Thesis (M.Ed. (Education)) - Rhodes University, 2009. / A half-thesis submitted in partial fulfilment of the requirements for the degree of Master of Education (English Language Teaching)

Inmersos de lleno en la Sociedad del conocimiento, la incorporación de las Tecnologías de la Información y la Comunicación en los procesos de enseñanza y aprendizaje suponen un gran reto a alcanzar por parte tanto de instituciones educativas, como de un profesorado todavía poco formado y menos consciente de los cambios metodológicos a los que se enfrenta.En el marco de la formación del profesorado,la formación a lo largo de la vida se establece como prioridad en los programas educativos y de formación de la agenda europea (2007-2013) y a nuestro entender, ésta puede ser claramente ejemplificada por la creación de comunidades virtuales de aprendizaje en las que individuos con objetivos similares se unen para alcanzar retos en común. El uso de herramientas tecnológicas y de modalidades de formación basadas en entornos virtuales ayudan a la comunidad a generar e intercambiar conocimiento en un entorno en el que se participa de forma colaborativa, se comparten experiencias y se solucionan problemas, produciendo procesos de formación y aprendizaje continuos y en constante evolución.Tomando estas y otras reflexiones como punto de partida se originó la tesis doctoral que presentamos. Así pues, nos propusimos, en primer lugar, realizar un análisis de la situación actual de dicho profesorado en el uso de las tecnologías de la información y la comunicación. El primer gran bloque de esta tesis -o marco teórico y referencial- lo constituyen apartados tales como los grandes cambios metodológicos surgidos a raíz de la incorporación de las TIC y su impacto en la enseñanza y aprendizaje de la lengua inglesa. Seguidamente se realiza un exhaustivo y detallado análisis de los órganos que ofrecen formación al profesorado y a la oferta formativa en TIC dirigida específicamente al colectivo mencionado. Posteriormente se lleva a cabo una compilación de herramientas, recursos y actividades electrónicas dirigidas específicamente al profesorado de inglés teniendo muy en cuenta el ámbito pedagógico y su implantación en el aula, proponiendo pautas didácticas de fácil integración.El segundo gran bloque de la tesis lo constituye una investigación llevada a cabo durante tres años para obtener datos fehacientes respecto del conocimiento en TIC que posee dicho profesorado, la detección de sus demandas formativas reales, la situación actual de este colectivo en relación al acceso e infraestructuras tecnológicas y posibles barreras tanto metodológicas como actitudinales. Así pues se desarrolló una investigación tomando como muestra profesores tanto de educación primaria como de secundaria de todo Catalunya. Dicha investigación fue llevada a a cabo entre los participantes de ocho cursos de formación TIC para profesorado de inglés y para ello se utilizó la modalidad formativa semi-presencial. Para dar soporte a la formación a distancia se utilizaron dos plataformas diferentes: BSCW y Moodle que fomentaron la comunicación y la colaboración entre los participantes hasta límites insospechados.Los resultados obtenidos permitieron observar una realidad muy alejada de los parámetros que deberían ser considerados normales por lo que respecta al grado de formación TIC que tienen el profesorado de inglés. Por otra parte, el feedback recibido tras la realización de los diferentes cursos de formación también nos permitió realizar una propuesta de Plan de Acción formativo con el principal objetivo de capacitar al profesorado de inglés en el uso de las TIC. Así pues, se ofrece una propuesta formativa con los diferentes módulos y contenidos que, a nuestro entender, debería conocer y gestionar dicho profesorado. Finalmente, una de las revelaciones de todo el proceso fue la gestación y consolidación de una comunidad virtual de aprendizaje formada por los profesores participantes en el proceso de formación. / Deeply immersed in the Society of knowledge, the integration of ICT in teaching and learning processes suppose a great challenge to be achieved both by competent institutions and by a collective of teachers, which is still far from being well-trained and not conscious of the methodological trenes and changes to which they are confronted.Within the framework of teacher training, life-long training is established as a priority in the European agenda (2007-2013) and, according to our opinión this can be exempolified by the creation of virtual learning communities in which individuals with similar objectives unite in order to achieve common goals. The use of technological tools and training modalities help the community to generate and exchange knowledge in an environment in which oparticipation is done collaborately, experiences are shared and problems are solved, producing, thus, continuous processes of learning and training, which are in constant evolution.Taking these and other reflexions as departing point this thesis was originated. We carried in the first place a detailed analysis of the present situation of English as a foreign language teachers in the use of ICT. This first great section of this thesis orreferential and theoretical basis- is conformed by chapters