From Initial Education to Portuguese L1 Classroom
Conceptions About Teaching and Learning Grammar
Bibliographic Data
| ID | 3881086 |
|---|---|
| Authors | Adriana Cardoso (0000-0003-3551-0740, Instituto Politécnico de Lisboa, Portugal; Universidade de Lisboa, Portugal), Susana Pereira (0000-0002-4278-8129, Instituto Politécnico de Lisboa), Teresa Leite (0000-0003-2969-9882, Instituto Politécnico de Lisboa, Portugal; Universidade de Lisboa, Portugal), Encarnação Silva (Instituto Politécnico de Lisboa) |
| Year | 2018 |
| Volume | 34 |
| Issue | 4 |
| Pages | 1019-1043 |
| Publication date | 2018-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | DELTA Documentação de Estudos em Lingüística Teórica e Aplicada (JOURNAL) |
| Journal identifiers | ISSN: 0102-4450 • E-ISSN: 1678-460X |
| Publisher | FapUNIFESP (SciELO) (PUBLISHER) |
| DOI | 10.1590/0102-445090849479780631 |
| OpenAlex | W2905122604 |
| SCIELO_PID | S0102-44502018000401019 |
| Language | EN |
| Citations received | 1 |
| References cited | 18 |
The goal of this paper is to discuss representations about grammar teaching of Portuguese L1 teachers. It draws on the exploratory study designed to identify the invariants and divergences in self-perceptions about L1 grammar teaching of trainees in different training situations: in-service teachers, pre-service teachers and bachelor's students. The study focus on student's and teacher's acknowledgment of the Portuguese L1 Curriculum (Reis et al. 2009), which conveys a clear paradigm change in Portuguese language education, assuming that grammar teaching is based upon language awareness development. The results show an evident gap between students and teachers in what concerns the familiarity with the Portuguese L1 Curriculum and teaching strategies. However, some puzzling convergent points are the importance attributed to grammar and poor linguistics background. The results analysis draws attention to the relationship between teacher cognition and practice, highlighting fragilities in teacher education and potential conceptual changes that may lead to effective changes in classroom practices
Bachelor · Curriculum · Grammar · Language education · Linguistics · Mathematics education · Pedagogy · Political science · Portuguese · Teacher education · EFL/ESL Teaching and Learning · Linguistics and Education Research · Psychology · Second Language Learning and Teaching
Conceptions of Teaching
Teachers' conceptions of assessment
Teacher knowledge and the knowledge base of teaching
Teachers’ Beliefs and Educational Research
The reflective practitioner
Teacher Language Awareness and the Professional Knowledge Base of the L2 Teacher
Chapter 1
Teacher cognition in language teaching
Head Start teachers’ beliefs about language and literacy instruction
Teacher knowledge
The impact of in-service teacher education on language teachers’ beliefs
Teachers' beliefs about developing language proficiency within the context of study abroad
Teachers' Pedagogical Systems and Grammar Teaching
The Knower and the Known
Knowledge and Teaching
Função docente
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |