Specialization in English language teaching in the distance-learning modality

Abstract

This text presents the results of a study that investigated the objectives of a specialization course in English language teaching, which focuses on the education of classroom researcher-teachers, offered by the Federal Institute of Santa Catarina (IFSC) in the distance-learning format. The research, qualitative and ethnographic-based (Bogdan & Biklen, 1994) collected data from 16 English teachers through a profile questionnaire and reflective texts from the portfolios produced individually by the students over two semesters and presented to a committee as a requirement for obtaining the specialist certificate. The data were analyzed using Content Analysis techniques (Bardin, 2011) and interpreted in light of the study's theoretical framework. The results of the analysis revealed that action research, as a methodology for educating research-teachers, has potential for that purpose, by promoting the deconstruction of traditional paradigms in English teaching, centering the teaching process on the student, conceiving the teacher as a researcher and agent of change, and impacting their professional development.