which deal with the great methodological changes emerged out of the integartion of ICT and their impact in the teaching and learning of foreign languages. Followingly, there is an exhaustive analysis of the different organizations which offer teacher training in ICT , especially regarding the collective mentioned. Secondly there is a compilation of tools, resources and e.activities especifically addressed to the English as a foreign language teachers, taking into account the pedagogical field as well as its integration into the classrooms.The second main section of this thesis is conformed by an investigation which was carried out during three years in order to obtain relevant data regarding the knowledge of ICT that teachers have, the detection of their training needs and the real situation of this collective regarding their access to technology and the barriers that prevent them form using ICT.Tus, we Developer an investigation which took as sample teachers belonging to both Primary and Secondary Education from the whole of the catalan territory. The research was carried out with participants of eight courses of teacher training in ICT and used the blended modality. In order to support the virtual teaching we used two different platforms: BSCW and Moodle, which encouraged communication among participants and enhanced collaboration as well.The obtained results allowed us to observe that there are many challenges to be overcome. Otherwise, the feedback obtained after the courses were delivered allowed us to account for a Training Action Plan whose main aim is that of providing training and capacitation to teachers of English as foreign language teachers.

The present study aimed to investigate teaching self efficacy beliefs of instructors working at university prep-schools and to examine whether years of teaching experience, English competency, self reported proficiency and graduate department predicted instructors&rsquo / self efficacy beliefs and their efficacy beliefs in student engagement, instructional strategies and classroom management. Two-hundred-fifty-seven prep-school instructors from universities in Ankara participated in the study. The data were collected through Teacher Sense of Efficacy Scale, Self Reported English Proficiency Scale and Language Teaching Methods Scale. Both descriptive and inferential statistics, correlation and hierarchical regression analysis, were utilized by PASW 18. The results of the study indicated that the instructors have quite higher overall self efficacy beliefs. The instructors feel more efficacious in classroom management than using instructional strategies while they feel least efficacious in student engagement. Moreover, instructors&rsquo / overall self efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Student engagement efficacy was not predicted by experience while it was significantly predicted by English competency and self reported proficiency. Instructional strategy efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Classroom management efficacy was predicted by experience and self reported proficiency while English competency was not a significant predictor. Being a graduate of Faculties of Education was not a significant predictor in any regression models. Lastly, there was a significant relationship between the instructors&rsquo / use of communicative method and their overall self efficacy beliefs and its three sub-scales.

The present study evaluates the language improvement courses in the undergraduate curriculum of the Department of English Language Teaching (ELT) at Eastern Mediterranean University. The language improvement courses are: Oral Communication Skills I and II, Reading Skills I, II, and Advanced Reading Skills, Writing Skills I, II and Advanced Writing Skills, and English Grammar I and II. In this evaluation study, the adapted version of Bellon and Handler&rsquo / s (1982) curriculum evaluation model was employed. The participants of the study were six instructors teaching the language improvement courses and students enrolled in these courses. The data, both qualitative and quantitative, were collected through course evaluation questionnaires for students, interviews with students and teachers, classroom observations, and examination of relevant written documents such as course policy sheets, course materials, and assessment tools used in the courses. The results of the study show that generally the language improvement courses were effective in terms of five aspects specified in the evaluation model employed in the study, as perceived by the students and the instructors. However, the students and the instructors suggested making some changes to the existing language improvement courses to make them more effective and better adjusted to the students&rsquo / needs and expectations. Some important conclusions drawn and recommendations made were: Practice (i.e. practice and production) component in the language improvement courses should be enhanced, a wider variety of authentic materials should be used in the courses, various methods and activities should be utilized in teaching-learning process, and intra-subject and inter-subject relationships (i.e. continuity and coherence) between or among the courses need to be strengthened.

