Narrativas, prácticas reflexivas y saberes pedagógicos en docentes en formación

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.

Introducción -- Antecedentes teóricos conceptuales -- La Investigación Narrativa en Ciencias Sociales y en Educación -- El saber pedagógico y el saber de la experiencia -- Metodología -- Dimensión temática: La experiencia de escritura de relatos -- Dimensión temática: La circulación de relatos -- Discusión y consideraciones finales