A relação entre crenças e motivações do professor e seus reflexos no ensino - aprendizagem de língua inglesa

Abstract

The objective that this research is to analyze and to understand how the beliefs (DEWEY, 1933) concerning the English language learning process are acquired by English language teachers. Five students-teachers taking a post - graduation course on Reflective Practice and the teaching - learning process at state school in São Paulo were the subject of this research which investigated the relationship between those beliefs and the teachers’ motivation, in other words, how those beliefs affected the teachers’ practice. The purpose is contribute to the teacher’s professional development, by helping them become aware of their practices in classroom. Based on theories about beliefs by Barcelos (2004) and motivation by Freire (1986) and Cordeiro (2011), to other aspects correlated that used in Duarte’s studies (2004). The methodology used was the case study within qualitative interpretative paradigm that made use of two instruments for data collection: a questionnaire and a narrative based on a personal and professional reflection of each participant. The results indicated that beliefs acquired by those teachers were revealed through their daily actions. Decisions in the classroom and the motivations of those teachers to teaching English nowadays are tacitly related to the affective component in the classroom