EXPECTATIONS IN LANGUAGE TEACHING-LEARNING: KEY DIMENSIONS FOR RESEARCH IN INITIAL TEACHER EDUCATION

Resumo

The present study deals with expectations in the additional language teaching-learning process during the initial teacher education of language teachers. Expectations begin to be created before the start of the teacher’s initial education, permeate the entire process, and continue to exist after its completion. The objective is to expose relevant considerations to the investigation of expectations in the aforementioned context, to ensure (future) students, teachers, and/or researchers who wish to examine the subject have an initial guide to use as it is a topic that is, currently, little explored in the subject areas of Education or Applied Linguistics. To do so, we developed bibliographical research on expectations using authors such as Lima (2009), Pavan (2012 and 2008), Turner (2008), and Zolnier (2007), among others. We intend to answer the following research questions: 1) How to formulate a concept concerning additional language teaching-learning expectations of student teachers in initial education? 2) What are the types/categories of expectations for additional language teaching-learning by student teachers in initial education? 3) How do student teachers’ expectations influence their additional language teaching-learning during their initial education? The results indicate that the study of expectations is relevant for understanding the language teaching-learning process in the most diverse of contexts and not only in initial teacher education.