Avaliando a preparação dos professores em formação para ensinar inglês a alunos de inglês como segunda língua nas escolas secundárias das Ilhas Fiji
um estudo das suas experiências e percepções de aprendizagem de línguas
DOI:
https://doi.org/10.15448/2178-3640.2023.1.44931Palavras-chave:
Inglês como Segunda Língua (ESL), professores em pré-serviço, culturalmente responsivo e inclusivo, consciência cultural, experiências de aprendizagem de línguasResumo
Este estudo teve como objetivo avaliar o grau de preparação dos professores de inglês em formação num programa de formação de professores da Universidade Nacional das Fiji para ensinar inglês como segunda língua (ESL) a alunos de ESL das Fiji. Este estudo de métodos mistos envolveu a recolha de dados de vinte e dois estudantes inscritos num curso de línguas obrigatório durante o terceiro ano de licenciatura. Os resultados indicam a importância de os professores de inglês maximizarem a escolaridade formal dos alunos e a sua exposição à língua materna (L1) para criarem um ambiente de aprendizagem cativante. O estudo também concluiu que o reforço da consciência cultural dos professores em formação melhorou a sua preparação para ensinar inglês a estudantes fijianos de ESL. Este estudo realça a importância de um apoio abrangente nos programas de formação de professores antes da entrada em serviço, incluindo programas de orientação, experiências práticas de ensino, mecanismos de feedback, oportunidades de autorreflexão e de reflexão entre pares, integração da tecnologia no ensino e melhoria da comunicação eficaz e das estratégias de ensino. Estas conclusões podem potencialmente orientar as decisões políticas e as recomendações relativas aos programas de formação de professores e ao desenvolvimento curricular no ensino secundário. Este estudo sugere que se ofereça formação e apoio através de seminários de desenvolvimento profissional para promover salas de aula inclusivas e culturalmente receptivas.
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