Identidad reflexiva docente de estudiantes de profesorado al evaluar una práctica educativa
DOI:
https://doi.org/10.21703/rexe.v22i49.1697Abstract
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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