Collaborative action-research and locally situated teaching practice: two studies in perspective
Abstract
This paper aims to discuss the importance of connecting collaborative action research to critical literacy in teacher education. In order to do so, the theoretical background is based on the studies of critical applied linguistics and critical literacy. The data analyzed here come from two different studies. Study 1 was carried out in a context of continuing education with public school English teachers who were engaged in the EDUCONLE Project (UFMG). Study 2 was developed with undergraduate language students who took part in a program entitled “Teaching Practice at UFSJ”. The results point to the fact that the discussion on new literacy, combined with the concepts of collaborative action-research, can positively impact teacher education, both in-service and pre-service, considering the demands of the contemporary society.
Key words: Collaborative action research, new literacy, teacher education, English teaching.
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