La reflexion como herramienta para mejorar la praxis de los futuros profesores: curso de formaci6n profesional inicial para profesores
Barra lateral del artículo
Publicado:
feb 18, 2021
Palabras clave:
reflexion en la accion, reflexion sobre la accion, dispositivo de formacion, profesor en formacion, ensefianza reflexiva
Contenido principal del artículo
Resumen
Este articulo presenta los resultados de una investigaci6n desarrollada en la Licenciatura en Lenguas Extranjeras de la Universidad de Pamplona. En ella, el investigador analiz6 la importancia de la reflexividad y la reflexion en la ensefianza durante la una de las etapas del proceso de practica profesional. Brindar un proceso reflexivo puede mejorar el desarrollo, el conocimiento y las capacidades de los docentes ya que les permite comprender la complejidad de aprender a ensefiar asi c6mo ensefiar un idioma extranjero. Los resultados indican que reflexionar sobre lo que se ha hecho en los cursos y mejorar las practicas educativas es un tema de interes para los profesores en formaci6n. Los resultados tambien indican que el proceso reflexivo tuvo un impacto positivo en los participantes ya que les permiti6 ser conscientes de las implicaciones inherentes de la ensefianza de una lengua extranjera y ver la necesidad de dominar los diversos aspectos que forman parte del proceso de ensefianza de una lengua.
Detalles del artículo
Cómo citar
Rodriguez Ruedas, S. A. (2021). La reflexion como herramienta para mejorar la praxis de los futuros profesores: curso de formaci6n profesional inicial para profesores. Shimmering Words: Research and Pedagogy E-Journal, 10, 6-19. Recuperado a partir de http://revistas.ustatunja.edu.co/index.php/shimmering/article/view/2101
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Artículos-10
Citas
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Odaba§i-Cimer, S. & Cimer, A. (2012). Issues around Incorporating Reflection in Teacher Education in Turkey, Turk Fen Egitim Dergisi 9 (1): 17-30
Taylor-Powell, E, & Renner, M. (2003). Analyzing qualitative data. University ofWisconsin - Extension, Program Development and Evaluation Retrieved from website: http://learningstore.uwex.edu/assets/pdfs/g3658-l 2.pdf
Sanal, E. (2006). Developing reflective teachers: A study on perception andimprovement of reflection in pre-service teacher education, Unpublished, AThesis Submitted to The Graduate School of Social Sciences of Middle EastTechnical University
Schon, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. London, Jossey-Bass Publishers
Schon D. A. (1994). Le praticien refexif. A la recherche du savoir cache clans l'agir professionnel. Montreal : Editions Logiques.
Schon D.A. (1996). Le tournant refexif. Montreal : Editions Logiques.
Singh, V. & Dickson, J. (2010). Ethnographic Approaches to the Study of Organizations In: David Partington (Eds.), Essential Skills for Management
Research. (pp. 117-135) Thousand Oaks, Sage Publications. Yates, G.C.R. (2005). "How Obvious": Personal reflections on the database ofeducational psychology and effective teaching research. Educational Psychology, 25, 6: 681-700.
Aamodt, A., Veloso, M.M. (eds.) ICCBR 1995. LNCS, vol.1010, pp 391-4 0 0 . Springer, heidelberg.
Bouissou, C. & Brau-Antony, S. (2005). Reflexivite et pratiques de formation: Regards critiques. Carrefours de !'education, 20(2), 113-122. doi:I0.3917/cdle.020.0113
Conway, P. F. (2001). Anticipatory reflection while learning to teach: from a temporarilly truncated to a temporarily distributed model of reflection in teacher education. Teaching and Teacher Education 17:89-106.
Creswell J. W. (2008). Educational Research: Planning, Conducting, and Quantitative and Qualitative Research, 3rd edition. Upper Saddle Pearson Education Evaluating River, NJ:
Creswell, J.W. (2013). Qualitative Inquiry & Research Design. Choosing Among Five Approaches, 3e ed., Thousand Oaks, Sage Publications.
Cimer, A. (2007). Effective Teaching in Science: A Review of Literature. Journal of Turkish Science Education, 4, 1: 20-44, Available at http://www.tused. org/internet/tused/defaultl3.asp
Cimer, A., Cimer, S. 0 ., & Vekli, G. S. (2013). How does Reflection Help Teachers to Become Effective Teachers?. International J. Educational Research, 1(4), 133-149
Day, C. (2001). Professional development and reflective practice: purposes, processes and partnerships. The Course named "Understanding and Developing Reflective Practice" readings. School of Education, University of Nottingham, Nottingham.
Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educative Process. Boston, MA: D.C. Health and Co publishers.
Dinkelman, T. (2000). An inquiry into the development if critical reflection in secondary student teachers. Teaching and Teacher Education 16: 195-222.
Freese, A. R. (2006). Reframing one's teaching: Discovering our teacher selves through reflection and inquiry, Teaching and Teacher Education 22:100- 119.
Griffiths, V. (2000). The reflective dimension in teacher education. International Journal of Educational Research 33: 539 - 555.
McNamara, C. (1999). General Guidelines for Conducting Interviews, Minnesota. p 132-198.
Odaba§i-Cimer, S. & Cimer, A. (2012). Issues around Incorporating Reflection in Teacher Education in Turkey, Turk Fen Egitim Dergisi 9 (1): 17-30
Taylor-Powell, E, & Renner, M. (2003). Analyzing qualitative data. University ofWisconsin - Extension, Program Development and Evaluation Retrieved from website: http://learningstore.uwex.edu/assets/pdfs/g3658-l 2.pdf
Sanal, E. (2006). Developing reflective teachers: A study on perception andimprovement of reflection in pre-service teacher education, Unpublished, AThesis Submitted to The Graduate School of Social Sciences of Middle EastTechnical University
Schon, D. A. (1987). Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. London, Jossey-Bass Publishers
Schon D. A. (1994). Le praticien refexif. A la recherche du savoir cache clans l'agir professionnel. Montreal : Editions Logiques.
Schon D.A. (1996). Le tournant refexif. Montreal : Editions Logiques.
Singh, V. & Dickson, J. (2010). Ethnographic Approaches to the Study of Organizations In: David Partington (Eds.), Essential Skills for Management
Research. (pp. 117-135) Thousand Oaks, Sage Publications. Yates, G.C.R. (2005). "How Obvious": Personal reflections on the database ofeducational psychology and effective teaching research. Educational Psychology, 25, 6: 681-700.