English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This article aims at analyzing the argumentative processes mobilized by student-teachers from a Modern Foreign Language- English course when posting in blogs and their relations to identity (re)constitution. The data was gathered in an elective unit course and was part of one of the author’s master research. During 2010, the student-teachers from 3rd year participated in the elective course named “Genres and Foreign Language Teaching” and produced their own blog as part of the required activities. The data are analyzed according to the textual analysis procedures of SDI (BRONCKART, 2003) and to Argumentative Semantics procedures (KOCH, 1997; OLIVEIRA, 2003; AZEVEDO; OLIVEIRA, 2005). The analysis revealed a process of validation and consolidation of the student-teachers selves, through the learning of blog practices, and the emergence of argumentative processes which highlight traces of identity (re)constitution

“Who am I as a teacher?”: processos argumentativos na educação inicial do professor de Língua Inglesa por meio de blogs