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Thursday, August 13 • 1:00pm - 1:25pm
Educational Chat for Reflection and Identity Transformation: English Pre-service Brazilian Teacher Education in the University

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The education of a language professional, as well as any professional, takes place through his/her engagement in unfamiliar discursive communities, at the beginning, while transforms and consolidates new communicative repertoires, which are required for participation (MATÊNCIO, 2008; LAVE; WENGER, 1991). Moreover, to engage in language practices of a building community, the future professional (re) builds his/her identity as a member of a particular human social sphere. In fact, the learning of new digital language practices is followed by the learning of new ways of acting socially in the world (BRONCKART, 2008; CRISTOVÃO, 2010). Building on the above, we aim at investigating the participation of pre-service teachers from third and first years of an English Language undergraduate degree in an educational chat, and the reflection promoted (or not) by the use of this digital genre as a consequence of his/her process of identity building in a social community. This investigation is based on the assumption that the activity of situated reflection (CONTRERAS, 2002; ZEICHNER, 1994) can be one of the tools for educating teachers committed to their practices and capable of making decisions by assessing their professional contexts. Further, we bear our analysis on the assumption that the interaction promoted by the educational chat has its own characteristics based on the centrality of writing in that genre, as well as particular conditions of production in that digital media (GERALDINI, 2005; HILGERT, 2000). Furthermore, it promotes a joint learning with the involvement of both cognitive and affective aspects of the participants. The data analyzed are part of a joint research developed by researchers from two state universities. The results show that the use of educational chats can be adequate to situations in which pre-service teachers have their voices heard and break asymmetry patterns between teacher educators and pre-service teachers through the use of a digital tool for identity constitution.


Eliane Segati Rios-Registro

Northern Parana State University

Thursday August 13, 2015 1:00pm - 1:25pm
Holden Chapel Holden Chapel, Harvard Bus Tunnel, Cambridge, MA