Análisis de la reflexión de profesores de Biología en formación desde una perspectiva rizomática
DOI:
https://doi.org/10.21703/rexe.v23i51.2078Keywords:
Teaching reflection; trainee teacher; teaching; biology; rhizomeAbstract
Teaching and reflection on it are complex cognitive activities. For this reason, it is necessary to explore new theoretical and methodological frameworks that address this complexity. That is why it is important to begin to abandon the status quo of binary understandings, which prevents notices the subtle configurations of thought and teaching actions. In this plane, research with a rhizomatic approach of a single case study was developed with two Biology teachers the training for a study continuation program, who individually and as a pair, reflect on one of their teaching explanations. The results indicate that teaching reflection is a rhizomatic activity; flexible and open, wandering through related ideas -assemblies-, decentralized and not hierarchical. Additionally, we show that individual reflection is descriptive and allows teachers to be situated. Meanwhile, reflection as a pair offers greater conditions to elaborate causal foundations, being the projection of the study under the rhizomatic theoryDownloads
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