Abstract
O presente artigo apresenta resultados parciais de um estudo nacional incidente nos cursos de mestrado em ensino de Inglês no 1.º Ciclo do Ensino Básico. O estudo, desenvolvido entre 2018 e 2020 por uma equipa de formadores/ investigadores de 10 instituições de ensino superior, teve como finalidade mapear abordagens de formação através de um desenho multicasos e uma abordagem multimétodo de natureza interpretativa, a qual integrou a análise de currículos e relatórios de estágio, o inquérito por questionário a ex-estagiários e registos reflexivos de ex-estagiários, supervisores e orientadores cooperantes. Os resultados apresentados relacionam-se com o modo como os cursos apoiam a formação dos estudantes para a investigação pedagógica. Conclui-se que essa formação incorpora uma visão atual do ensino de línguas a crianças e o desenvolvimento de profissionais reflexivos, assumindo diversas configurações curriculares e uma expressão especialmente significativa no desenvolvimento de projetos de investigação-ação no estágio.
This article presents partial results of a national study on master's programmes in English teaching in the 1st cycle of basic education. The study, carried out between 2018 and 2020 by a team of trainers/researchers from 10 higher education institutions, aimed at mapping teacher education approaches through a multi-case design and a multi-method approach of an interpretive nature. It integrated the analysis of curricula and
practicum reports, a survey questionnaire to ex-student teachers, and reflective records by ex-student teachers, supervisors and cooperating teachers. The findings relate to how the programmes support students’ preparation for pedagogical inquiry. It is concluded that this preparation incorporates a current
vision of language teaching to children and supports the development of reflective professionals, assuming different curricular configurations and a particularly significant expression in the development of action research projects in the practicum.
This article presents partial results of a national study on master's programmes in English teaching in the 1st cycle of basic education. The study, carried out between 2018 and 2020 by a team of trainers/researchers from 10 higher education institutions, aimed at mapping teacher education approaches through a multi-case design and a multi-method approach of an interpretive nature. It integrated the analysis of curricula and
practicum reports, a survey questionnaire to ex-student teachers, and reflective records by ex-student teachers, supervisors and cooperating teachers. The findings relate to how the programmes support students’ preparation for pedagogical inquiry. It is concluded that this preparation incorporates a current
vision of language teaching to children and supports the development of reflective professionals, assuming different curricular configurations and a particularly significant expression in the development of action research projects in the practicum.
| Translated title of the contribution | Training pre-service for pedagogic research: The case of the MA in Teaching English in Portuguese 1st Cycle education |
|---|---|
| Original language | Portuguese |
| Article number | 2 |
| Pages (from-to) | 15-33 |
| Number of pages | 17 |
| Journal | Estreiadialogos |
| Volume | 6 |
| Issue number | 1&2 |
| Publication status | Published - 10 Jan 2022 |
Keywords
- Formação inicial de professores
- ensino de Inglês a crianças
- investigação pedagógica
- Initial teacher education
- Teaching English to children
- Pedagogic inquiry
