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    Feedback as an opportunity to promote lifelong learning in pre-service teachers: a mixed methods study
    (2023)
    Kiomi Matsumoto-Royo
    ;
    CONGET MOLINA, PAULETTE ANDREA  
    ;
    Maria Soledad Ramírez-Montoya
    <jats:p>The aim of this study was to investigate whether, within a practice-based curriculum, feedback on the assessment tasks provided during campus coursework offers opportunities to promote lifelong learning dispositions in pre-service teachers. For this, pre-service teachers (<jats:italic>n</jats:italic> = 231) completed a validated questionnaire regarding lifelong learning dispositions. Then, feedback from assessment tasks (<jats:italic>n</jats:italic> = 14) was analyzed to identify claims related to curiosity, motivation, perseverance, and self-regulation of learning. Finally, in-depth interviews were conducted with pre-service teachers (<jats:italic>n</jats:italic> = 8) to explore their perspectives on feedback and lifelong learning dispositions. Data triangulation was used to confirm and add depth to the findings. Feedback on assessment tasks provided during campus course work promotes lifelong learning dispositions when: (i) tied to authentic tasks, (ii) is provide not only by teacher educators but also by peers, (iii) incorporates both positive and negative comments, along with practical advice. The implication of findings for teacher education is discussed.</jats:p>
    Scopus© Citations 1
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    Visual styles, hidden discourses
    (2023)
    BRAVO COLOMER, PAULA URSULA  
    ;
    Guillermo Marini
    <jats:p>This article reports the findings of a study aimed at exploring the visual discourses at a Chilean education university. First, building on the classic ‘hidden curriculum’ and ‘school art style’ literature, it justifies the need to discuss how higher education institutions model the ways through which teachers-to-be comprehend and use visual resources. Second, the article presents the results of a critical visual methodology performed in the oldest education university in Chile. Through a visual discourse analysis of the experience of walking around the campus, it elaborates on the university’s visual styles comprising the themes, technologies and locations of artefacts. Third, it discusses the relationships between courtyard and hallway images loaded with critical motivations and classroom images portraying stereotyped and anachronistic views of childhood. The article concludes by urging to incorporate quality visual pedagogy orientations in teacher education.</jats:p>
    Scopus© Citations 1  9
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    Interacción y práctica reflexiva del docente en la sala de clase
    (2022)
    Marco Antonio Villalta-Paucar
    ;
    Sergio Martinic-Valencia
    ;
    Cecilia Assael-Budnik
    <jats:p>En este artículo de investigación se analiza la relación entre la práctica reflexiva y la interacción profesora-alumnos en salas de clases de primer grado de primaria de escuelas urbanas y rurales de Chile. Con una metodología de casos múltiple, se analizaron discursos y prácticas de 8 profesoras, con diferente tiempo de participación (Alta/Baja) en un Programa de Acompañamiento de la Práctica pedagógica en aula (pap), que promueve diálogos basados en los criterios de la teoría de Experiencia de Aprendizaje Mediado. Se filmaron las clases y se entrevistaron a las profesoras antes y al finalizar el pap. Entre los resultados, destaca que las profesoras de alta participación en el pap tienen una interacción en el aula con más uso de estructuras dialogales mediadas y una reflexión de mayor elaboración sobre su práctica. Se observan, a la vez, diferencias en el uso de estas estructuras dialogales, según el tiempo de experiencia docente, percepción que tienen las docentes de los niños y contextos urbano-rural de la escuela. </jats:p>
    Scopus© Citations 8  2
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      6Scopus© Citations 4
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      27Scopus© Citations 81
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    Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0
    (2021)
    Kiomi Matsumoto-Royo
    ;
    Maria Soledad Ramírez-Montoya
    ;
    CONGET MOLINA, PAULETTE ANDREA  
    Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.
      41Scopus© Citations 22
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    Practice-based teacher education
    (2019)
    Kiomi Matsumoto-Royo
    ;
    María Soledad Ramírez-Montoya
      16Scopus© Citations 7
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    Teaching and assessment strategies in a Practice-based teacher education program. Instrument validation
    (2020)
    Kiomi Matsumoto-Royo
    ;
    María Soledad Ramírez-Montoya
      6Scopus© Citations 4