Dissertação
Crenças e reflexão de professores sobre a avaliação da aprendizagem no ensino instrumental de línguas estrangeiras
Fecha
2013-03-05Registro en:
AVILA, Andriza Pujol de. BELIEFS AND REFLECTIONS OF TEACHERS ON LEARNING
ASSESSMENT IN THE TEACHING OF FOREIGN LANGUAGES FOR
SPECIFIC PURPOSES. 2013. 135 f. Dissertação (Mestrado em Letras) - Universidade Federal de Santa Maria, Santa Maria, 2013.
Autor
Avila, Andriza Pujol de
Institución
Resumen
The study of beliefs in language teaching and learning is recent in Brazil, thus,
developing researches in this area contribute to the identification of behaviors which
guide the teachers´ and students´ actions in the classroom. In terms of learning
assessment, it is considered an integrated process to teaching and learning and
should meet the specified objectives of each teaching model, requiring a reflective
posture from the teachers towards their practices. In this sense, this study has as
general objective to analyze the beliefs teachers have about learning assessment in
Foreign Languages for Specific Purposes Courses in the light of the profile of a
reflective teacher. For this purpose the teachers´ beliefs about teaching and learning
in the Teaching of Foreign Languages for Specific Purposes were pointed out and
the teachers´ beliefs regarding learning assessment in the Teaching for Specific
Purposes were identified. Finally, it was verified to what extent the identified beliefs
characterize a reflective teacher. To develop each case study, the used
methodologies were the metacognitive and contextual approaches for the study of
beliefs (BARCELOS, 2001). The participating subjects of this study were four
teachers who worked in Portuguese and Spanish Foreign Language for Specific
Purposes Courses in the Teaching and Research of Foreign Languages for Specific
Purposes Center CEPESLI/UFSM. The results indicate that the teachers have
beliefs which are coherent with the theoretical proposal of teaching of languages for
Specific Purposes. Concerning the communicative approach, the participating
present compatible concepts with what is proposed in literature, and they also
present, to a lesser extent, signs of identification with the traditional approaches of
language teaching.. As to the learning assessment, the teachers´ beliefs allude
consistently to the teaching of languages for Specific Purposes, with traces of
formative assessments. It was possible to conclude that some of the teachers´ beliefs
present reflective characteristics that demonstrate a potential reflective behavior from
the teachers.