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Developing English Language Teachers' Professional Capacities through Digital and Media Literacies: A Brazilian Perspective
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Author(s): Lucas Moreira dos Anjos-Santos (Monash University, Australia & CAPES Foundation, Brazil), Michele Salles El Kadri (State University of Londrina, Brazil), Raquel Gamero (State University of the North of Parana, Brazil)and Telma Gimenez (State University of Londrina, Brazil)
Copyright: 2016
Pages: 24
Source title:
Handbook of Research on Media Literacy in the Digital Age
Source Author(s)/Editor(s): Melda N. Yildiz (Walden University, USA & Unite to Educate, USA)and Jared Keengwe (University of North Dakota, USA)
DOI: 10.4018/978-1-4666-9667-9.ch005
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Abstract
This chapter aims to demonstrate how a group of educators from a southern Brazilian state university designed and implemented formative workshops to sustain English language teachers' professional development through digital and media literacies. The chapter maps important changes that have happened in language teacher education in Brazil and the convergences these changes share with digital and media literacies coming from a sociocultural paradigm. It also presents and discusses the extent to which the instructional material the group of educators produced for the continuing education of English language teachers integrated 21st century skills and the standards from the TESOL technology framework. As a way to evaluate the instructional material, the chapter analyzes the representations and identities schoolteachers constructed when engaging with digital and media literacies through the instructional material. The chapter concludes by advocating more social, political and collaborative future research in language teacher education and digital and media literacies.
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