This investigation aims to categorize and identify the general teaching competencies that professors who work in a public innovative Brazilian university should develop. It employs the Delphi Panel method, which allows a consensus of opinions to be reached by a group of experts. This study had eight expert participants from different fields of study. They engaged answering five rounds of instrument, that were sent by email to them. After analyzing the competencies, the experts suggested agglutination between some categories and some eliminations. As a result, the competences were summarized in six categories: Digital, Internalized, Externalized, Teaching Knowledge, Technical and Innovative. This research will serve as theoretical support for the construction and elaboration of a theoretical-practical model for the identification of teaching competencies to work in Brazilian public innovative universities.

This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.

Technological advances have promoted changes in social practices. In the educational context, they have set new roles and modified the relations among those who engage in the teaching-learning process, and have changed the way knowledge is produced, consumed and distributed, demanding new and efficient types of formative assessment. In this line of thought, this article suggests the multimodal platform CGScholar as an effective resource to develop online writing and peer-feedback activities with an automated managerial system to blind and randomly distribute papers to reviewers. Moreover, this article reports research findings to demonstrate that the writing and the peer-feedback activities are enhanced by the multimodal features of this platform. These activities can be employed in EFL learning to enhance learning opportunities, employ higher cognitive processes, and to teach large groups of students, either remote or face-to-face, without increasing management time.

Este artigo aborda a pós-verdade como fenômeno social. Ele expõe a evolução da linguagem e dos sentidos e discorre sobre as tecnologias de informação e comunicação, e a aceleração da velocidade e alcance das informações. Além disso, aborda a ética sobre quais informações são produzidas assim como as contradições e desafios em relação à pós-verdade. Por fim, ressalta as implicações pedagógicas para esse momento de pós-verdade.

What we learn, why we learn, and the way we learn it have changed over history. Education used to take place in scenarios specially built for the learning-teaching process, and students used to go to those places to learn passively from teachers, who were the holders of the knowledge, and the content students should learn. This scenario and the roles of the participants in the educational process have changed over time. With the advance of technological tools and the wide spreading of the internet, content has become available for everyone with access to the worldwide network. According to the World Bank, internet access in the world increased considerably in the last twenty years, from 7% (2000) to 60% (2020). In this new picture, students can engage in the educational process from everywhere (home, workplace, and so on). They are also becoming more active in the learning process by looking for the content they want/need to learn.