Metáforas para profesor y estudiante de pedagogía, en un grupo de estudiantes de pedagogía chilenos / Metaphors on teachers and student-teachers from the perspective of a group of chilean teacher candidates

Alarcón, Paola; Díaz, Claudio; Ochoa, Tania Tagle; Ramos, Lucía; Quintana, Marcela

doi:10.15517/aie.v14i2.14829

Cited by 4 publications

(5 citation statements)

References 32 publications

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“…Responses tended to focus on either English as an ability that is learned and opens new and different possibilities in life, or as the process of learning the language and the difficulties that it brings about. Some of the metaphors gathered are similar to what was found by Alarcón et al (2014) in the sense that some of the parents who were interviewed gave the idea that a door or a key can give access to new opportunities.…”

Section: Resultsmentioning

confidence: 57%

“…The results from the metaphors that parents created share some similarities and contain some differences to those found by Alarcón et al (2014). In some metaphors, our participants used the same Source domain to draw the same metaphorical expressions like those used by the participants in Alarcón et al's research, such as the idea of a door or a key being a gateway towards opportunities.…”

Section: Parents' Perceived Usefulness Of the English Languagementioning

confidence: 67%

“…To analyze the metaphors given by the interviewees, the following steps were employed: (1) Pre-Analysis, (2) Labeling, (3) Sorting (Clarification and Elimination), (4) Categorizing and (5) Peer Review (Alarcón et al, 2014). During the Pre-analysis, the steps by which the data would be analyzed were defined.…”

Section: Resultsmentioning

confidence: 99%

“…Only one parent compared English to something that is considered as basic and vital as bread, despite this metaphor being determined as an underestimated object in the study by Alarcón et al (2014). This parent gave English a completely different meaning and assigned value to the object.…”

Section: An Essential Object (Bread House)mentioning

confidence: 97%

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Unraveling Parents' Perceptions of English Language Learning

Díaz

Acuña

Ravanal

et al. 2020

HSSR

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Purpose of the study: This research aims to analyze parents’ perceptions towards the learning of English and the ways they help their children deal with English and language assessment. Methodology: This qualitative study addresses 74 Chilean parents’ perceptions of English teaching and learning. A semi-structured interview was conducted to capture the participants’ perceptions. The data were categorized using content and frequency analysis and the principles of metaphoric analysis. Main findings: The findings suggest that parents hold a positive perception of the English language and believe it is useful for their children’s lives even though they might find the learning of the language difficult. Social implications/Originality: Participants can produce metaphors that regard English as an ability and metaphors that focus on the process of learning the language. The findings of this research are useful for university stakeholders, teachers, preservice teachers, and students. Novelty/Originality of this study: In this study parents, stakeholders who have usually left aside from the language teaching and learning process, are interviewed to unfold their perceptions of what they see and believe when their children learn English.

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Section: Resultsmentioning

confidence: 57%

Section: Parents' Perceived Usefulness Of the English Languagementioning

confidence: 67%

Section: Resultsmentioning

confidence: 99%

Section: An Essential Object (Bread House)mentioning

confidence: 97%

See 2 more Smart Citations

Unraveling Parents' Perceptions of English Language Learning

Díaz

Acuña

Ravanal

et al. 2020

HSSR

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“…Next, we shall highlight some examples. Participant E1 maintained his behaviourist/transmissive metaphors, the teacher as a machine (Alarcón et al, 2014), before and after the teaching practicum (Figure 1). This metaphor is common in studies of business organizations (Morgan, 1980), representing a traditionalist vision of the firm working as a set of machines in a routine, efficient, precise, and predictable way.…”

Section: Metaphors' Evolution and Associated Teaching-learning Modelsmentioning

confidence: 99%

Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors

2021

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This study examines personal and emotional metaphors of prospective economics teachers about the roles they themselves as teachers and their pupils would play by analysing their drawings and responses to open questions. This is a longitudinal study that analyses the evolution of future instructors using two periods: before and after their teaching practicum. Metaphors are categorised into four classes: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. The categories for emotions are primary or social and positive, negative, or neutral. The results show that the highest percentage of metaphors for the teacher’s role in both questionnaires were cognitivist/constructivist. Comparison of the findings before and after the teaching practicum revealed no changes in most of the participants’ metaphors and associated models. The analysis also reveals that among those who change, the tendency is to evolve towards more pupil-centred metaphors and associated models. The most common pupil metaphors are behaviourist and cognitivist, increasing after the practicum. Finally, most of the emotions expressed are positive and social, also increasing after the practicum.

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Diseño tecnológico escolar como producto del conocimiento profesional del profesor de tecnología

Reina-Reina

2024

Tecné. Episteme. Didaxis: TED

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Este artículo de investigación presenta un estudio de caso cualitativo- interpretativo, en el que se especifican las características del Conocimiento Profesional Específico del Profesor de Tecnología (CPPT) en la categoría escolar de Diseño Tecnológico, a partir de lo que enseña un profesor de Tecnología dentro de la Educación Media en Colombia. El propósito de este documento es describir e interpretar el conocimiento que ha construido el profesor de Tecnología para abordar la enseñanza del Diseño Tecnológico, desde los referentes teóricos basados en su conocimiento profesional, como un sistema de ideas integradas entre los saberes: académicos, experienciales, guiones y rutinas, así como la interrelación que se da entre estos tipos de saber. A partir del discurso del profesor se construyeron las metáforas más representativas para cada uno de los saberes, las cuales han permitido interpretar y dar un sentido particular a la categoría escolar de Diseño Tecnológico en la escuela. Los resultados muestran que el CPPT se caracteriza por estar dirigido a la formación de personas reflexivas frente al proceso de diseño en la escuela, que va más allá del bosquejar, delinear o crear artefactos; es un proceso analítico, reflexivo y propositivo, con el que el profesor promueve en los estudiantes la reflexión de su entorno tecnológico, para que, de manera responsable y bajo principios éticos, puedan incidir en ello.

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Metáforas para profesor y estudiante de pedagogía, en un grupo de estudiantes de pedagogía chilenos / Metaphors on teachers and student-teachers from the perspective of a group of chilean teacher candidates

Cited by 4 publications

References 32 publications

Unraveling Parents' Perceptions of English Language Learning

Unraveling Parents' Perceptions of English Language Learning

Evolution of Prospective Secondary Education Economics Teachers’ Personal and Emotional Metaphors

Diseño tecnológico escolar como producto del conocimiento profesional del profesor de tecnología

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