Evolution of the personal teaching models of prospective secondary school science teachers as expressed through metaphors

被引:1
作者
Mellado, Lucia [1 ]
de la Montana, Juan L. [2 ]
Rosa Luengo, Maria [2 ]
Luisa Bermejo, Maria [3 ]
机构
[1] Spanish Natl Univ Distance Educ UNED, Fac Econ & Management, Business & Accounting Dept, Calle Senda del Rey 11, Madrid 28040, Spain
[2] Univ Extremadura, Fac Educ, Social Sci & Languages Educ Dept, E-06071 Badajoz, Spain
[3] Univ Extremadura, Fac Educ, Psychol & Anthropol Dept, E-06071 Badajoz, Spain
关键词
Personal metaphors; Science; Pre-service teacher; Secondary; Evolution of teaching models; PROFESSIONAL-DEVELOPMENT; CONCEPTUAL METAPHORS; PRESERVICE TEACHERS; EDUCATION; BELIEFS; CONSTRUCTION; KNOWLEDGE; THINKING; IMAGES;
D O I
10.1007/s11422-018-9856-2
中图分类号
G [文化、科学、教育、体育]; C [社会科学总论];
学科分类号
03 ; 0303 ; 04 ;
摘要
This study analyses the evolution of the personal metaphors of 31 science graduates enrolled in a Master's degree course in Secondary Education Teaching during the 2012-13 academic year. The instrument used was an open questionnaire that included asking the participants to make drawings representing the roles of the teacher. Four categories of metaphor were considered: behaviourist/transmissive, cognitivist/constructivist, situative/socio-historical, and self-referential. It was found that most of the prospective teachers were indeed able to conceptualize their roles in the form of metaphors. Comparison of the results before and after the teaching practicum revealed no changes in most of the participants' metaphors and associated models. Instead, these appeared to be firmly set already at the beginning of the Master's course, and remained uninfluenced by either the course or the practicum. Only a minority of the participants showed changes in their metaphors5 with progressive changes, and 5 with regressive changes.
引用
收藏
页码:957 / 982
页数:26
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