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

Volume Temático: Formação de Professores de Línguas
Published: 2011-06-15

  • Apresentação

    Núbio Delanne Ferra Mafra, Telma Gimenez
    11-13
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p11

Article

  • The education of the teacher of english based upon the elaboration, implementation and evaluation of teaching-learning projects

    Ricardo Luiz Teixeira de Almeida
    17-35
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p17

  • Collaboratively teaching at undergraduate level: teacher learning through analytical team-teaching

    Eliane Hércules Augusto-Navarro, Claudia Jotto Kawachi, Cristiane Oliveira Campos-Gonella, Daniela Terenzi
    37-56
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p37

  • The role of classroom observation during the english teaching practicum

    Terezinha Marcondes Diniz Biazi, Telma Gimenez, Lidia Stutz
    57-78
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p57

  • Teachers’ training of portuguese in Portugal and Brazil

    Maria Suzett Biembengut Santade
    79-99
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p79

  • A formação continuada do professor e o trabalho com o anúncio publicitário impresso

    Luzia Bueno
    101-119
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p101

  • External assessments and their effects within teachers’ subjetivity

    Juliana Santana Cavallari
    121-136
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p121

  • Text genres and teaching acting in ENADE’S evaluation

    Vera Lucia Lopes Cristovão, Liliane Mantovani Lopes
    137-171
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p137

  • The portuguese teacher profile that starts and graduates from letras-português course at Universidade Federal do Espírito Santo

    Maria Amélia Dalvi
    173-193
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p173

  • Challenges to the teaching of writing and reading in Brazil: heterogeneity and linguistic contact

    Marília de Nazaré Ferreira-Silva, Thomas Massao Fairchild, Claudemir Belintane
    195-226
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p195

  • Tecnologias no ensino de línguas: formando professores para o agora

    Marcus Vinícius Liessem Fontana, Vanessa Ribas Fialho
    227-247
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p227

  • Reading, teaching of reading and the portuguese teacher: a study about beliefs

    Letícia Fraga, Ieda Martins Lourenço
    249-278
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p249

  • Teachers development and the virtual learning communities

    Christiane Heemann
    279-299
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p279

  • The negotiation of teacher identity in the classroom of spanish language

    Marcela de Freitas Ribeiro Lopes, Neiva Maria Jung
    301-320
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p301

  • “Where is my contribution here?” Identity and representations of an english teacher

    Maria Inêz Probst Lucena, Angeles Clemente
    321-344
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p321

  • Who can learn and where is english taught? the challenges of teaching the communicative competence in teacher education

    Mariana Rosa Mastrella-de-Andrade
    345-362
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p345

  • What can be seen from the window: an analysis of an english language teacher program

    Elaine Fernandes Mateus, Michele Salles El Kadre, Pricila Gaffuri
    363-386
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p363

  • Writing in teachers’ initial formation: influences of initial academic research

    Renilson José Menegassi
    387-419
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p387

  • Double semiotic process of the teaching-learning objects: from the didactic founders gestures to the didactic specific gestures

    Elvira Lopes Nascimento
    421-445
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p421

  • Foreign language teachers and the teaching of reading: what activities designed by student-teachers reveal

    Mariana Pérez
    447-474
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p447

  • English language teacher assessment: a proposal for action

    Gladys Quevedo-Camargo
    475-501
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p475

  • Identification and relationship between teacher (efl) and educator within a continuing education project

    Valdeni da Silva Reis
    503-522
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p503

  • Social role and emancipation: discussing the foundations of the teacher profession

    Marcos Gustavo Richter, Joseane Amaral
    523-550
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p523

  • A construção de uma sequência didática na formação docente inicial de língua inglesa

    Lidia Stutz, Vera Lúcia Lopes Cristovão
    569-589
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p569

  • The english teachers’ education in the brazilian scenery: beliefs and experiences as factors of (trans) formation of pedagogical practice

    Keila Mendes dos Santos, Diógenes Cândido de Lima
    551-568
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p551

Resenhas

  • Reflective Writing- A Way to Lifelong Teacher Learning.

    Josimayre Novelli Coradim, Carla Fabiana Barcaro
    593-598
    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p593

Preview

  • Expediente

    DOI: https://doi.org/10.5433/2237-4876.2011v14n1p