Las Prácticas de Reflexión Guiadas en un Contexto de Formación Inicial Docente
DOI:
https://doi.org/10.4151/07189729-Vol.62-Iss.3-Art.1298Keywords:
Enseñanza superior formación de docentes prácticas pedagógicas reflexión docente aprendizaje.Abstract
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.
References
Akkerman, S., & Meijer, P. (2012). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27(2), 308-319. https://doi.org/10.1016/j.tate.2010.08.013
Allas, R., Leijen, Ä., & Toom, A. (2016). Supporting the Construction of Teacher’s Practical Knowledge Through Different Interactive Formats of Oral Reflection and Written Reflection. Scandinavian Journal of Educational Research, 61(5), 600-615. https://doi.org/10.1080/00313831.2016.1172504
Andreasen, K., Bjørndal, P., & Kovač, B. (2019). Being a teacher and teacher educator: The antecedents of teacher educator identity among mentor teachers. Teaching and Teacher Education, 281-291. https://doi.org/10.1016/j.tate.2019.05.011
Ávalos, B., & Bellei, C. (2019). Recent Education Reforms in Chile. How Much of a Departure from Market and New Public Management Systems? En C. Ornelas (Ed.), Politics of Education in Latin America 4 (pp. 43-71). Brill. https://doi.org/10.1163/9789004413375_003
Barahona, M., & Ibaceta, X. (2019). La enseñanza en equipo como un modelo alternativo en la formación práctica de profesores de inglés: un estudio de caso en Chile. Íkala, Revista de Lenguaje y Cultura, 24(3), Artículo e5.
Beauchamp, C. (2015). Reflection in teacher education: issues emerging from a review of current literature. Reflective Practice, 16(1), 123-141. https://doi.org/ 10.1080/14623943.2014.982525
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
Borges, C., Malo, A., & Tardif, M. (2017). Le virage réflexif en éducation: Ou en sommes-nous 30 ans après Schôn? De Boeck Supérieur.
Braun, V., & Clarke, V. (2006). Utilizando el análisis temático en psicología. Investigación cualitativa en psicología, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and teaching, 21(6), 700-719. https://doi.org/10.1080/13540602.2015.1044329
Bullough, R. (2012). Mentoring and New Teacher Induction in the United States: A Review and Analysis of Current Practices. Mentoring & Tutoring. Partnership in Learning, 20(1), 57-74. https://doi.org/10.1080/13611267.2012.645600
Cantón, I., & Tardif, M. (2018). Identidad profesional docente. Narcea Ediciones.
Chavéz, J. (2020). Space-time in the study of learning trajectories. Learning: Research and Practice, 1-18. https://doi.org/10.1080/23735082.2020.1811884
Chavéz, J., Faure, J., & Barril, J. (2021). The construction of teachers’ professional identity: An analysis of subjective learning experiences. European Journal of Teacher Education, 1-18. https://doi.org/10.1080/02619768.2021.1905627
Cochran-Smith, M., & Villegas, A. M. (2015). Studying teacher preparation: The questions that drive research. European Educational Research Journal, 14(5), 379-394. https://doi.org/10.1177/1474904115590211
Dalsgaard, C. (2020). Reflective Mediation: Toward a Sociocultural Conception of Situated Reflection. Frontline Learning Research, 8(1), 1-13. https://doi.org/10.14786/flr.v8i1.447
Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of teacher education, 57(3), 300-314. https://doi.org/10.1177/0022487105285962
Darling-Hammond, L., Hyler, E., & Gardner, M. (2017). Effective teacher professional development. Learning Policy Institute. https://doi.org/10.54300/122.311
Dewey, J. (1933). How We Think. A Restatement of the Relation of Reflective Thinking to the Educative Process. Heath and Company.
Ekşi, G., Yılmaz, B., Aşık, A., Fişne, F. N., Werbińska, D., & Cavalheiro, L. (2019). Language teacher trainees’ sense of professional agency in practicum: cases from Turkey, Portugal and Poland. Teachers and Teaching, 25(3), 279-300. https://doi.org/10.1080/13540602.2019.1587404
Elídóttir, J. (2019). The magic, the life, the others: how can the imaginative dimension in reflective practice be used with student teachers? A learning experience through a self-study. Reflective Practice, 20(2), 160-174. https://doi.org/10.1080/14623943.2019.1569509
Engel, A., Faure, J., Membrive, A., Merino, I., & Coll, C. (2019). The influence of parents in the discursive construction of technology-mediated learning experiences. Mind, Culture, and Activity, 26(4), 323-335. https://doi.org/10.1080/10749039.2019.1685549
Ginkel, G. V. (2018). Making mentoring match: mentor teachers' practical knowledge of adaptive mentoring (Doctoral dissertation, Leiden University). Leiden University Scholarly Publications. https://hdl.handle.net/1887/66718
Gkonou, C., & Miller, E. (2020). An Exploration of Language Teacher Reflection, Emotion Labor, and Emotional Capital. Tesol Quarterly, 55(1), 134-155. https://doi.org/10.1002/tesq.580
Hirmas, C. (2014). Tensiones y desafíos para pensar el cambio en la formación práctica de futuros profesores. Estudios Pedagógicos, 40, 127-143. https://doi.org/ 10.4067/S0718-07052014000200008
