Vivências, concepções e deslocamentos de uma professora de língua inglesa em formação inicial

Abstract

This study explores my experiences and perceptions as an English teacher in training during four semesters at the Central de Línguas (CELIN) of the Federal University of Uberlândia (UFU). The motivation for this research arose from the experience of repeatedly teaching A1 level of English - according to the Common European Framework of Reference for Languages. That is because I initially viewed this situation as a limitation, but afterwards, with guidance from my CELIN advisor, I recognized it as an opportunity for critical reflection on my teaching practice. The theoretical background of this study is based on the paradigm of critical-reflective teaching practice and a dialogical principle of language, as proposed by Bakhtin. The main objective is to investigate my teaching conceptions and improvements (or not) through the analysis of excerpts from lesson plans I developed, using a qualitative-interpretative perspective based on Moita Lopes. As for the specific aims, I intend to analyze my conceptions of language and of teaching-learning practices through the lesson plans I prepared for beginner-level English classes, as well as investigate and question possible developments in my pedagogical practice as an English language teacher over two years of experience. In my analyses, I identified that some lesson plans focused on grammar, guided by a structuralist conception of language, in which there is a predominance of identifying grammatical topics without an established social purpose. Additionally, there is a belief that the teaching-learning process is a transfer of knowledge from the teacher, with the textbook serving as the primary guide. On the other hand, other plans emphasized a sociocultural approach, based on the understanding that it is essential to socially contextualize the teaching-learning process, in which knowledge is collaboratively constructed between teacher and student. Furthermore, the analyses highlighted that this process of developing lesson plans throughout the semesters is not linear. All in all, this study aims to contribute to discussions on critical-reflective practice in language teaching, emphasizing the importance of adapting teaching to the specific needs of students and contexts, which strengthens critical and contextualized practice in teacher training.