Conceptual Maps and Reflexion in Teacher Education
PROCEEDINGS
Martine Peters, Université du Québec à Montréal, Canada ; Jacques Chevrier, Université du Québec en Outaouais, Canada ; Raymond Leblanc, Ottawa University, Canada ; Gilles Fortin, Université Saint-Paul, Canada
Society for Information Technology & Teacher Education International Conference, in Orlando, Florida, USA ISBN 978-1-880094-58-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In our teacher education program, pre-service teachers are required to develop reflective skills. One activity through which they develop these skills is the creation of a conceptual map on their teaching philosophy. In order to create their concept maps, the pre-service teachers write two short essays during the course of a semester, about their perceptions of good teaching procedures following various readings and discussions done in class. At the end of the semester, students must conceptualize their vision of teaching in a conceptual map using the software Inspiration. This research analysed the dept of reflection through the choice and number of concepts used as well as the type of architecture used for the concept maps by the pre-service teachers. Conclusions on the use of conceptual maps in a teacher education program to develop reflective skills will be discussed.
Citation
Peters, M., Chevrier, J., Leblanc, R. & Fortin, G. (2006). Conceptual Maps and Reflexion in Teacher Education. In C. Crawford, R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2006--Society for Information Technology & Teacher Education International Conference (p. 2374). Orlando, Florida, USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 21, 2023 from https://www.learntechlib.org/primary/p/22427/.
