Práctica reflexiva como estrategia docente para el desarrollo de competencias en educación básica: Revisión sistemática
Reflective practice as a teaching strategy for the development of competencies in basic education: Systematic reviewBarra lateral del artículo
Contenido principal del artículo
La reflexividad va enfocada a conseguir la integración entre teoría y práctica, con el contexto del aula y del centro educativo. por lo tanto, el objetivo del estudio fue analizar la práctica reflexiva como estrategia docente para el desarrollo de competencias en educación básica. Como metodología se llevó a cabo una revisión sistemática, en bases de datos Scielo y Scopus desde enero de 2015 hasta julio de 2023, guiado por criterios de selección. Como resultados se identificaron un total de 940 artículos que luego de aplicar los criterios de inclusión y exclusión, permitió un total de 12 documentos para el análisis respectivo. Como conclusión se resalta que la práctica docente influye significativamente en la contribución en las habilidades reflexiva, favorece la conciencia sobre el ejercicio docente, mejora el ambiente laboral y promueve el aumento del control sobre las emociones.
Reflexivity is focused on achieving the integration between theory and practice, with the context of the classroom and the educational center. therefore, the aim of the study was to analyze reflective practice as a teaching strategy for the development of competencies in basic education. As methodology, a systematic review was carried out in Scielo and Scopus databases from January 2015 to July 2023, guided by selection criteria. As results, a total of 940 articles were identified, which after applying the inclusion and exclusion criteria, allowed a total of 12 documents for the respective analysis. In conclusion, it is highlighted that teaching practice significantly influences the contribution of reflective skills, favors awareness of the teaching practice, improves the work environment and promotes increased control over emotions.
Descargas
Detalles del artículo
Albin-Clark, J. (2020). ‘I felt uncomfortable because I know what it can be’: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers. Contemporary Issues in Early Childhood 21(1), 20–32. https://doi.org/10.1177/1463949118805126
Anijovich, R., y Capelletti, G. (2018). La práctica reflexiva en los docentes en servicio. Posibilidades y limitaciones. Espacios en blanco. Serie indagaciones 28(1), 74-82. https://www.redalyc.org/articulo.oa?id=384555587005
Asakura, K. (2023). Toward a Critical Approach to Simulation-Based Social Work Education: Guidelines for Designing Simulated Client Case Scenarios. Journal of Social Work Education, 60(1), 102–114. https://doi.org/10.1080/10437797.2023.2203213
Bates, G., Le Gouais, A., Barnfield, A., Callway, R., Hasan, M. N., Koksal, C., Kwon, H. R., Montel, L., Peake-Jones, S., White, J., Bondy, K., y Ayres, S. (2023). Balancing Autonomy and Collaboration in Large-Scale and Disciplinary Diverse Teams for Successful Qualitative Research. International Journal of Qualitative Methods 22, 1-15. https://doi.org/10.1177/16094069221144594
Belford, N., Tudball, L., y Kewalramani, S. (2020). Research-informed ‘immersive’ professional learning with pre-service teachers in schools. Cogent Education, 7(1), 1-19. https://doi.org/10.1080/2331186X.2020.1733223
Campbell, B. (2023). Belonging in Entrepreneurship: The Cascading Benefits of the Accelerator Rap Approach. En J. H. Block, J. Halberstadt, N. Högsdal, A. Kuckertz, & H. Neergaard (Eds.), Progress in Entrepreneurship Education and Training: New Methods, Tools, and Lessons Learned from Practice (pp. 465–475). Springer International Publishing. https://doi.org/10.1007/978-3-031-28559-2_30
Cascante, N. y Villanueva., L. (2020). Formación docente en didáctica universitaria en la pandemia: Entre la reflexión pedagógica y la instrumentalización. InterCambios. Dilemas y transiciones de la Educación Superior 7(2), 1-10. https://doi.org/10.2916/inter.7.2.11
Cerecero, I. (2021). Práctica reflexiva mediada para docentes de inglés en educación preescolar y primaria. Zona Proxima (34), 22–48.
