As part of the module "Further Studies in Kindergarten Curriculum" in the Certificate in Kindergarten Teacher Education Course conducted by the Hong Kong Institute of Education, teacher-educators made use of semantic webbing to help kindergarten teachers/principals develop reflective and thinking skills regarding subject matter content and teaching curriculum. Semantic webbing/mapping or semantic networking or plot maps may be defined as a strategy in which information is categorically structured in graphic/visual form. However, its use in teacher education is more recent. Kindergarten teachers/principals were interviewed to discern how they developed critical thinking and evaluative skills concerning subject matter content and teaching curriculum through the use of semantic webbing. Interviews of a random sample of participants and analysis of their mind-maps revealed a change in perspectives and attitudes towards subject matter content and teaching curriculum. The present paper examines some of the affective outcomes for both teacher educators and student-teachers resulting from the use of semantic webbing/mapping as a strategy for facilitating reflective and critical thinking skills in four components of the module "Further Studies in Kindergarten Curriculum"; namely, Art, Language, Mathematics/Science, as well as Social Studies. Implications for teacher education are drawn from the findings. Copyright © 2003 Taylor & Francis Group, an informa business.
CitationLim, S. E., Chan Cheng, P. W., Lam, M. S., & Ngan, S. F. (2003). Developing reflective and thinking skills by means of semantic mapping strategies in kindergarten teacher education. Early Child Development and Care, 173(1), 55-72.
- Semantic mapping
- Kindergarten teacher education
- Reflective thinking