PRIMARY ENGLISH PRACTICE PROGRAMME FOR AGES 6-7 PROJECT AND THE RECONFIGURATION OF TEACHER PROFESSIONALITY

ABSTRACT

Innovation implies the reconfiguration of teaching professionality. The acceptance of new curricular and pedagogical models sometimes implies breaking away from established ideas and ways of working. The main aim of this article is to present a study on the role of training and supervision in the reconstruction of teaching professionality in the context of the pilot project Primary English Practice Programme for Ages 6-7, wich aims to integrate the English subject within the curriculum of the 1^st and 2^nd grades of schools in the Porto area. Taking into account an ethnographic methodological perspective with action-research outlines, the study focuses on the analysis of teachers’ representations about the dynamics and implemented supervisory strategies, having several data collection tools been used: a questionnaire on the socio-professional profile of teachers and their learning within the scope of the project and projects developed with/by the children.

KEYWORDS
primary english; curricular innovation; supervision; teacher professionality