This research reviews the importance of reflection in teaching practices in initial teacher-training programs and focuses on the development of the "becoming teacher's diary" developed in the primary teaching career at Pontificia Universidad Catolica de Valparaiso. The aim is to characterize the pedagogical reflection written by freshmen in their diaries, identifying the use made of it, kind and nature of the pedagogical reflection. The methodological approach is part of the interpretive paradigm, based on the Discourse Analysis, in which categories are established a priori (top down) supported in the literature on the subject, and the analysis consolidated categories a posteriori (button up), which emerged from the units of meaning provided by the analyzed texts, a technique known as inductive deductive. The total study sample corresponded to 50 diaries. The main findings of the study reveal critical points in the development of writing for pedagogical reflection, among which it stands out the mainly descriptive orientation and a type of reflection that does not reach deep levels. Likewise, the nature of reflection is different, however, it is possible to identify recurring topics that are presented throughout the day, but have preliminary biases regarding the teacher's professional identity.
|Translated title of the contribution||Writing for pedagogycal reflection: Role and function of the in-training Teacher's diary in the initial practice|
|Number of pages||16|
|State||Published - 1 Jan 2017|