Factores asociados a la práctica reflexiva en estudiantes de pedagogía
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ene 1, 2019
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Álvaro Luis Salinas-Espinosa
https://orcid.org/0000-0001-9655-761X
Tamara Rozas-Assael
https://orcid.org/0000-0002-0272-7831
Pablo Cisternas-Alarcón
https://orcid.org/0000-0003-2557-4185
Carlos González-Ugalde
https://orcid.org/0000-0002-3154-0777
https://orcid.org/0000-0001-9655-761X
Tamara Rozas-Assael
https://orcid.org/0000-0002-0272-7831
Pablo Cisternas-Alarcón
https://orcid.org/0000-0003-2557-4185
Carlos González-Ugalde
https://orcid.org/0000-0002-3154-0777
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Resumen
Este artículo describe la frecuencia con la cual estudiantes de pedagogía realizan prácticas reflexivas, y analiza factores que pueden explicar esta frecuencia. Para ello se empleó una perspectiva cuantitativa que incluyó una encuesta a una muestra de 650 estudiantes de 134 programas de formación de profesores en Chile. Los resultados muestran que los factores más importantes para explicar la práctica reflexiva se relacionan con el supervisor. Los factores relacionados con los compañeros de estudio y con la discusión sobre la profesión docente contribuyen menos a la práctica reflexiva.
Keywords
Trainees, teacher education, teaching practiceEstudiante de prácticas, formación de docentes, práctica pedagógica
References
Bates, A. J.; Ramírez, L. & Drits, D. (2009). Connecting University Supervision and Critical Reflection: Mentoring and Modeling. The Teacher Educator, 44 (2), 90-112. doi: 10.1080/08878730902751993
Beauchamp, C. (2014). Reflection in Teacher Education: Issues Emerging from a Review of Current Literature. Reflective Practice, 16 (1), 123- 141. doi: 10.1080/14623943.2014.982525
Collin, S.; Karsenti, T. & Komis, V. (2012). Reflective Practice in Initial Teacher Training: Critiques and Perspectives. Reflective Practice, 14 (1), 104-117. doi: 10.1080/14623943.2012.732935. Disponible en: http:// www.karsenti.ca/archives/CollinKarsentiKomis2013.pdf
Darling-Hammond, L. & Lieberman, A. (2012). Teacher Education around the World. What Can We Learn from International Practice? En L. Darling-Hammond & A. Lieberman (eds.). Teacher Education Around the World: Changing Policies and Practices, 151-169. New York: Routledge.
Gelfuso, A. & Dennis, D. V. (2014). Getting Reflection Off the Page: The Challenges of Developing Support Structures for Pre-Service Teacher Reflection. Teaching and Teacher Education, 38, 1-11. doi: http://dx.doi.org/10.1016/j.tate.2013.10.012. Disponible en: https://s3.amazonaws.com/arena-attachments/272964/edd6eab9dd18ee89bc6b8b913fb9818d.pdf
Harford, J. & MacRuairc, G. (2008). Engaging Student Teachers in Meaningful Reflective Practice. Teaching and Teacher Education, 24 (7), 1884-1892. Disponible en: http://eprints.teachingandlearning.ie/2428/1/Harford%20and%20MacRuairc%202008.pdf
Ingvarson, L.; Schwille, J.; Tatto, M. T.; Rowley, G.; Peck, R. & Senk, S. L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. New Zealand: International Association for the Evaluation of Educational Achievement, IEA. Disponible en: https://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/TEDS-M_Findings.pdf
Jaeger, E. (2013). Teacher Reflection: Supports, Barriers, and Results. Issues in Teacher Education, 22 (1), 89-104. Disponible en: https://files.eric.ed.gov/fulltext/EJ1014037.pdf
Jones, M. & Ryan, J. (2014). Learning in the Practicum: Engaging Pre-Service Teachers in Reflective Practice in the Online Space. Asia-Pacific Journal of Teacher Education, 42 (2), 132-146. doi: 10.1080/1359866x.2014.892058
Kember, D.; Leung, D. Y. P.; Jones, A.; Loke, A. Y.; McKay, J., Sinclair, K.; Tse, H.; Webb, C.; Yuet Wong, F. K.; Wong, M. & Yeung, E. (2000). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25 (4), 381- 395. doi: 10.1080/026029300449272
Larrivee, B. (2008). Development of a Tool to Assess Teachers’ Level of Reflective Practice. Reflective Practice: International and Multidiscipli- nary Perspectives, 9 (3), 341-360. https://doi.org/10.1080/14623940802207451
Leijen, Ä.; Valtna, K.; Leijen, D. A. J. & Pedaste, M. (2012). How to Determine the Quality of Students’ Reflections? Studies in Higher Education, 37 (2), 203-217. doi: 10.1080/03075079.2010.504814
Mansvelder-Longayroux, D. D.; Beijaard, D. & Verloop, N. (2007). The Portfolio as a Tool for Stimulating Reflection by Student Teachers. Teaching and Teacher Education, 23 (1), 47-62. doi: http://dx.doi.org/10.1016/j.tate.2006.04.033. Disponible en: http://depts.washington.edu/comgrnd/ccli/papers/Mansvelder-Longayroux_etal_PortfolioAsToolStimulatingReflectionByStudentTeachers-jy.pdf
Meckes, L. (2014). Estándares y formación docente inicial. En UNESCO/ OREALC (ed.). Temas críticos para formular nuevas políticas docentes en América Latina y el Caribe: el debate actual, 53-110. Santiago de Chile: UNESCO/OREALC.
