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Las Prácticas de Reflexión Guiadas en un Contexto de Formación Inicial Docente
Resumen
Numerosos programas de formación inicial docente han incorporado diversas y variadas actividades de reflexión como un aspecto central de los procesos formativos. Sin embargo, existe poca información sobre cómo se estructuran y organizan este tipo de actividades, pero, sobre todo, cómo los formadores de profesores deben guiar estas prácticas reflexivas. Esta investigación tiene como propósito contribuir a la comprensión de los procesos reflexivos en los que participaron 44 futuros profesores. Adoptamos una perspectiva cualitativa centrada en relatos producidos por medio de entrevistas grupales, cuyo objetivo fue recoger las principales experiencias subjetivas vinculadas a este tipo de actividades. Los resultados sugieren que aunque se utiliza el concepto de reflexión en los programas formativos, no está claro cómo los docentes formadores hacen uso de estas experiencias para guiar estos procesos. Nuestro trabajo considera el uso de las experiencias subjetivas como unidades especialmente útiles para contribuir a los procesos de reflexión de los profesores en formación.
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Chávez Rojas, J., Almuna Fernández, J., Méndez Alarcón, C., Garrido Fonseca, C., & Fauré Niñoles, J. (2023). Las Prácticas de Reflexión Guiadas en un Contexto de Formación Inicial Docente. Perspectiva Educacional, 62(3). https://dx.doi.org/10.4151/07189729-Vol.62-Iss.3-Art.1298
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