Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation

Lim, Hyun-Woo

doi:10.1016/j.tate.2011.05.001

Cited by 55 publications

(36 citation statements)

References 37 publications

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“…Alcança-se que esse rememorar a partir da narrativa está servindo para começar a construir sua identidade profissional docente, a partir da identificação com o positivo e da rejeição do negativo. Ideias centrais que darão corpo ao conhecimento pedagógico posterior, já vão se formando e se articulando durante a formação inicial -ideia essa que se coincide com o que planteiam Conle (2003), Lim (2011), Clandinin & Cave (2008, Dominicé (2006) ou Knowles (2004) ou Smith (2007) entre outros.…”

Section: Discussão Dos Resultadosunclassified

Narrar o passado e pensar o futuro: possibilidades na formação inicial de professores através da escrita de si

Domingo

Simas

2018

RCD

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This article is part of a research project on the larger construction of identity and professional knowledge in the initial training of primary school teachers. Its goal is to recover and document teaching practices that lived and contexts in which they are developed, in order to make meaningful their learning and reflections about what a good teacher should be and how their teaching. It uses a biographical-narrative approach from critical essays describing their stories of school, to rethink and reconstruct their original identity and grounded theory about the teaching profession. It uses these life stories in the initial training allows, on one hand, a significant and relevant knowledge, and other hand identity-space reconstruction of the teaching profession. It has also proved to be a useful strategy in which to build future sustainable and implicative process of curriculum and professional development discussion.

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Section: Discussão Dos Resultadosunclassified

Narrar o passado e pensar o futuro: possibilidades na formação inicial de professores através da escrita de si

Domingo

Simas

2018

RCD

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“…Por tales motivos los mapas conceptuales se han considerado desde su origen como un instrumento importante para la formación docente y han servido de estímulo para el desarrollo de interesantes estudios en el campo de la formación inicial del profesorado (Zak y Munson, 2008;Campos, Garrido y Castañeda, 2009;Lim, 2011) y la actualización de profesores en activo (González, Guruceaga, Pozueta y Porta, 2010;Karakuyu, 2011).…”

Section: Antecedentesunclassified

“…Cuatro de cada cinco sujetos creen que los mapas conceptuales pueden ser un recurso docente válido para mejorar la explicación de un tema y, por tanto, pueden ser muy útiles para llevar a cabo exposiciones y favorecer la comunicación en el aula. Otros estudios previos también han puesto de manifiesto la buena valoración de los mapas conceptuales como estrategia educativa por parte de los profesores en formación (Zak y Munson, 2008;Lim, 2011).…”

Section: Valoración De Las Funciones Educativas De Los Mapas Conceptuunclassified

“…La investigación sobre el uso educativo de los mapas conceptuales ha puesto de manifiesto la existencia de las interesantes ventajas que aportan tales actividades a la mejora de la educación en general (González García, 2008) y de la formación docente en particular (Campos et al, 2009;Lim, 2011;Reitano y Green, 2013), especialmente cuando se utilizan recursos TIC para su elaboración (Ríos et al, 2007;MacKinnon y Aylward, 2009;MurgaMenoyo et al, 2011). Además se ha observado que los educadores y futuros profesores desarrollan ideas, actitudes y motivaciones interesantes cuando aprenden a trabajar con mapas conceptuales (Karakuyu, 2011) y con herramientas informáticas que favorecen su elaboración (Schaal, 2010).…”

Section: Discusión Y Conclusionesunclassified

“…Creemos que estos aspectos son importantes, pues reflejan que los alumnos van tomando conciencia de lo que consideran buenas prácticas docentes (González et al, 2010;Gutiérrez et al, 2011;Buehl y Fives, 2011) y que tales actuaciones pueden contribuir a desarrollar una identidad profesional docente basada en una formación innovadora (Lim, 2011).…”

Section: Discusión Y Conclusionesunclassified

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Los mapas conceptuales como recurso de interés para la formación inicial del profesorado de enseñanza secundaria: opiniones del alumnado de ciencias sociales y humanidades

