Keywords
Teacher education
Narratives
How to Cite
Abstract
In this article, we present part of the research carried out by the Grupo de Pesquisa Formação de Professores de Línguas – UFPR (Language Teacher Education Research Group at UFPR). The research aims to analyze, through narratives, how critical moments in the praxis of language teachers impact the construction of their identities. We formulate a broad concept of critical moments, after presenting the most common terms and understandings found in the area of teacher education. The research highlights the role of narratives in the recovery and construction of such moments, according to Johnson and Golombek (2016). We adopted a qualitative methodology by interpreting narratives constructed from a focus group. We selected the narratives of two participants. The issues raised by these narratives highlight the importance of building spaces in language teacher education for shared (re)construction of critical moments and the understanding of their identities as teachers aiming at better pedagogical practices and attitudes.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright (c) 2024 Francisco Carlos Fogaça, Regina Célia Halu
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