Este trabalho tem por objetivo investigar as representações de professores de língua inglesa de um curso livre de idiomas no Rio de Janeiro, acerca de sua própria profissão e de outros aspectos relacionados ao ensino desta disciplina, procurando identificar a maneira como o discurso destes profissionais constrói suas identidades. Buscamos apontar como são construídas e negociadas no discurso características identitárias dos professores de inglês a fim de compreender como estes professores se veem ou constroem uma imagem de um bom professor de inglês. Para realizar a análise recorremos ao Sistema de Avaliatividade proposto por Martin & White (2005), cujos princípios têm origem na metafunção interpessoal da Linguística Sistêmico Funcional (Halliday, 2004), além de algumas importantes noções da Análise do Discurso Crítica (Fairclough, 2003), especialmente no que diz respeito à concepção de linguagem, discurso e sua relação com as práticas sociais. O conceito de representação utilizado nesta pesquisa foi fundamentado em Minayo (1994) e Fairclough (2003) e a noção de identidade baseia-se em Fairclough (2003) e Hall (2000), observando que as identidades não são apenas representadas no discurso, mas construídas nele, além de terem um caráter instável, mutável, multifacetado e inacabado. O Corpus analisado consiste em transcrição de uma discussão entre oito professores de inglês e foi coletado através da técnica de Grupo Focal. Foram selecionados 20 trechos de falas desta discussão e agrupadas em três temas: a) O professor nativo / Experiência no exterior; b) Ser professor de língua inglesa / O valor da profissão; e c) Como me vejo como professor/a de inglês. Analisamos as avalições feitas segundo os subsistemas de Atitude e Engajamento. Os resultados da análise mostraram que este grupo de professores utiliza preferencialmente avaliações negativas de julgamento de capacidade quando se trata de avaliar o professor nativo, avaliações positivas de julgamento de capacidade e tenacidade quando se trata de avaliar o professor de inglês não nativo e, principalmente, avaliações positivas do tipo Afeto quando se trata de avaliar a profissão ou a sua prática diária. Somados a outros itens recorrentes, estes resultados apontam para o perfil de um bom professor na visão do grupo de sujeitos participantes / This research aims at investigating the representations of teachers of English from a private language course in Rio when talking about their profession and other issues related to the teaching of this language in order to identify the way the discourse of these teachers builds their identities. We intend to point out how identity traits of these professionals are built and negotiated so as to understand the way they see themselves and construct the figure of a good teacher. Our analysis is grounded on The Language of Evaluation - Appraisal Theory proposed by Martin & White (2005), whose principals are related to the Interpersonal Function from Systemic Functional Linguistics (Halliday, 2004), as well as on some important notions from Critical Discourse Analysis (Fairclough, 20003), particularly those regarding its concepts of language, discourse and their relation with social practices. The conception of representation in this dissertation is based on Minayo (1994) and Fairclough (2003), while the notion of identity is based on Fairclough (2003) and Hall (2000). As we recognize identities as being unstable, mutable, multi-faceted and unfinished, we understand that identities are not only represented in discourse but also constructed by it. The analyzed corpus consists of the transcription of a discussion in which 8 teachers of English took part and was collected by means of Focus Group technique. 20 passages of the whole discussion were selected to be analyzed and were gathered in three different themes: a) The native teacher / Experience abroad; b) Being a teacher of English / The value of the profession; and c) The way I see myself as a teacher of English. We analyzed evaluations belonging to the subtypes Affect and Engagement. The results showed that this group of professionals preferably uses negative evaluations of Judgement Capacity when talking about the native teacher of English, positive evaluations of Judgement Capacity and Tenacity when it comes to the non-native English teacher and, notably, positive evaluations of Affect when referring to their profession and their daily practice. In addition to other recurring items, these results point to a profile of a good English teacher in the participants perspective

