教師的專業發展是提昇教師品質的關鍵,它包含職前的師資教育以及在職的教師進修。在臺灣,為了倡導英文教師的終身學習,在職英語教學碩士專班在民國八十八年成立。 本研究旨在探討在職英語教學碩士班對高中英文老師的影響。研究方法包含問卷,訪談及教室觀察。問卷調查部分,所使用的問卷是研究者根據文獻及三所在職英語教學碩士專班課程內容所編製的,目的在於瞭解進修教師對於在職英語教學碩士專班對他們的專業態度,專業知能及教室實務影響的自我認知。問卷調查採全國普查,有九十八所學校回函,有效問卷為一百零九份。教室觀察的部分則對兩組教師的教學進行觀察、錄影、分析及比較。這兩組教師來自同一所高中,第一組的兩位教師有在職英語教學碩士班進修的經驗,另一組的兩位教師則無。 本研究的重要發現為： 1. 在專業態度方面,在職英語教學碩士班增強了進修教師嚐試新教學法的動機, 　提高了他們的專業自信及教學熱忱,並增強了他們參與進修活動的動機。 2. 在專業知能方面,進修教師在本身的讀寫能力及語法、構詞及言談分析等語言 　知識獲益最多。 3. 在教室實務方面,專業知能的充實非常有助於進修教師應用新的教學技巧於字 　彙、語法、閱讀和寫作的教學，並有助於他們採用更多樣的教學資源及材料。 4. 運用進修所得知識於教學中讓具有在職英語教學碩士班進修經驗的教師在教 學上和不具此經驗的教師有所不同。 此研究結果對進修在職英語教學碩士班與改進英文教學方式之間的關係具有豐富啟示,是值得投注更多關注與研究的領域。 關鍵字: 在職進修　　研究所　　高中英文老師　　專業態度　　專業知能 　　　　教室實務 / Teachers’ professional development is the key to teacher quality. It encompasses pre-service teacher education and in-service teacher training. In Taiwan, in an effort to promote English teachers’ continual learning, in-service English teaching graduate programs were started in 1999 in place of what was called "Forty-Credit Program". This study aims to investigate the influence of the in-service English teaching graduate programs on senior high school English teachers. Three methods, questionnaire survey, interview, and classroom observation, were used. In the part of questionnaire survey, a questionnaire was designed to elicit participants’ self-perceptions of the influence the in-service English teaching graduate programs have on their professional attitudes, professional knowledge and classroom practice. Then, a general survey was conducted island-wide. Ninety-eight schools responded with 109 valid questionnaires. Follow-up phone interviews were conducted with seven willing respondents to further explore how they apply their new knowledge to their teaching. Regarding the classroom observation, two groups of English teachers from the same school participated in this part of study. In the first group were two teachers with the in-service English teaching graduate program experience while in the second group were two teachers without the experience. The teaching of one lesson conducted by the four teachers were observed, video-taped, analyzed, and compared. Face-to-face interviews were conducted with each teacher after the observational data were collected. The purpose of the interview was to know the reasons why they adopted current ways of teaching. This study has the following important findings. Firstly, in terms of professional attitudes, the in-service programs affect participants most in their motivation to try out new teaching methods, professional confidence, enthusiasm for English teaching and motivation to partake in in-service training activities. Secondly, in the aspect of knowledge about the English language, participants benefit from the programs the most in their own reading and writing ability as well as in knowledge of syntax, morphology, and discourse analysis. Thirdly, with regard to classroom practice, the enrichment of professional knowledge helps a lot in participants' application of new techniques to their instruction of vocabulary, grammatical structure, reading and writing. It also contributes to participants’ use of varieties of learning resources and materials. Lastly, the application of the new knowledge leads to the differences between teachers who have the in-service English teaching graduate program experience and those who do not. These findings have rich implications for the relationship between in-service English teaching graduate programs and the improvement of English teaching practice of senior high school English teachers, an area well worth more attention and research. Key words: in-service graduate programs senior high school English teachers professional attitudes professional knowledge classroom practice

本研究欲探討外籍專業人士來台工作的三個階段（來台前、來台工作期間與 未來規劃），藉以瞭解外籍專業人士選擇來台工作的管道，在台期間工作狀況與 生活適應情形，未來的職涯規劃，以及勞雇雙方對我國相關規定的評價和看法， 以瞭解台印間的交流情形與狀況。 在方法上，本研究自2007 年3 月25 日起至2007 年4 月22 日止，為期約一 個月，總共9 位對象進行訪談，包括7 位外籍教師和2 位本國籍雇主。而本研究 主要發現為： 一、 來台前： (一) 促使外籍人才向外流動的推力多為個人因素決定，而非原生國存在就業困 難。 (二) 網際網路的連結與社會網絡的關係，成為外籍專業人士獲得台灣工作機會 資訊，以及在台期間解決日常生活問題的重要因素。 (三) 本國籍雇主在招募外籍專業人士的過程中會因為地理因素而產生風險。 (四) 勞委會實施單一窗口制度之後，申請與引進外國專技人員過程所花費的時 間與交易成本仍有改進空間。 二、在台期間： (一) 生活上 1.受訪的外籍教師表示在台灣的生活很安全，適應情形良好。 2.英語溝通與國際化生活環境的確會成為外籍教師在台工作的困擾。 (二) 工作上 1. 受訪的外籍教師對於自身在台工作權益的瞭解有限。 2. 國內聘用外籍教師的制度較為被動，無充足誘因吸引海外人才來台。 3. 整體而言，引進外籍教師須先顧及本籍英語教師資格任用制度，且聘用 外師也需要一通盤原則，對提升我國英語環境才有正面效益。 4. 目前台灣的學術研究環境因為資源分配和地區發展不均，造成城鄉英語 環境落差較大，外師應盡速引進至資源缺乏的地區。 三、未來規劃： 1. 獲得豐富的國外工作經驗對於受訪的外籍英語教師將來回原生國的生 活與工作相當有幫助。 