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BECOMING AN ENGLISH TEACHER:

BECOMING AN ENGLISH TEACHER: a sociocultural study of the inter-relationship between emotions and the (re)construction of professional identities. Fabiano Silvestre Ramos (UNESP/ UFG,GO) Advisor: Prof. Maria Helena Vieira Abrahão (UNESP, Brazil)

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BECOMING AN ENGLISH TEACHER:

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  1. BECOMING AN ENGLISH TEACHER: a sociocultural study of the inter-relationship between emotions and the (re)construction of professional identities Fabiano Silvestre Ramos (UNESP/ UFG,GO) Advisor: Prof. Maria Helena Vieira Abrahão (UNESP, Brazil) Co-advisor: Prof. Tatiana Machiavelli Carmo Sousa (UFG, GO, Brazil)

  2. AIMS of research To investigate the emotions experienced by the participants during their first semester of language teaching; To study the professional identities (re)constructed by the participants; To analyze how the emotions experienced by the teachers can be inter-related to the process of (re) construction of their professional identities.

  3. MOTIVATION to the study The importance of emotions in human development; Teaching as an emotional labour (TSANG, 2011); My work in a teachers’ education course (Languages).

  4. LITERATURE REVIEW Sociocultural theory: VIGOTSKI (1991a, 1991b); JOHNSON (2006,2009); VIEIRA ABRAHÃO (2012, 2014); JOHNSON & GOLOMBEK (2011, 2016); JOHNSON & FREEMAN (2001); JOHNSON & DELLAGNELO (2015); Emotions: VIGOTSKI (2004, 2010); MAGIOLINO (2011); OLIVEIRA (1992); COSTA & PASCUAL (2012); MACHADO, FACCI & BARROCO (2011); CLOT (2016); SMOLKA (2016); BARCELOS (2015); Identities: CIAMPA (1998, 2000); MANCEBO (2007); NETO & LIMA (2010), MIRANDA (2014); FREITAS (2004); GATTI (1996)

  5. EMOTIONS Emotions are understood as higher psychological functions that mediate individuals action. (MACHADO, FACCI & BARROCO, 2011) REGULATED BY THE BRAIN

  6. EMOTIONS Every emotion is a calling to action. (…) They are an internal organizer of our reactions that stretch, stimulate, or inhibit those reactions. (VIGOTSKI, 2010, p. 139) We should consider emotions as a system of previous reactions that communicate to the organism the immediate future and organize the behavior (VIGOTSKI, 2010, p. 143)

  7. IDENTITIES —> Identities are a permanent process of human transformation that happens in material and historical circumstances (CIAMPA, 2000). —> First, there is the presupposition of one’s identity, which is attributed to me by the other. It is “an individual attribute through socialization, norms and values. Thus, it is a given identity, attributed by another, a knowledge is shared socially the way I should be” (PINHO, 2014, p.14). In the sequence, I assume a position to my social group and to my world (CIAMPA, 2000). Finally, according to the author, identity is constantly replaced by the individual, and thus the process of constructing identity as a metamorphosis (PINHO, 2014).

  8. PAST SELF EMO PRESENT SELF EMO PREDICATED SELF EMO IDENTIFICATION DIFFERENTIATION FUTURE SELF

  9. MethodS QUALITATIVE RESEARCH PARTICIPANTS: Two undergraduate students DATA GENERATION INSTRUMENTS: • Experiences narrative (1) • Oral histories (1) • Class recording and viewing sessions (200h/ 4 sessions) • Emotions interview (CLARÀ, 2015) (1) CONTENT ANALYSIS PROCEDURES (BARDIN, 1977)

  10. RESULTS

  11. RESULTS English teacher Language and Arts student PAST SELF EMO PRESENT SELF EMO PREDICATED SELF EMOTION EMOTION • English student with potential • English teacher • Critical teacher English student Dedicated student Law student EMO EMOTION FUTURE SELF Good English teacher Critical teacher ACTIVITY

  12. PARTIAL CONSIDERATIONS Direct relationship between the experienced emotions and the process of (re)construction of identities; Emotions with negative connotation assume a role of growth point in the teacher development process; Teacher’s perceptions are related to the way her students perceive her.

  13. NEXT STEPS FOR THE RESEARCH Refinement of analysis and analytical system; Analysis of data generated by the second participant.

  14. THANK YOU!!! <fabiano.silvestre.ramos@gmail.com>

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