Exploring Reflective Teaching through Informed Journal Keeping and Blog Group Discussion in the Teaching Practicum

dc.creator	Insuasty Edgar Alirio
dc.creator	Zambrano Castillo Liliana Cecilia
dc.date	2010-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:29:06Z
dc.date.available	2015-07-20T22:29:06Z
dc.identifier	1657-0790
dc.identifier	https://doaj.org/article/af2067b2db964529a21171a7f1c14615
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/22097
dc.description	This article reports the findings of a study which examined how student teachers could be empowered as more reflective practitioners through journal keeping and blog group discussions. It was carried out with six student teachers who developed their practicum over six months. Data were collected through journals, blogs, metaphors, conferences and a questionnaire. The results demonstrated that student teachers enriched their perceptions about what reflective teaching implied. Furthermore, journal keeping was approached as an informed process by virtue of which student- teachers could go beyond the descriptive documentation of what happened in their classes. Their journal entries also revealed reflective references, most of which were mainly focused on evaluating teaching, diagnosing and solving problems. Este artículo reporta los resultados de un estudio que examinó cómo se podía potenciar los practicantes como docentes más reflexivos a través del uso de diarios y discusiones mediante blogs. En el estudio participaron seis practicantes, quienes desarrollaron sus prácticas durante seis meses. Los datos se recogieron a través de diarios, blogs, metáforas, conferencias y cuestionarios. Los resultados demostraron que los practicantes enriquecieron sus percepciones acerca de lo que significa la enseñanza reflexiva. Por otra parte, el diligenciamiento del diario, el cual se hizo como un proceso informado, les permitió ir más allá de una etapa descriptiva y enfocarse en la evaluación del proceso de enseñanza, la identificación y solución de los problemas que surgieron en la clase.
dc.language	English
dc.publisher	Universidad Nacional de Colombia, Facultad de Ciencias Humanas
dc.relation	http://www.revistas.unal.edu.co/index.php/profile/article/view/17682
dc.relation	https://doaj.org/toc/1657-0790
dc.rights	CC BY
dc.source	Profile Issues in Teachers' Professional Development, Vol 12, Iss 2 (2010)
dc.subject	Teaching practicum, reflective teaching, informed diary keeping, group discussions.
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Exploring Reflective Teaching through Informed Journal Keeping and Blog Group Discussion in the Teaching Practicum
dc.type	article