Indiciary paradigm: contributions to investigating the construction of identities of prospective language teachers

Authors

  • Lívia Márcia Tiba Rádis Baptista Universidade Federal do Ceará (UFC), Fortaleza, CE

DOI:

https://doi.org/10.5216/sig.v27i2.35551

Keywords:

indiciary paradigm, Spanish teacher education, identities, applied linguistics.

Abstract

This paper focuses on the contributions of the “indiciary paradigm” to the study of teacher identity and specially the identity of prospective language teachers with emphasis on the ones who teach Spanish. To this aim, we present the model as well as its contributions to create more intelligibility about the way that prospective teachers experience the processes of identity construction through their formative paths. Thus, in this article, we indicate some possibilities of this paradigm for the study of our central problem, reflecting on its potentiality
as a methodological construct for a qualitative, interpretive research.

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Author Biography

Lívia Márcia Tiba Rádis Baptista, Universidade Federal do Ceará (UFC), Fortaleza, CE

Professora Associada do Curso de Letras, atua nos cursos de graduação e no Programa de Pós-Graduação em Linguística da UFC. Interesse por formação de professores, ensino e aprendizagem de línguas (espanhol e português), com ênfase em questões de representação, identidades, interuculturalidade e letramento crítico.

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Published

2015-12-22

How to Cite

BAPTISTA, L. M. T. R. Indiciary paradigm: contributions to investigating the construction of identities of prospective language teachers. Signótica, Goiânia, v. 27, n. 2, p. 565–582, 2015. DOI: 10.5216/sig.v27i2.35551. Disponível em: https://revistas.ufg.br/sig/article/view/35551. Acesso em: 18 may. 2024.

Issue

Vol. 27 No. 2 (2015)

Section

Article

License

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