What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme
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Fernanda Costa Ribas
Fernanda Costa Ribas is an associate professor at the Institute of Languages, Literature and Linguistics of the Federal University of Uberlandia, Brazil. She holds a degree in Portuguese/English Language and Literature and a PhD in Linguistics Studies by the State University of São Paulo – Brazil. She has experience working in the field of Applied Linguistics, with emphasis in English language teaching and learning, both at undergraduate and postgraduate university levels. Also, she has worked as a tutor coordinator at an English Undergraduate Distance Course. Her research interests include teacher and student motivation, culture, beliefs, anxiety, teacher education and technology applied to language teaching and learning.
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Cristiane Manzan Perine
Cristiane Manzan Perine teaches English and Portuguese at the Federal Institute of Education, Science and Technology of Triangulo Mineiro, Brazil, working at high school, undergraduate and technical courses. She is also a PhD student at the Federal University of Uberlandia, Brazil, in the Post Graduation Program of Linguistics Studies, where she develops her research focusing on multiliteracies and digital technologies. She holds a degree in Portuguese/English Language and Literature and a Master’s degree in Linguistics Studies. Her research interests involve foreign language teaching and learning, beliefs, motivation, critical literacy and computer-assisted language learning.
Abstract
This paper aims to investigate the beliefs of student teachers on a distance teacher education course about being an English teacher in Brazil. The theoretical framework of this paper is based on studies about beliefs in language teaching and learning (Barcelos and Kalaja 2011. Introduction to beliefs about SLA revisited. System 39(3). 281–289), and distant teacher education (Borg et al. 2014. The impact of teacher education on pre-service primary English language teachers. London: British Council). Data were collected in a supervised teaching practicum course in an English Language and Literature Distance Programme provided by a federal public university in Brazil. The data stem from visual narratives and meta-narratives posted on two online discussion forums. It is expected that the results of this study will contribute to advancing research on the use of visual materials in the investigation of beliefs, and that they will foster the debate on the contributions of visual narratives to teachers’ reflections, particularly in distance teacher education settings.
About the authors
Fernanda Costa Ribas is an associate professor at the Institute of Languages, Literature and Linguistics of the Federal University of Uberlandia, Brazil. She holds a degree in Portuguese/English Language and Literature and a PhD in Linguistics Studies by the State University of São Paulo – Brazil. She has experience working in the field of Applied Linguistics, with emphasis in English language teaching and learning, both at undergraduate and postgraduate university levels. Also, she has worked as a tutor coordinator at an English Undergraduate Distance Course. Her research interests include teacher and student motivation, culture, beliefs, anxiety, teacher education and technology applied to language teaching and learning.
Cristiane Manzan Perine teaches English and Portuguese at the Federal Institute of Education, Science and Technology of Triangulo Mineiro, Brazil, working at high school, undergraduate and technical courses. She is also a PhD student at the Federal University of Uberlandia, Brazil, in the Post Graduation Program of Linguistics Studies, where she develops her research focusing on multiliteracies and digital technologies. She holds a degree in Portuguese/English Language and Literature and a Master’s degree in Linguistics Studies. Her research interests involve foreign language teaching and learning, beliefs, motivation, critical literacy and computer-assisted language learning.
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© 2018 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- ALR special issue: Visual methods in Applied Language Studies
- Drawings are talking: Exploring language learners’ beliefs through visual narratives
- Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools
- Young learners’ portrayals of ‘good English teacher’ identities in South Korea
- Visualizing EFL teacher identity (re)construction in materials design and implementation
- What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme
- Beliefs and practices of foreign language learning: A visual analysis
- Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices
- Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances
- ‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees
- Words and images of multilingualism: A case study of two North Korean refugees
- Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method
Artikel in diesem Heft
- Frontmatter
- ALR special issue: Visual methods in Applied Language Studies
- Drawings are talking: Exploring language learners’ beliefs through visual narratives
- Children’s drawings as part of School Language Profiles: Heteroglossic realities in families and schools
- Young learners’ portrayals of ‘good English teacher’ identities in South Korea
- Visualizing EFL teacher identity (re)construction in materials design and implementation
- What does it mean to be an English teacher in Brazil? Student teachers’ beliefs through narratives in a distance education programme
- Beliefs and practices of foreign language learning: A visual analysis
- Visual accounts of Finnish and Greek teenagers’ perceptions of their multilingual language and literacy practices
- Children’s images of HIV/AIDS in Uganda: What visual methodologies can tell us about their knowledge and life circumstances
- ‘If I didn’t know you what would you want me to see?’: Poetic mappings in neo-materialist research with young asylum seekers and refugees
- Words and images of multilingualism: A case study of two North Korean refugees
- Timeline analysis of complex language learning trajectories: Data visualisation as conceptual tool and method
