Professores em formação de inglês: complexidade, escala comum de valores e identidades

Abstract

In this dissertation, it was analyzed the behaviors and values that were part of the scale of common values of a pre-service English teachers’ group in their interactions on an educational blog during four semesters of theirs Language Teaching Bachelor’s Course. The aim was to investigate the process of identity constitution of this group in the different semesters. The research was based on the understanding that the pre-service teachers’ group could be seen as a complex system (LARSEN-FREEMAN, 1997; LARSEN-FREEMAN e CAMERON, 2007; 2008; PAIVA, 2005; VETROMILLE-CASTRO, 2007; 2008; MARTINS, 2008; 2009) and that the process of identity constitution could also be seen in the same perspective. The complex systems’ characteristics were established from Bertalanffy (2009), Gleick (1988), Morin (2011) e Lewin (1999), and the values were identified according to Piaget’s (1973) definition for scale of common qualitative values. Initially, the researcher expected that the autonomous (HOLEC, 1981) and collaborative (PAAS, 2005) behaviors would appear in the interaction of the students as pre-service teachers since the beginning of the blog activity, in the third semester. However, the researcher perceived that the group, in general, had the behavior of English language learners. From the sixth semester on, the predominant behavior was the preservice teachers’, although the small groups and the individual students’ behaviors have ranged during the semesters. The motivation was an important factor, which appeared in different ways, in all semesters the blog was used. Besides, the motivation is believed to be part of teachers’ behavior. The analyzes demonstrated that the identities are not fixed and that a teacher’s identity change even though the individuals do not stop being teachers.