Teacher education is constituted by a range of different elements. From basic education to the work environment, learners are building their own stories with each teacher and passing through interactions and spaces with their individualities. As there are so many details to be considered in teacher education, it is unlikely to observe them all at once. However, being an educator is an ongoing construction, both for pre-service and in-service teachers, which requires theories that can further investigate the intertwined components of what makes a critical, responsive, and globally aware educator. To corroborate the notion of post-method teaching – an approach that considers teaching and learning as complex activities which include different interrelated aspects (e.g., content, classroom contexts, and student-teacher relationships) – this paper presentation uses Kumaravadivelu’s (2003, 2012) three-parameter theoretical framework to investigate how English teachers from Canadian and Brazilian teacher education programs develop pragmatic teaching skills in Cuba. Based on the Particularity, Practicality, and Possibility triad, the authors expand notions of English as an International language (JORDÃO, 2014; PENNYCOOK, 2007) teaching in transnational contexts (BRUZ et.al, 2021), and broaden teacher identity construction in times where equity, diversity, and inclusion are in the spotlight of language teaching practices. Moreover, the authors connect the parameters above with possible post-pandemic English classroom practices.
PresentersIara Maria Bruz
Professor, Setor de Educação Profissional e Tecnológica, Universidade Federal do Paraná, Paraná, Brazil Gustavo Moura
Postdoc, Language and Literacy, University of Calgary, Alberta, Canada
Teacher Education, Post-Method, Transnationality