2. 台灣人熱情且友善的態度讓人留下好印象，可能成為外籍英語教師回 流台灣工作服務的因素之一。 最後，本研究建議政府應該注重各相關部會的整合，以及繼續改善我國國際 化環境，加強外籍專業人士與我國勞動市場的供需媒合機制，促使我國與各歐美 國家的連結更為密切，有助於國家經濟和國際形象的發展。 / This research wants to probe into the three phases (before, during, and after) of foreign professionals working in Taiwan, so as to understand the working communication in Taiwan that foreign professionals use, their working situation and living adaptation during in Taiwan, their career plans in the future, and the opinions of employees and employers on related regulations. This research uses the method of having interviews with the foreign English teachers and native employers. From March 2007 to April 2007, 7 foreign English teachers and 2 native employers were conducted. The main findings of this research are as below: I. Before coming to Taiwan： 1. Explore life experience is the reason that most foreign English teachers want to find a job out of original country. 2. The connection of internet and relation of social network become the most important factors for foreign professional skills about acquiring the information of work opportunity, and solving the daily lives problems in Taiwan. 3. Because of distance, it causes risk factors through Taiwanese employers recruit foreign English teachers. 4. There still have the spaces to improve the transaction cost spent in foreign professionals importing and applying procedure after CLA implementing the “Single Window” program. II. Staying in Taiwan： 1. In Living: a. In general, foreign English teachers in these interviews are satisfied with the living environment in Taiwan. b.Disappointedly, there is a blemish which is the English condition in Taiwan not good enough, and there are no bilingual instruction in many public places facilities, documents, and products. 2. In Work: a. There are limitation for foreign English teachers to know about their own work rights and interests in Taiwan. b. The NSC system in attracting foreign professionals tends to be passive, there is not enough attractiveness. c. In general, we should consider native English teachers’ work rights and then introduces the foreign teacher. There is a great positive benefit to our development in promote English ability. d. There are some problems existing in the environment of scholarly research in Taiwan recently which are the unbalance of the resources distribution and disproportion of region development. III. Future plan： 1. Acquiring the foreign work experience is very important for these foreign English teachers living and works in original country finally. 2. Taiwanese friendship and enthusiasm may become one of the factors that make foreign English teachers come again. To sum up, this research suggests that we government should emphasize more on the integration of related departments to indeed implement “Single Window” system, keep on improving our international condition, and strengthen the work connection between the West and Taiwan, all of the above will help promoting Taiwanese economic development and international image.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-29T19:34:05Z No. of bitstreams: 1 Glauco Augusto de Souza.pdf: 1424666 bytes, checksum: 112dbb2f5dd5f63d0537aebb02fc0e4c (MD5) / Made available in DSpace on 2017-04-29T19:34:05Z (GMT). No. of bitstreams: 1 Glauco Augusto de Souza.pdf: 1424666 bytes, checksum: 112dbb2f5dd5f63d0537aebb02fc0e4c (MD5) Previous issue date: 2017-04-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This piece of research aims at understanding critically how São Paulo public English teachers form their identities while taking part in a language development course, as well as investigating how the relations established in the course can contribute to the transformation of their identities. The focus here is to a- discuss the transformations perceived in the way the teachers express what it means for them to be a public English teacher (throughout the two terms during which they took classes with the teacher-researcher) and b- check how and if the theoretical-methodological organization of the research led the participants to reassess and transform their own teaching. The participants of this research include 14 São Paulo public English teacher and also the teacher-researcher. The corpus consists of lessons videotaped in the language development course, as well as 3 questionnaires, and also reflective sessions videotaped. This investigation subcribes to the Critical Applied