The Epistemological Distance in Learning about Teaching

Authors

  • Talitha Helen Silva Chiulli Instituto Federal do Sul de Minas, Muzambinho

Keywords:

Critical reflection, Narrative inquiry, Teacher education, Language teaching

Abstract

Based on narrative inquiry and having reflective diaries as corpus, this article discusses the meanings constructed by a teacher-researcher critically reflecting upon her role as teacher in the classroom. Those diaries, part of a master’s degree research, focus on the experience of inserting principles of ESP and citizenship in a class of a Technical Integrated course in Agriculture. The analysis is based on visions of language teaching and pedagogical mediation. The meanings constructed in the language are considered through Systemic Functional Grammar, specifically through the experiential metafunction. This paper highlights the interpretation concerning the teaching role in pedagogical decisions.

Author Biography

Talitha Helen Silva Chiulli, Instituto Federal do Sul de Minas, Muzambinho

Talitha Helen Silva Chiulli holds a master’s degree in Education (UFLA-MG). She teaches English to integrated courses (High School level) and to undergraduate courses at the Instituto Federal do Sul de Minas. Her main research interests are teacher education, language teaching, citizenship and integrated education.

Downloads

Issue

Vol. 36 No. 1 (2015)

Section

Papers

License

The authors grant the journal all copyrights relating to the published works. The concepts issued in signed articles are the absolute and exclusive responsibility of their authors.