Moore-Russo, D. A. & Wilsey, J. N. (2014). Delving into the Meaning of Productive Reflection: A Study of Future Teachers’ Reflections on Representations of Teaching. Teaching and Teacher Education, 37 (1), 76-90. DOI: 10.1016/j.tate.2013.10.002
Podsakoff, P.; MacKenzie, S. & Podsakoff, N. (2012). Sources of Method Bias in Social Science Research and Recommendations on How to Control it. Annual Review of Psychology, 63, 539-569. Disponible en: https://www.annualreviews.org/doi/abs/10.1146/annurev-psych-120710-100452
Salinas, A.; Chandía, E. & Rojas, D. (2017). Validación de un instrumento cuantitativo para medir la práctica reflexiva de docentes en formación. Revista Estudios Pedagógicos, XLIII (1), 289-309. Disponible en: https://scielo.conicyt.cl/pdf/estped/v43n1/art17.pdf
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. London, New York: Basic Books.
Sobral, D. T. (2001). Medical Students’ Reflection in Learning in Relation to Approaches to Study and Academic Achievement. Medical Teacher, 23 (5), 508-513. DOI: 10.1080/01421590120042973
Solís, M. C.; Núñez, C.; Contreras, I.; Rittershaussen, S.; Montecinos, C. & Walker, H. (2011). Condiciones de la formación práctica de los futuros profesores. Estudios Pedagógicos (Valdivia), 37, 127-147. Disponible en: https://scielo.conicyt.cl/pdf/estped/v37n1/art07.pdf
Sparks-Langer, G. M.; Simmons, J. M.; Pasch, M.; Colton, A. & Starko, A. (1990). Reflective Pedagogical Thinking: How Can We Promote It and Measure It? Journal of Teacher Education, 41 (5), 23-32. doi: 10.1177/002248719004100504
Beauchamp, C. (2014). Reflection in Teacher Education: Issues Emerging from a Review of Current Literature. Reflective Practice, 16 (1), 123- 141. doi: 10.1080/14623943.2014.982525
Collin, S.; Karsenti, T. & Komis, V. (2012). Reflective Practice in Initial Teacher Training: Critiques and Perspectives. Reflective Practice, 14 (1), 104-117. doi: 10.1080/14623943.2012.732935. Disponible en: http:// www.karsenti.ca/archives/CollinKarsentiKomis2013.pdf
Darling-Hammond, L. & Lieberman, A. (2012). Teacher Education around the World. What Can We Learn from International Practice? En L. Darling-Hammond & A. Lieberman (eds.). Teacher Education Around the World: Changing Policies and Practices, 151-169. New York: Routledge.
