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

Manrique, María Soledad; Abchi, Veronica Soledad Sanchez

doi:10.14221/ajte.2015v40n6.2

Cited by 7 publications

(10 citation statements)

References 37 publications

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“…Similar suggestions have been made previously by Cropley, Miles, and Peel (2012) who suggested that reflective practice would only be effective if the approach adopted suited the individual coach in question. shared conversational practices with peers or others (Dixon et al, 2013;Huntley & Kentzer, 2013;Knowles et al, 2007;Manrique & Sanchez Abchi, 2015). It is proposed that such shared approaches afford opportunity for facilitation of 'levelness', and thus more critical reflective practice (Knowles & Gilbourne, 2010).…”

mentioning

confidence: 99%

‘Think Aloud’: Toward a Framework To Facilitate Reflective Practice Amongst Rugby League Coaches

Whitehead

Cropley

Huntley

et al. 2016

International Sport Coaching Journal

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This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that TA can be a valuable tool for: (a) collecting in-event data during a coaching session; and (b) developing and evidencing reflection for coaches. Future recommendations were also provided by the participants and consequently, this study offers a unique technique to reflective practice that has the potential to meet the learning development needs of coaches.

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mentioning

confidence: 99%

‘Think Aloud’: Toward a Framework To Facilitate Reflective Practice Amongst Rugby League Coaches

Whitehead

Cropley

Huntley

et al. 2016

International Sport Coaching Journal

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show abstract

“…Asumiendo que el campo de la investigación sobre los cambios y las implicaciones que el docente tiene en el aula cuando aplica la práctica reflexiva es escaso y limitado (Camburn, 2010;Charteris, 2015;Cirocki et al, 2014;Lupinski et al, 2012;Manrique y Abchi, 2015), esta investigación pretende ampliar el conocimiento en esta dirección. La evaluación realizada de la experiencia piloto confirma que Pensadero de maestros es un proyecto que promueve la formación continua de los docentes.…”

Section: Ejecución Y Consolidaciónunclassified

“…Con el fin de seguir desarrollando el concepto de práctica reflexiva y las dinámicas que la desarrollan en la profesión docente se hace necesario realizar nuevas investigaciones en este campo (Camburn, 2010;Charteris, 2015;Cirocki et al, 2014;Hickson, 2011;Lupinski et al, 2012;Manrique y Abchi, 2015;Tan, 2008). Sería positivo ampliar las herramientas de recogida de información, usando cuestionarios, y la muestra, implementando el proyecto en realidades y contextos diversos como son los Institutos de Educación Secundaria o contextos socioeconómicos diferentes, con el fin de consolidar y ampliar los datos obtenidos en la investigación aquí presentada.…”

Section: Ejecución Y Consolidaciónunclassified

Pensadero de maestros: Una dinámica docente de práctica reflexiva

Martínez¹,

Collado²

2019

profesorado

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La práctica reflexiva se torna esencial cuando de fortalecimiento docente y mejora educativa se trata. Por ello, parece relevante investigar y proponer acciones que fomenten esta práctica en el quehacer profesional docente. Este artículo presenta la evaluación y validación del proyecto piloto “Pensadero de maestros”, una iniciativa de la Fundación Promaestro para fomentar y apoyar la práctica reflexiva en maestros y profesores. Este proyecto se implementó en seis centros educativos en la Comunidad de Madrid, participando un total de 67 profesores. La investigación siguió una metodología cualitativa basada en el análisis del discurso, utilizando dos técnicas: la entrevista semiestructurada y el grupo de discusión (se realizaron cuatro entrevistas y un grupo de discusión). También se pasó un cuestionario de satisfacción a todos los participantes para triangular la información. Los principales resultados obtenidos confirman que, a través de la observación en el aula y el feedback entre compañeros, los docentes que han pasado por esta dinámica se sienten más reconocidos, acompañados y valorados en su quehacer profesional. La capacidad reflexiva y la validación de prácticas educativas han sido dos procesos conseguidos que han aumentado la autopercepción profesional de los participantes, fomentando el desarrollo y fortalecimiento de la profesión docente. Finalmente, en las discusiones finales se plantean nuevas líneas de investigación en torno al concepto de práctica reflexiva en la profesión docente.

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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%

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

Cited by 7 publications

References 37 publications

‘Think Aloud’: Toward a Framework To Facilitate Reflective Practice Amongst Rugby League Coaches

‘Think Aloud’: Toward a Framework To Facilitate Reflective Practice Amongst Rugby League Coaches

Pensadero de maestros: Una dinámica docente de práctica reflexiva

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

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