Teacher educators’ in-action mental models in different teaching situations

Mevorach, Miriam; Strauss, Sidney

doi:10.1080/13540602.2011.622551

Cited by 14 publications

(30 citation statements)

References 21 publications

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“…This assumption is based on a body of research and on empirical data (Barbier, 1999;Ferry, 1997;Schön, 1983;Perrenoud, 2001;Schussler, 2006;Schussler, Stooksberry & Bercaw, 2010) that has shown that reflection-on-action, which takes place after practice, allows access to what the different authors consider underlies teachers´ practices: implicit representationsin Pozo´s terms (Scheuer & Pozo, 2006 )-, teachers´ mental models, in those of Mevorach and Strauss (2012), Jones et al (2011) andSchön (1987). Reflection-on-action, after the action has been performed, as opposed to reflection-in-action, while the action is still being carried out, means creating a distance from experience, transforming it into an object to be analysed, asking oneself about what has changed because of that particular action and what goals this change responds to.…”

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

“…In this study we address the concept of mental model (Jones et al, 2011;Mevorach & Strauss, 2012;Wilke, 2008) to refer to this 'perspective' (Schön, 1983) that underlies teachers´ practices. As defined by Jones et al (2011): Mental models are personal, internal representations of external reality that people employ to interact with the world around them.…”

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

“…As we have already mentioned we are most interested in whatever underlies teachers´ decision making in real class situations (Ball, 2000;Ball, Thames & Phelps, 2008). There are numerous theoretical constructs that account for this intra subjective instance: implicit representations (Scheuer & Pozo, 2006); process of reflection in action (Schön, 1983); perception, value and action schemes (Zeichner, 1994); dispositions (Schussler, Stooksberry & Bercaw, 2010) and mental models (Jones, Ross, Lynam, Perez & Leitch, 2011;Mevorach & Strauss, 2012;Wilke, 2008).…”

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

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Teachers´ Practices and Mental Models: Transformation Through Reflection on Action

Manrique

Abchi

2015

AJTE

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This contribution explores the relationship between teaching practices, teaching discourses and teachers´ implicit representations and mental models and the way these dimensions change through teacher education (T.E). In order to study these relationships, and based on the assumptions that representations underlie teaching practices and that T.E might affect these representations, a T.E course was designed and implemented in Argentina. The course focused on teacher intervention in personal narrative telling in kindergarten. It was based on a reflection-onaction process. The personal narrative activities of 10 in-service teachers before and after the course were analysed employing the Process of Constant Comparison (Glaser & Straus, 1967). A case study was then conducted in order to infer possible transformations in one of the teachers´ implicit representations and mental models, through ContentAnalysis (Krippendorf, 1990) of in-depth interviews before, during and after the course.

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Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

Section: Teacher Education and Teacher Practicesmentioning

confidence: 99%

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Teachers´ Practices and Mental Models: Transformation Through Reflection on Action

Manrique

Abchi

2015

AJTE

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“…The assumption underlying this study was that each teacher holds an idiosyncratic mental model for teaching -a hidden, dynamic psychological entity that organizes the way he or she understands (Lynam & Brown, 2012;Manrique & Abchi, 2015;Mevorach & Strauss, 2012). This model is activated (in-action) while they are teaching.…”

Section: Literature Reviewmentioning

confidence: 99%

“…As evidence, the general mental model (Mevorach & Strauss, 2012) does not include all the components of the in-action mental model of teachers teaching visual arts. The characteristics of various types of subject matters may contribute to the understanding of the in-action mental model of teaching, and understand how these subject matters influence the in-action mental model, and the Teaching Model as a whole.…”

Section: Introductionmentioning

confidence: 99%

Artist-Teachers' In-action Mental Models While Teaching Visual Arts

Russo-Zimet¹

2017

JETS

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Studies have examined the assumption that teachers have previous perceptions, beliefs and knowledge about learning (Cochran-Smith & Villegas, 2015).This study presented the In-Action Mental Model of twenty leading artist-teachers while teaching Visual Arts in three Israeli art institutions of higher Education. Data was collected in two stages: videotaping of art lessons and stimulated recall interviews.Data was analyzed in three steps: Three artists-teachers' data was analyzed and based on the results, explicit (behavioral) and implicit (mental models) categories were built. In the second step, all the categories were analyzed in accordance to the three teachers' data. In the third step, data collected only from the artist-teacher that used different lesson patterns in the same lesson was analyzed.The teacher's mental model is influenced by the subject matter -visual arts. As evidence, the general mental model (Mevorach & Strauss, 2012) does not include all the components of the in-action mental model of teachers teaching visual arts. The characteristics of various types of subject matters may contribute to the understanding of the in-action mental model of teaching, and understand how these subject matters influence the in-action mental model, and the Teaching Model as a whole.

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