Writing Modalities and the Interconnected Model of Teacher Training: A Case Study during Collaborative Pedagogical Work

Abstract

Writing is essential in initial teacher training, as it enables the development of reflective skills and the improvement of teaching practice. This work examines the contents of journals written by two future chemistry teachers, working together in a collaborative pedagogical partnership during their teaching residency. A qualitative methodology was used to conduct a content analysis of the class journals written after their first intervention in a high school education Physical Chemistry classroom in the Province of Buenos Aires, Argentina. The writing modalities in the journals, the topics addressed, and the relationships between domains of the Interconnected Model of Teacher Professional Growth (IMTPG) were analyzed. The results show that in both journals, the descriptive writing prevails. The main thematic areas were: the progression of the class and didactic difficulties. Relationships were identified between the domain of consequences and the domain of practice without involving the Personal Domain. The implications of the results for teacher training are discussed, both in terms of the demands of guiding journal writing and, on the other hand, of the joint reading of writing modalities and the IMTPG.