Procesos de aprendizaje reflexivo en la investigación para la docencia

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.

Introducción -- ¿Profecionalización o desarrollo profesional? -- Pensamiento reflexivo y práctica reflexiva -- Competencias investigativas en la formación del docente reflexivo