Reflexión pedagógica en base a casos y dominio de lenguaje académico en estudiantes de cuarto año de pedagogía en educación básica

• Autores: Soledad Concha, Carolina Hernández Valbuena, María Francisca del Río, Francisca Romo, Lorena Andrade
• Localización: Calidad en la educación, ISSN-e 0718-4565, Nº. 38, 2013, págs. 81-113
• Idioma: español
• DOI: 10.4067/S0718-45652013000100002
• Títulos paralelos:
  • Case based pedagogical reflection and domain of academic language in preservice teacher education
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Se investigó la capacidad de los estudiantes de Pedagogía en Educación Básica de Santiago para reflexionar pedagógicamente en base a un caso (RPEC) y la relación entre dicha capacidad y el dominio de lenguaje académico. Los participantes observaron un video de una clase de Lenguaje y Comunicación y reflexionaron por escrito respecto de los sustentos teóricos de las decisiones pedagógicas de la profesora, su enseñanza y de las posibles vías de mejoramiento. Los puntajes promedio obtenidos muestran bajos desempeños entre los participantes, quienes no revelaron dominio de la teoría que subyace a la clase observada y recurrieron a explicaciones generales, no técnicas. Los resultados muestran una correlación entre el desempeño en RPEC y la capacidad para organizar un texto sobre la base de conceptos teóricos incluidos en la reflexión escrita solicitada. Esta relación y los resultados obtenidos son analizados en el marco de la formación inicial docente.

  • English

    This study explored the ability of Chilean students of Elementary teaching to produce written case-based teacher reflections (CBTR), and the relationship between that ability and their command of academic terms. Participants watched a video of a Spanish language lesson and reflected about the theoretical basis of the teacher’s pedagogical decisions, her teaching method and ways to improve it. Average outcomes reveal that participants lack domain of the theory behind the observed class and provided common sense, not technical responses. A correlation was found between results in CBTR and participants’ ability to organize a text based on the theoretical concepts involved in the reflection. The results are analyzed within the broader context of initial teaching formation.

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