Rethinking Knowledges
Epistemological Paradigm Shifts and Foreign Language Teacher Education
Keywords:
Knowledge, epistemological paradigms, teacher education, foreign languagesAbstract
The article sets out to investigate the ways in which new approaches to knowledge in contemporary times - a moment of transition between epistemological paradigms - give rise to the need for a discussion of pedagogical practices based on traditional models of transmitting, reproducing and validating knowledge(s). In particular, we discuss the possible implications that such problematization might bring for the subjects involved in foreign language teacher education programs in Brazilian universities.
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