Using concept mapping for faculty development in the context of pedagogic frailty
The quality of teaching does not depend exclusively on the knowledge and experience of teachers, but also on the contextual variables that go along with the teaching (attitude, objectives, students, resources, etc.) or dimensions of pedagogic frailty (regulative and instructional discourse, pedagogy...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Hong Kong Bao Long Accounting & Secretarial Limited
2017-09-01
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| Series: | Knowledge Management & E-Learning: An International Journal |
| Online Access: | http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/764/356 |
| _version_ | 1818664561981521920 |
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| author | Bárbara de Benito Alexandra Lizana Jesús Salinas |
| author_facet | Bárbara de Benito Alexandra Lizana Jesús Salinas |
| author_sort | Bárbara de Benito |
| collection | DOAJ |
| description | The quality of teaching does not depend exclusively on the knowledge and experience of teachers, but also on the contextual variables that go along with the teaching (attitude, objectives, students, resources, etc.) or dimensions of pedagogic frailty (regulative and instructional discourse, pedagogy and discipline, research teaching nexus and locus of control. Identifying these variables may help to enhance teaching. A procedure for the capture, representation and transfer of knowledge between peers regarding active didactic methodologies supported by Information and Communication Technologies (ICT) was applied in a case study research. The data were represented by concept maps. The aim was to identify variables that affect Technological Pedagogical Content Knowledge (TPACK), the use of technology in teaching and pedagogic frailty, through the analysis of the interrelations among the concept maps.The analysis of the maps shows the implementation of many innovations with ICT (project-based learning, service-learning, collaborative learning), their positive aspects and the difficulties in carrying them out. The teachers involved pointed out some factors that contribute to the development of pedagogic frailty, including the number of students in each class, the organization of teaching, the motivation, among others, and as conditions for a greater progress in innovative educational experiments using ICT. |
| first_indexed | 2024-12-17T05:34:42Z |
| format | Article |
| id | doaj.art-ac1260c9927f41e4a4ce4ae70bf5e327 |
| institution | Directory Open Access Journal |
| issn | 2073-7904 2073-7904 |
| language | English |
| last_indexed | 2024-12-17T05:34:42Z |
| publishDate | 2017-09-01 |
| publisher | Hong Kong Bao Long Accounting & Secretarial Limited |
| record_format | Article |
| series | Knowledge Management & E-Learning: An International Journal |
| spelling | doaj.art-ac1260c9927f41e4a4ce4ae70bf5e3272022-12-21T22:01:39ZengHong Kong Bao Long Accounting & Secretarial LimitedKnowledge Management & E-Learning: An International Journal2073-79042073-79042017-09-0193329347Using concept mapping for faculty development in the context of pedagogic frailtyBárbara de Benito0Alexandra Lizana1Jesús Salinas2University of the Balearic Islands, SpainUniversity of the Balearic Islands, SpainUniversity of the Balearic Islands, SpainThe quality of teaching does not depend exclusively on the knowledge and experience of teachers, but also on the contextual variables that go along with the teaching (attitude, objectives, students, resources, etc.) or dimensions of pedagogic frailty (regulative and instructional discourse, pedagogy and discipline, research teaching nexus and locus of control. Identifying these variables may help to enhance teaching. A procedure for the capture, representation and transfer of knowledge between peers regarding active didactic methodologies supported by Information and Communication Technologies (ICT) was applied in a case study research. The data were represented by concept maps. The aim was to identify variables that affect Technological Pedagogical Content Knowledge (TPACK), the use of technology in teaching and pedagogic frailty, through the analysis of the interrelations among the concept maps.The analysis of the maps shows the implementation of many innovations with ICT (project-based learning, service-learning, collaborative learning), their positive aspects and the difficulties in carrying them out. The teachers involved pointed out some factors that contribute to the development of pedagogic frailty, including the number of students in each class, the organization of teaching, the motivation, among others, and as conditions for a greater progress in innovative educational experiments using ICT.http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/764/356 |
| spellingShingle | Bárbara de Benito Alexandra Lizana Jesús Salinas Using concept mapping for faculty development in the context of pedagogic frailty Knowledge Management & E-Learning: An International Journal |
| title | Using concept mapping for faculty development in the context of pedagogic frailty |
| title_full | Using concept mapping for faculty development in the context of pedagogic frailty |
| title_fullStr | Using concept mapping for faculty development in the context of pedagogic frailty |
| title_full_unstemmed | Using concept mapping for faculty development in the context of pedagogic frailty |
| title_short | Using concept mapping for faculty development in the context of pedagogic frailty |
| title_sort | using concept mapping for faculty development in the context of pedagogic frailty |
| url | http://www.kmel-journal.org/ojs/index.php/online-publication/article/view/764/356 |
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