| dc.creator |
Edgar Alirio Insuasty |
|
| dc.creator |
Lilian Cecilia Zambrano Castillo |
|
| dc.date |
2010-10-01T00:00:00Z |
|
| dc.date.accessioned |
2015-08-12T11:22:16Z |
|
| dc.date.available |
2015-08-12T11:22:16Z |
|
| dc.identifier |
1657-0790 |
|
| dc.identifier |
https://doaj.org/article/8cad920020de4b2898c1b597df8150d3 |
|
| dc.identifier.uri |
http://evidence.thinkportal.org/handle/123456789/29362 |
|
| 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.<br>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 |
Departamento de Lenguas Extranjeras, Universidad Nacional de Colombia. |
|
| dc.relation |
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902010000200006 |
|
| dc.relation |
https://doaj.org/toc/1657-0790 |
|
| dc.rights |
CC BY |
|
| dc.source |
Profile Issues in Teachers' Professional Development, Vol 12, Iss 2, Pp 87-105 (2010) |
|
| dc.subject |
práctica docente |
|
| dc.subject |
enseñanza reflexiva |
|
| dc.subject |
escritura informada de diarios |
|
| dc.subject |
discusiones a través de blogs |
|
| dc.subject |
Teaching practicum |
|
| dc.subject |
reflective teaching |
|
| dc.subject |
informed diary keeping |
|
| dc.subject |
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 Exploración de la enseñanza reflexiva en la práctica docente a través de la escritura informada de diarios y de discusiones grupales mediante blogs |
|
| dc.type |
article |
|