Writing Autobiographies: A Meaningful Way to Sensitize Trainee Teachers

Autor/inn/en	Quintero, Josefina C.; López, Margarita M.; Zuluaga, Carmen T. C.
Titel	Writing Autobiographies: A Meaningful Way to Sensitize Trainee Teachers
Quelle	In: International Education Studies, 6 (2013) 7, S.165-175 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Autobiographies; Trainees; Modern Languages; Modern Language Curriculum; Preservice Teachers; Preservice Teacher Education; Practicums; Teaching Methods; Student Centered Curriculum; Personal Narratives; Case Studies; Qualitative Research; Positive Attitudes; Negative Attitudes; Teacher Attitudes; Affective Behavior; Educational Practices; Foreign Countries; Colombia + Suchen Sie Ihr Suchwort? Autobiography; Autobiografie; Autobiographie; Auszubildender; Weibliche Auszubildende; Gegenwartssprache; Lehramtsstudiengang; Lehrerausbildung; Practicum; Praktikum; Praktika; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; Case study; Fallstudie; Case Study; Qualitative Forschung; Negative Fixierung; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Bildungspraxis; Ausland; Kolumbien
Abstract	This article discusses the final results from a research work which aimed to identify the pedagogical processes that emerge from the autobiographies that modern languages trainee teachers at the University of Caldas write. These autobiographies become a starting point to develop their teaching practicum, and are considered to be of great importance for a better understanding of trainee teacher's daily lives inside the classrooms. The autobiography permits trainee teachers to narrate classroom events, examine patterns and tendencies, and establish intervention points as well as plans of action to avoid replicating unwanted experiences they lived during their academic years. Trainee teachers feel stimulated to relate their previous learning experiences to the process they are just beginning as teachers. It was found that the recurrent points that appeared in the autobiographies referred to childhood memories, teacher`s influence, and affective factors. The authors conclude that auto biographies become a meaningful instrument to raise trainees awareness about their own performance as future teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01