从幼儿教育教师的叙述看教学空间的构建

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
A. Giner-Gomis, M. J. Iglesias-Martínez, Inés Lozano-Cabezas
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引用次数: 0

摘要

学校教室的环境或学习空间有助于改善教育过程。具体而言,在幼儿教育中,教师可以设计学习空间,为幼儿教育专业的学生营造安全和自主的环境。本研究探讨了教师对学校空间所赋予的意义、设计和改造学校空间的标准以及学校空间与教育模式之间的联系。我们通过半结构式访谈收集了 34 个学前教育教师的故事,他们必须在访谈中对这种教学设计进行反思。最相关的结果是,我们确定了一种以建构主义或认知标准为基础的模式,而不是对话模式。我们的结论是,学校环境建设的这种认识论视角应面向更具参与性和共建性的教育空间模式。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Construction of the Pedagogical Space from the Narratives of the Early Childhood Education Teachers
Environments or learning spaces in school classrooms contribute to the improvement of educational processes. Specifically, in the Early Childhood Education, teachers can design learning spaces, which fosters an environment of safety and autonomy for the students of the Early Childhood Education. This study explores the teachers' narratives concerning the meanings they assign to the school space, the criteria by which they design and transform it, and its connection to model of educational. We have collected 34 stories of pre-primary education teachers through a semi-structured interview in which they had to reflect on this pedagogical design. As most relevant result we identify a model sustained under constructivist or cognitive criteria, rather than a dialogical one. We conclude that this epistemological perspective of the construction of the school environment should be oriented towards a more participatory and co-constructed model of the educational space.
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来源期刊
Qualitative Research in Education
Qualitative Research in Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.40
自引率
7.10%
发文量
4
审稿时长
12 weeks
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