Formação inicial de professores de língua inglesa como língua internacional : uma experiência transnacional
Bibliographic record
Abstract
Teacher education is constituted by a range of elements, which go since basic education, building the story of each teacher, passing through the uniqueness of every work environment.There are so many details in teacher education, it is impossible to consider all of them at once.Therefore, being a teacher is an ongoing construction, both for pre-service teachers and career teachers.The post-method (KUMARAVADIVELU, 2003; 2012a) considers teaching and learning as complex activities that include different inter-related aspects, such as contents, classroom unique contexts, and student-teacher relationship.This way, this qualitative research of ethnographic character aims at verifying the influence of different ways of contacts (with other teachers, students, different practices and with oneself) during the period of practicum of teachers in formation in a transnational context.To this end, the researcher followed in Cuba, a group of teachers in initial education linked to a Canadian institution, they were getting prepared to obtain a certificated of teachers of English as an International Language.Based on data generated from observations, interviews, analyses of support material from the courses, and notes from the members of the group.Even though, they had gone through the same preparatory course to the practicum, they had done so in unique ways.In this work, it was included the readings these teachers had done in the period of preparation to the practicum about globalizing perspectives (KUMARAVADIVELU, 2012a; 2006; 2003a; 2003b; 2001), about observations.The discussions proposed here deal with the issue of the concept of language under a post-modern perspective (KUMARAVADIVELU, 2012a; USHER; EDWARDS, 2003).In the analyses, the questions and difficulties from the data are brought out related to the identity construction of those teachers, the same way, the relation between theory and practice during the preparation and practicum in hich were based on the
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".