Class diary writing: analysis from the interconnected model of teaching professional growth

Authors

  • Tatiana Hilen Pujol-Cols Universidad Nacional de Mar del Plata, Departamento de Educación Científica
  • Guillermo Cutrera Universidad Nacional de Mar del Plata, Departamento de Educación Científica
  • María Basilisa García Universidad Nacional de Mar del Plata, Departamento de Educación Científica

Keywords:

initial teacher training, Interconnected Model of Teacher Professional Growth, class diaries

Abstract

The Interconnected Model of Teacher Professional Growth (MICPD) describes the interrelated nature of teacher learning across various Domains. In this work, the MICPD is used to study the content of class diaries a future Chemistry teacher prepares regarding the relationships between Domains during her teaching practices. Using a qualitative methodology, a content analysis was used of each diary written after each intervention and their corresponding instances of socialization. The results showed a predominance of relationships involving the Practice and Consequences Domains in the intervention diaries and the External Domains in the socialization diaries. Little interpellation of the Personal Domain was found. The use of the MICPD allowed for a reading of the content of the diaries that were complementary to those proposed in other investigations. Deepening feedback is required to promote more links between domains.

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Published

2024-07-31

How to Cite

Pujol-Cols, T. H., Cutrera, G., & García, M. B. (2024). Class diary writing: analysis from the interconnected model of teaching professional growth. Educación En La Química, 30(02), 133–145. Retrieved from https://educacionenquimica.com.ar/index.php/edenlaq/article/view/256

Issue

Section

Investigación en didáctica de la Química

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