Pedrajas¹,

Rodríguez²,

González³

2014

Educación XX1

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Cómo referenciar este artículo/How to reference this article:Pontes Pedrajas, A.; Serrano Rodríguez, R. y Muñoz González, J. M. (2015). Los mapas conceptuales como recurso de interés para la formación inicial del profesorado de enseñanza secundaria: Opiniones del alumnado de ciencias sociales y humanidades. RESUMENEste trabajo forma parte de un proyecto de innovación docente orientado a mejorar la formación inicial del profesorado de enseñanza secundaria, usando mapas conceptuales en actividades de representación del conocimiento y de comunicación en el aula. En este estudio se exponen los resultados de un cuestionario diseñado para conocer las ideas de los futuros profesores en formación sobre el proceso de aprendizaje realizado en el aula y las ventajas que aportan los mapas conceptuales elaborados con recursos informáticos para la educación y la formación docente. Durante dos cursos consecutivos se han recogido las opiniones de un conjunto de 107 alumnos y alumnas de una asignatura del máster de formación del profesorado de secundaria, del área de ciencias sociales y humanas, los cuales han valorado positivamente el proceso de aprendizaje, las aplicaciones educativas de los mapas conceptuales y, sobre todo, han mostrado un elevado grado de satisfacción al aprender a utilizar la herramienta Cmap Tools.

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Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case study

Mukumbang

Alindekane

2017

Nurs Open

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Aim: The aim of this study was to explore the teacher identity formation dynamics of student nurse-educators about the subject matter, pedagogy and didactics.Design: A case study using descriptive quantitative design was employed.Methods: Using a cross-sectional approach, data were collected in 2014 using a selfadministered questionnaire. Participants were asked to self-evaluate their teaching competencies on the nursing subject matter, pedagogical expertise and didactical expertise. Using descriptive analysis we determined the central tendencies of the constructs. Results:The descriptive analysis revealed a very small variance (0.0011) and standard deviation (0.04) among the means of the three constructs, which indicates a fair balance in the contribution of the subject matter, pedagogy and didactics towards teacher identity formation. Nursing student-educators can achieve a balanced combination of subject matter expert, pedagogical expert and didactical expert combination during the formation of their teacher identity. This could be indicative of how effective the training programme is in helping the students achieve a balanced teacher identity. K E Y W O R D Scompetencies, diadactic expert, nursing education, pedagogy expert, student nurse-educator, subject matter expert, teacher identity, teaching and learning, teaching practice | INTRODUCTIONThe quality of education produced by educational institutions depends on the quality of the teachers they possess as students' learning is directly related to their interaction with the teachers (Department of Higher Education and Training, 2014). Effective teaching, therefore, depends on the knowledge, skills and commitment that the teacher brings to the teaching-learning process. In other words, what the teacher knows and can do makes the crucial difference in what the teacher can accomplish (Feiman-Nemser, 2012).Nursing education programmes to train nursing educators (teachers) are aimed at providing competencies that may be achieved by student nurse-educators-nurses receiving teacher training to become nursing educators-on completion of the training programme.These student nurse-educators are expected to focus on grounding themselves in the subject matter acquiring the instructional tools of teaching and classroom management. This requires that the student nurse-educators should acquire competencies of the knowledge of subject matter, knowledge of teaching strategies, and tools to create and sustain an effective learning environment. Apart from achieving these competencies, they are expected to start formulating a professional teacher identity. It is assumed that if the student nurse-educator acquires the above competencies (subject matter, pedagogy and didactics), then developing a teacher identity-how teacher candidates | 109 MUKUMBANG ANd ALINdEKANE negotiate personalized understandings of themselves in programmatic context-becomes possible (Schepens, Aelterman, & Vlerick, 2009). It must be noted, nevertheless, that forming a professional identity is a co...

show abstract

Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation

Cited by 55 publications

References 37 publications

Narrar o passado e pensar o futuro: possibilidades na formação inicial de professores através da escrita de si

Narrar o passado e pensar o futuro: possibilidades na formação inicial de professores através da escrita de si

Los mapas conceptuales como recurso de interés para la formación inicial del profesorado de enseñanza secundaria: opiniones del alumnado de ciencias sociales y humanidades

Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case study

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