NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Caderno de Letras (Pelotas. Online) |
Texto Completo: | https://periodicos.ufpel.edu.br/index.php/cadernodeletras/article/view/20427 |
Resumo: | Drawing on sociocultural theory (VYGOTSKY, 1987), which emphasizes that learning and development are situated dynamic processes which occur through social relations, the present study aims at investigating the development of concepts by student-teachers through narratives documented in a portfolio for initial teacher education. This qualitative work is part of a microgenetic study which took place during an elective course in a Letras – Inglês Licenciatura undergraduate program at a federal university in the Southern Brazil. The participants were asked to keep a portfolio in which they would record information regarding their development within the context of the course. In addition, all their interactions with teacher educators and peers during the lessons were video recorded in order to be related to their narratives. Results indicate that the use of narratives as mediational tools encouraged the student-teachers to reflect on their learning experience during this course. They made use of the portfolio to describe and to make sense of new concepts they were exposed to during their lessons, which helped the student-teachers to regulate their own thinking and to internalize new concepts, reinforced the notion that concept development indeed follows a twisting path (VYGOTSKY, 1986), and promoted integration between scientific concepts and situated understandings and practices. |
id |
UFPEL-4_dbd4a94d3059f4aa7a769fec969536e8 |
---|---|
oai_identifier_str |
oai:ojs.ufpel:article/20427 |
network_acronym_str |
UFPEL-4 |
network_name_str |
Caderno de Letras (Pelotas. Online) |
repository_id_str |
|
spelling |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENTNarrativesconcept developmentteacher education.Drawing on sociocultural theory (VYGOTSKY, 1987), which emphasizes that learning and development are situated dynamic processes which occur through social relations, the present study aims at investigating the development of concepts by student-teachers through narratives documented in a portfolio for initial teacher education. This qualitative work is part of a microgenetic study which took place during an elective course in a Letras – Inglês Licenciatura undergraduate program at a federal university in the Southern Brazil. The participants were asked to keep a portfolio in which they would record information regarding their development within the context of the course. In addition, all their interactions with teacher educators and peers during the lessons were video recorded in order to be related to their narratives. Results indicate that the use of narratives as mediational tools encouraged the student-teachers to reflect on their learning experience during this course. They made use of the portfolio to describe and to make sense of new concepts they were exposed to during their lessons, which helped the student-teachers to regulate their own thinking and to internalize new concepts, reinforced the notion that concept development indeed follows a twisting path (VYGOTSKY, 1986), and promoted integration between scientific concepts and situated understandings and practices.Universidade Federal de Pelotas2021-09-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpel.edu.br/index.php/cadernodeletras/article/view/2042710.15210/cdl.v0i40.20427Caderno de Letras; n. 40 (2021): LINGUAGEM, NARRATIVAS E SUBJETIVIDADES; 237-2572358-14090102-957610.15210/cdl.v0i40reponame:Caderno de Letras (Pelotas. Online)instname:Universidade Federal de Pelotas (UFPEL)instacron:UFPELenghttps://periodicos.ufpel.edu.br/index.php/cadernodeletras/article/view/20427/13479Copyright (c) 2021 Maria Rosa da Silva Costa, Adriana de Carvalho Kuerten Dellagnelohttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessCosta, Maria Rosa da SilvaDellagnelo, Adriana de Carvalho Kuerten2021-09-08T19:13:40Zoai:ojs.ufpel:article/20427Revistahttps://periodicos.ufpel.edu.br/ojs2/index.php/cadernodeletras/indexPUBhttp://periodicos.ufpel.edu.br/ojs2/index.php/cadernodeletras/oaicadernodeletras@ufpel.edu.br||cadernodeletras@ufpel.edu.br|| hjcribeiro@gmail.com|| fonseca.claudialorena@gmail.com2358-14090102-9576opendoar:2021-09-08T19:13:40Caderno de Letras (Pelotas. Online) - Universidade Federal de Pelotas (UFPEL)false |
dc.title.none.fl_str_mv |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT |
title |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT |
spellingShingle |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT Costa, Maria Rosa da Silva Narratives concept development teacher education. |
title_short |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT |
title_full |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT |
title_fullStr |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT |
title_full_unstemmed |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT |
title_sort |
NARRATIVES AS MEDIATIONAL TOOLS FOR CONCEPT DEVELOPMENT |
author |
Costa, Maria Rosa da Silva |
author_facet |
Costa, Maria Rosa da Silva Dellagnelo, Adriana de Carvalho Kuerten |
author_role |
author |
author2 |
Dellagnelo, Adriana de Carvalho Kuerten |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Costa, Maria Rosa da Silva Dellagnelo, Adriana de Carvalho Kuerten |
dc.subject.por.fl_str_mv |
Narratives concept development teacher education. |
topic |
Narratives concept development teacher education. |
description |
Drawing on sociocultural theory (VYGOTSKY, 1987), which emphasizes that learning and development are situated dynamic processes which occur through social relations, the present study aims at investigating the development of concepts by student-teachers through narratives documented in a portfolio for initial teacher education. This qualitative work is part of a microgenetic study which took place during an elective course in a Letras – Inglês Licenciatura undergraduate program at a federal university in the Southern Brazil. The participants were asked to keep a portfolio in which they would record information regarding their development within the context of the course. In addition, all their interactions with teacher educators and peers during the lessons were video recorded in order to be related to their narratives. Results indicate that the use of narratives as mediational tools encouraged the student-teachers to reflect on their learning experience during this course. They made use of the portfolio to describe and to make sense of new concepts they were exposed to during their lessons, which helped the student-teachers to regulate their own thinking and to internalize new concepts, reinforced the notion that concept development indeed follows a twisting path (VYGOTSKY, 1986), and promoted integration between scientific concepts and situated understandings and practices. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-09-08 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufpel.edu.br/index.php/cadernodeletras/article/view/20427 10.15210/cdl.v0i40.20427 |
url |
https://periodicos.ufpel.edu.br/index.php/cadernodeletras/article/view/20427 |
identifier_str_mv |
10.15210/cdl.v0i40.20427 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://periodicos.ufpel.edu.br/index.php/cadernodeletras/article/view/20427/13479 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Maria Rosa da Silva Costa, Adriana de Carvalho Kuerten Dellagnelo http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Maria Rosa da Silva Costa, Adriana de Carvalho Kuerten Dellagnelo http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Pelotas |
publisher.none.fl_str_mv |
Universidade Federal de Pelotas |
dc.source.none.fl_str_mv |
Caderno de Letras; n. 40 (2021): LINGUAGEM, NARRATIVAS E SUBJETIVIDADES; 237-257 2358-1409 0102-9576 10.15210/cdl.v0i40 reponame:Caderno de Letras (Pelotas. Online) instname:Universidade Federal de Pelotas (UFPEL) instacron:UFPEL |
instname_str |
Universidade Federal de Pelotas (UFPEL) |
instacron_str |
UFPEL |
institution |
UFPEL |
reponame_str |
Caderno de Letras (Pelotas. Online) |
collection |
Caderno de Letras (Pelotas. Online) |
repository.name.fl_str_mv |
Caderno de Letras (Pelotas. Online) - Universidade Federal de Pelotas (UFPEL) |
repository.mail.fl_str_mv |
cadernodeletras@ufpel.edu.br||cadernodeletras@ufpel.edu.br|| hjcribeiro@gmail.com|| fonseca.claudialorena@gmail.com |
_version_ |
1799755958638870528 |