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    This document summarizes a paper about teacher training and the use of information and communication technologies (ICTs) in teaching English as a foreign language in São Paulo, Brazil. The paper analyzes how ICTs are incorporated into teaching materials developed by the São Paulo Department of Education based on interviews with English teachers. Preliminary results show that establishing a curriculum to guide teachers' work and adopting a reflective pedagogy that uses ICTs to facilitate access to knowledge and culture can improve teaching quality. However, integrating technologies is still irregular due to factors like variations in teachers' beliefs, lack of resources, and inadequate teacher training and infrastructure.

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    This document summarizes a paper about teacher training and the use of information and communication technologies (ICTs) in teaching English as a foreign language in São Paulo, Brazil. The paper analyzes how ICTs are incorporated into teaching materials developed by the São Paulo Department of Education based on interviews with English teachers. Preliminary results show that establishing a curriculum to guide teachers' work and adopting a reflective pedagogy that uses ICTs to facilitate access to knowledge and culture can improve teaching quality. However, integrating technologies is still irregular due to factors like variations in teachers' beliefs, lack of resources, and inadequate teacher training and infrastructure.

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    Attribution Non-Commercial (BY-NC)
    Téléchargez comme PPT, PDF, TXT ou lisez en ligne sur Scribd
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    7 vues9 pages

    Abstract 2

    Transféré par

    rosangela_english
    This document summarizes a paper about teacher training and the use of information and communication technologies (ICTs) in teaching English as a foreign language in São Paulo, Brazil. The paper analyzes how ICTs are incorporated into teaching materials developed by the São Paulo Department of Education based on interviews with English teachers. Preliminary results show that establishing a curriculum to guide teachers' work and adopting a reflective pedagogy that uses ICTs to facilitate access to knowledge and culture can improve teaching quality. However, integrating technologies is still irregular due to factors like variations in teachers' beliefs, lack of resources, and inadequate teacher training and infrastructure.

    Droits d'auteur :

    Attribution Non-Commercial (BY-NC)
    Téléchargez comme PPT, PDF, TXT ou lisez en ligne sur Scribd
    Signaler comme contenu inapproprié
    sur 9

    UNIVERSIDADE DE SOROCABA

    CAPACITAO DOCENTE E USO DAS TICs NA PERSPECTIVA DA PROPOSTA CURRICULAR DE LEM DE SO PAULO

    Rosangela A. S. Moraes

    Uma Proposta...
    A educao altura dos desafios contemporneos e latentes ao uso das tecnologias de comunicao e informao como mediadoras do acesso ao conhecimento e bens culturais.
    Proposta Curricular de Lngua Estrangeira Moderna (LEM) do Estado de So Paulo.

    UNIVERSIDADE DE SOROCABA

    TEACHERS TRAINING AND USE OF ICT IN THE PERSPECTIVE OF THE SAO PAULO STATE SYLLABUS

    Rosangela A. S. Moraes

    Objective
    This paper aims at analyzing theoretical and ideological constructions regarding teachers' work and preparation, considering contexts and situations of using the ICTs are analyzed in the teaching material developed by the Education Department of So Paulo (CENP) and implemented by English teachers of elementary and high school in 2008.

    References
    In order to achieve this aim, its based on discussions: (1) reflexive teachers Leffa (2001) and Morin (2001); (2) technologies as a way of better quality teaching Mercado (2002); (3) teachers continuing education Celani (2003) and Azevedo (2004).

    Data Analysis
    The corpus consisted of semi structured interviews and e-mails sent by English teachers were analyzed following the proposal of analysis developed for Bronckart (2003) and Machado and Bronckart (2004).

    Partial results show important step for the quality of the public education, when a syllabus is established to guide the teachers work.

    And when a reflexive pedagogy is adopted the challenges about using communication and information technologies to mediate access to knowledge and culture make the teaching of languages easier.

    It was observed that the training of English teachers is seen as crucial in the mediation process technologies, in particular regarding to the use of the Internet.

    On the other hand, it seems that technologies integration isnt regular due to several factors, such as variations inside the school related to teachers believes, precariousness , teachers training, infrastructure and material resources.

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