Articles producció científica> Pedagogia

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

  • Datos identificativos

    Identificador: imarina:9194081
    Autores:
    Castaneda-Pena, HaroldInes Calderon, DoraBorja, MiriamPatricia Quitian, SandraYamile Suarez, Adriana
    Resumen:
    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.
  • Otros:

    Autor según el artículo: Castaneda-Pena, Harold; Ines Calderon, Dora; Borja, Miriam; Patricia Quitian, Sandra; Yamile Suarez, Adriana;
    Departamento: Pedagogia
    Autor/es de la URV: Quitián Bernal, Sandra Patricia
    Palabras clave: Agreement Design Didactic strategy Narrative Teacher education
    Resumen: 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.
    Áreas temáticas: Ciencias sociales Comunicação e informação Educação Educació Education Education & educational research Medicina ii Pedagogical & educational research Psicología
    Acceso a la licencia de uso: https://creativecommons.org/licenses/by/3.0/es/
    Direcció de correo del autor: sandrapatricia.quitian@estudiants.urv.cat
    Identificador del autor: 0000-0002-4405-8672
    Fecha de alta del registro: 2022-07-10
    Versión del articulo depositado: info:eu-repo/semantics/publishedVersion
    Enlace a la fuente original: https://www.sciencedirect.com/science/article/pii/S0883035518305147
    Referencia al articulo segun fuente origial: International Journal Of Educational Research. 94 90-99
    Referencia de l'ítem segons les normes 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
    URL Documento de licencia: https://repositori.urv.cat/ca/proteccio-de-dades/
    DOI del artículo: 10.1016/j.ijer.2018.10.009
    Entidad: Universitat Rovira i Virgili
    Año de publicación de la revista: 2019
    Tipo de publicación: Journal Publications
  • Palabras clave:

    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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