Este trabalho tem por objetivo investigar as representações de professores de língua inglesa de um curso livre de idiomas no Rio de Janeiro, acerca de sua própria profissão e de outros aspectos relacionados ao ensino desta disciplina, procurando identificar a maneira como o discurso destes profissionais constrói suas identidades. Buscamos apontar como são construídas e negociadas no discurso características identitárias dos professores de inglês a fim de compreender como estes professores se veem ou constroem uma imagem de um bom professor de inglês. Para realizar a análise recorremos ao Sistema de Avaliatividade proposto por Martin & White (2005), cujos princípios têm origem na metafunção interpessoal da Linguística Sistêmico Funcional (Halliday, 2004), além de algumas importantes noções da Análise do Discurso Crítica (Fairclough, 2003), especialmente no que diz respeito à concepção de linguagem, discurso e sua relação com as práticas sociais. O conceito de representação utilizado nesta pesquisa foi fundamentado em Minayo (1994) e Fairclough (2003) e a noção de identidade baseia-se em Fairclough (2003) e Hall (2000), observando que as identidades não são apenas representadas no discurso, mas construídas nele, além de terem um caráter instável, mutável, multifacetado e inacabado. O Corpus analisado consiste em transcrição de uma discussão entre oito professores de inglês e foi coletado através da técnica de Grupo Focal. Foram selecionados 20 trechos de falas desta discussão e agrupadas em três temas: a) O professor nativo / Experiência no exterior; b) Ser professor de língua inglesa / O valor da profissão; e c) Como me vejo como professor/a de inglês. Analisamos as avalições feitas segundo os subsistemas de Atitude e Engajamento. Os resultados da análise mostraram que este grupo de professores utiliza preferencialmente avaliações negativas de julgamento de capacidade quando se trata de avaliar o professor nativo, avaliações positivas de julgamento de capacidade e tenacidade quando se trata de avaliar o professor de inglês não nativo e, principalmente, avaliações positivas do tipo Afeto quando se trata de avaliar a profissão ou a sua prática diária. Somados a outros itens recorrentes, estes resultados apontam para o perfil de um bom professor na visão do grupo de sujeitos participantes / This research aims at investigating the representations of teachers of English from a private language course in Rio when talking about their profession and other issues related to the teaching of this language in order to identify the way the discourse of these teachers builds their identities. We intend to point out how identity traits of these professionals are built and negotiated so as to understand the way they see themselves and construct the figure of a good teacher. Our analysis is grounded on The Language of Evaluation - Appraisal Theory proposed by Martin & White (2005), whose principals are related to the Interpersonal Function from Systemic Functional Linguistics (Halliday, 2004), as well as on some important notions from Critical Discourse Analysis (Fairclough, 20003), particularly those regarding its concepts of language, discourse and their relation with social practices. The conception of representation in this dissertation is based on Minayo (1994) and Fairclough (2003), while the notion of identity is based on Fairclough (2003) and Hall (2000). As we recognize identities as being unstable, mutable, multi-faceted and unfinished, we understand that identities are not only represented in discourse but also constructed by it. The analyzed corpus consists of the transcription of a discussion in which 8 teachers of English took part and was collected by means of Focus Group technique. 20 passages of the whole discussion were selected to be analyzed and were gathered in three different themes: a) The native teacher / Experience abroad; b) Being a teacher of English / The value of the profession; and c) The way I see myself as a teacher of English. We analyzed evaluations belonging to the subtypes Affect and Engagement. The results showed that this group of professionals preferably uses negative evaluations of Judgement Capacity when talking about the native teacher of English, positive evaluations of Judgement Capacity and Tenacity when it comes to the non-native English teacher and, notably, positive evaluations of Affect when referring to their profession and their daily practice. In addition to other recurring items, these results point to a profile of a good English teacher in the participants perspective

