Sources and types of change: a study with three English teachers

Fontes e tipos de mudança: um estudo com três professores de inglês

ARTIGOS

Sources and types of change: a study with three English teachers¹

Fontes e tipos de mudança: um estudo com três professores de inglês

Rosane Rocha Pessoa^I; Maria Aparecida Yasbec Sebba^II

^IUniversidade Federal de Goiás, E-mail: [e-mail]

^IIUniversidade Federal de Goiás, E-mail: [e-mail]

ABSTRACT

Based on the assumption that change is more likely to happen if it is not imposed upon teachers, but rather developed by them, we invited three English teachers to take part in a study in which they would have the opportunity to reflect collaboratively upon their teaching. Based on these reflections, some themes were defined for theoretical readings, which also became objects of reflection. The analysis of the eight reflective sessions and the final interview allowed us to detect eight sources of declared changes. The results showed that experiences which belong to the realm of practice are more relevant than theory to foster teacher change and that changes seem to have happened both cognitively and behaviorally. In addition, the more experienced teachers performed changes that were more "reflective" than "technical", confirming that less experienced teachers are more worried about the technicalities of teaching while more experienced or reflective teachers are more concerned with the consequences of what they do to students.

Keywords: teacher change, reflection, teacher education.

RESUMO

Partindo do pressuposto de que mudanças são mais prováveis de acontecer quando não impostas aos professores, mas, sim, desenvolvidas por eles, convidamos três professoras de inglês para participar de um estudo no qual elas teriam oportunidade de refletir colaborativamente sobre as suas práticas pedagógicas. Com base nessas reflexões, foram definidos tópicos para a realização de leituras teóricas, as quais também foram objetos de reflexão. Os resultados mostraram que as experiências que pertencem ao domínio da prática foram mais relevantes do que a teoria para fomentar a mudança das professoras, e as mudanças parecem ter acontecido tanto comportamental quanto cognitivamente. Além disso, as mais experientes realizaram mais mudanças "reflexivas" do que "técnicas", confirmando que professores menos experientes estão mais preocupados com os aspectos técnicos do ensino, ao passo que os mais experientes ou reflexivos focalizam mais as consequências de suas ações para os alunos.

Palavras-chave: mudança do professor, reflexão, formação de professores.

Texto completo do artigo disponível apenas em PDF.

Article full text available only in PDF format.

Recebido em dezembro de 2007. Aprovado em maio de 2008.

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1

We are thankful to Ana Maria Ferreira Barcelos (Universidade Federal de Viçosa) for problematizing the theoretical background of this text, which resulted in some alterations. However, any errors of misjudgment or oversight in the text are solely our responsibility.

Publication Dates

• Publication in this collection
  11 Mar 2013
• Date of issue
  2009

History

• Received
  Dec 2007
• Accepted
  May 2008