The role of the dialogue journal in language teachers development

Abstract

Teacher education, whether initial or continuing, has been object of study for several decades. However, only recently that these studies (MEDRADO, 2016) point to the need to implement literacies practices in order to promote the (self) participatory development. In this sense, this research has the general objective to investigate the role of dialogue journals in the literacy process and language teachers (initial and / or continuing) development. Based on studies related to teacher development (MACHADO, 2004; Minati, 2002), journals (REICHMANN, 2001; Zabalza, 2004), literacy and teacher identity (KLEIMAN, 2007; TÁPIAS-OLIVEIRA, 2004), we will identify linguistic items in the discourse of teachers who reveal aspects of literacy and identity issues related to teaching. The results suggest that the dialogue journal is constituted as a fundamental practice of literacy for teacher development, since it provides (inter) action, collaboration, and (re) construction of teacher’s identity.