Mireya Giralt Romeu
Biographic Data
| ID | 4249212 |
|---|---|
| NAME | Mireya Giralt Romeu |
| GIVEN NAMES | Mireya Giralt |
| FAMILY NAME | Romeu |
| SIGNATURE | ROMEU M G |
| AFFILIATIONS | Universitat Ramon Llull |
| ORCID | 0000-0003-0097-4457 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 0 |
Teacher identity as inquirer
This qualitative study uses the dialogical self theory to explore teacher educators’ voices as they speak on the issue of teacher identity positioning, specifically when it comes to the position of teachers as inquirers. A content analysis of self-reports from 18 teacher educators yielded 3 primary teacher core I-positions. The results showed that the teacher educators viewed teachers more as mediators than as instructors or inquirers. Although a…
How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum
Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students
Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of thei…
I research, you research
This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor’s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data were collected using the TePi (Teacher Professional Identity) questionnaire and a focus group. The resu…
Student teachers' positioning with regard to their key learning experiences in the first practicum
This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, a…
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Student teachers' positioning with regard to their key learning experiences in the first practicum
This exploratory study consists of a description of which kind of key learning experiences student teachers’ have to face during their first practicum in schools and how they positioned their selves in these situations. Twenty-seven second-year student teachers were interviewed. Five key learning experiences were identified: classroom instruction, socialization, conflicting between pre-existing conceptions and the reality, classroom management, a…
I research, you research
This interpretative, cross-sectional study analysed the perceptions of students in their last year of their bachelor’s in primary school education with regard to educational inquiry. It explored their understanding of what this concept means and its benefits, as well as the procedures, stakeholders and competences involved in research. The data were collected using the TePi (Teacher Professional Identity) questionnaire and a focus group. The resu…
Video-Based Feedback for Collaborative Reflection among Mentors, University Tutors and Students
Using video technology to support individual and collaborative reflection in pre-service teacher education is an increasingly common practice. This paper explores the type of teaching practice challenges identified by the pre-service teachers and the feedback provided during analysis by school mentors and university tutors through the use of the VEO app to supervise a teaching practicum. Student teachers selected and uploaded a short clip of thei…
Teacher identity as inquirer
This qualitative study uses the dialogical self theory to explore teacher educators’ voices as they speak on the issue of teacher identity positioning, specifically when it comes to the position of teachers as inquirers. A content analysis of self-reports from 18 teacher educators yielded 3 primary teacher core I-positions. The results showed that the teacher educators viewed teachers more as mediators than as instructors or inquirers. Although a…
How pre-service teachers change their view of forms of inquiry after participating in an inquiry-based practicum
Pedagogy (5 works) · Psychology (5 works) · Teacher Education and Leadership Studies (5 works) · Mathematics education (4 works) · Computer Science (3 works) · Practicum (3 works) · Social Psychology (3 works) · Sociology (3 works) · Teacher education (3 works) · Collaborative Teaching and Inclusion (2 works)