Linguistics area (MOITA LOPES, 2002; PENNYCOOK, 2001) and is grounded on the Social Cultural-Historical Theory (VYGOTSKY, [1934] 2001). The theoretical and methodological framework used was the Critical Collaborative Research (MAGALHAES 2010, 2012, 2014) which characterizes this investigation as interventionist because it focuses on understanding and transforming the participants' actions in their workplaces. This work is also grounded on the concept of critical reflection (KEMMIS, 1987; DEWEY, 1965; SMYTH, 1986), which aims at challenging why we act in an impulsive and mechanic way and also tries, as a result, to provoke transformations in school practices. In this sense, this piece of research discusses the importance of creating dialetical, multidirected and collaborative-critical relations in class through the argumentative organisation of the language. The results show how the three focal participants changed the way they perceived their roles as teachers and also how they developed an agentive and innovative attitude when teaching their own students, taking into account a view of the subject as political and historically situated / Esta pesquisa tem o objetivo geral de compreender criticamente o processo de constituição identitária do professor de inglês da rede pública durante sua participação em um curso de formação linguística, e também investigar como as relações desenvolvidas no curso podem colaborar na transformação dessas identidades. O foco está em discutir as transformações observadas nos sentidos e significados expressos pelos participantes durante as aulas, em dois semestres letivos, ministrados pelo professor-pesquisador, bem como verificar se e como a organização teórico-metodológica da pesquisa propiciou aos professores-alunos repensarem suas formas de agir em sala de aula. Participaram desta pesquisa 14 professores de inglês da rede pública de São Paulo e o professor-pesquisador. O corpus é formado por excertos de vídeo-gravações produzidas durante as aulas do curso de formação linguística, bem como questionários e conversas reflexivas também videogravadas. Esta investigação está inserida no campo da Linguística Aplicada Crítica (MOITA LOPES, 2002; PENNYCOOK, 2001) e embasada na Teoria Sócio-Histórico-Cultural (VYGOTSKY, [1934] 2001). Situa-se no quadro teóricometodológico da Pesquisa Crítica de Colaboração (MAGALHÃES, 2010, 2012, 2014), caracterizando-se como intervencionista, pois o foco está na compreensão e na transformação de modos de agir dos participantes nos contextos escolares. Esta pesquisa também se apoia nas discussões de auto-reflexão crítica (KEMMIS, 1987; DEWEY, 1965; SMYTH, 1986), que visa compreender por que agimos muitas vezes de forma mecânica e impulsiva, buscando, consequentemente, promover transformações nas práticas escolares. Nessa direção, propõe uma discussão com base na criação de relações em sala de aula que sejam dialéticas, multidirecionadas e colaborativo-críticas, por meio da organização argumentativa da linguagem. Os resultados evidenciam de que forma os três participantes focais alteraram sua visão do que é ser professor de inglês e de que forma desenvolveram uma atuação agentiva e inovadora em suas próprias salas de aula, que levasse em consideração uma visão de sujeito político e situado historicamente

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-10T13:52:19Z No. of bitstreams: 1 Daniela Mota Barbosa.pdf: 1177727 bytes, checksum: 85d9b106d3cbaab03af59ca44f5fc940 (MD5) / Made available in DSpace on 2017-08-10T13:52:19Z (GMT). No. of bitstreams: 1 Daniela Mota Barbosa.pdf: 1177727 bytes, checksum: 85d9b106d3cbaab03af59ca44f5fc940 (MD5) Previous issue date: 2017-07-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to study English teacher’s professional development, focusing on the teachers who work at primary level in São Paulo’s public schools since 2012. Our initial hypothesis is that teachers are not usually suficiently prepared to teach primary classes as they leave the university. In this work, we will study the teacher development courses offered by the Municipal Department of Education in São Paulo in order to prepare the teachers who teach English in primary classes. The theoretical framework was based upon studies made by authors such as Carlos Marcelo, Maurice Tardif and Danielle Raymond, Lynne Cameron, Halliwell, Rocha, Rodrigues and others. The research was carried out through the analysis of documents - such as legislation documents or