Procesos de reflexión colaborativa en la formación inicial docente
[EN] The objective of this research is to detail the reflective processes generated by implementing strategies of dialogical reflection in real learning contexts with teachers in training to improve their educational practice. The study, based on the content analysis of the reflexive stories of the...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2022 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/191234 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/191234 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher education Teaching practice Improvement Educational quality Reflective teaching Collaborative teaching Formación de docentes Práctica pedagógica Perfeccionamiento Calidad de la educación Competencias del docente Enseñanza reflexiva Enseñanza colaborativa Teacher&apos s competencies |
| Sumario: | [EN] The objective of this research is to detail the reflective processes generated by implementing strategies of dialogical reflection in real learning contexts with teachers in training to improve their educational practice. The study, based on the content analysis of the reflexive stories of the thirty students of the Degree in Early Childhood Education and the Degree in Primary Education, who were doing the practices in schools, during their last university year. The analysis indicates that after experiencing processes of collaborative reflection, the students show important changes related to thinking, to their way of proceeding in the classroom and to the emotions that accompany their practical training experience. So, in the face of their initial response, trying to find quick solutions, (as reflective dialogue introduces the student to the complexity of teaching) dialogue and action are synchronized in a simultaneous process that favors the understanding of the situation making possible, only from there, a plan of action for transformation and deep improvement. The findings reinforce the importance of promoting collaborative processes and real learning contexts to training in teacher reflection, such as the Practicum. |
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