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Campo DC Valor Lengua/Idioma
dc.contributoren-US
dc.contributornenhumapt-BR
dc.creatorWoods, Devon-
dc.creatorColombo Gomes, Gysele da Silva-
dc.creatorBarcelos, Ana Maria Ferreira-
dc.date2021-12-14-
dc.date.accessioned2022-03-17T20:21:00Z-
dc.date.available2022-03-17T20:21:00Z-
dc.identifierhttps://www.e-publicacoes.uerj.br/ojs/index.php/pensaresemrevista/article/view/63635-
dc.identifier10.12957/pr.2021.63635-
dc.identifier.urihttp://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/57179-
dc.descriptionOn May 27th, 2021, we met virtually with Devon Woods. We asked him about his studies on beliefs and the relationship between beliefs and emotions and identity. We approached the decision-making process and its relationship to BAK (Beliefs, Assumptions and Knowledge). We also, discussed its relevance to English teaching communities, particularly here in Brazil. Devon Woods has always demonstrated to be amazed by the unseen and often unnoticed processes of interpretation that are involved in both personal and pedagogical types of communication. In the 1970s, he engaged in studies of learners’ and teachers’ cognition – their beliefs, interpretations and actions – and the interactions between them in language classrooms. As a product of his 1992 doctoral dissertation, we find his remarkable book “Teacher Cognition in Language Teaching” (1996), several articles, and the focus of the work of a number of graduate students published in the Carleton Papers in Applied Language Studies. The results of this conversation are what we present here in the form of an interview.pt-BR
dc.descriptionABSTRACTOn May 27th, 2021, we met virtually with Devon Woods. We asked him about his studies on beliefs and the relationship between beliefs and emotions and identity. We approached the decision-making process and its relationship to BAK (Beliefs, Assumptions and Knowledge). We also, discussed its relevance to English teaching communities, particularly here in Brazil. Devon Woods has always demonstrated to be amazed by the unseen and often unnoticed processes of interpretation that are involved in both personal and pedagogical types of communication. In the 1970s, he engaged in studies of learners’ and teachers’ cognition – their beliefs, interpretations and actions – and the interactions between them in language classrooms. As a product of his 1992 doctoral dissertation, we find his remarkable book “Teacher Cognition in Language Teaching” (1996), several articles, and the focus of the work of a number of graduate students published in the Carleton Papers in Applied Language Studies. The results of this conversation are what we present here in the form of an interview.en-US
dc.formatapplication/pdf-
dc.languageeng-
dc.publisherUniversidade do Estado do Rio de Janeiropt-BR
dc.relationhttps://www.e-publicacoes.uerj.br/ojs/index.php/pensaresemrevista/article/view/63635/40329-
dc.rightsDireitos autorais 2021 Pensares em Revistapt-BR
dc.sourcePensares em Revista; n. 23 (2021): DOSSIÊ 23: CRENÇAS, EMOÇÕES E IDENTIDADES: ASPECTOS FLUIDOS E FRAGMENTADOS NO ENSINO DE LÍNGUAS / BELIEFS, EMOTIONS AND IDENTITIES: FLUID AND FRAGMENTED ASPECTS IN LANGUAGE TEACHING; 10 -25pt-BR
dc.source2317-2215-
dc.subjectLinguística Aplicadapt-BR
dc.subjectLinguística Aplicadapt-BR
dc.subjectLinguística Aplicadaen-US
dc.subjectLinguística Aplicadaen-US
dc.titleINTERVIEW WITH DEVON WOODSpt-BR
dc.titleINTERVIEW WITH DEVON WOODS / Entrevista com Devon Woodsen-US
dc.typeinfo:eu-repo/semantics/article-
dc.typeinfo:eu-repo/semantics/publishedVersion-
dc.typept-BR
Aparece en las colecciones: Faculdade de Formação de Professores - FFP/UERJ - Cosecha

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