A negociação de identidade de professor em sala de aula de estágio de língua espanhola

Marcela de Freitas Ribeiro Lopes; Neiva Maria Jung

doi:10.5433/2237-4876.2011v14n1p301

The negotiation of teacher identity in the classroom of spanish language

Authors

Marcela de Freitas Ribeiro Lopes Universidade Estadual do Centro-Oeste - Campus de Irati
Neiva Maria Jung Universidade Estadual de Maringá

DOI:

https://doi.org/10.5433/2237-4876.2011v14n1p301

Keywords:

Social identities, Talk-in-interaction, Teacher formation

Abstract

This article aims at investigating how a trainee teacher, student of Portuguese and Spanish, at the State University of Midwest Parana, negotiates her teacher identity. The theoretical and methodological approach is that of Conversation Analysis. By looking at the talk-in-interaction data, which consists of nine video recordings of two high-school classes, at a public school in the State of Parana, we observed that conflicts happen, the main teacher interferes with the negotiation of the trainee's teacher identity and students test her position as a teacher and as the talk-in-interaction organizer as well.

Author Biographies

Marcela de Freitas Ribeiro Lopes, Universidade Estadual do Centro-Oeste - Campus de Irati

Atualmente é professora assistente da UNICENTRO/ Irati. Atua na área de Linguística Aplicada e Formação de Professor.

Neiva Maria Jung, Universidade Estadual de Maringá

Atualmente é professora adjunta da Universidade Estadual de Maringá, atuando no curso de Licenciatura em Letras e na Pós-Graduação em Letras (Mestrado e Doutorado).

Volume Temático: Formação de Professores de Línguas

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PDF (Português (Brasil))

Published

2011-06-15

How to Cite

LOPES, Marcela de Freitas Ribeiro; JUNG, Neiva Maria. The negotiation of teacher identity in the classroom of spanish language. Signum: Estudos da Linguagem, [S. l.], v. 14, n. 1, p. 301–320, 2011. DOI: 10.5433/2237-4876.2011v14n1p301. Disponível em: https://ojs.uel.br/revistas/uel/index.php/signum/article/view/8408. Acesso em: 23 jul. 2024.

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Issue

Vol. 14 No. 1 (2011): Formação de Professores de Línguas

Section

Article

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