The training of language teachers brings contributions to qualification and also provides them
with a reflection on the beliefs and also the emotions that permeate the whole process of
formation for language teaching. This is because beliefs are related to important factors such
as understanding the actions of these teachers in the classroom (BORG, 2003; JOHSON,
1999), and by the relevance of a more reflective teaching, because through these reflections
the teacher in the process of formation becomes an evaluator of himself, hus favoring the
understanding and knowledge of their practice in the classroom. Abrahão (2006) points out
that beliefs are also associated with values, experiences and knowledge acquired not only
during the university period, but throughout their lives. In view of the above, we analyze the
identities of teachers in pre-service, their beliefs and emotions that became relevant to the
understanding of their teaching practices. The aim of this study is to investigate the beliefs
and emotions of teachers in initial training and their impacts on the (re) construction of their
professional identities of a State University of Maranhão. For the development of this
study,was chosen a qualitative research of ethnographic nature. Therefore, we conducted a
longitudinal study, since we chose to work with five teachers in pre-service in the 8th and 9th
periods when they were attending the supervised internship course in English, in the years
2018 and 2019. For data collection, the following instruments were used: (1) Open
questionnaires (I, II); (2) Oral interviews (informal conversations individually with each
participant); and (3) Supervised Internship Reports, with the narratives told by the teachers in
training at the end of the Supervised Internship. In this sense, we tried to answer through the
analysis of the data collected the questions of the research through categories of beliefs and
emotions that we selected from the beginning of the Modern Language Course of the teachers
in pre-service to the final stage of the Supervised Internship. The studies revealed that from all
experience experienced by teachers in formation, it resulted in the pre-existing beliefs,
modified by emotions, which create new beliefs and make their identities resignify, as well as
there is a process of self-knowledge in the face of the actions performed in the classroom in
the Supervised Internship.
|
