Publicación: CRITICAL REFLECTION BY PRE-SERVICE TEACHERS: CHARACTERIZATION OF TRAJECTORIES IN THE DESIGN OF SEQUENCES
Fecha
2024
Título de la revista
ISSN de la revista
Título del volumen
Editor
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
Descripción
Palabras clave
Teaching-learning sequences, Reflective practice, Initial teacher training, Critical reflection, Secuencia enseñanza-aprendizaje, Reflexión crítica, Práctica reflexiva, Formación inicial de profesores
