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

• Apresentação

  Núbio Delanne Ferra Mafra, Telma Gimenez

  11-13

  • PDF (Português (Brasil))

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

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

• The role of classroom observation during the english teaching practicum

  Terezinha Marcondes Diniz Biazi, Telma Gimenez, Lidia Stutz

  57-78

  • PDF (Português (Brasil))

• Teachers’ training of portuguese in Portugal and Brazil

  Maria Suzett Biembengut Santade

  79-99

  • PDF (Português (Brasil))

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

  Luzia Bueno

  101-119

  • PDF (Português (Brasil))

• External assessments and their effects within teachers’ subjetivity

  Juliana Santana Cavallari

  121-136

  • PDF (Português (Brasil))

• Text genres and teaching acting in ENADE’S evaluation

  Vera Lucia Lopes Cristovão, Liliane Mantovani Lopes

  137-171

  • PDF (Português (Brasil))

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

  Maria Amélia Dalvi

  173-193

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

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

  Marcus Vinícius Liessem Fontana, Vanessa Ribas Fialho

  227-247

  • PDF (Português (Brasil))

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

  Letícia Fraga, Ieda Martins Lourenço

  249-278

  • PDF (Português (Brasil))

• Teachers development and the virtual learning communities

  Christiane Heemann

  279-299

  • PDF (Português (Brasil))

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

  Marcela de Freitas Ribeiro Lopes, Neiva Maria Jung

  301-320

  • PDF (Português (Brasil))

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

  Maria Inêz Probst Lucena, Angeles Clemente

  321-344

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

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

  Renilson José Menegassi

  387-419

  • PDF (Português (Brasil))

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

  Elvira Lopes Nascimento

  421-445

  • PDF (Português (Brasil))

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

  Mariana Pérez

  447-474

  • PDF (Português (Brasil))

• English language teacher assessment: a proposal for action

  Gladys Quevedo-Camargo

  475-501

  • PDF (Português (Brasil))

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

  Valdeni da Silva Reis

  503-522

  • PDF (Português (Brasil))

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

  Marcos Gustavo Richter, Joseane Amaral

  523-550

  • PDF (Português (Brasil))

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

  Lidia Stutz, Vera Lúcia Lopes Cristovão

  569-589

  • PDF (Português (Brasil))

• 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

  • PDF (Português (Brasil))

Resenhas

• Reflective Writing- A Way to Lifelong Teacher Learning.

  Josimayre Novelli Coradim, Carla Fabiana Barcaro

  593-598

  • PDF (Português (Brasil))

Preview

• Expediente

  • PDF (Português (Brasil))