Hökkä, P., Vähäsantanen, K., & Mahlakaarto, S. (2017). Teacher educators' collective professional agency and identity–Transforming marginality to strength. Teaching and Teacher Education, 63, 36-46. https://doi.org/10.1016/j.tate.2016.12.001
Jarvis, J., Dickerson, C., Thomas, K., & Graham, S. (2014). The Action–Reflection–Modelling (ARM) pedagogical approach for teacher education: a Malaysia-UK project. Australian Journal of Teacher Education, 39(3), 89-118. https://doi.org/10.14221/ajte.2014v39n3.2
Knezic, D., Meijer, P., Toom, A., Leijen, Ä., Mena, J., & Husu, J. (2019). Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning. European Journal of Teacher Education, 42(5), 539-556. https://doi.org/10.1080/02619768.2019.1652901
Korthagen, F. (2017). Inconvenient truths about teacher learning: Towards professional development 3.0. Teachers and teaching, 23(4), 387-405. https://doi.org/10.1080/13540602.2016.1211523
Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and teacher education, 22(8), 1020-1041. https://doi.org/10.1016/j.tate.2006.04.022
Korthagen, F., & Nuijten, E. (2017). Core reflection approach in teacher education. En Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.268
Korthagen, F., & Vasalos, A. (2005). Levels in reflection: Core reflection as a means to enhance professional growth. Teachers and teaching, 11(1), 47-71. https://doi.org/10.1080/1354060042000337093
Leijen, Ä., Allas, R., Toom, A., Husu, J., Marcos, J., Meijer, P., & Krull, E. (2014). Guided reflection for supporting the development of student teachers’ practical knowledge. Procedia-Social and Behavioral Sciences, 112, 314-322. https://doi.org/10.1016/j.sbspro.2014.01.1170
Mansilla, J., & Huaiquián, C. (2020). Logos y Techné. Metodología de la investigación. Internauka.
Mauri, T., Clarà, M., Colomina, R., & Onrubia, J. (2017). Patterns of interaction in the processes of joint reflection by student teachers. Journal of Education for Teaching, 43(4), 427-443. https://doi.org/10.1080/02607476.2017.1296542
Mauri, T., Onrubia, J., & Colomina, R. (2021). Mejorar las prácticas de maestro: un modelo basado en la colaboración y la reflexión conjunta entre la escuela y la universidad. Editorial IDP/ICE - Octaedro.
Méndez, C., & Colomina, R. (2020). Análisis de Situaciones de Acompañamiento para la Mejora de la Enseñanza Inclusiva. Revista Internacional De Educación Para La Justicia Social, 9(1), 145-163. https://doi.org/10.15366/riejs2020.9.1.007
Mensah, F. (2022). “Now, I See”: Multicultural Science Curriculum as Transformation and Social Action. Urban Rev, 54, 155-181. https://doi.org/10.1007/s11256-021-00602-5
Moon, J. A. (2006). Learning journals: A handbook for reflective practice and professional development. Routledge.
Resch, K., & Schrittesser, I. (2021). Using the Service-Learning approach to bridge the gap between theory and practice in teacher education. International Journal of Inclusive Education, 1-15. https://doi.org/10.1080/13603116.2021.1882053
Rufinelli, A. (2017). Formación de docentes reflexivos: un enfoque en construcción y disputa. Educ. Pesqui, 43(1), 97-111. https://doi.org/10.1590/s1517-9702201701158626
Ruffinelli, A., De la Hoz, S., & Álvarez, C. (2020). Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice. Reflective Practice, 1-14. https://doi.org/10.1080/14623943.2019.1708712.
Saric, M., & Steh, B. (2017). Critical reflection in the professional development of teachers: challenges and possibilities. CEPS Journal, 7(3), 67-85. https://doi.org/10.26529/cepsj.288
Schön, D. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
Syslová, Z. (2019). The relation between reflection and the quality of a preschool teacher’s education performance. International Journal of Child Care and Education Policy, 13(1), Artículo 4. https://doi.org/10.1186/s40723-019-0060-y
Tardif, M., & Moscoso, J. N. (2018). La noción de “profesional reflexivo” en educación: actualidad, usos y límites. Cadernos de Pesquisa, 48(168), 388-411. https://doi.org/10.1590/198053145271
Taylor, P., & Newberry, M. (2018). Self-Study of a teacher’s practices of and experience with emotion regulation: Being and becoming through reflection and engagement. Studying teacher education, 14
Downloads
Published
2023-07-22
How to Cite
Chávez Rojas, J. E., Almuna Fernández, J. A., Méndez Alarcón, C. M., Garrido Fonseca, C. G., & Fauré Niñoles, J. (2023). Las Prácticas de Reflexión Guiadas en un Contexto de Formación Inicial Docente. Perspectiva Educacional, 62(3), 27–49. https://doi.org/10.4151/07189729-Vol.62-Iss.3-Art.1298
Issue
Section
Artículos de Investigación
License
Copyright (c) 2023 Jorge Eduardo Chávez Rojas, Jesús Andrés Almuna Fernández, Claudia Mirna Méndez Alarcón, Carmen Gloria Garrido Fonseca, Jaime Fauré Niñoles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
El/los autores/as otorgan licencia exclusiva y sin límite de temporalidad para que el manuscrito sea publicado en la revista Perspectiva Educacional, editada por la Pontificia Universidad Católica de Valparaíso (Chile), a través de la Escuela de Pedagogía.
