Questão FC225360
Text Stories Arise from a Listener’s Stance In my work with teachers in urban schools I have relied a great deal upon my own teaching stories. Like Graves (1998), “Stories are an e
Interpretação de Textos (Understanding)
CESGRANRIO · 2010
Text
Stories Arise from a Listener’s Stance
In my work with teachers in urban schools I have relied a great deal upon my own teaching stories. Like Graves (1998), “Stories are an essential part of my life as a professional.” (p. 3) While the use of stories as a teaching tool is grounded in theory as described by Clandinin (2000) as narrative inquiry, it arose in my own practice in response to problematizing the notion of an expert teacher and questioning what qualified me to take on that role. Tapping into my own teaching stories, whether those of success or struggle, helped me locate my own self-efficacy as a teacher educator. The stories I have used in my practice as a teacher educator arise from a listener’s stance. Once a teacher describes a difficulty she faces in her practice, a parallel story often emerges to serve as the springboard for envisioning new strategies the teacher might try to address the issue.”
GULLA, Amanda. Developing Teacher efficacy through shared stories. Academic Exchange Quarterly, Winter 2005. http://findarticles.com/p/articles/mi_hb3325/is_4_9/ai_n29236286/?tag=content;col1, Retrieved on August 11, 2010.
According to the text, Amanda Gulla believes that
- narrating stories of professional success will make one’s experience known to the teaching community and generate popularity.
- reflecting on her successes and failures has allowed her to review her teaching practice and help other teachers.
- it is necessary for teachers to retell their experiences to their fellow-teachers so that they can criticize each other’s mistakes.
- teachers in urban settings should reproduce the stories and experiences of their colleagues from rural schools.
- teachers who have problems with the notion of expertise in teaching should be prepared to test their efficacy with the results of other teacher-educators.
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Gabarito
B
Comentário do professor
A alternativa B resume a ideia central do trecho: Amanda Gulla sustenta que refletir sobre histórias próprias — tanto de sucesso quanto de dificuldade — permitiu-lhe revisar sua prática docente e oferecer suporte a outros professores.
No texto ela afirma que “Tapping into my own teaching stories, whether those of success or struggle, helped me locate my own self-efficacy as a teacher educator.” Isso indica que ao recuperar e ponderar suas experiências ela consolidou sua autoeficácia e, a partir daí, aprimorou sua atuação como formadora.
Além disso, a noção de postura de ouvinte reforça que essas histórias, quando compartilhadas, servem como ponto de partida para imaginar novas estratégias e auxiliar outros docentes na solução de problemas práticos.
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