This research seeks to develop further understandings of effectiveness of the  Japan Exchange and Teaching (JET)  Programme. The JET programme is an internationalisation programme of which employs primarily native English language speakers into the role of Assistant Language Teachers of whom aid in teaching English within school settings across Japan. Inspiration to undertake the project arose through an observation that previous research into the JET programme displays an overwhelmingly negative perspective of the programme’s effectiveness, not least due to the consistent reduction in Japan’s perceived foreign language attainment rates in recent years. This study seeks to develop a new angle of understanding regarding the JET programme, namely through analysing its Assistant Language Teacher’s and Japanese Teachers of English’s perceptions of their own experiences within the programme, and what they each determine effectiveness to be within their own roles. These perceptions were elicited through joint interviews with pairs of Assistant Language Teachers and Japanese Teachers of English of whom work or worked together. Four interviews took place harbouring two participants in each, totalling eight participants. Through utilisation of thematic and multimodal analytical methodologies in tandem, participant pairs’ individual and collaboratively created perspectives were attained. Results displayed the importance of individual relationships towards effectiveness within participants’ working lives. Effectiveness was primarily displayed through empathetic understanding and supporting one another, alongside actions of which allowed participants to challenge the JET programme together and empower their own relationships in the process. Further, theoretical frameworks of language teacher effectiveness are utilised and display intriguing results pertaining to how participants fulfil their working roles, and how these roles act in empowering potentially problematic norms of what a native speaker is.

Considerando-se a prática das escolas de línguas de não exigirem a formação em Letras dos professores de língua inglesa que atuam nessas instituições, o trabalho tem como objetivo analisar as representações em torno dos saberes e habilidades desse profissional e de sua formação, bem como fazer reflexões sobre o ensino de língua estrangeira, relacionadas a essas representações. As representações são analisadas em três contextos, o da escola de línguas, o da escola de ensino fundamental e médio da rede oficial de ensino e o do curso de licenciatura em Letras. O corpus constitui-se de entrevistas com sujeitos alunos e professores nesses três contextos, além de entrevistas com sujeitos coordenadores de escola de línguas. A pesquisa sustenta-se por pressupostos teóricos da Análise do Discurso, para a qual a língua não é transparente, e o sujeito e o sentido se constituem mutuamente. Os resultados revelam que as representações sobre os saberes do professor constroem, entre outros, sentidos em torno das quatro habilidades da língua como o único tipo de saber que o professor necessita e, de forma complementar, dos cursos de Letras como lugares em que não se constroem saberes lingüísticos relevantes. A análise das representações sobre a prática, por sua vez, mostra que ela está relacionada à aula voltada para o aluno como cliente, no contexto da escola de línguas, e sentidos do fracasso no ensino da língua inglesa e do controle da sala da aula, na escola pública. Procura-se mostrar como essas representações sobre a prática articulam-se com aquelas sobre os saberes e a formação. / Taking into account the fact that language schools in Brazil do not require a degree in Letters in order for the teacher of English as a foreign language to work at this institution, the objective of this dissertation is to analyse the representations about this professionals knowlege and skills, as well as his education, besides reflecting upon English language teaching practices related to these representations. The representations are analysed in three different contexts, namely the language school, the public secondary school and the Letters undergraduate course. The corpus was is formed by interviews with teachers and students in the three contexts, besides interviews with coordinators of a language school. The analysis is based on the theoretical concepts of Discourse Analysis, according to which language is not transparent, and subject and meaning mutually build each other. The results show that the representations about the knowledge of the teacher produce, among others, meanings about the four abilities in the language as the only type of knowledge the teacher needs and, in a complementary manner, about the Letters courses as contexts in which relavant knowledges about the language cannot be built. The analysis of the representations about the practice shows that it is related to the class aimed at the student as a client, in the language school context, and meanings about the failure in the English language teaching and the control over students, at the public school. There is an attempt to show how these representations about the practices are related to those about the knowledge and the teacher education.

