Keywords
study and teaching
teaching models
student teaching
reflective teaching
adolescent psychology
How to Cite
Abstract
The starting point of this paper is the scientific and conceptual framework of Vygotsky's cultural-historical approach, which is used to present the results of a descriptive research work on classroom activities, establishing a dialectic interaction between theory and practice. The aim was to train reflexive thinking in university students of the teacher training course in Children's Pedagogy, more specifically a subject in Cognitive Theories of Learning. The results show that pedagogical actions can have a positive impact on the consolidation of learning processes. Reflexive thinking is an agent of change through intentional use of language.
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Creative Commons Attribution 4.0 International Public License