ABSTRACT
This article addresses language teacher education, considering the relevance of implicit and explicit theories, methodological choices, teacher representations and practices. Specifically, the purpose is to report and discuss studies developed by two researchers who work with narratives and focus on language teacher development, teacher literacy (Kleiman & Matencio, 2005KLEIMAN, Angela B; MATÊNCIO, Maria de Lourdes M. (orgs.). 2005. Letramento e formação de professores: práticas discursivas, representações e construção do saber. São Paulo: Mercado de Letras.) and identity construction (Barkhuizen, 2017BARKHUIZEN, Gary. 2017. Reflections on Language Teacher Identity Research. New York: Routledge.). Thus, a panoramic view of work in progress is offered, and the field for novice and experienced educators in Brazil is problematized. As a result, the authors understand that teacher awareness-raising and transformations have been successfully enabled, which is confirmed by the several deriving publications mentioned.
Keywords:
Narratives; Teacher Development; Literacy; Identity