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Calidad en la educación

versión On-line ISSN 0718-4565

Resumen

CONCHA, Soledad et al. Case based pedagogical reflection and domain of academic language in preservice teacher education. Calidad en la educación [online]. 2013, n.38, pp.81-113. ISSN 0718-4565.  http://dx.doi.org/10.4067/S0718-45652013000100002.

This study explored the ability of Chilean students of Elementary teaching to produce written case-based teacher reflections (CBTR), and the relationship between that ability and their command of academic terms. Participants watched a video of a Spanish language lesson and reflected about the theoretical basis of the teacher’s pedagogical decisions, her teaching method and ways to improve it. Average outcomes reveal that participants lack domain of the theory behind the observed class and provided common sense, not technical responses. A correlation was found between results in CBTR and participants’ ability to organize a text based on the theoretical concepts involved in the reflection. The results are analyzed within the broader context of initial teaching formation.

Palabras clave : Teacher reflection; academic language; initial teaching education.

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