Autor(es):
Vieira, Flávia ; Mourão, Sandie ; Andrade, Ana Isabel ; Cruz, Mário ; Reis-Jorge, José ; Leslie, Carolyn ; Orega, Maria Isabel ; Pinho, Ana Sofia ; Silva, Elisabete Mendes ; Simões, Ana Raquel
Data: 2022
Identificador Persistente: http://hdl.handle.net/10198/26829
Origem: Biblioteca Digital do IPB
Assunto(s): Initial teacher education; Professional learning; Teaching English as a foreign language; Primary education; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Descrição
The expansion of early language learning has fostered the need to prepare qualified teachers of English to young learners. This paper presents findings from a multi-site case study of initial teacher education programmes created in 2015 in Portugal when English became compulsory in grades 3 and 4. The study investigated intended professional learning competences and tasks as described in curricula, as well as teaching and inquiry practices developed in practicum settings. A multi-method approach was used, involving the analysis of ten higher education institutions’ curricula, a sample of practicum reports, the responses of former student teachers to an online survey, and reflective records from student teachers, faculty supervisors, and cooperating teachers. Findings portray a reflective, inquiry-oriented view of professional development and the enactment of current teaching approaches. The study stresses the role of curricula and practicum arrangements in creat- ing meaningful professional learning scenarios and promoting lear- ner-centred teaching in schools.
