O estágio de regência em língua inglesa e o desenvolvimento de conhecimentos e habilidades docentes

Abstract

This paper aims to discuss the role of teaching practice in recognizing the importance of the context for the student-teaching experience at the Federal University of Ceará. Within a qualitative interpretative approach to discuss the results, the investigation uses the dimensions that characterize the nature of language teacher training proposed by Richards and Farrell (2011). The data collection emerges from responses to the form The nature of Teacher learning created on Google Forms tool. Reported by responses of twenty-two subjects who participated on the survey during the month of May 2018, a rate of 90.91% approval was revealed. The results seem to focus on the relevance of CCB as an adequate context that fosters the development of pedagogical knowledge and teaching repertoire for pre-service language teachers.