experience systematically.
5. Critical reflection can trigger a deeper understanding of
teaching.
Critical reflection involves examining teaching experiences as a
basis for
evaluating and decision making and a source for change. It
involves posing
questions about how and why things are the way they are, what
value systems
they represent, what alternatives might be available, and what
the limitations
are of doing one way as opposed to another.
DO YOU AGREE WITH THESE ASSUMPTIONS? WHICH ASSUMPTIONS DO
YOU
HOLD?
Beliefs about English.
1. Why do you think English is an important language?
2. Do you think English is more difficult to learn than other
languages?
3. What do you the most difficult aspects of learning English
are (e.g.,
grammar,vocabulary,pronunciation)?
4. Which dialect of English do you think should be taught
(e.g.,British,
American,other)?
5. Do you think it is important to speak English with
native-like pronunciation?
6. What attitudes do you think your learners associate with
English?
7. Do you think English has any qualities that make it different
from other
languages?
CAN YOU ADD ANOTHER QUESTION CONCERNING TEACHERSBELIEFS
ABOUT
ENGLISH TO THE LIST?
