[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593646-105":59,"doc-detail-593646-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","teachers-practices-and-mental-models-transformation-through-reflection-on-action","Teachers’ Practices and Mental Models - Transformation Through Reflection on Action","","This contribution explores the relationship between teachers’ practices, teaching discourses, and teachers’ implicit representations and mental models, and how these dimensions evolve through teacher education. A teacher education course was designed and implemented in Argentina, emphasizing teacher intervention in personal narrative telling in kindergarten. Ten in-service teachers’ activities were analysed before and after the course, and a case study used content analysis of in-depth interviews to infer transformations in one teacher’s mental models.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teachers-practices-and-mental-models-transformation-through-reflection-on-action/593646/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teachers-practices-and-mental-models-transformation-through-reflection-on-action/593646.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What relationship does the study examine among teachers’ practices and mental models?","Question",{"text":112,"@type":113},"The study investigates how teaching practices, teaching discourses, and teachers’ implicit representations and mental models relate to each other, and how they change through teacher education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the teacher education course implemented in the study?",{"text":117,"@type":113},"A teacher education course was designed and implemented in Argentina, focusing on teacher intervention in personal narrative telling in kindergarten using a reflection-on-action process.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods were used to analyze changes before and after the course?",{"text":121,"@type":113},"Personal narrative activities of 10 in-service teachers were analyzed using the Process of Constant Comparison, and a case study inferred transformations through content analysis of in-depth interviews before, during, and after the course.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593646,1792192137,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 40 | Issue 6 | Article 2 |\n| --- | --- |\n| 2015\u003Cbr>Teachers´ Practices and Mental Models: Transformation Through Reflection on Action\u003Cbr>María Soledad Manrique\u003Cbr>National Scientific and Technical Research Council (CONICET), Argentina, solemanrique@yahoo.com.ar\u003Cbr>Verónica Sánchez Abchi\u003Cbr>University of Fribourg, Switzerland, [vssancheza@gmail.com](vssancheza@gmail.com) |  |\n\nRecommended Citation  \nManrique, M., & Sánchez Abchi, V. (2015). Teachers´ Practices and Mental Models: Transformation Through Reflection on Action. Australian Journal of Teacher Education, 40 (6).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol40/iss6/2](http://ro.ecu.edu.au/ajte/vol40/iss6/2)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol40/iss6/2](http://ro.ecu.edu.au/ajte/vol40/iss6/2)  \nAustralian Journal of Teacher Education  \nTeachers’ Practices and Mental Models: Transformation through  \nReflection on Action  \nMaría Soledad Manrique  \nNational Scientific and Technical Research Council (CONICET)  \nArgentina  \nVerónica Sánchez Abchi  \nUniversity of Fribourg  \nSwitzerland  \nAbstract: This contribution explores the relationship between teaching  \npractices, teaching discourses and teachers´ implicit representations and  \nmental models and the way these dimensions change through teacher  \neducation (T.E). In order to study these relationships, and based on the  \nassumptions that representations underlie teaching practices and that T.E  \nmight affect these representations, a T.E course was designed and  \nimplemented in Argentina. The course focused on teacher intervention in  \npersonal narrative telling in kindergarten. It was based on a reflection-on  \naction process. The personal narrative activities of 10 in-service teachers  \nbefore and after the course were analysed employing the Process of  \nConstant Comparison (Glaser & Straus, 1967). A case study was then  \nconducted in order to infer possible transformations in one of the  \nteachers´ implicit representations and mental models, through Content  \nAnalysis (Krippendorf, 1990) of in-depth interviews before, during and  \nafter the course.  \nKeywords: teacher education, mental models, teachers´ practices, personal narratives  \nIntroduction  \nThis contribution is part of a broader research project focused both on preschool inservice teachers´ professionalization, through continuing professional development, and on children´s cognitive and linguistic development in at-risk populations.1  \nWithin this research project, the main goal is to understand the relationship between teaching practices, teaching discourses, teachers´ implicit representations and mental models, and the way these dimensions change through teacher education (T.E) .2 A T.E course was designed as part of 10 teachers’ continuing education to answer these two questions: how do teaching practices and teaching discourses change after T. E.? What can practices and discourse tell us about changes operated in teachers´ implicit representations and mental models? By explaining how teachers are inclined to think (mental models) and act (teaching  \n1 The project “Teacher Education and subjective transformation. Change in mental models and practice.” is part of a broader project “Linguistic and cognitive aspects in literacy in minority groups” under GRANT: PIP 926/2012-CONICET  \n2 Teacher education is here understood as a life-long issue, as continuing professional development; encompassing all the courses and activities performed to continually acquire new qualifications along a teacher´s professional career.  \nVol 40, 6, June 2015 13  \nAustralian Journal of Teacher Education  \npractices) in different teaching situations, this study illuminates what Cochran-Smith (2005) calls the ‘black box’ of teacher quality.  \nTeaching practices are understood as certain behaviours and actions regularly performed by teachers to turn reality into another reality (Barbie","cbCaibeVhbyovIZN","https://ap.wps.com/l/cbCaibeVhbyovIZN","pdf",194972,21,"English","# Introduction\n## Context of the Study","[{\"question\":\"What relationship does the study examine among teachers’ practices and mental models?\",\"answer\":\"The study investigates how teaching practices, teaching discourses, and teachers’ implicit representations and mental models relate to each other, and how they change through teacher education.\"},{\"question\":\"How was the teacher education course implemented in the study?\",\"answer\":\"A teacher education course was designed and implemented in Argentina, focusing on teacher intervention in personal narrative telling in kindergarten using a reflection-on-action process.\"},{\"question\":\"What methods were used to analyze changes before and after the course?\",\"answer\":\"Personal narrative activities of 10 in-service teachers were analyzed using the Process of Constant Comparison, and a case study inferred transformations through content analysis of in-depth interviews before, during, and after the course.\"}]","Teachers’ Practices and Mental Models - Transformation Through Reflection on Action | PDF",1792077635,53]