ARTÍCULOS

TESIS DOCTORAL

Abstract

During the initial training that future language teachers receive they acquire teaching knowledge through professional teaching practice. This knowledge shapes the teaching repertoire (Cicurel, 2007; Causa, 2012).

With the intention of explaining and understanding this acquisition from an ethnographic point of view, we aim to reveal the types of knowledge and mental modelsthat form and shape trainee teachers’ teaching repertoire, as well as to analyse the decision-making process in the moment of planning actions during verbal interactions between trainees and trainers.

We used a qualitative case-study methodology (Stake, 1999) to observe 5 cases, chosen from the teaching practice classes of the initial teacher training course for secondary school in the Universidad de Buenos Aires, Argentina. Our corpus of data is made of guiones conjeturales – projective narrations – and autorregistros – reflective narrations. Our analysis – categorical, sequential and theoretical (Cambra Giné, 2003) –is based on the hermeneutic-phenomenology framework brought forth by P. Ricoeur (1988, 2000) and on the analysis of the discourse-in-interaction suggested by Kerbrat- Orecchioni (2005).

Our analysis allowed us to observe that teaching knowledge is, on the one hand, built from connecting theoretical knowledge and trainees’ implicit theories with first- hand experience of teaching. On the other hand, teaching knowledge is also built through the resignification of the knowledge that emerges from the act of teaching during interactions with trainers. Experiencing action and discussions with their tutors lead trainees to question and re-signify their teaching knowledge. Parting from their subjective interpretations, trainees assimilate this newly-shaped knowledge, which is organised within the teaching repertoire. This new knowledge makes meaningful connections with other types of knowledge, which do not necessarily derive form academic training.

ACTAS DE CONGRESOS

Maldonado, M. (2015). Las historias de vida lectora de los profesores de lengua. Un análisis de caso sobre las creencias en torno a la enseñanza de la literatura a partir de textos narrativos biográficos. En Actas de IV JORNADAS DE LETRAS. Universidad Nacional de Catamarca, Argentina.

Maldonado, M. (2010). La competencia léxica como clave para la comprensión y producción de textos. Fundamentos teórica para una investigación empírica. En III Jornadas de enseñanza e investigación en la lengua y literatura. Universidad Nacional de Córdoba, Facultad de Filosofía y Humanidades, Argentina.

Maldonado, M. (2010). Algunos problemas léxicos en la escuela media. En Jornadas Nacionales Cátedra UNESCO de lectura y escritura. Universidad Nacional de Rio Cuarto, Córdoba, Argentina.

Maldonado, M. (2005). Proyecto de lectura y escritura: Cortázar y el género fantástico. Una experiencia áulica. En Actas 1ras Jornadas Regionales de Historia de la Educación. Catamarca, Argentina. ISSN N° 1669-8215.

Maldonado, M. (2005). La catábasis de Juan Preciado en Pedro Páramo de Juan Rulfo. En I Congreso de Humanidades y VI Jornadas de ciencia y tecnología de la Facultad de Humanidades. Catamarca, Argentina.

Maldonado, M. (2005). El concepto de intransitividad: perspectivas tradicionales y actuales. En X Congreso Ncional de Lingüística. Universidad Católica de Salta. Argentina

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