Perceptions of teachers about their practices after a PARFOR language and culture education course

Aline Sanfelici,Eduardo Diniz De Figueiredo

doi:10.15448/2178-3640.2018.2.31776

Abstract

This study addresses the need for more research into the education of English language teachers in PARFOR programs. Through the analysis of questionnaire and interview data, we investigate the perceptions and reported practices of teachers who were enrolled in a language and culture PARFOR course in 2012 (in a northern state) in relation to their teaching practices after completion of the program. The results indicate that since the end of the course, some participants have shown a growing level of awareness towards working with an intercultural approach, which has reflected upon their practices. However, others still seem to show more traditional, less interculturally-oriented approaches to teaching language and culture. Implications for teacher education are presented.

Highlights

Since 2009, many universities in Brazil are part of the National Plan for Basic Teacher Education (Plano Nacional de Formação de Professores da Educação Básica, or PARFOR, in Portuguese)
This study addresses the need for more research into the education of English language teachers in PARFOR programs
Because students of PARFOR programs already work as teachers, the programs are generally designed in an intensive manner, during the months when these students/teachers are free from their regular duties at school

Summary

Introduction

Since 2009, many universities in Brazil are part of the National Plan for Basic Teacher Education (Plano Nacional de Formação de Professores da Educação Básica, or PARFOR, in Portuguese). Because students of PARFOR programs already work as teachers, the programs are generally designed in an intensive manner, during the months when these students/teachers are free from their regular duties at school. This is generally a major challenge, since contents have to be condensed in order to meet the strict time frame for each course. This is generally a major challenge, since contents have to be condensed in order to meet the strict time frame for each course1 In spite of such challenge, the degrees that are offered through PARFOR are designed to follow the same guidelines as the regular teacher education programs. This means that they have the same number of required and elective courses as those regular programs, which in this case comprised a total of 26 courses

Objectives

Results

Conclusion