O Paradigma Reflexivo e as Diversas Interpretações dos Formadores de Professores de Inglês

Nalini Iara Leite Arruda; Telma Nunes Gimenez

doi:10.5433/2237-4876.2004v7n2p29

TITLE: <b>The reflective paradigm and English teacher educators' several interpretations</b>

Authors

Nalini Iara Leite Arruda Universidade Estadual de Londrina
Telma Nunes Gimenez Universidade Estadual de Londrina

DOI:

https://doi.org/10.5433/2237-4876.2004v7n2p29

Keywords:

Reflection, Teacher education.

Abstract

Nowadays, the reflective approach can be considered the predominant paradigm in the education of English language teachers. This is revealed in the literature and in recent research. However, there are several understandings of what reflection means, and this has already been pointed out by researchers. Many points of convergence and divergence coexist in the great quantity of activities labeled “reflective”. This paper aims at mapping out the meanings of reflection in the literature of teacher education, as part of a project entitled “Reflective teaching in the education of English language teachers”.

Author Biographies

Nalini Iara Leite Arruda, Universidade Estadual de Londrina

Possui graduação em Letras pela Universidade Estadual de Londrina (2003). Bolsista de Iniciação Científica (CNPq)

Telma Nunes Gimenez, Universidade Estadual de Londrina

Telma Nunes Gimenez é formada em Letras Anglo-Portuguesas pela Universidade Estadual de Londrina, Especialista em Biblioteconomia pelo College of Librarianship Wales, Mestre em Linguistica Aplicada pela PUCSP e doutora pelo departamento de Linguistics and Modern English Language da Lancaster University, Inglaterra. Realizou também estágio na Kettering Foundation, Estados Unidos, onde desenvolveu estudos sobre escola pública e democracia.

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Published

2004-12-15

How to Cite

ARRUDA, Nalini Iara Leite; GIMENEZ, Telma Nunes. TITLE: <b>The reflective paradigm and English teacher educators’ several interpretations</b>. Signum: Estudos da Linguagem, [S. l.], v. 7, n. 2, p. 29–41, 2004. DOI: 10.5433/2237-4876.2004v7n2p29. Disponível em: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/3902. Acesso em: 5 jul. 2024.

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Issue

Vol. 7 No. 2 (2004): Volume Atemático

Section

Article

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