Foi estudada interdisciplinarmente a autoria coletiva, em ambiente informatizado na Web, de professores em formação (graduação e extensão) da língua inglesa como língua estrangeira. O estudo foi vinculado às linhas de pesquisa “Interfaces Digitais em Educação: Arte, Linguagem e Cognição”, do Programa de Pós-Graduação em Informática na Educação, da Universidade Federal do Rio Grande do Sul, e ao grupo de estudos da interação dialógica e as tecnologias, do Laboratório de Estudos em Linguagem, Interação e Cognição, LELIC, com base em teorias da filosofia da linguagem de Mikhail Bakhtin. O EquiText, ferramenta de escrita colaborativa na Web e/ou ambiente virtual de aprendizagem, desenvolvido nesta universidade, proporcionou três experimentos: dois, na Instituição de Ensino Superior 1, IES 1, com estudantes voluntários da Licenciatura em Língua Inglesa; e um terceiro, na IES 2, com professores de inglês em serviço. Além do objetivo geral de verificar as possibilidades de autoria coletiva no EquiText, os objetivos específicos analisaram as relações dialógicas que os participantes da pesquisa estabeleceram: i) com o EquiText, em referência a manifestações procedurais-simbólicas; ii) entre si (com o outro), em referência a manifestações interacionais; e, iii) com o texto, em referência a manifestações na construção textual independente da proficiência na língua inglesa. Os pressupostos teóricos foram os conceitoschave: o enunciado, as relações dialógicas, o texto, conforme Bakhtin; e a presencialidade, conforme Axt. Os textos foram analisados em três planos: das ações nas relações dialógicas procedurais, interacionais e textuais. Os resultados apontam para as possibilidades de constituição de um autêntico espaço-tempo de produção de autoria coletiva, a partir da conjunção feliz de, pelo menos, duas condições: um espaço-tempo tecnológico de escrita colaborativa (o EquiText); um espaço-tempo pedagógico constituído pelos princípios da interação dialógica, simultanemente atualizável, nos três planos das manifestações procedurais, das interações entre os participantes, e das relações com o próprio texto colaborativo em construção. O plano da tese abarcou cinco seções: da apresentação (1); da língua inglesa, a língua inglesa escrita, e a língua inglesa e as tecnologias de informação e comunicação (2); da apresentação do autor principal, teoria de referência e conceitos básicos utilizados (3); da metodologia da pesquisa, procedimentos e análises (4); e das considerações finais (5). / On a web-based computerized environment collective authorship was interdisciplinarily researched on teachers who were studying (graduate or extension) English as a foreign language. This study was linked to research lines “Digital Interfaces in Education, Art, Language and Cognition” of Post Graduate Programme in Computer Science in Education of the Federal University of Rio Grande do Sul, and to dialogical interaction and technologies group of studies at the Language, Interaction and Cognition Studies Laboratory, LELIC, based on Mikhail Bakhtin’s philosophy of language. EquiText, a tool for collaborative writing on the web and/or a virtual learning environment developed in this University, provided three experiments: two at the Institution of Higher Education 1, IES 1, with voluntary students from a Languages course – focus on the English language teaching; and a third one at IES 2 with English teachers. Besides the general objective to examine authorship using EquiText, specific objectives analysed dialogical relationships established by research participants: i) with EquiText, i.e., procedural-symbolic manifestations; ii) between themselves (with the other); and, iii) with the text, in textual construction independent from English language proficiency. The theoretical presuppositions were these key-concepts: statement, dialogical relationships, and text, as in Bakhtin (2000); and presentiality, as in Axt (2006). Texts were analysed in three dialogic action plans: procedural, interactional and textual. Results point out to possibilities of the establishment of a collective authorship space-time production due to a satisfying conjunction of at least two conditions: a collaborative writing technological spacetime (the EquiText); and a pedagogic space-time, reinforced by dialogic interaction principles, simultaneously refreshable by participants in relation to the collaborative text under construction, in three manifestation plans. They are: procedural, or the relations between the “I” and the technology; interactional, or the encounter of the “I” and the other; and textual, the “I” and the written text under collective production. The thesis plan comprises five chapters: the presentation (1); the English language, written, supported by technologies (2); the presentation of main author, key concepts used, and a construct to analyses (3); the methodology, procedures, and analyses (4); and, final considerations (5).

