Approach and depth of teaching reflection among students of pedagogy in Chile
This article seeks to determine how reflexive students of pedagogy are upon completing their undergraduate training, and what opportunities are offered by the documents they must prepare during their final professional practice, to develop this teaching reflection. Two rubrics were applied to 50 doc...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2018 |
| País: | México |
| Institución: | UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO |
| Repositorio: | Perfiles Educativos |
| Idioma: | español |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/58402 |
| Acceso en línea: | https://perfileseducativos.unam.mx/iisue_pe/index.php/perfiles/article/view/58402 |
| Access Level: | acceso abierto |
| Palabra clave: | Reflective teaching Early teacher training Professional practice Portfolio Pedagogic teaching Reflexión docente Formación inicial de profesores Práctica profesional Portafolio Enseñanza de la pedagogía |
| Sumario: | This article seeks to determine how reflexive students of pedagogy are upon completing their undergraduate training, and what opportunities are offered by the documents they must prepare during their final professional practice, to develop this teaching reflection. Two rubrics were applied to 50 documents prepared by students in six teachers’ training programs in Chile. The results show that the reflective approach of the documents analyzed concentrates only on some dimensions, and leaves out other important ones, such as reflection on the students’ own lessons learned. Furthermore, the results of the analysis show, in general, a low level of reflective teaching, and differences between the programs analyzed. These differences were related to the specific and orientation students express regarding what is expected of them in each section of the prepared document. |
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