Teacher reflection as a change agent in classroom practices. An experience at academic training level at the Universidad Católica Silva Henríquez (UCSH)

Abstract

The article presents a Diploma course experience that aims to update university teachers on innovative methodological strategies to support the application of the competence-oriented   curriculum.   Throughout   the   process,   theoretical   and practical   elements   were   combined,   together   with   reflections   shared   in workshops. The course ended with reflective personal journal entries that were sistematized  identifying  the most striking learning  experiences.  The innovative methods     and  use  of  rubrics  in  evaluation  was  highly  valued.  The  most remarkable  achievement  of this experience  has been the reflective process of the participant teachers. Their willingness to improve their teaching in terms of learning, accept their mistakes and learn from them has allowed them to become aware  of  their  personal  and  professional  development.  Teachers'  coaching allowed the participants to share fears amongst their fellow teachers and begin assuming a paradigmatic change, in conjunction with future teaching challenges in the current context.