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Normativität in praxeologischer Professionsforschung: Entwurf einer fremdsprachendidaktisch-normativen Perspektive am Beispiel von Mentoringgesprächen über Englischunterricht
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In: Zeitschrift für Qualitative Forschung ; 22 ; 1 ; 123-138 (2021)
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Habitusirritationen in einer Lehrpersonenweiterbildung
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In: Zeitschrift für Qualitative Forschung ; 20 ; 1 ; 175-190 (2021)
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Einleitung: Instrumente zur Erfassung institutioneller (schrift-)sprachlicher Bildung
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In: Mackowiak, Katja [Hrsg.]; Beckerle, Christine [Hrsg.]; Gentrup, Sarah [Hrsg.]; Titz, Cora [Hrsg.]: Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung. Bad Heilbrunn : Verlag Julius Klinkhardt 2020, S. 7-12 (2020)
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Forschungsinstrumente im Kontext institutioneller (schrift-)sprachlicher Bildung
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In: Bad Heilbrunn : Verlag Julius Klinkhardt 2020, 159 S. (2020)
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Using Video Modeling to Teach Trial-Based Functional Analysis
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In: Graduate Theses and Dissertations (2019)
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Sprach- und Fachgrenzen überwinden: Die didaktische und strategische Konzeption des Fortbildungscurriculums zur Lesefördermethode
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In: Mehrsprachiges Lesetheater. Handbuch zu Theorie und Praxis. Opladen; Berlin; Toronto : Verlag Barbara Budrich 2017, S. 168-179 (2017)
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Sprach- und Fachgrenzen überwinden: Die didaktische und strategische Konzeption des Fortbildungscurriculums zur Lesefördermethode ...
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| 8 |
Clinical reasoning of junior doctors in emergency medicine: a grounded theory study
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e-Tutor: A Multilingual Open Educational Resource for Faculty Development to Teach Online
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Beiträge zum Mathematikunterricht 2015. Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel [Band 2]
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In: Münster : WTM, Verlag für wissenschaftliche Texte und Medien 2015, 588-1174 S. (2015)
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Post College English Era, the Exploration and Practice of ESP Teaching
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In: Studies in Literature and Language; Vol 11, No 2 (2015): Studies in Literature and Language; 59-63 ; 1923-1563 ; 1923-1555 (2015)
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| 12 |
Língua inglesa em anos iniciais do ensino fundamental: fazer pedagógico e formação docente
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Abstract:
Ao atentar para a expansão da oferta de Língua Estrangeira (neste caso, a Língua Inglesa) para crianças – como ferramenta de inclusão que lhes possibilita ampliar conhecimentos e ter igualdade de oportunidades para interagir na sociedade contemporânea –, este trabalho objetiva descrever e discutir conhecimentos necessários à formação docente para atuar com LI em anos iniciais do Ensino Fundamental em escolas públicas. É um estudo qualitativo de cunho etnográfico, realizado com cinco docentes de LI que lecionam em anos iniciais e são integrantes do Projeto NEPALI (Núcleo de Estudos de Professores de Artes e Língua Inglesa) da rede municipal de ensino de um município mato-grossense. Para desenvolver a investigação, utilizaram-se diferentes instrumentos: questionários, entrevistas, observação participante, logs, análise de documentos, anotações de campo e sessões reflexivas gravadas em vídeo. Tenciona-se descrever como se caracteriza a prática pedagógica do docente de LI em anos iniciais do EF (primeiro e quinto anos), no contexto pesquisado, e como ocorre a interação dos aspectos sócio-contextuais no processo de ensino-aprendizagem. Busca-se, também, saber como docentes com diferentes formações lidam com questões linguísticas, teórico-metodológicas e socioculturais presentes neste processo e o tipo de formação requerida. Para tanto, o arcabouço teórico é constituído por pressupostos voltados à importância da linguagem como ferramenta de uso significativo e à aprendizagem construída no social, em uma perspectiva sociointeracionista (VYGOTSKY, 1991, 1993, 2001), bem como por estudos que discutem as especificidades da criança como aprendiz de línguas, quanto à idade, contexto, estratégias, habilidades, organização da sala e atividades ofertadas. Pressupõe, ainda, o entendimento de uma formação que possibilite uma prática. ; While considering the expansion of a foreign language offered to children (in this case, the English Language) – as an inclusion tool which allows them to increase information knowledge and to have equal chances to interact in the contemporary society – this work aims at describing and discussing knowledge required to the teachers’ education to work with the EL (English Language) in the first years of Elementary School in public schools. It is a qualitative study with an ethnographic character (André, 2002), carried out with five EL teachers who teach beginners and are part of NEPALI Project (Arts and English Language Teacher Study Nucleus) of the municipal teaching net in a town in Mato Grosso. In order to develop the investigation, different tools have been used: questionnaires, interviews, participating observation, logs, document analysis, field notes and reflexive sessions recorded in video. We intend to describe how the pedagogical practice of the EL teacher in the first years of elementary school (first and fifth years), in the analyzed context is and how the interaction of socio-contextual aspects in the teaching-learning interaction happen. We also search to know how the teachers with different education deal with linguistic theoretical- methodological and socio-cultural matters present in this process and the kind of required formation. Therefore, the theoretical framework is constituted by presupposed issues pointing at the importance of the language as a significant tool and the learning built in a socio interactive perspective (VYGOTSKY, 1991, 1993, 2001), as well as by studies that discuss children’s specificities as language learners as for age, context, strategies, skills, classroom organization and offered activities. It also implies the understanding of a education that allows a reflexive practice built in a continuum. (Complete abstract click electronic access below)
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Keyword:
English language; Ensino fundamental; First years of elementary school; Língua estudo - Estudo e ensino; Lingüística aplicada; Professores de ingles - Formação; Teaching staff education
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URL: http://acervodigital.unesp.br/handle/11449/103520
http://hdl.handle.net/11449/103520
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| 14 |
Distance Education and Community Learning Networks linked by a Library of Culture
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In: Student Affairs Digital Community Development (2011)
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| 15 |
Impact of Training on Teachers' Use of Interactive Whiteboards: An Action Research Study
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| 17 |
Institutionelle Bedingungen der Sprachkompetenzen
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In: DESI-Konsortium [Hrsg.]: Unterricht und Kompetenzerwerb in Deutsch und Englisch. Ergebnisse der DESI-Studie. Weinheim u.a. : Beltz 2008, S. 411-450 (2008)
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| 18 |
Christiane Brokmann-Nooren / Iris Gereke / Hanna Kiper / Wilm Renneberg (Hrsg.): Bildung und Lernen der Drei- bis Achtjährigen. Bad Heilbrunn: Klinkhardt 2007 (400 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 7 (2008) 2 (2008)
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| 19 |
Questioning Competence: A Discourse Analysis of Attending Physicians' Use of Questions to Assess Trainee Competence
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In: Lorelei Lingard (2007)
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Questioning Competence: A Discourse Analysis of Attending Physicians' Use of Questions to Assess Trainee Competence
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In: Department of Medicine Publications (2007)
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