Inés Miller
This poster is titled ‘Exploratory Practice in initial teacher education: teacher educator and teacher-learner voices’. It integrates professional and pre-professional reflection on the innovative Teaching Practice courses that currently integrate the Portuguese-English curriculum, at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Brazil. This innovation started a decade ago, when the teacher educators involved perceived that their bilingual teacher-learners held conflicting beliefs -- they thought either as future Portuguese or as future English teachers. To overcome this situation, both Portuguese and English Teaching Practice courses were integrated and an Exploratory Practice perspective to language teacher education was adopted. Thus, teacher educators and teacher-learners prioritize quality of life, as they work primarily to understand life in their own classrooms and in the various schools in which they operate. They involve university classmates, head teachers and learners by integrating work for understanding with regular pedagogic activities. The task has been complex but worthwhile, as it intensifies a reflective, human and non-technicist attitude towards professional development.
Video of 3 minute talk and photos of poster below: Back to Teachers Research! home
This poster is titled ‘Exploratory Practice in initial teacher education: teacher educator and teacher-learner voices’. It integrates professional and pre-professional reflection on the innovative Teaching Practice courses that currently integrate the Portuguese-English curriculum, at the Pontifical Catholic University of Rio de Janeiro (PUC-Rio), Brazil. This innovation started a decade ago, when the teacher educators involved perceived that their bilingual teacher-learners held conflicting beliefs -- they thought either as future Portuguese or as future English teachers. To overcome this situation, both Portuguese and English Teaching Practice courses were integrated and an Exploratory Practice perspective to language teacher education was adopted. Thus, teacher educators and teacher-learners prioritize quality of life, as they work primarily to understand life in their own classrooms and in the various schools in which they operate. They involve university classmates, head teachers and learners by integrating work for understanding with regular pedagogic activities. The task has been complex but worthwhile, as it intensifies a reflective, human and non-technicist attitude towards professional development.
Video of 3 minute talk and photos of poster below: Back to Teachers Research! home
