Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This research focused on finding the relevance of the combination of elements as support for active and experienced teachers to carry out reflective practice cycles applied to their own work as a means of improving and evaluating it.Three foundations for the proposal were taken as a starting point: 1) The dialogical relationship between theory and practice, 2) some models and characteristics of reflexive practice mentioned by different authors; and 3) the relevance and support of mediation.At first, the importance of theory and practice for the analysis of teaching work is exposed, followed by some of the main characteristics of reflexive practice; some relevant notes on the sociocultural theory of Vygotsky, the mediation and the model proposed by Engeström related to the theory of activity; as well as the presentation of certain representative models of reflective practice, resulting in the proposal of a new model that we have called Mediated Reflective Practice, summarizing the elements that constitute it and its conceptualization.The model was applied to language teachers through a workshop and the follow-up of records and observations of their practice in a period of two months. Time during which the teachers had the opportunity to interact and carry out each of the stages of the model, which are divided into three: knowledge, meaning and resignification, being accompanied by a mediator and their peers.Among the results, it is highlighted the importance of the participation of a mediator that supports this process and the commitment of the teachers to carry it out, recognizing that the experiences and knowledge of teachers can be shared and documented, arising the possibility of finding new assumptions to be tested.

Each of the world forums of education from Jomtiem, Thailand (1990), to Incheon, Republic of Korea (2015), have a fundamental objective which is the improvement of the quality of education, which requires substantive changes in teacher education that produce a series of competences for its professionalization.Professionalizing a teacher acquires a connotation of autonomy, expert knowledge and ability to build his own knowledge from his experience, a critical stance is assumed in the process of training and professionalisation where the development of a reflexive practice (RP), is required.The purpose of this scientific article is to communicate the process and results of an action research, from the diagnosis, design and implementation of intervention that consisted of a workshop based on the paradigm of reflexive practice for postgraduate teachers and finally the results of the evaluationThe theoretical reference was framed in authors that have contributed in the conceptual, methodological and technical issue in the field of reflexive practice, like Philippe Perrenoud, Donald Shön, Christopher Day, Kolb, J. Elliot, Domingo and Gómez, among others.

Although death is a part of live and is an unavoidable reality that we all encounter at some point, it has not yet been able to naturalize and it is still a fact that provokes anxiety and fear. Currently, death is a reality that teachers must be able to address in the classroom. In this sense, this paper analyses the degree of anxiety towards death for 64 undergraduate students carrying out a degree of Primary Education. The study makes use of the DAI questionnaire (Death Anxiety Inventory).The results show that most of the interviewees show considerable anxiety regarding this situation. These results coincide with contributions from previous studies with other populations that consider including a university education focused on the pedagogy of death, in order to reduce the levels of anxiety and provide tools that will make our teachers more competent in grieving processes in school settings.

There were two objectives stated in this research carried out at the Law Faculty at Buenos Aires University:1) Relieve and systematize the critical incidents posed by the students who study to became teachers in Legal Sciences in order to generate knowledge about the contents of the reflections that are produced from it.2) Propose strategies for analyzing critical incidents that contribute to the development of reflective processes of the students of the teaching staff, in correspondence with the international theoretical advances in this sense.The methodology used is qualitative, focused on the analysis of reflections of future teachers about their practices through work devices within a teacher training program.In this study, 30 critical incidents that constitute the units of analysis were analyzed. The material collected belongs to the lawyers who studied Teaching Residence during 2011 and 2013 in the Law Faculty at Buenos Aires University.

