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Developing Reflective and Thinking Skills by Means of Semantic Mapping Strategies in Kindergarten Teacher Education.
- Source :
- Early Child Development & Care; Feb2003, Vol. 173 Issue 1, p55-72, 18p, 3 Diagrams
- Publication Year :
- 2003
-
Abstract
- As part of the module "Further Studies in Kindergarten Curriculum" in the Certificate in Kindergarten Teacher Education Course conducted by the Hong Kong Institute of Education, teacher-educators made use of semantic webbing to help kindergarten teachers/principals develop reflective and thinking skills regarding subject matter content and teaching curriculum. Semantic webbing/mapping or semantic networking or plot maps may be defined as a strategy in which information is categorically structured in graphic/visual form. However, its use in teacher education is more recent. Kindergarten teachers/principals were interviewed to discern how they developed critical thinking and evaluative skills concerning subject matter content and teaching curriculum through the use of semantic webbing. Interviews of a random sample of participants and analysis of their mind-maps revealed a change in perspectives and attitudes towards subject matter content and teaching curriculum. The present paper examines some of the affective outcomes for both teacher educators and student-teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in four components of the module "Further Studies in Kindergarten Curriculum"; namely, Art, Language, Mathematics/Science, as well as Social Studies. Implications for teacher education are drawn from the findings. [ABSTRACT FROM AUTHOR]
- Subjects :
- KINDERGARTEN
EARLY childhood education
CURRICULUM
TEACHER training
Subjects
Details
- Language :
- English
- ISSN :
- 03004430
- Volume :
- 173
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Early Child Development & Care
- Publication Type :
- Academic Journal
- Accession number :
- 10724308
- Full Text :
- https://doi.org/10.1080/0300443022000022422