Case based pedagogical reflection and domain of academic language in preservice teacher education.

Authors

  • Soledad Concha Universidad Diego Portales
  • Carolina Hernández Universidad Diego Portales
  • Francisca Del Río Universidad Diego Portales
  • Francisca Romo Universidad Diego Portales
  • Lorena Andrade Universidad Diego Portales

DOI:

https://doi.org/10.31619/caledu.n38.106

Keywords:

Reflexión pedagógica, lenguaje académico, formación inicial docente

Abstract

This study explored the ability of Chilean students of Elementary teaching to produce written case-based teacher reflections (CBTR), and the relationship between that ability and their command of academic terms. Participants watched a video of a Spanish language lesson and reflected about the theoretical basis of the teacher's pedagogical decisions, her teaching method and ways to improve it. Average outcomes reveal that participants lack domain of the theory behind the observed class and provided common sense, not technical responses. A correlation was found between results in CBTR and participants' ability to organize a text based on the theoretical concepts involved in the reflection. The results are analyzed within the broader context of initial teaching formation.

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Published

2013-03-28

Issue

No. 38 (2013): Revista Calidad en la Educación

Section

RESEARCH PAPERS

License

Copyright (c) 2018 Calidad en la Educación

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