En este artículo se revisa el concepto del coaching entendido como una herramienta de desarrollo personal cuya base es el acompañamiento y cuya finalidad es construir cambios y mejoras encaminados a la consecución de unos objetivos planteados. Si nos centramos en educación los objetivos estarán relacionados con el proceso de enseñanza-aprendizaje y los obstáculos serán aquellos relacionados con las dificultades que podemos encontrar en este proceso.Se revisan, así mismo, experiencias en el entorno educativo universitario que han arrojado resultados positivos en el rendimiento de los estudiantes, en su competencia de autogestión, en su motivación hacia los estudios y en su autonomía para identificar y seleccionar estrategias para avanzar en sus objetivos académicos y profesionales. En esta revisión queda patente que es en entornos de enseñanza-aprendizaje virtuales donde los estudiantes necesitan un apoyo más transversal, directo y personal que el prestado por el profesorado en cada una de sus materias. Esto puede deberse a que el perfil de estudiante de esta modalidad, adulto trabajador, necesita un acompañamiento más intenso para poder afrontar con éxito la incertidumbre del entorno, la soledad, la conciliación de sus diferentes responsabilidades, la gestión del tiempo y la actualización de sus competencias académicas y digitales.En este sentido, la Universidad Internacional de Valencia se suma, con su experiencia de coaching entre sus estudiantes de primer curso de grado, a una de las innovaciones más directamente relacionadas con la generación de espacios de guía, orientación y acompañamiento al alumnado en entornos virtuales de aprendizaje. Innovación que guarda una relación directa con la mejora del rendimiento de los estudiantes, el desarrollo de competencias, la motivación y, por tanto, la persistencia en los estudios.

Ethics is a dimension and of interest to contribute to developing competences in students. This dimension linked to interculturality allows students an adequate background to face the information age (Merryfield, 2003, Nieto & Bode, 2008, Wasell & Crouch, 2008). This project consisted on the creation of a virtual classroom that allowed to bring together a multidisciplinary group of students from different universities in the world, with varied cultural contexts, to work as a team.Through a transversal element such as ethics, the participants had the opportunity to reflect on different cultural aspects. The shared activity allowed observing the impact that international experiences and virtual intercultural interaction have on the perception of cultural intelligence that students have of themselves.

The objective of this article is to reflect on the impact that reflective pedagogical innovation in professional learning communities has on institutional teacher training, in our case, through a quantitative and qualitative analysis and evaluation, which we carry out of the opinions expressed by users of the Teachers Pro online platform, and which we present as results of the development and application of this platform, considered as a tool for professional development that adapts to and responds to the educational training needs, both individual and institutional, and which seeks creation and development of professional teacher learning communities, made up of all its users.For this we start from the idea of reflective pedagogical innovation, because we believe that it should be the essence and basis on which the organization and operation of educational institutions is based, as a means of guaranteeing that their educational purposes and the collective actions that they are made to achieve their objectives, be the compass that guides the ship from a collective innovative, creative, responsible, committed and systematic pedagogical action of all its members, offering the most appropriate response that, in every moment and context, a society demands due to its global, interconnected and dynamic nature.

The pedagogical didactic work, at the university level, which is carried out using technological tools and applications, leads us to be aware of new ways of generating knowledge as well as to modify the conceptions of the teaching-learning process. This methodology requires the active involvement of students in the construction of knowledge in an individual and collaborative way since intellectual, technical and emotional skills come into play. The current knowledge society invites us to change university practices thinking mainly of the person who learns, seeking to prepare it for a world in permanent change. Multiple competencies are required as well as flexibility and availability to collaborate with others in a work environment that demands lifelong training. The qualitative research presented here has been developed from a phenomenological methodology that consists of the study of meanings and understandings of the learning practices achieved with the design of individual Googlesites by a group of students. Participant observation and semi-structured interviews have been used to assess metacognitive products and processes. The group has been constituted by a total of 25 students belonging to the International University of Valencia (VIU), who have been selected intentionally. The results are very interesting because of the experience and quality of their productivity. They value the tool as an effective opportunity to learn by doing and recognize their willingness to apply it in other studies and future work with elementary students.

Starting from the author’s doctoral research carried out with students in the Practicum to get their Early Childhood and Primary Education Degree at the Education School of the International University of Catalonia, as well as the author’s subsequent experience in the field of Reflective Practice, the research study has the aim of highlighting the importance of reflective practice and the training of reflective teachers in order to improve the classroom management and facilitate the resolution of problems that arise through an analysis in which theory and practice are integrated.The research began with its corresponding contextualization and the creation of a proposal of the R5 Method of Reflective Practice, which was applied and valued by students of the Practicum under the supervision of their teacher-tutors, which allowed to collect and analyze data under the headings of Reflective Training, Articulation of Theory and Practice, R5 Method and the Use of a Portfolio. The results were favorable showing that the Reflective Practice through the R5 Method and the other elements mentioned, contribute to the development of the reflexive capacity of those who apply them by improving their teaching professionalization.