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Revista Diálogo Educacional

versão impressa ISSN 1518-3483versão On-line ISSN 1981-416X


BERGMANN, Juliana Cristina Faggion  e  SILVA, Marimar da. O processo reflexivo na formação inicial de professores: diários virtuais na educação a distância. Rev. Diálogo Educ. [online]. 2013, vol.13, n.40, pp.999-1020. ISSN 1981-416X.

Since the end of the 1990s, reflective diaries have been used and studied in teacher education courses in face mode education. However, the area lacks studies on the use of virtual diaries with Spanish language teachers in distance mode education. Thus, this study, qualitative interpretive in nature, aims to investigate the use of virtual diaries written by pre-service teachers as an instrument for reflection on action right after their teaching practicum, during the Supervised Practicum discipline, of a Spanish Language Arts Course, in distance mode education, of a major Brazilian university. The analysis of thirty virtual diaries revealed that the participants reflect about the teacher’s and the student’s role and about the content taught, but their main concern is to describe actions and judge them, suggesting that the participants reached the first level of reflection out of the three proposed by Zeichner and Liston (1987). It also revealed that the reflective diary is a strategic tool for learning to teach in distance mode education. The results of this study and the reflection on them contribute to the current discussions on foreign/additional languages teaching- learning and teacher education programs, both in initial and continuing education.

Palavras-chave : Virtual Diaries; Research on Distance Mode Education; Teacher Education; Spanish as a Foreign (Additional) Language.

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