Autoscopy in the process of training reflective professors

Souza, Daniela Maysa de; Backes, Vânia Marli Schubert; Prado, Marta Lenise do; Medina, José Luís

doi:10.15253/2175-6783.20192040881

Cited by 1 publication

(1 citation statement)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To offer reflective teaching, the teacher first needs to be reflective (Souza, Backes, Prado, & Moya, 2019). In this way, the whole process of conducting the autoscopy was based on the stimulus to reflection, structured from triggering questions that stimulated student reflection.…”

Section: Evaluation Phasementioning

confidence: 99%

The Use of Autoscopy From the Epistemological Perspective of Action Research for Self-Analysis and Reflection of Teacher Practice

Souza

Backes

Prado

et al. 2019

International Journal of Qualitative Methods

Self Cite

View full text Add to dashboard Cite

The video recording of lessons allows the analysis results to provide data about the teaching practice. Analyzing the pedagogical practice itself allows the teacher an exercise of self-reflection, as they become aware of their behavior in the classroom, leading to the revitalization of their teaching model. This study aims to present the use of autoscopy as a stimulus to reflection, to a new understanding of the pedagogical practice of teachers, in an action research. This is a case study, with a qualitative and descriptive approach, performed with a new nursing teacher. The data were initially collected through a semistructured biographical interview and subsequent video recording of the classes, characterizing nonparticipant observations. The application of autoscopy followed the proposal of action research, with its phases: exploratory phase, in-depth research, action phase, and evaluation phase. The autoscopy was a useful strategy to stimulate teacher reflection because during the projection of the sketches selected for the video of the autoscopy session, the teacher can see himself or herself in action and self-analyze and discuss the selected pedagogical moments, stimulating reflection and generating a new understanding about his or her teaching practice. In this way, the use of autoscopy under the epistemological perspective of action research stimulates the self-analysis and reflection of the teaching practice.

show abstract

Section: Evaluation Phasementioning

confidence: 99%