Schoolteacher represented in pre-service teacher’s reflexive academic writing

ABSTRACT

The present paper investigates some representations of Brazilian basic schoolteachers in professional reflexive writing, that is, a differentiated academic writing produced by pre-service teachers as the final assignment during their supervised compulsory pre-service Portuguese teacher training. The focus of attention is given to the clauses where the schoolteachers are construed as the grammar subject of actions. The methodological framework assumed in this research is that of the transdisciplinary approach of Applied Linguistics, which is characterized by the use of theoretical-methodological categories resulting from the many fields of knowledge applied in the construction of the object of study. Schoolteachers are represented as the main social actors accountable for the processes identified, which might ask for a complexification of pre-service teacher’s view as regards the compulsory environment of pre-service teaching. Results indicate the demand for a more useful application of the professional reflexive writing in pre-service teacher education.

Applied Linguistics; Systemic Functional Linguistics; Language Education; Academic Writing