PROFESSIONAL DEVELOPMENT IN THE CONTEXT OF INITIAL TEACHER TRAINING. A CASE STUDY FOCUSED ON THE MICRO-LESSON AS EDUCATIONAL DEVICE
DOI:
https://doi.org/10.22481/rbba.v12i01.11673Keywords:
Teacher reflective practice, Interconnected Model of Professional Growth, Micro-lessonsAbstract
As part of a larger study on the dynamics involved in the construction of teachers’ professional knowledge, this paper analyzes the changes in the Professional Knowledge of a future chemistry teacher based on his didactic work during a micro-lesson in the first part of his Teaching Residency. These changes are studied in the preactive and postactive instances of the micro-lesson. The micro-lesson is recovered as an educational device during initial teacher training to enable the reflective practice learning. Moreover, the changes in professional knowledge are analyzed by considering the Dimensions of Pedagogical Content Knowledge and the Interconnected Model of Professional Growth. Finally, the various changes recognized in the dimensions of this Knowledge are identifed, analized and discussed in terms of the domains involved in the Interconnected Model and their implications for the initial teacher training.
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