Articles producció científica> Pedagogia

Pre-service teachers' appreciations of teacher-educators' strategies when learning about narratives

  • Identification data

    Identifier: imarina:9194081
    Authors:
    Castaneda-Pena, HaroldInes Calderon, DoraBorja, MiriamPatricia Quitian, SandraYamile Suarez, Adriana
    Abstract:
    This paper focuses on teacher-educators' didactic strategies as noticed and valued by their students or pre-service teachers who will be teachers in the future. Little has been explored in teacher education relating to the interphase narrative content and teachers' didactic strategies. Two didactic learning environments about narrative content were implemented correspondingly within two courses, and they were assessed by 45 participating pre-service teachers using assessment questionnaires. The population sample came from six teacher education programs at the undergraduate level. Based on the assessment made by the pre-service teachers in the two courses, an analysis of differences between the evaluated items using the chi-square test was performed. Results indicate that there are significant correlations between Bachelor of Education (B.Ed.) Programs and didactic strategies, the pre-service teachers' semester and such strategies and between strategies themselves. Thus, it appears important to clearly reify the didactic design components, such as the didactic strategies, as contributors to the didactic design with differentiated didactic functions and roles in learning processes. Additionally, findings tend to reflect that the didactic strategy is on its own a didactic answer to the pedagogical challenges teacher-educators identified to teach narrative content. Finally, it seems paramount to revisit and to ascertain the conceptualization of didactic strategies within the field of didactics.
  • Others:

    Author, as appears in the article.: Castaneda-Pena, Harold; Ines Calderon, Dora; Borja, Miriam; Patricia Quitian, Sandra; Yamile Suarez, Adriana;
    Department: Pedagogia
    URV's Author/s: Quitián Bernal, Sandra Patricia
    Keywords: Agreement Design Didactic strategy Narrative Teacher education
    Abstract: This paper focuses on teacher-educators' didactic strategies as noticed and valued by their students or pre-service teachers who will be teachers in the future. Little has been explored in teacher education relating to the interphase narrative content and teachers' didactic strategies. Two didactic learning environments about narrative content were implemented correspondingly within two courses, and they were assessed by 45 participating pre-service teachers using assessment questionnaires. The population sample came from six teacher education programs at the undergraduate level. Based on the assessment made by the pre-service teachers in the two courses, an analysis of differences between the evaluated items using the chi-square test was performed. Results indicate that there are significant correlations between Bachelor of Education (B.Ed.) Programs and didactic strategies, the pre-service teachers' semester and such strategies and between strategies themselves. Thus, it appears important to clearly reify the didactic design components, such as the didactic strategies, as contributors to the didactic design with differentiated didactic functions and roles in learning processes. Additionally, findings tend to reflect that the didactic strategy is on its own a didactic answer to the pedagogical challenges teacher-educators identified to teach narrative content. Finally, it seems paramount to revisit and to ascertain the conceptualization of didactic strategies within the field of didactics.
    Thematic Areas: Ciencias sociales Comunicação e informação Educação Educació Education Education & educational research Medicina ii Pedagogical & educational research Psicología
    licence for use: https://creativecommons.org/licenses/by/3.0/es/
    Author's mail: sandrapatricia.quitian@estudiants.urv.cat
    Author identifier: 0000-0002-4405-8672
    Record's date: 2022-07-10
    Papper version: info:eu-repo/semantics/publishedVersion
    Link to the original source: https://www.sciencedirect.com/science/article/pii/S0883035518305147
    Papper original source: International Journal Of Educational Research. 94 90-99
    APA: Castaneda-Pena, Harold; Ines Calderon, Dora; Borja, Miriam; Patricia Quitian, Sandra; Yamile Suarez, Adriana; (2019). Pre-service teachers' appreciations of teacher-educators' strategies when learning about narratives. International Journal Of Educational Research, 94(), 90-99. DOI: 10.1016/j.ijer.2018.10.009
    Licence document URL: https://repositori.urv.cat/ca/proteccio-de-dades/
    Article's DOI: 10.1016/j.ijer.2018.10.009
    Entity: Universitat Rovira i Virgili
    Journal publication year: 2019
    Publication Type: Journal Publications
  • Keywords:

    Education,Education & Educational Research
    Agreement
    Design
    Didactic strategy
    Narrative
    Teacher education
    Ciencias sociales
    Comunicação e informação
    Educação
    Educació
    Education
    Education & educational research
    Medicina ii
    Pedagogical & educational research
    Psicología
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