Syllabus Integration in Teacher Education

By Valdite Fuga and Daniela Vendramini Zanella.

Published by The International Journal of Learning in Higher Education

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Article: Print $US10.00
Published online: May 18, 2016 $US5.00

This paper discusses the production of meaning in teacher education for student-teachers in a public school in Sao Paulo, Brazil. The goal of the paper is to comprehend a possible syllabus integration in teacher education. The research, based on Vygotsky’s Cultural-Historical Activity Theory, includes language reflection from a dialogic perspective. The analysis is theoretically and methodologically grounded in Critical-Collaboration research, deriving from enunciative-discursive-linguistic approaches and from the theoretical framework presented in this paper. The discussion shows that teacher education may be considered suitable for syllabus desencapsulation.

Keywords: Syllabus Desencapsulation, Teacher Education, Argumentation

The International Journal of Learning in Higher Education, Volume 23, Issue 2, June 2016, pp.23-33. Article: Print (Spiral Bound). Published online: May 18, 2016 (Article: Electronic (PDF File; 814.176KB)).

Valdite Fuga

Professor, Fatec MC, Mogi das Cruzes, São Paulo, Brazil

Daniela Vendramini Zanella

Professor, University of Sorocaba, Sorocaba, São Paulo, Brazil