Publicación: CRITICAL REFLECTION BY PRE-SERVICE TEACHERS: CHARACTERIZATION OF TRAJECTORIES IN THE DESIGN OF SEQUENCES

Fecha
2024
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ENSEÑANZA DE LAS CIENCIAS
Resumen
THE STUDY CHARACTERIZES THE LEVELS OF REFLECTION OF BIOLOGY AND CHEMISTRY TEACHERS IN TRAINING AT THE PUBLIC UNIVERSITY OF CHILE, WHEN DESIGNING TEACHING-LEARNING SEQUENCES IN THE PEDAGOG
ICAL PRACTICE (NINTH SEMESTER) AND PROFESSIONAL PRACTICE (TENTH SEMESTER) SESSIONS. THE CASE STUDY WAS CARRIED OUT IN A TIMESPAN OF TWO YEARS AND IN FOUR STAGES: DIAGNOSIS, SEQUENCE DESIGN, IMPLEMENTATION,
AND EVALUATION. STUDENTS REFLECTED ON THEIR PERFORMANCE AS TEACHERS IN A PORTFOLIO AND THEIR REFLECTIONS
WERE CODIFIED IN CATEGORIES WITH ATLAS.TI. THE REFLECTIVE TRAJECTORIES WERE ANALYZED ACCORDING TO LEVELS:
PRE-REFLECTION, SURFACE, PEDAGOGICAL, AND CRITICAL. THE RESULTS SHOW A DIVERSITY OF TRAJECTORIES. IT IS CON CLUDED THAT IN 2021 PRACTICE PROGRESSED FROM A PRE-REFLECTIVE LEVEL TO A CRITICAL LEVEL AND IN 2022 IT ONLY REACHED A PEDAGOGICAL LEVEL, THEREFORE, THERE IS THE NEED TO PROMOTE CRITICAL REFLECTION DURING THE INITIAL
TEACHER TRAINING PHASE
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Palabras clave
Teaching-learning sequences, Reflective practice, Initial teacher training, Critical reflection, Secuencia enseñanza-aprendizaje, Reflexión crítica, Práctica reflexiva, Formación inicial de profesores