Guided by images - Chilean novice teachers' visions of themselves

Katharina Glas, Patricia Dittmar, Paz Allendes

Resultado de la investigación: Contribución a una revistaArtículorevisión exhaustiva

Resumen

Mental imagery of 'future selves' is considered a powerful means for motivating learners, and also teachers, whose own motivation is an important basis for the creation of engaging teaching-learning environments. This multiple case study accompanied Chilean novice teachers of English over 18 months and explores the use of visualizations of teacher selves as a reflection tool in early career development. What images of themselves and their classroom environments do novice teachers create when prompted to visualize themselves as 'motivating teachers'? What role do these visualizations play in supporting novice teachers in implementing methodological innovations? And do novice teachers value the use of visualizations? Two contrasting cases demonstrate variability in the evolution of visions, and illustrate how these can fulfil different roles in assisting teachers during their induction phase.

Idioma originalInglés
Páginas (desde-hasta)451-459
Número de páginas9
PublicaciónELT Journal
Volumen75
N.º4
DOI
EstadoPublicada - 1 oct. 2021
Publicado de forma externa

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