The Social Networking Environments/Tools as Auxiliaries of Teacher Formation Activity  

作　　者：Marcia Sueli Pereira da Silva Schneider 

机构地区：[1]Federal University of Tocantins, Palmas, Brazil

出　　处：《US-China Education Review(B)》2015年第8期516-526,共11页美中教育评论（B）

摘　　要：This study aims to show the possibility of using virtual environments/tools that are just considered social networking settings/tools as auxiliaries to develop the teacher formation process, and to verify how the knowledge is produced during the formation process developed in a distance setting through Microsoft Service Network Messenger （MSN）. In this way, this study had as basis a continuing professional development project based on the relations between the researcher and an English teacher that worked at Basic Level I in a municipal school in Concei^o dos Ouros, Minas Gerais, Brazil. As foundation to the discussions, this study is based on L6vy＇s （1996/2003; 1999/2003） works to understand the settings/tools supplied by computer-mediated communication （CMC）; on works developed by Brookfield （1987）, Freire （1979/2001）, and others to understand the critical reflective principles and the language role mediating the social inter-relations that has the argumentation as an important tool to the development of the critical reflective thought. Parts of the reflective sessions were selected and analyzed. The intention of analyzing the cutting data was to understand how sense about teaching-learning was questioning and new meanings were shared during the teacher formation activity on the environment used. The results show that： 1. The virtual setting allowed that the teacher formation activity was updated becoming real in a virtual setting, acquiring an interaction similar as a face-to-face interaction; 2. The knowledge production happens when there are opportunities to the participants to manifest themselves, to expound their opinions, to agree or disagree, to listen and to be listened, to argue and to convince others, and to learn to interact with others respectfully; and 3. In this social production process, the role of the other become fundamental to trigger off new zones of proximal development （ZPDs）, to reorganize and transform the senses, to build new meanings, and to develop.

关 键 词：knowledge production virtual settings/tools teacher formation 

分 类 号：TP316.7[自动化与计算机技术—计算机软件与理论] TS952.83[自动化与计算机技术—计算机科学与技术]