Indagación biográfica, photovoice y escritura reflexiva en el practicum de futuros docentes

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH
Ángela Saiz Linares, Noelia Ceballos López
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引用次数: 1

Abstract

We present an evaluative case study on a training proposal in the Degrees of Teaching of the University of Cantabria (Spain) that is articulated on dilemmatic situations that the students must confront reflectively. This formative proposal is based on the formative possibilities of writing, biographical exploration and the methodology of Photovoice. The instruments for gathering information are: the seminars, the student diaries and the photographs taken by the students. We carry out a content analysis that demonstrates the potential of the training proposal to record those issues that are relevant to their teaching performance; promote critical dialogue and shared knowledge through the negotiation of meanings of the images made; analyze and reorient teaching action and thinking; place in the public space issues that are relevant in educational practice. In this way, images and collaborative reflection become powerful levers of teacher training.
未来教师实践中的传记性探究、光声与反思性写作
我们提出了一个关于坎塔布里亚大学(西班牙)教学学位培训建议的评估案例研究,该研究阐述了学生必须反思的困境情况。这个形成性的建议是基于写作的形成性可能性,传记探索和Photovoice的方法。收集资料的工具有:研讨会、学生日记和学生拍摄的照片。我们进行内容分析,展示培训方案的潜力,记录那些与他们的教学绩效相关的问题;通过对所拍摄图像的含义进行协商,促进批判性对话和知识共享;分析和重新定位教学行为和思维;在公共空间中放置与教育实践相关的问题。通过这种方式,图像和协作反思成为教师培训的有力杠杆。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
3.30
自引率
12.50%
发文量
37
审稿时长
20 weeks
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