“Where is my contribution here?” Identity and representations of an english teacher
DOI:
https://doi.org/10.5433/2237-4876.2011v14n1p321Keywords:
Teacher education, Language teaching, PracticumAbstract
In this article we discuss the perceptions of an English teacher about the practicum in the context of basic education. Guided by self and joint reflective practice, this study focuses on the conflicting aspects of interpersonal practices between the schoolteacher and the student-teachers. Data was generated as part of a broader ethnographic project about the learning cultures in the education of teachers of English at UFSC. The analysis is based on the representations of the teacher about the teaching of English and her experiences with some student- teachers. From this analysis, we present a summary of the results and a connection to key issues in the field of language teacher education.
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