From fun to transformation: change of beliefs through Lego® Serious Play® methodology
This study reports the results of a beliefs mobility experience in initial teacher training in schools in low socioeconomic contexts. Four sessions were implemented based on the Lego® SeriousPlay® (LSP) methodology with a group of four novice students plus two groups of tensioners (older students an...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | article |
| Sprache: | Spanisch |
| Veröffentlicht: |
2020
|
| Schlagworte: | |
| Online-Zugang: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/2945 http://hdl.handle.net/20.500.11968/4262 |
| Tags: |
Keine Tags, Fügen Sie das erste Tag hinzu!
|
| Zusammenfassung: | This study reports the results of a beliefs mobility experience in initial teacher training in schools in low socioeconomic contexts. Four sessions were implemented based on the Lego® SeriousPlay® (LSP) methodology with a group of four novice students plus two groups of tensioners (older students and trainers), selected through an instrument on epistemological beliefs and poverty. Discourse analysis established beliefs about vulnerable schools, students and teachers and then said beliefs positioned themselves on a gradient of ingenuity-sophistication. The results show that the first metaphors corroborate the naive beliefs in novice students, but reveal less sophistication in older students, regarding the questionnaire. The progression in the sessions shows a trajectory of intermediate sophistication in comparison to older students, but more accentuated as regards trainers, being the latter the ones who impact the most on the sophistication of beliefs. |
|---|