Abstract:The present article sets out to validate small-scale research projects as a tool to foster the integration of theory and practice as well as the development of a refl ective mindset in trainees in teacher training courses. This case study of the process followed by an experienced teacher carrying out research as part of a Master's degree in Teaching English traces the student's learning during her research process through an analysis of her interactions, both oral and written, with the thesis supervisor, as we… Show more
“…Brinkman and Van Rens (1999),,Gadsby and Cronin (2012),Sozbilir (2007) Professional Professional focus(8)Erixon Arreman and Erixon (2017), Escobar Urmeneta (2013),Gadsby and Cronin (2012),Halbach (2016),Ion and Iucu (2016),Wyatt (2011), Lund Nielsen (2015),Maaranen (2010) …”
This paper deals with possibilities and difficulties involved in the integration of academic and professional goals in two final thesis models in European teacher education, the thesis model and the portfolio model. The methodology used is a review of relevant research articles. The thesis model was identified in 19 articles and the portfolio model in 41 articles. Five dimensions were found to promote the integration of the two kinds of goals while four hamper this integration. The dimensions identified are similar in the two models. The implications of this result for future teachers are discussed using the concepts of vertical and horizontal discourses. One such implication is that teacher education should use the adaptive function of the final thesis in a more developed way in order to strengthen the fusion of academic and professional orientation in the education.
“…Brinkman and Van Rens (1999),,Gadsby and Cronin (2012),Sozbilir (2007) Professional Professional focus(8)Erixon Arreman and Erixon (2017), Escobar Urmeneta (2013),Gadsby and Cronin (2012),Halbach (2016),Ion and Iucu (2016),Wyatt (2011), Lund Nielsen (2015),Maaranen (2010) …”
This paper deals with possibilities and difficulties involved in the integration of academic and professional goals in two final thesis models in European teacher education, the thesis model and the portfolio model. The methodology used is a review of relevant research articles. The thesis model was identified in 19 articles and the portfolio model in 41 articles. Five dimensions were found to promote the integration of the two kinds of goals while four hamper this integration. The dimensions identified are similar in the two models. The implications of this result for future teachers are discussed using the concepts of vertical and horizontal discourses. One such implication is that teacher education should use the adaptive function of the final thesis in a more developed way in order to strengthen the fusion of academic and professional orientation in the education.
“…Estos resultados son consistentes con lo reportado por estudios que observaron intervenciones con características similares en diferentes contextos (Paredes-Chi & Castillo-Burguete, 2018;Anyon, Kennedy, Durbahn & Jenson, 2018;Mancila, Soler García, Moron Dominguez, 2018;Chamizo & Garcia-Franco, 2013;De Souza, 2016;Gonzales-Weil et. al., 2013;Halbach, 2016;Herrington, et. al., 2011).…”
Section: Discussionunclassified
“…Estos estudiantes son portadores de subjetividades distintas y requieren de la atención en necesidades emergentes, que les aseguren resultados mínimos en accesos, aprendizajes y permanencia (Fernandes, 2014). Los escenarios abiertos con estos procesos exigen cambios en las prácticas docentes orientados a una enseñanza contextualizada e inclusiva (Rodríguez Fuentes, 2017;2018;Gallego & Rodríguez Fuentes, 2014;2016;López, 2009), que responda a entornos educativos cada vez más diversos, con sus adaptaciones también diversas, incluso múltiples (Rodríguez Fuentes, 2015).…”
<p>La sistematización de una experiencia relevante como la capacitación de 21 docentes en servicio con el empleo de un componente de investigación-acción, tuvo como propósito documentar y escribir lo ocurrido, así como explicar los resultados alcanzados como producto de la intervención. Se buscó interpretar críticamente la experiencia, extraer aprendizajes de ella y mejorar la práctica futura. El estudio empleó técnicas de análisis cualitativo y cuantitativo. Los resultados sugieren que el componente favoreció que los docentes cuestionen sus propias creencias sobre la enseñanza y fortalezcan sus habilidades de problematizar la docencia. También sugieren que estos cambios ocurren en capacitaciones que incluyen espacios de reflexión y de discusión sobre creencias y prácticas.</p>
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