material offered in teacher development courses – and interviews with 02 teacher educators, 06 English teachers and 01 coordinator from the Municipal Department of Education. The results show that teacher development courses are not effective unless there is more investment in items such as the writing of curriculum guidelines, improvements in schools’ infrastructure, better teaching resources, etc. The results also point out to the importance of taking teachers’ experience and everyday reality into consideration during teacher development courses / Esta pesquisa tem como objetivo analisar a formação do professor de língua inglesa do Ensino Fundamental I que ensina nas escolas municipais de São Paulo, desde a introdução do Programa Língua Inglesa no Ciclo em 2012. Partindo da hipótese de que a formação inicial fornecida pelas Licenciaturas em Letras é insuficiente para preparar o professor para atuar neste novo contexto, são analisados os cursos de formação continuada oferecidos pela Prefeitura Municipal de São Paulo (PMSP) com o objetivo de preparar os professores que ensinam língua inglesa no Ensino Fundamental I. Como referenciais teóricos são utilizados autores como Carlos Marcelo, Maurice Tardif e Danielle Raymond, Lynne Cameron, Halliwell, Rocha, Rodrigues, entre outros. Para contextualização do citado programa foram analisados documentos como legislações referentes ao programa e materiais fornecidos pelos cursos de formação continuada. Foram realizadas entrevistas e aplicados questionários com 02 professores formadores, 06 professores cursistas e 01 gestor responsável pelo programa. Os resultados da pesquisa mostram que cursos de formação continuada não são suficientes se não há maiores investimentos em itens como a elaboração de orientações curriculares, melhorias em infraestrutura das escolas, melhores recursos materiais, entre outros. Destacam ainda a importância de considerar a experiência e a realidade do professor durante a formação

The study examined three Japanese junior high-school English teachers’ initial years of full-time employment. It investigated the type of pedagogical puzzles these teachers experienced, how their practice developed over 18 months, and my role as a Teacher of Teachers (TOT). Drawing on linguistic ethnography, this study took an ethnographic approach to understanding the teachers’ social context and used techniques from discourse analysis to consider how they interpreted their puzzles and constructed their practice. These techniques were also used to analyze my working relationship with the teachers. The purpose of this endeavor was to contribute to the understanding of novice teacher development in an ‘expanding circle’ country. Over the course of the study, I observed the teachers’ classes and interviewed them once or twice a month. Using the coding of interview transcripts and class fieldnotes, I identified Critical Incidents that represented the teachers’ pedagogical puzzles and typical practice, as well as my role as a TOT. Using Cultural Historical Activity Theory(CHAT), I analyzed how elements of the social context brought about the teachers’ pedagogical puzzles and affected their capacity to address them. Coding of the interviews and a microanalysis of the interactions showed my role as a TOT. Overall, the CIs gave an emic portrait of each teacher’s experience and my efforts to support them. The pedagogical puzzles the teachers faced were a result of their personal histories and school conditions. These puzzles did not change, which indicates that teachers will face complex issues that cannot be resolved. Understanding them, however, can promote teacher development. Applying CHAT, I could identify the conditions that helped determine the types of pedagogy in which teachers engaged. I tried to fulfill my role as a TOT by conducting a form of reflective practice (RP). An examination of the RP I conducted with the teachers challenged the notion that it involves the sequential steps of identifying issues, attempting to resolve them, and reflecting on one’s efforts. This dissertation concludes with a discussion about the contributions it has made toward the field of English teacher development: using CHAT to understand the English teaching experiences, the development of an understanding of RP as it can be carried out in the field, an understanding of novice teachers in expanding circle countries, and the value of linguistic ethnography for researching novice teachers.

