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

Manrique, Soledad
Published in Australian Journal of Teacher Education. 2015, vol. 40, no. 6, p. 13-32
Abstract This contribution explores the transformation of the teaching practices of 10 in- service kindergarten teachers who participated in a teaching education (T.E) course in Buenos Aires, Argentina. The study is based on the assumption that representations underlie teaching practices and that T.E affects these representations (Scheuer & Pozo, 2006). Hence, a T.E course was designed and implemented to answer the following research question: how do teaching practices and teaching discourses change after teacher education? The T.E. course focused on the practices of personal narrative telling in kindergarten. It concerned the viewing and analyzing of videos of each participant´s classes. The analysis showed transformations in the 10 teachers´ practices, in relation with two dimensions: instrumental and social. The analysis of one of the teacher´s discourse and practice allowed to infer and categorize transformations in the teacher´s representations and mental models.
Keywords Teachers practicesMental modelReflection on action
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Research group Didactique des langues et formation des enseignants : analyse du français enseigné (GRAFE)
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MANRIQUE, Soledad, SANCHEZ ABCHI, Veronica Soledad. Teachers´ Practices and Mental Models: Transformation Through Reflection on Action. In: Australian Journal of Teacher Education, 2015, vol. 40, n° 6, p. 13-32. doi: 10.14221/ajte.2015v40n6.2 https://archive-ouverte.unige.ch/unige:73204

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Deposited on : 2015-06-16

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