atee 35th annual conference budapest, 26 -30 august – 2010 piedade vaz-rebelo [email protected]...
TRANSCRIPT
ATEE 35th Annual Conference Budapest, 26 -30 August – 2010
Piedade Vaz-Rebelo [email protected]
Teresa Pessoa [email protected]
Margarida Pedroso de Lima [email protected] Barreira [email protected]
University of Coimbra, Portugal
EMOTIONS AND MEANING IN EDUCATIONAL BIOGRAPHIES:
CONTRIBUTES TO TEACHER PROFESSIONAL DEVELOPMENT
AimsAims
This study aims to develop a grid that
identifies and analysis the emotions and
meanings of educational autobiographies
Our interests on educational autobiographies
The study emerges from the interest of its authors on autobiopraphies and its use in the context of teacher education
Previous works have been done
are a powerful instrument of observation,
documentation, interpretation and
understanding of psychological and
educational reality.
Some reasons to useAutobiographical school narrativesAutobiographical school narratives
constitute an important element of being a teacher.
Pre service teachers’ early conceptions of teaching practice are formed, in part, through autobiographical memories of their own teachers’ practices
the past and oldest memories (for example, of the primary school) are the ones that have the greatest impact.
Some reasons to useAutobiographical school narratives Autobiographical school narratives
in teacher educationin teacher education
Identity
Teacher personal and professional development.
Instrument of reflection about one’s self or educative experience
.
Some reasons to useAutobiographical school narratives Autobiographical school narratives
in teacher educationin teacher education
Limited research focusing on the development of
pedagogical knowledge has addressed teachers and
student teacher school memories.
Assessment of school memories has not been
conducted within the autobiographical-memory
paradigm.
Reviewing the literatureReviewing the literature
Actually, there is a variety of models to read and interpret autobiographical memories.
Tuvling (1983)McAdams (1997)
Brewer (1996)Conway (2000)Piolino (2003)Rubin (2006)...
Memory paradigm Self development paradigm
Autobiographical memory (AM)Autobiographical memory (AM)
Autobiographical memory is a multifaceted concept.
Encompasses different kinds of knowledge, from general knowledge to very specific events. Semantic memory and episodic memory (Tulving,
Piolino) General events and specific events (Conway)
Memory paradigm
Autobiographical memory (AM)Autobiographical memory (AM)
Episodic memory memories of specific events in time and space (eg: memory of what happens at the first day of school).
Semantic memory more generic, abstract knowledge, not tied to any particular event, Includes general knowledge of its past (eg: knowledge that school is a place to go to learn new things.
state of consciousness that allows you to be aware of the world
implies an awarenessof the identity of the individual
SSelf development paradigmelf development paradigm
Autobiographical memory may be defined as the “psychological history of the self‘ (Brewer, 1986), a fundamental path of human meaning making (Bruner, 1990).
Each autobiographical memory, then, is part of a personal narrative, which reflects our views of ourselves (Kihlstrom, 2000).
Memory of our own life in some way supports our personality and tell us something about remembering and about the rememberer.
Relation between AM and other Relation between AM and other expressions of our identityexpressions of our identityMcAdams personality theory Having: traits – broad, universal, general dispositions that
are not tied to specific contexts and are generally stable Doing: personal concerns or characteristic adaptations,
that include goals, developmental tasks, motivations, the ‘doing’ and contextualized side of personality.
Being: life story - this is the person’s narrative creation of meaning for his or her life that is continually evolving over the life course.
What are we speaking about when we tell an autobiographical memory?
When we construct stories about our pastwe do it in accordance with our personality characteristics and motives
(McAdams et al., 1997)
“Is it simply an example of the curious relation a fiction writer has to the material of her
own life? Maybe. But to tell the truth (if anyone still believes me capable of the truth), I
wasn't writing fiction. I was writing memoir -- or was trying to. My desire was to be
accurate. I wished to embody the myth of memoir: to write as an act of dutiful
transcription. Yet clearly the work of writing a personal narrative caused me to do
something very different from transcription. I am forced to admit that memory is not a
warehouse of finished stories, not a gallery of framed pictures. I must admit that I
invented.”
SSelf development paradigmelf development paradigm
Analyse school autobiographical memories and other of educational biographical narratives considering the types of memory referred.
This is a reflexive exercise and may contribute to develop autobiographical memory either as an instrument of research and training
Challenges
Subjects: 20 student teacher of Mathematics and Mother tongue
Instruments: Educational autobiography
NEO-PI R
Analysis of the structure of educational autobiography
Content analysis of memories of primary school
Qualitative analysis of Neo PI profile and AM
Methodology
Results
The structure of educational autobiography educational autobiography
The educational autobiography considered The educational autobiography considered evidence: evidence:
a more general level a more general level an episodic levelan episodic level
The structure of educational autobiography
Specific event “In September 1986 I went to school for the
first time. I was eager for this day and finally it arrived. My sister (5 years older) and my mother share with me this very special day for a child of 6 years. In the courtyard I remember heard laughing but crying too, because many children wanted to stay with their mothers. I fired me from my mother and my sister, and secretly wipe the tears that insisted on falling on my face”
General event “Every time I arrived home I used to do my
homework...”
