Contextos de aprendizaje para el desarrollo del pensamiento reflexivo en la educación superior

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.

Introducción -- Antecedentes -- El pensamiento reflexivo en la educación superior -- Los contextos de aprendizaje en la universidad como espacios de reflexión -- Las metodologías narrativas como activadores del pensamiento reflexivo -- Conclusiones