Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio
Abstract
:1. Introduction
2. Pedagogical Models and Competences for Sustainable Development in Teachers’ Initial Training
3. Consciousness as a Key Competence for Sustainable Development
4. E-Portfolio as a Tool for Consciousness Training
- Curriculum analysis: in this part, students must select training activities and reflect on their election.
- Design and application of an educational proposal: involves designing a short didactic proposal, justifying its interest, implementing it, and reflecting on its action. We established feedback among peers.
- Reflecting on a teaching competence profile: in this part, students must reflect on the necessary abilities for teaching function development. They must choose three competences that they consider important to develop it in the future [83]. Team work competence has been regarded as the most important by teachers in training [81].
5. Team Work as a Methodology to Develop the Consciousness of Teachers in Training
6. Research Goals
- Identifying the aspects that shape and express the consciousness of teachers in training.
- Bringing to light possible levels of consciousness of teachers in training.
- Creating a substantive theory on consciousness training in teachers for a sustainable future.
7. Research Methodology
7.1. Participants and Sampling Strategies
7.2. Data Collection Process
7.3. Data Analysis Process
- Initial and focused coding: In the initial stage, the researcher deals with data from an open perspective, trying to discover the concepts that are revealed by the data. In this phase, we also take research questions as a reference, trying to identify relevant data to respond to research goals. In this case, this stage of the analysis had an open, focused nature that was aimed at identifying consciousness-related expressions or categories.
- Axial coding: Axial codes capture and reflect the relationship between the concepts that were identified in the previous stage [109]. The axial codes that are generated have a more conceptual nature with a higher abstraction level, which allows establishing connections between more specific categories. In this case, we identified constructs that enable articulating the aforementioned categories.
- Theory construction: The final stage of data analysis is the development of a data-based theory [109]. In this last phase, we shall propose an initial theory on training-linked consciousness.
8. Results
- Thinking: This first axial code combined categories that were related to the ability to conceive ideas, lay out arguments, and establish intellectual relations regarding team work. The categories that were included reflect different ways of thinking:
- Practical–contextualized thinking: The subject starts from the context and/or the daily praxis to discuss his/her position:“I have chosen to reflect on the ‘team work’ competence, as it has accompanied me a few times during these years of university studies in different pedagogies” (Case 15).
- Specific experiential thinking: It takes precise, specific personal experiences as references:“Before this university experience, I did not experiment [with] team work very often … During these five university years, three of them in face-to-face classes (one in Perugia and two in Macerata) and two online, one of the constant foundations was just this: team work” (Case 18).
- Abstract thinking: Characterized by establishing relationships and connections between praxis and theory:“The ability to work in a group is one of the competences that I have developed from my experience as a university student and, upon observing its effectiveness and potential, I tried to include it in the projects and activities proposed at the school where I did my internship” (Case 8).
- Internalized/interactive thinking: Expresses construction from a personal conception of team work based on educational experiences that were internally reformulated:“The combination of cords tied to form a sole rope is the strength that individuals can generate as a whole, giving life to new ideas and projects, creating what cannot be created. This is the idea of team work that I built over five university years, in which the concept has adopted different meanings” (Case 11).
- Critical toward reality: The individual confronts his/her vision with his/her reality perception and makes a personal assessment:“Nowadays, there is a generalization at schools about team work being a waste of time … In my opinion, it stems from teachers’ lack of knowledge on this subject. I inform with my experience to testify it” (Case 5).
- Representation of Reality: It accepts categories that are linked to the time perspective adopted by subjects in order to represent reality:
- Representation of retrospective reality: The value of team work has been elaborated on the basis of a previous experience:“Another lab practice [that was] very instructive for me was that of education and learning technologies, in which we carried out a project on the importance of water and the benefits people can obtain from it. This experience has been important during the training activities carried out in X pre-school education, where I developed an activity on primary colors following the cooperative learning method …” (Case 21).
- Representation of the evolutionary reality: The basis of reality representation is supported by an evolutionary argumentation:“This is the idea of team work that I built during five university years, in which the concept has adopted different meanings. In my post, I had never worked in a group and I thought that it was just an addition of individual contributions, and not a generative boost, as I see it now. On the contrary, I was sceptic about the effectiveness of team work, on the belief that there was a risk that some of them worked more than others. On the contrary, when I experienced it myself, I noticed that team work leads to results [that would have been] unthinkable for an individual” (Case 11).
- Representation of projective reality: It suggests spaces for future action where team work can be included:“Finally, teachers must be competent to work with his/her colleagues, in a synergic and interdependent manner, as his/her collaboration does not only concern students’ learning, but also school operation” (Case 24).
- Type of conscience: It binds ways to appreciate, consider, and assess team work together, including the following categories:
- Perceptual consciousness: When team work has been discovered and receives attention:“Before this university experience, I did not experiment team work very often; of course, maybe sometimes during the school year … but I had never thought about it or, above all, I had never tried it or developed it from this approach” (Case 18).
- Reflective consciousness: It involves a deep recognition of team work, as a result of a reflective personal process:“Team work may involve a competition spirit, and it must be avoided in practice, ensuring a pacific confrontation at all times, a moral and civil sensitiveness, experience, and intelligence that leads both individuals and groups to integration” (Case 17).
- Sustainable consciousness: It involves a deep, transcendent vision of team work that results in a personal involvement and commitment. They project their value on the future professional and social context:“Personally, I believe that the ability to work in a group and collaborate is one of the key competences that everyone must have. According to Michele Corsi, we live in a society that has not defined it as one of its challenges, but still persists in an “associated” nature, this is, a group of persons who work together, cooperate, and communicate with each other for a social welfare purpose … The development of this social and relational competence still is a key aspect to educate new generations, but also for the adults of [the] current liquid society” (Case 2).
- Level 1: It includes subjects characterized by expressing specific and experiential, practical, and contextualized thinking. The representation of reality is retrospective, and expresses a type of perceptual consciousness, which involves becoming aware of “team work”.
- Level 2: In this level, we observe a critical, abstract thinking, establishing connections between praxis and theory. The representation of reality has an evolutionary nature. Individuals show a reflective consciousness, but they do not express an attitudinal or behavioral aptitude for action.
- Level 3: This group shows an interactive, flowing consciousness. It changes depending on new experiences and knowledge. It also expresses a projective representation of reality. Individuals propose team work projections that involve abstraction and reintegration cognitive processes, as well as creativity and imagination. This stage has also been identified with sustainable consciousness, as an affective, behavioral attitude toward change has also been observed.
9. Conclusions and Discussion
Author Contributions
Funding
Acknowledgments
Conflicts of Interest
References
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DIMENSIONS | |||
---|---|---|---|
Thinking | Representation of Reality | Consciousness | |
CATEGORIES | Practical–Contextualized | Retrospective | Perceptual |
Specific–Experiential | |||
Abstract | Evolutionary | Reflective | |
Internalized–Interactive | Projective | Sustainable |
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Colás-Bravo, P.; Magnoler, P.; Conde-Jiménez, J. Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio. Sustainability 2018, 10, 3700. https://doi.org/10.3390/su10103700
Colás-Bravo P, Magnoler P, Conde-Jiménez J. Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio. Sustainability. 2018; 10(10):3700. https://doi.org/10.3390/su10103700
Chicago/Turabian StyleColás-Bravo, Pilar, Patrizia Magnoler, and Jesús Conde-Jiménez. 2018. "Identification of Levels of Sustainable Consciousness of Teachers in Training through an E-Portfolio" Sustainability 10, no. 10: 3700. https://doi.org/10.3390/su10103700