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Concept Maps, Reflexive Practice and Learning Style in Teacher Education
PROCEEDINGS

, Université du Québec à Montreal, Canada ; , Université du Québec en Outaouais, Canada ; , Université d'Ottawa, Canada ; , Université Saint-Paul, Canada

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Our research looked at the development of reflexive practice through the use of concept maps in future language teachers. Our analysis examined the degree of complexity of concept maps created by student teachers and the link with their learning styles. Student teachers (n = 18) had to reflect on their vision of learning and teaching a language and create a concept map to illustrate this vision. Our conclusion will demonstrate the effectiveness of concept maps for student teachers of varied learning styles as a tool to develop their reflexive practice skills.

Citation

Peters, M., Chevrier, J., Leblanc, R. & Fortin, G. (2007). Concept Maps, Reflexive Practice and Learning Style in Teacher Education. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2091-2092). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 20, 2020 from .

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