Teacher education in the work with textual genres in undergraduate language teacher education courses: Constructing the relationship between learning and teaching in language classrooms

Abstract

This article discusses the process of (re)constitution of representations of language teaching and learning, as socio-historical-cultural practices, of future teachers, in EFL classes in an undergraduate language teacher education course, as seen in the students’ reflexive reports. Theoretically it is grounded in socio-historical-cultural perspective, and has in Systemic Functional Linguistics its instrument of analysis. Results reveal the process of (re)constitution of the representations and evaluations of future teachers, about language teaching and learning, based on the analysis of their own learning in the light of classroom situations, as a process continuously mediated by their evaluations of these situations, their participants, and the teachers themselves. The work offers contributions to the comprehension of researchers and educators about the process of teacher education in language classes.