Developing reflective and thinking skills by means of semantic mapping strategies in kindergarten teacher education

Swee Eng Audrey LIM, Pui Wah Doris CHENG, Mei Seung Michelle LAM, So Fong NGAN

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)55-72
JournalEarly Child Development and Care
Volume173
Issue number1
DOIs
Publication statusPublished - Mar 2003

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Semantics
Curriculum
Teaching
Language Arts
Mathematics
Hong Kong
Teacher Training
Thinking
Interviews
Students
Education

Citation

Lim, 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.

Keywords

  • Semantic mapping
  • Kindergarten teacher education
  • Reflective thinking