The Collaborative Construction of the Act of Teaching: Impacts of the A World of Englishes Project in the Context of Initial Training

ABSTRACT This article aims to analyze four aspects related to the implementation of an initial English teacher training project: option for teaching and the project; impressions on the project; impacts of the project on future teachers in training; and what challenges are presented in terms of academic and professional education. The project was based on theoretical conceptions of language as discourse (BAKHTIN, 2010; JORDÃO; FOGAÇA, 2007), critical literacy (CERVETTI; PARDALES; DAMICO, 2001; MUSPRATT; LUKE; FREEBODY, 1997) and English as a lingua franca (DEWEY, 2012; EL KADRI, 2010; SEIDLHOFER, 2001). The analysis was based on data generated from questionnaires answered by the furure teachers who participate in the project. The results point to a mature vision about the profession and the teaching performance, increase in the self-esteem of the future teachers and development of strategies to overcome individual and collective difficulties.

摘要 本文旨在剖析首个英语教师培训项目实施过程中的四大核心维度：教学取向与项目选择、项目实施观感、项目对受训准教师的影响，以及学术与职业教育领域面临的挑战。本项目以语言即话语（language as discourse）、批判读写能力（critical literacy）与英语作为通用语（lingua franca）的理论构想为核心支撑，相关理论渊源涵盖BAKHTIN（2010）、JORDÃO与FOGAÇA（2007）、CERVETTI、PARDALES及DAMICO（2001）、MUSPRATT、LUKE与FREEBODY（1997）、DEWEY（2012）、EL KADRI（2010）以及SEIDLHOFER（2001）的研究成果。本研究的分析数据来源于参与本项目的准教师所填写的问卷。研究结果表明，准教师对自身职业与教学实践形成了更为成熟的认知，其自我认同感显著提升，同时亦掌握了破解个体与集体困境的针对性策略。