Design instrucional na formação de professores de inglês para fins específicos

Abstract

Initial English teacher education programs in most Brazilian universities do not always systematically address theoretical and practical knowledge related to the teaching of English for Specific Purposes (ESP). This approach is grounded in the identification of learners’ needs and in the adaptation of teaching to specific academic and professional contexts (Dudley-Evans; St. John, 1998; Hutchinson; Waters, 1987). In this context, this dissertation, developed within the Professional Master’s Program in Teaching at the Graduate Program in Creativity and Innovation in Higher Education Teaching Methodologies (PPGCIMES) at the Federal University of Pará, aimed to design the process of an English for Specific Purposes course for pre-service teachers based on instructional design principles. To achieve this goal, the theoretical framework of ESP (Dudley-Evans; St. John, 1998; Hutchinson; Waters, 1987; Ramos, 2005) is articulated with the principles of Instructional Design, understood as a systematic process of planning, organizing, and developing learning experiences guided by educational objectives and pedagogical contextualization (Filatro, 2018; Kenski, 2015). The study is characterized as qualitative and applied in nature, involving bibliographic research, the development of the educational product, and its validation through an expert panel composed of three English language teachers with experience in ESP. The product consists of a teacher education course structured into didactic units integrating needs analysis, ESP theoretical foundations, and Instructional Design principles, culminating in the collaborative development of a pedagogical activity by participant teachers. The validation process conducted through the expert panel demonstrated theoretical and methodological coherence, appropriate andragogical organization, and the educational product’s formative potential, while also enabling refinements based on specialists’ feedback. The panel’s evaluation further indicates that the integration of ESP and Instructional Design may contribute to the enhancement of teacher education by providing a robust educational product that supports more contextualized and reflective pedagogical practices aligned with gaps experienced by the evaluators themselves in language teacher education for specific purposes. It is therefore expected that the implementation of this educational product may contribute to improving ESP teacher education by guiding pedagogical practices grounded in foundational theoretical frameworks and oriented toward effectiveness in the teaching and learning process.