IN-SERVICE ENGLISH TEACHER EDUCATION FOR DIGITAL ENVIRONMENTS: PERCEPTIONS ON THEORETICAL BASES

Autores

  • Paulo Boa Sorte

DOI:

https://doi.org/10.22481/praxis.v14i29.4112

Resumo

This paper aims at analyzing the perceptions of English teachers about the theoretical bases discussed in a teacher development course named Digital Environments: theory and practice in the classroom. The course, which focuses on promoting digital literacies, is offered by the Federal University of Sergipe (UFS) in partnership with the Undergraduate Center for Distance Education at UFS and the research group E-Lang from UNICAMP. Among the theoretical bases of this study are the authors who discuss the inclusion of digital technologies at schools and English classes as well as the notion of digital literacies (BAWDEN, 2008; BRAGA, 2013; COLL ET AL, 2010; LANKSHEAR & KNOBEL, 2008; LEMKE, 1998; SANTAELLA, 2013). For data analysis, it is taken into account
the messages posted on the platform where the course is offered, i.e. discussion forums and reflective electronic diary. The results show how the participating teachers understand conceptions such as technology, hyperlinks and digital literacies. In addition, it is observed the relevance of discussing issues related to the official guidelines for teaching foreign languages in Brazil, which leads to the need for the teacher to be constantly involved in professional develpoment.

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Publicado

2018-08-06

Como Citar

SORTE, P. B. IN-SERVICE ENGLISH TEACHER EDUCATION FOR DIGITAL ENVIRONMENTS: PERCEPTIONS ON THEORETICAL BASES. Práxis Educacional, [S. l.], v. 14, n. 29, p. 267-281, 2018. DOI: 10.22481/praxis.v14i29.4112. Disponível em: https://periodicos2.uesb.br/index.php/praxis/article/view/4112. Acesso em: 3 dez. 2021.