Interests and processes of reflection on the practice of expert secondary school teachers
Intereses y procesos de reflexión sobre la práctica del profesorado experto de secundaria
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Today, the world is facing many changes that challenge all educational systems. Therefore, it is essential to ques[1]tion the best ways to teach and learn at this time. In this regard, research in education has shown that reflection on practices is essential for innovation; accordingly, the objective of this study was to listen to the voice of teachers in order to know what they are interested in reflecting on at the pedagogical level and how they do it. To this end, reflective activity was approached from a sociocultural perspective. This was an exploratory qualitative study in which 29 secondary school teachers from the Escuela Tecnológica Instituto Técnico Central, in Bogotá, participated. The results indicated that teachers are interested in reflecting on issues related to their own performance and professional role; in doing so, they use especially experiential and technical knowledge, rather than theoretical knowledge. Differences in interests were also identified according to the academic or technical nature of the subjects they teach, especially those related to evaluation, communication and innovation. The evidence of these aspects allows us to recognize distinctions between areas and, thus, to find alternative ways of generating knowledge.
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