“Haciendo caminos”: Teletandem stories in Spanish teachers’ education
DOI:
https://doi.org/10.11606/issn.2317-9651.v0i13p78-101Keywords:
Spanish teachers’ development, Teletandem, reports analysis.Abstract
This article presents a discussion on the processes of reflection on the development of pre-service teachers of Spanish. For that, we used the stories of experiences of undergraduates in Language Arts (Spanish) within the context of teletandem. The study was grounded on the participants’ reports of their activities whether during teletandem sessions or during mediation sessions. We concluded that the actions related to both of these contexts constitute fruitful educational spaces, not only in regards to the processes of foreign language teaching and learning, but also to the processes of reflection on their student-teaching practice and to the constitution of their professional identity. We developed our analysis grounded on the assumptions of Narrative Inquiry and from a perspective of intercultural and critical competences for teacher development.Downloads
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Copyright (c) 2017 Kelly Cristiane Henschel Pobbe de Carvalho, Karin Adriane Henschel Pobbe Ramos, Rozana Aparecida Lopes Messias
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