Gelfuso, A. & Dennis, D. V. (2014). Getting Reflection Off the Page: The Challenges of Developing Support Structures for Pre-Service Teacher Reflection. Teaching and Teacher Education, 38, 1-11. doi: http://dx.doi.org/10.1016/j.tate.2013.10.012. Disponible en: https://s3.amazonaws.com/arena-attachments/272964/edd6eab9dd18ee89bc6b8b913fb9818d.pdf
Harford, J. & MacRuairc, G. (2008). Engaging Student Teachers in Meaningful Reflective Practice. Teaching and Teacher Education, 24 (7), 1884-1892. Disponible en: http://eprints.teachingandlearning.ie/2428/1/Harford%20and%20MacRuairc%202008.pdf
Ingvarson, L.; Schwille, J.; Tatto, M. T.; Rowley, G.; Peck, R. & Senk, S. L. (2013). An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries. New Zealand: International Association for the Evaluation of Educational Achievement, IEA. Disponible en: https://www.iea.nl/fileadmin/user_upload/Publications/Electronic_versions/TEDS-M_Findings.pdf
Jaeger, E. (2013). Teacher Reflection: Supports, Barriers, and Results. Issues in Teacher Education, 22 (1), 89-104. Disponible en: https://files.eric.ed.gov/fulltext/EJ1014037.pdf
Jones, M. & Ryan, J. (2014). Learning in the Practicum: Engaging Pre-Service Teachers in Reflective Practice in the Online Space. Asia-Pacific Journal of Teacher Education, 42 (2), 132-146. doi: 10.1080/1359866x.2014.892058
Kember, D.; Leung, D. Y. P.; Jones, A.; Loke, A. Y.; McKay, J., Sinclair, K.; Tse, H.; Webb, C.; Yuet Wong, F. K.; Wong, M. & Yeung, E. (2000). Development of a Questionnaire to Measure the Level of Reflective Thinking. Assessment & Evaluation in Higher Education, 25 (4), 381- 395. doi: 10.1080/026029300449272
Larrivee, B. (2008). Development of a Tool to Assess Teachers’ Level of Reflective Practice. Reflective Practice: International and Multidiscipli- nary Perspectives, 9 (3), 341-360. https://doi.org/10.1080/14623940802207451
Leijen, Ä.; Valtna, K.; Leijen, D. A. J. & Pedaste, M. (2012). How to Determine the Quality of Students’ Reflections? Studies in Higher Education, 37 (2), 203-217. doi: 10.1080/03075079.2010.504814
Mansvelder-Longayroux, D. D.; Beijaard, D. & Verloop, N. (2007). The Portfolio as a Tool for Stimulating Reflection by Student Teachers. Teaching and Teacher Education, 23 (1), 47-62. doi: http://dx.doi.org/10.1016/j.tate.2006.04.033. Disponible en: http://depts.washington.edu/comgrnd/ccli/papers/Mansvelder-Longayroux_etal_PortfolioAsToolStimulatingReflectionByStudentTeachers-jy.pdf
Meckes, L. (2014). Estándares y formación docente inicial. En UNESCO/ OREALC (ed.). Temas críticos para formular nuevas políticas docentes en América Latina y el Caribe: el debate actual, 53-110. Santiago de Chile: UNESCO/OREALC.
Moore-Russo, D. A. & Wilsey, J. N. (2014). Delving into the Meaning of Productive Reflection: A Study of Future Teachers’ Reflections on Representations of Teaching. Teaching and Teacher Education, 37 (1), 76-90. DOI: 10.1016/j.tate.2013.10.002
Podsakoff, P.; MacKenzie, S. & Podsakoff, N. (2012). Sources of Method Bias in Social Science Research and Recommendations on How to Control it. Annual Review of Psychology, 63, 539-569. Disponible en: https://www.annualreviews.org/doi/abs/10.1146/annurev-psych-120710-100452
Salinas, A.; Chandía, E. & Rojas, D. (2017). Validación de un instrumento cuantitativo para medir la práctica reflexiva de docentes en formación. Revista Estudios Pedagógicos, XLIII (1), 289-309. Disponible en: https://scielo.conicyt.cl/pdf/estped/v43n1/art17.pdf
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think In Action. London, New York: Basic Books.
Sobral, D. T. (2001). Medical Students’ Reflection in Learning in Relation to Approaches to Study and Academic Achievement. Medical Teacher, 23 (5), 508-513. DOI: 10.1080/01421590120042973
Solís, M. C.; Núñez, C.; Contreras, I.; Rittershaussen, S.; Montecinos, C. & Walker, H. (2011). Condiciones de la formación práctica de los futuros profesores. Estudios Pedagógicos (Valdivia), 37, 127-147. Disponible en: https://scielo.conicyt.cl/pdf/estped/v37n1/art07.pdf
Sparks-Langer, G. M.; Simmons, J. M.; Pasch, M.; Colton, A. & Starko, A. (1990). Reflective Pedagogical Thinking: How Can We Promote It and Measure It? Journal of Teacher Education, 41 (5), 23-32. doi: 10.1177/002248719004100504
Cómo citar
Salinas-Espinosa, Álvaro L., Rozas-Assael, T., Cisternas-Alarcón, P., & González-Ugalde, C. (2019). Factores asociados a la práctica reflexiva en estudiantes de pedagogía. Magis, Revista Internacional De Investigación En Educación, 11(23), 95–114. https://doi.org/10.11144/Javeriana.m11-23.fapr
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