The content of educational autobiography
Categories
First days
The school
The teacher
The colleagues
Learning at school
Formal school activities and strategies
Informal school activities and strategies
Skills and Traits/Charactheristics
Emotions and Feelings
Sub - Categories
Categories
Skills and traits Emotions and feelingsSub - Categories
Indicators
Learning to read, to write ~Citizenship
Autonomy Learning other langues
….
Enjoying learningHappiness/ Sadness
Fear/confidenceIllusion/desillusion
…..
Learning at school
The content of educational autobiography
The content and the structure of educational autobiography
Categories
Skills and Traits Emotions and Feelings
Sub - Categories
General eventsSpecific events
General eventsSpecific events
Learning at school
The meaning of educational autobiography
What are we speaking about when we tell a educational AM?
A.S.A.S.Medium low Neuroticism - experienced beginning school and related events without great vulnerability, instability or anxiety.
Medium Extroversion - She has medium engagement with the external world. Medium high assertiveness and positive emotions. She tends to be a relatively enthusiastic, action-oriented individual who is likely to say "Yes!" as is seen in her narrative of going to school. In groups she likes to talk, assert herself.
Low Openness to experience - People who score low on openness are considered to be more closed to experience. They prefer familiar routines to new experiences (she was disturbed by the change of waking hour; the teacher was older...)
Medium Agreeableness - medium tendency to be compassionate and cooperative rather than suspicious and antagonistic towards others. Medium low values in trust, altruism, sentimentalism.
Low Conscientiousness - People who are low on conscientiousness are not necessarily lazy or immoral, but they tend to be more laid back, less goal oriented, and less driven by success (she didn’t do the home work; didn’t like to be on time; was not very upset for failing the school year)
GMedium high Neuroticism - tendency to experience negative emotions, such as anxiety, or depression (difficulty to forget/let go the past), emotionally reactive and vulnerable to stress. Tends to interpret ordinary situations as threatening, and minor frustrations as difficult (anxiety in school transitions; fear).
Medium low Extroversion - Although active and medium high in positive emotions he likes time alone and seems quiet and less involved in the social world (likes to be with nature).
Medium high Openness - open to new activities (like going to school) as seen in narrative. Artistic flavor in the narrative descriptions.
Medium high Agreeableness - although he does not trust at once he tends to have good quality in the relationship with others (speaks kindly of friends, family and teachers).
Medium low Conscientiousness -. Therefore, he does not tend to be very determined, organized, punctual, perseverant and trustworthy (school narrative does not speak of achievement issues).
Medium high Neuroticism - although tendency to experience low anxiety (as seen in going to school) he tends to experience more negative emotions and to interpret life events as more negative.
Medium high Extroversion - high in positive emotions (ability to express joy), quantity and intensity of interpersonal relationships (in the narrative we can see easy relationships with other children), stimulation needs, assertiveness. Although she has a low activity level (she says she feels tired).
Medium low Openness - more closed to experience, tends to be conventional and traditional in their outlook and behavior (seen in interests and foto).
Medium low Agreeableness - tends not to be very cooperative nevertheless she is average in compassion and modesty (seen in her description of being the best at maths)
Low Conscientiousness - she is not determined, organized, punctual, perseverant and trustworthy, self-disciplined and ambitious (narrative does not speak in goal oriented issues)
M.
How and why use educational autobiographical memories in teacher education or with teacher educators?
Which strategies Teacher Educators must have to analyse educational autobiographies?
Writing educational Writing educational autobiographyautobiography
The educational autobiography is a way of document the reality:The educational autobiography is a way of document the reality:-practices, -practices, -feelings feelings -teachersteachers-ways od teaching and learningways od teaching and learning……..
Analysing educational autobiographyAnalysing educational autobiography
The educational autobiography is a way of supervising :The educational autobiography is a way of supervising :-practices, -practices, -personal development-personal development-profissional development-profissional development
Combines theory with practiceCombines theory with practiceLifelong learning/ lifelong teachingLifelong learning/ lifelong teachingChange of roles: student-teacher- teacher educatorChange of roles: student-teacher- teacher educator
Strategies (AUTO)[email protected] – memories and narratives
The DidaktosOnLine (http://didaktos.ua.pt/)-a case‑based learning environment, promoting critical reflection and professional development, supports the process of narrative development
Auto)[email protected], is a developing work we expect build up in an online environment. The project has two main dimensions: 1) collection of narratives – through a online script / questionnaire, 2) analysis and interpretation of narratives.
We are in the very beginning, just starting with the implementation of the online platform and with the content analysis of some educational narratives: flavours/ (dis) pleasures/ knowledge of me/you him/her, of school, of teachers