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2017-08-22T14:24:33Z No. of bitstreams: 1 Maria Rosario Garcia Nieves.pdf: 2811831 bytes, checksum: 2465debf02b371fdc107aa00b786064f (MD5) / Made available in DSpace on 2017-08-22T14:24:33Z (GMT). No. of bitstreams: 1 Maria Rosario Garcia Nieves.pdf: 2811831 bytes, checksum: 2465debf02b371fdc107aa00b786064f (MD5) Previous issue date: 2017-06-22 / This research, of exploratory matter in its essence, takes part of the discussion of professional development of beginning English teachers and the construction of professional knowledge, connected to teaching. Based on studies by Carlos Marcelo-Garcia, Maria da Graça Mizukami and Lee Shulman, among others, the main objective was to analyze the mentor¿s influence on the professional development and of the construction of knowledge essential to teaching. In order to achieve it, the main objective was broken down into the following specific ones: a) to identify a profile of the beginning English teacher as well as their first professional destination; b) to identify and analyze the different kinds of knowledge found in the practice of beginning English teachers and c) to investigate possible influences of mentoring their teaching practice. First steps of research included bibliographic and literature research and empirical data were collected through exploratory questionnaires, released on social media groups related to English Language Teaching. Quantitative data were analyzed by their results in numbers and data originated from open questions were analyzed following aspects of the Discourse of the Collective Subject theory, which were applied to key-questions related to the specific objects. Results provided profiles of Beginning English Teachers, the influence of undergraduate teacher training programs in their practice and the positive impacts of Mentoring, either by mentors or more experienced peers, such as empowerement in the classroom, on the construction and development of Professional Knowledge related to Teaching English, such as the fusion of Specific Content Knowledge with Pedagocical Knowledge, creating Pedagogical Knowledge of English Language Teaching. / Esta pesquisa, de caráter exploratório, insere-se na temática da iniciação profissional do professor iniciante de Língua Inglesa e na construção de seus conhecimentos relacionados à profissão docente. Com teóricos como Carlos Marcelo-Garcia, Maria da Graça Mizukami e Lee Shulman, o trabalho teve como objetivo geral analisar a influência do mentor no desenvolvimento dos conhecimentos inerentes à profissão docente de Língua Inglesa, desmembrando-o nos seguintes objetivos específicos: a) identificar um perfil do Professor Iniciante de Língua Inglesa e sua destinação profissional inicial; b) identificar e analisar os diferentes conhecimentos presentes na prática docente de professores iniciantes de Língua Inglesa e c) investigar possíveis influências da mentoria em suas práticas pedagógicas. Os passos iniciais da pesquisa incluíram pesquisa bibliográfica e de literatura, e a coleta de dados empíricos se deu por conta de questionários exploratórios divulgados em grupos em redes sociais relacionados à disciplina. Dados coletados em questões de cunho quantitativo foram tratados numericamente, e questões abertas, com aspectos do Discurso do Sujeito Coletivo, aplicados a questões-chave relacionadas aos objetivos específicos. Resultados obtidos apresentaram perfis do professor iniciante de Língua Inglesa, influência da formação docente em sua prática e as influências positivas do acompanhamento de mentores ou colegas mais experientes, como aumento na confiança em em sala de aula e na construção de conhecimentos profissionais, como a fusão do conhecimento específico de Língua com o conhecimento Pedagógico, gerando o Conhecimento Pedagógico do Ensino de Língua Inglesa.