Núm. 28 (2019) julio-diciembre

This article describes the process experienced by future primary education teachers at UIC Barcelona. Teachers’ practices are a fundamental piece in the career to obtain an undergraduate degree in Primary Education. Within the alternation theoretical framework students at UIC Barcelona, are distributed in different schools, after a few weeks of theory and practice in the university classroom. While being in their school placements, they take notes with an observation rubric about those aspects that most interest them in the teaching and practice of Mathematics. After returning to the university classroom, a reflective work is done (Fuertes, 2016), bearing in mind that reflection, observation and analysis are basic tools that allow us to build knowledge (Korthagen, 2001, Schön, 1998).

The objective of this research paper is to analyze the written tasks used on the B-Learning modality in a first year course and the cognitive demands that they pose for students based on the Biggs theoretical proposal. The study is being developed at la Universidad Autónoma de Occidente, Santiago de Cali, Colombia, with a sample of thirtynine (39) tasks of the subject of Oral and Written Expression (EOYE), which is taught at the faculties of Engineering, Economic Sciences and Administrative Sciences, Communication and Social Sciences and Basic Sciences, to first semester students The partial results show the need to support reflective practice among teachers, especially around the written tasks that foster the development of meaningful and deep learning and the stimulation of cognitive operations according to the taxonomy SOLO.

This article is the outcome of two research projects funded by the University Teaching Research grants. The projects traced the impact of narrative methodologies in reflective thinking among university students, and their impact in learning processes and their personal and professional development. The text is divided into three sections: The theoretical background on reflective thinking, the features of learning environments favouring the development of these skills, and the value of the narrative strategies to accomplish this goal. The text finishes with specific suggestions on how university teaching should be organized and structured in order to achieve the development and evaluation of reflective practice objectives so these ends might be promoted and evaluated.

The article provides a documentary research that supports the reflective practice approach, closely linked to action research. It also reviews ten models that represent alternatives for the improvement of professional practice even when these models differ in their theoretical framework or methodological strategies, they have as a common ground the reflection on daily practices. The article stresses the fact that reflective practice not only promotes advancement at the professional level, but transforms at the personal level, the professional practicing it.

This research has attempted to relieve, organize, analyze and formulate specific theoretical categories in the framework of the conceptualization of teaching as reflective practice. It focuses on the use of narrative devices: autobiographies and training journals. It has started from the collection of school autobiographies and training journals carried out by the lawyers of the Faculty of Law of the University of Buenos Aires who have studied the Faculty of Legal Sciences. These productions suppose an evaluation of the teaching practice, as a space for the production of knowledge and the recognition of professors as professionals who have implicit theories and experiences that can contribute to the constitution of a systematized base of knowledge about teaching

El libro La formación del docente y la práctica reflexiva, publicado por el Centro de Investigación para la Administración Educativa (CINADE) de San Luis Potosí, México, ofrece una colección de capítulos que complementan y amplían, de manera importante, los artículos y las investigaciones que ofrece este número 28 de la Revista Panamericana de Pedagogía: «Quehaceres y Saberes del Pedagogo».

Nurse training contemplates the development of logic reasoning to promote reflective and critical thinking (RCT) and its application to professional action. The present study aims to determine the presence of RCT in the nursing curriculum of 4 Chilean universities. The multicenter study promoted by the Ibero-American Network of Nursing Education Research (RIIEE) was accomplished by an exploratory-descriptive quantitative study. With the approval of the Ethics Committee, a questionnaire was applied and the data gathered analyzed with the SPSS Program. Descriptions about Professors in each academic unit, number of students, pronouncements of RCT in study plans, didactic strategies and explicit evaluation protocols are provided. Final conclusions point out to the fact that although the four Nursing schools in the study declare RCT in their profiles and study plans, the level of implementation and evaluation in their courses is diverse. Future research requires a qualitative inquiry into the way in which teachers specifically interact with students and their impact on learning

Chile maintains the challenge of training reflective teachers and in this context, the objective of the study was to describe through stories about teachers’ experiences in the practice centers analyzing their relationship with reflective practice and the construction of pedagogical knowledge. The study was conducted with students in three programs of pedagogical training in the Biobío region in southern Chile. The research was interpretive with multiple case design. The students wrote stories during the practice and shared them in a virtual site. The results indicate that writing stories meant «re-living, re-thinking and re-flexing» and by sharing them, they are «enriched», «recognized» and «reconstructed» from the pedagogical knowledge acquired in the teaching practice. In conclusion, the narrative stimulates reflective practice and promotes processes of teacher training and transformation, based on an epistemology that distance themselves from an applications model of teacher education.

Reflective practice as a professional development strategy allows us to envision different work scenarios. One of those is known as Collective Reflective Practice, which permits participants to share their pedagogical experience and/or self-assess their own practice in a context of dialogue that sets the conditions for a reflective peer practice. This paper shows the results of an analysis of a collective reflective practice called «Hablemos docencia» (Let’s Talk about Teaching). An initiative developed by the Universidad del Norte’s Center for Teaching Excellence in Barranquilla, Colombia. In this space, professors from different disciplines have the opportunity to reflect on their teaching practices in a group and collaborative setting. Grounded in insights by Tsangaridou and O’Sullivan (1994), we use a quantitative methodology and ex post facto approach, which characterizes the effect of «Hablemos docencia» on a group of professors.

Professional development for teachers has been a debate in international policy forums, where it has been repeatedly pointed out the link between teaching practice and educational achievement results. Research has shown the need to orient initial and continuing training of reflective professionals capable of investigating and improving their practice. This paper presents some a discussion related to teachers’ professional development in the context of postgraduate programs in Education. Graduate programs should be seen, as a continuing training process that aims to the improvement of teachers’ practice, considered an essential element in the path of the so called educational quality in México.

This article analyzes from the systemic perspective the characteristics of the classroom as a living and dynamic ecosystem and discusses how it’s challenging management, is an activator of the process of teacher professionalization. The experience and some specific characteristics of the teachers´ professional scenario add new elements for reflection and continuous improvement. From a systemic pedagogy, always sensitive and attentive to feedback processes occurring in the classroom, the teacher is prompted to reflect on her practice and experience with the purpose of transforming the experiential and reflective learning into a source of professional feedback for continuous improvement of the teaching practice.