O ensino de língua inglesa e as novas tecnologias: a relação entre o dizer e o fazer do professor

by Arantes, Kássia Gonçalves

Abstract (Summary)
Studies on teachers? beliefs have brought about great contributions to Applied Linguistics,especially when it comes to their influence on teaching practice. Based on our conception ofthe term, according to which beliefs can be inferred either from the teacher?s words or fromhis/her actions, this study aims at investigating the interrelation between what teachers sayand do, as for the influence of new technologies on English language teaching and learning, aswell as identifying the factors which combine for the establishment of this interrelation. Forthis purpose, we confront the verbalizations of the teacher?s beliefs and the beliefs inferredfrom their actions. Our investigation takes place in a language school, and is based on theparticipation of the pedagogical coordinators and four teachers from the forementionedinstitution. The data collecting process includes the use of questionnaires, interviews, classobservation accompanied by field notes, and the analysis of the pedagogical institutionalmaterial. Grounded on a qualitative-interpretive perspective, the research adopts a contextualapproach to the investigation of teachers? beliefs. Our theoretical framework includes studiesabout teachers? beliefs, English language teaching and learning processes, the role oftechnologies on these processes, and the interrelation between the reflective teacher and theuse of new technologies. The main outcomes point to a relationship of dissonance betweenwhat three of the teachers say and do, and to a relationship of consonance, in one case. Thearticulating factors for this fundamentally dissonant interrelation are encompassed in fourclasses of factors: contextual, experiential, cognitive and affective. The first ones, whichreveal a preponderant influence in comparison to others, include institutional beliefs, access tothe resource, time, social constraints, workmates and the teaching method adopted by theinstitution. As for experiential and cognitive factors, only one of each has been inferred,which, respectively, refer to: teaching experience length and the teacher?s academicbackground. Finally, the two affective factors revealed by the data analysis, consist of the fearof the ?new? as well as of the fascination for the ?new?.
This document abstract is also available in Portuguese.
Bibliographical Information:

Advisor:Dilma Maria de Mello; Ana Maria Ferreira Barcelos; Waldenor Barros Moraes Filho

School:Universidade Federal de Uberlândia

School Location:Brazil

Source Type:Master's Thesis

Keywords:English language teaching and learning Teachers? beliefs New technologies


Date of Publication:01/24/2008

© 2009 All Rights Reserved.