Submitted by JÚLIO HEBER SILVA (julioheber@yahoo.com.br) on 2017-01-10T16:37:27Z No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-01-11T09:53:09Z (GMT) No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-01-11T09:53:09Z (GMT). No. of bitstreams: 2 Tese - Roberta Carvalho Cruvinel - 2016.pdf: 2261709 bytes, checksum: 99ed93d127e3e94d4b8167243862f7df (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This study focuses on the continued education of English teachers from Brazilian public schools and aims at investigating the implications of the participation of ten teachers in a Professional Development Program for English Teachers, promoted and funded by Capes in partnership with Fulbright and the Embassy of the United States in Brazil, carried out in the United States, identifing and analyzing the reasons that led these teachers to invest and compete for one of the places offered for the program and also eliciting how the selected teachers experienced it, studying in that country. Narratives of their academic and professional lives, questionnaires and individual interviews constituted the data used in this research. A qualitative approach was adopted in order to collect and analyze data, according to Fetterman (1998). This case study was conducted with the participation of ten teachers, enrolled in three different editions of the program: January, 2012; June, 2012; and June, 2013. The data was analyzed in the light of studies on continued teacher training in a temporal/historical perspective (ALMEIDA FILHO, 1997; CELANI, 2010) and its theoretical developments of continued teacher training for a global society (KUMARAVADIVELU, 2012), as well as on social identity and the notion of investment (NORTON, 2000). The results point out the fact that the English teachers invested to participate in this Program mainly for personal accomplishment reasons through cultural experience, language/communication practice and methodological update. Results also show that continued training courses offered by the universities in the United States for PDPI have occurred in the form of methodological training, thus reinforcing the ideology that training on teaching techniques can be a solution for their teaching problems. Therefore, critical education was not adopted as an educational approach in any of courses from the universities surveyed. As a result, a number of factors continue to nourish the ideology that holds native speakers as reference and orientation towards language learning, which maintains the status quo of the English language upon the basis of ideological imperialism. Nevertheless, all participants evaluated the program positively, once their needs and expectations were met. Moreover, regarding the implications of their participation in the program, the experience has motivated them to improve their lessons regarding the use of English in class, as they returned more confident of their linguistic/communicative potential in the language. They have also gained from the use of various teaching tools and technologies to which they had been exposed to during the program. In addition, the experience has motivated them to seek more training in post-graduate programs. / Este estudo tem como foco a formação continuada de professores de inglês da rede pública brasileira, com a finalidade de investigar as implicações da participação de dez professores no Programa de Desenvolvimento Profissional para Professores de Língua Inglesa (doravante PDPI), promovido e custeado pela Capes em parceria com a Fullbright e a Embaixada dos Estados Unidos da América no Brasil, realizado nos Estados Unidos da América. Para isso, busquei identificar e analisar os motivos que levaram os professores participantes desta pesquisa a investirem para concorrer a uma das vagas oferecidas para tal curso e como se deu a experiência dos professores selecionados, estudando naquele país, a partir de narrativas sobre sua vida acadêmica e profissional, questionários e entrevistas individuais. Adotando uma abordagem qualitativa de coleta e análise dos dados segundo Fetterman (1998), este estudo de