Identidad reflexiva docente de estudiantes de profesorado al evaluar una práctica educativa

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DOI:

https://doi.org/10.21703/rexe.v22i49.1697

Abstract

This study identifies and describes forms of reflective student teachers’ positioning at the end of an intervention-inquiry and recognizes the predominate shared positions in the group of participants. This was a mixed type research based on a phenomenographic approach and it involved 31 student teachers belonging to a pedagogical program in Physical Education at the university in the south of Chile. The information was collected through two instruments: a report and an interview, for applied the content analysis in two moments. The first analysis was to create inductive categories to represent the self positions. The second analysis was done to obtain frequencies of predominant positions. We identified 15 different ways of self-positioning distributed in six dimensions. Two positions were predominant: To omitting the analysis to reflect and, assume an open emotional awareness. The positions shared by the participants provide a background of the teachers’ reflexive identity in a training program of Physical Education.

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Author Biographies

Brenda Lara-Subiabre, Universidad de Los Lagos

Psicopedagoga, Magíster en Ciencias de la Educación. Académica del Departamento Ciencias de la Actividad Física. Áreas de investigación: Identidad reflexiva docente, reflexión pedagógica, formación de estudiantes de profesorado.

Andrea Vargas Fajardo, Universidad Autónoma de Barcelona

Doctora en Psicología de la Educación por la Universidad Autónoma de Barcelona. Máster en educación con énfasis en gestión y evaluación educativa. Docente universitaria y asesora académica para instituciones educativas. Experiencia en diseño, implementación, seguimiento y evaluación de proyectos pedagógicos. Becaria del programa Pasaporte a la ciencia: Foco-sociedad, retos país. Colciencias-Departamento Administrativo de Ciencia y Tecnología e innovación No.0211128809-0-2018. Becaria de Colfuturo. No. 52805749-2018.

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Published

2023-07-31

How to Cite

Lara-Subiabre, B., & Vargas Fajardo, A. (2023). Identidad reflexiva docente de estudiantes de profesorado al evaluar una práctica educativa. REXE- Revista De Estudios Y Experiencias En Educación, 22(49), 160–176. https://doi.org/10.21703/rexe.v22i49.1697

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