Resumo
This article revisits the notion of method and tracks the second/foreign language teaching based on the application of methods. It also brings the postmethod condition up which redefines the relation between theorizers and practitioners (Kumaravadivelu, 1994), and emphasizes the need for the teachers to reflect on the principles and conceptions that underlie their pedagogical and methodological decisions, so that they can generate their own knowledge, change attitudes, improve their teaching and get better learning results. Reflective thinking is therefore seen as a step towards autonomy that requires the teachers' involvement with their own teaching, the school they work, and the students they teach.
method; second/foreign language teaching; reflective teaching
method; second/foreign language teaching; reflective teaching
ARTIGOS
Do método à autonomia do fazer crítico
Rosana E. MenegazzoI; Rosely Perez XavierII
IPós-graduação em Educação UFSC
IIUniversidade Federal de Santa Catarina
ABSTRACT
This article revisits the notion of method and tracks the second/foreign language teaching based on the application of methods. It also brings the postmethod condition up which redefines the relation between theorizers and practitioners (Kumaravadivelu, 1994), and emphasizes the need for the teachers to reflect on the principles and conceptions that underlie their pedagogical and methodological decisions, so that they can generate their own knowledge, change attitudes, improve their teaching and get better learning results. Reflective thinking is therefore seen as a step towards autonomy that requires the teachers' involvement with their own teaching, the school they work, and the students they teach.
Keywords: method, second/foreign language teaching, reflective teaching.
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Method
Estruturalismo
Etnometodologia
Senso de plausibilidade
Datas de Publicação
-
Publicação nesta coleção
16 Abr 2014 -
Data do Fascículo
Jun 2004