caso foi conduzido com a participação de dez professores participantes de três diferentes edições de oferecimento do curso, a saber, janeiro de 2012, junho de 2012 e junho de 2013. Os dados obtidos foram analisados à luz de estudos sobre formação continuada de professores na perspectiva temporal histórica (ALMEIDA FILHO, 1997; CELANI, 2010) e seus desdobramentos teóricos de formação continuada de professores para uma sociedade global (KUMARAVADIVELU, 2012), bem como sobre identidade social e a noção de investimento (NORTON, 2000). Os resultados apontam para o fato de que os professores de Língua Inglesa investiram para participarem do Programa de Desenvolvimento Profissional nos Estados Unidos da América, principalmente a fim de terem uma realização pessoal através da vivência cultural, prática linguístico/comunicativa, bem como atualização metodológica. Além disso, observei que os cursos de formação continuada propostos por universidades dos Estados Unidos da América para o PDPI ocorreram na forma de treinamento metodológico, reforçando, assim, a ideologia de que o treinamento de técnicas de ensino apresenta-se como a solução dos problemas. Sendo assim, foi possível constatar que a formação pela e para a reflexão e crítica não foi uma meta educacional almejada em nenhuma das universidades pesquisadas. Como consequência disso, uma série de fatores continua a nutrir a ideologia do falante nativo como norte ou referência para a aprendizagem de línguas, e que se constitui na manutenção do status quo da língua inglesa sob as bases do imperialismo ideológico. No entanto, os participantes avaliaram de forma positiva o curso, pois atendeu suas necessidades e expectativas. Quanto às implicações da participação dos professores de língua inglesa no curso, observei que a experiência motivou-os a incrementarem suas aulas tanto com o uso mais constante da língua inglesa em sala, pois voltaram mais confiantes de seus potenciais linguístico/comunicativo na língua, quanto com a utilização de diferentes ferramentas pedagógicas, bem como tecnológicas, às quais foram expostos durante o curso. Além disso, a experiência motivou-os a almejarem dar continuidade à formação em programas de pós-graduação stricto sensu

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-20T14:10:33Z No. of bitstreams: 1 Marcus de Souza Araújo.pdf: 1863618 bytes, checksum: d9f8ba47914a1a9904516eba0db1ebe1 (MD5) / Made available in DSpace on 2017-12-20T14:10:33Z (GMT). No. of bitstreams: 1 Marcus de Souza Araújo.pdf: 1863618 bytes, checksum: d9f8ba47914a1a9904516eba0db1ebe1 (MD5) Previous issue date: 2017-12-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This Ph.D. research aimed at investigating four student-teachers´perceptions about learning and pedagogical practices with the use of technologies, observing their perceptions about the insertion of technologies in English teaching-learning as well as the promotion of these student-teachers´ digital literacy in a subject which is part of the curriculum of an English-language teaching undergraduate program. This study is grounded on theoretical discussions regarding the uses of Information and Communication Digital Technologies (PRENSKY, 2010, 2012; BRAVO; COSLADO, 2012; COMITÊ GESTOR DA INTERNET NO BRASIL, 2014, 2016; FAVA, 2014, 2016; PISCHETOLA, 2016; among others), digital literacy (WARSCHAUER, 2006; LEMKE, 2010; SAVAGE; BARNET, 2015; DUDENEY; HOCKLY; PEGRUM, 2016; to mention a few), reflective teacher education (DEWEY, 1910; GÓMEZ, 1995; SCHÖN, 1995, 2000; CELANI, 2003, 2010a, 2010b; RAMOS; FREIRE, 2009; among others) and technological-digital and pedagogical teacher education (ALMEIDA; VALENTE, 2011; FANTIN; RIVOLTELLA, 2013; KENSKI, 2013, 2015; BATES, 2016; to mention a few). As for the methods, this research is considered an interpretativist, qualitative case study (MOITA-LOPES, 1994; STAKE, 1995; YIN, 2015) in Applied Linguistics. The research instruments used were: three questionnaires, an interview, reflective reports, Facebook activities, a self-assessment report, and the researcher´s field notes. The research data were gathered in a