Dinham J., Chee Choy S., Williams P., y Sau Ching Yim J. (2020). Effective teaching and the role of reflective practices in the Malaysian and Australian education systems: a scoping review, Asia-Pacific Journal of Teacher Education, 49(4), 435-449. DOI:10.1080/1359866X.2020.1824267
Faller, P., Lundgren, H., y Marsick, V. (2020). Overview: Why and How Does Reflection Matter in Workplace Learning? Advances in Developing Human Resources 22(3), 248–263. https://doi.org/10.1177/1523422320927295
Ferreira, H., Patton, K., y Parker, M. (2022). From isolation to collaboration: development of a community of physical education teachers in pandemic times. Movimento 28, 1-19. DOI:10.22456/1982-8918.127470
Gindin, E., van Steenbergen, M., y Gleddie, D. L. (2021). Strangers No More: Collaborative Inquiry through Narrative as Teacher Reflective Practice. LEARNing Landscapes 14(1), 83–95. https://doi.org/10.36510/LEARNLAND.V14I1.1044
Gómez, L., y Valdez, M. (2019). The Evaluation of Teacher Performance in Higher Education. Journal of Educational Psychology 2(7), 499-515. https://files.eric.ed.gov/fulltext/EJ1220554.pdf
Hamel C., y Viau-Guay A. (2019). Using video to support teachers’ reflective practice : A literature review. Cogent Education 6(1), 1-14. https://doi.org/10.1080/2331186X.2019.1673689
Hu, D., Yuan, B., Luo, J., y Wang, M. (2021). A review of empirical research on ICT applications in teacher professional development and teaching practice. Knowledge Management & E-Learning 13(1), 1–20. https://doi.org/10.34105/j.kmel.2021.13.001
Kaldi, S., y Zafeiri, S. (2023). Identifying reflective modes in pre-service teachers’ written reflections on the implementation of project-based learning during the school practicum. Frontiers in Education 7, 1-13. https://doi.org/10.3389/feduc.2022.1072090
Lizana, A., y Burgos, A. (2022). El estudio de la práctica reflexiva y la labor tutorial en el proceso de formación docente. Revista electrónica interuniversitaria de formación del profesorado 25(2), 93-112. https://dialnet.unirioja.es/servlet/articulo?codigo=8420124
Lorencová, H., Jarošová, E., Avgitidou, S. y Dimitriadou, C. (2019). Critical thinking practices in teacher education programmes: a systematic review, Studies in Higher Education 44(5), 844-859. DOI:10.1080/03075079.2019.1586331
Marshall T., Keville S., Cain A. y Adler J. (2021) On being open-minded, wholehearted, and responsible: a review and synthesis exploring factors enabling practitioner development in reflective practice, Reflective Practice, 22(6), 860-876, DOI: 10.1080/14623943.2021.1976131
Marqués, M., Molina, F., Gómez, V. de L., y Angulo, M. (2021). Contarte. Una sistematización de la práctica reflexiva entre docente y amiga crítica. Estudios pedagógicos (Valdivia) 47(2), 137–159. http://dx.doi.org/10.4067/S0718-07052021000200137
McChesney, K., y Cross, J. (2023). How school culture affects teachers’ classroom implementation of learning from professional development. Learning Environments Research 26, 785–80. https://doi.org/10.1007/s10984-023-09454-0
Mikhailova, A. M., y Pinskaya, M. A. (2022). Practices That Change Teachers’ Beliefs: Use of ICT for the Development of Critical and Creative Thinking at School. Psychological Science and Education 27(6), 36–45. DOI: https://doi.org/10 .17759/pse.2022270603
Montserrat, M., Caldarola, C., y Llera, M. (2021). Un proceso de innovación colaborativa institucional a través de la práctica reflexiva: El caso del proyecto “Innovate” de Apdes. Zona Próxima, 34, 139–162. https://doi.org/10.14482/zp.34.371.12
Netto, L., y Silva, K. L. (2018). Reflective practice and the development of competencies for health promotion in nurses’ training. Revista da Escola de Enfermagem da USP (52), 1-9. https://doi.org/10.1590/s1980-220x2017034303383
Pellerin, M., y Paukner, F. (2015). Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers. REDIE 17(3), 46-60. http://redie.uabc.mx/vol17no3/contents-pellerin-paukner.html
Peña, R., Pérez, M., y Peña, E.(2021). Formación docente, práctica docente y práctica reflexiva: Un reto de formación en las instituciones docentes del nivel superior. Dilemas contemporáneos: educación, política y valores 9(1), 1-20. https://doi.org/10.46377/dilemas.v9i1.2825
Reis D., de Oliveira A., Fritsch, A., Zouch, J., Ferreira, J., Cunha, J. (2023). Usefulness of machine learning softwares to screen titles of systematic reviews: a methodological study. Syst Rev 12, 68 https://doi.org/10.1186/s13643-023-02231-3
Russell, T. (2018). A teacher educator’s lessons learned from reflective practice. European Journal of Teacher Education 41(1), 4–14. https://doi.org/10.1080/02619768.2017.1395852
Schön, D. (1998). El profesional reflexivo. Cómo piensan los profesionales cuando actúan. Barcelona: Ediciones Paidos.
Zaji?, J., Mamutovi?, A., y Maksimovi?, J. (2021). The Role of Action Research in Teachers’ Professional Development. International Journal of Cognitive Research in Science, Engineering and Education 9(3), 301–317. https://doi.org/10.23947/2334-8496-2021-9-3-301-317