curricular subject on technologies in an English-language teaching undergraduate program at a federal university in the north of Brazil. The results point out that a specific academic subject on technologies plays a relevant role in English-language teaching undergraduate programs, since not only does it provide learning diversity with different digital technological interfaces, but it also allows the teacher-to-be to reflect upon the potential and appropriation of these technologies for teaching purposes. On this aspect, the research data show that the subject on technology fulfilled one of its roles in the curriculum of the English-language teaching undergraduate program in focus by promoting, by means of reflective practices, the participants´ digital literacy. This literacy was developed through the familiarization of the participants with diverse digital technological interfaces for educational purposes, which were unknown to them at the beginning of the subject. It is argued, therefore, that Information and Communication Digital Technologies will provide many benefits when incorporated into classroom pedagogy in a reflexive, functional and critical way, as well as bring important contributions to English-language teaching undergraduate students´education / Esta pesquisa de doutorado teve por objetivo investigar a percepção de quatro alunos-professores de inglês sobre a aprendizagem e a prática pedagógica com o uso das tecnologias, observando-se suas percepções acerca da inclusão das tecnologias no ensino-aprendizagem de inglês bem como o fomento do letramento digital desses alunos-professores a partir de uma disciplina curricular acadêmica do curso de Letras-Inglês. O referencial teórico baseia-se nos usos das tecnologias digitais da informação e comunicação (PRENSKY, 2010, 2012; BRAVO; COSLADO, 2012; COMITÊ GESTOR DA INTERNET NO BRASIL, 2014, 2016; FAVA, 2014, 2016; PISCHETOLA, 2016; entre outros), nas discussões sobre letramentos digitais (WARSCHAUER, 2006; LEMKE, 2010; SAVAGE; BARNET, 2015; DUDENEY; HOCKLY; PEGRUM, 2016, para citar alguns), nos conceitos de formação reflexiva de professores (DEWEY, 1910; GÓMEZ, 1995; SCHÖN, 1995, 2000; CELANI, 2003, 2010a, 2010b; RAMOS; FREIRE, 2009; entre outros) e na formação tecnológico-digital e pedagógica do professor (ALMEIDA; VALENTE, 2011; FANTIN; RIVOLTELLA, 2013; KENSKI, 2013, 2015; BATES, 2016; para citar alguns). Com relação à metodologia, esta pesquisa se caracteriza como um estudo de caso qualitativo (STAKE, 1995; YIN, 2015) e interpretativista (MOITA-LOPES, 1994) na Linguística Aplicada e utiliza como instrumentos de pesquisa três questionários, uma entrevista, relatos reflexivos, atividades no Facebook, autoavaliação e notas de campo do pesquisador. Os dados da pesquisa foram gerados em uma disciplina curricular acadêmica específica sobre tecnologias do curso de Letras-Inglês de uma universidade federal do norte do país. Os resultados apontam que uma disciplina acadêmica específica sobre tecnologias tem papel relevante no curso de formação inicial de professores de inglês, pois além de mostrar a diversidade de aprendizagem com diferentes interfaces tecnológicas digitais, possibilita, também, que o futuro professor venha a refletir a respeito das potencialidades e da apropriação dessas tecnologias para fins pedagógicos. Nessa vertente, os dados mostram que a disciplina sobre tecnologias cumpriu uma de suas funções no currículo do curso de licenciatura Letras-Inglês ao promover, a partir de práticas reflexivas, o letramento digital dos participantes por meio da familiarização de diversas interfaces tecnológicas digitais para propósitos educacionais que eram desconhecidas por eles no início da disciplina. Defende-se, assim, que as TDIC trazem múltiplas vantagens ao serem incorporadas à pedagogia da sala de aula de maneira reflexiva, funcional e crítica no curso de Letras, trazendo contribuições importantes para a formação inicial de professores de inglês

University of Macau / Faculty of Education

University of Macau / Faculty of Education

published_or_final_version / Education / Master / Master of Education