Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
Teachers’ Attitudes towards Reflective Teaching: Evidences in a Professional Development Program (PDP)
Actitudes de los profesores hacia la enseñanza reflexiva: evidencias en un programa de desarrollo profesional (PDP)
Keywords:
Reflective teaching, reflective thinking skills, professional development program, teaching practice (en)Enseñanza reflexiva, habilidades de pensamiento reflexivo, programa de desarrollo profesional, práctica docente (es)
Downloads
Reflective teaching is a paradigm that dominates teacher education around the world and most professional development programs include it as a way to improve teachers’ practice. As a teacher educator I am aware of the importance reflective teaching (RT) has on teachers’ professional development. This article reports a research experience with two in-service teachers of English enrolled in a professional development program at a public university in Bogotá who initiated a reflective teaching process through the development of reflective thinking skills. Data were gathered through interviews, observation, videotaping, questionnaires and a diary. Findings showed some teachers’ attitudes towards RT, the possible factors that might have stimulated and lessened reflection, and some of the changes observed in their teaching practice.
La enseñanza reflexiva es un paradigma que domina la educación de docentes en el mundo y la mayoría de programas de desarrollo profesional (PDP) la incluyen como una manera de mejorar la práctica de los docentes. Como docente educadora, soy consciente de su importancia en el desarrollo profesional. Este artículo describe una experiencia investigativa con dos profesores de inglés participantes en un PDP en una universidad pública en Bogotá, quienes iniciaron un proceso de reflexión sobre su práctica docente mediante el desarrollo de habilidades de pensamiento reflexivo. Los datos se recolectaron mediante entrevistas, observación, video grabación, cuestionarios y un diario. Los resultados mostraron algunas actitudes de los docentes hacia la enseñanza reflexiva, los posibles factores que pudieron estimular e inhibir la reflexión y algunos cambios en su práctica docente.
References
Cárdenas, M. L. (2004). Las investigaciones de los docentes de inglés en un programa de formación permanente. Íkala, Revista de lenguaje y cultura, 9(15), 11-41.
Chant, R.H., Heafner, T.L., & Bennett, K.R. (2004).
Connecting personal theorizing and action research in pre-service teacher development. Teacher Education Quarterly, 31(3), 25-42.
Clavijo, A. (1998). Teachers’ life histories: An important input in the formation of teachers’ beliefs. Colombian Applied Linguistics journal, 1(1), 3-20.
Clavijo, A., Guerrero, C. H., Torres, C, Ramírez, M, & Torres, E. (2004). Teachers acting critically upon the curriculum: Innovations that transform teaching. Íkala, Revista de lenguaje y cultura, 9(15), 11-41.
Colombia. Ministerio de Educación Nacional [MEN]. (1994). Ley General de Educación 115. Bogota: Author.
Covey, S. (1989). Seven habits of highly effective people. New York: Simon & Schuster.
Dewey, J. (1933). How we think. Boston: D.C. Heath & Co.
Ghaye, A. & Ghaye, K. (1998). Teaching and learning through critical reflective practice. London: Cassell.
McNulty, F. & Quinchia. D. (2007). Designing a holistic professional development program for elementary school English teachers in Colombia. PROFILE, 8, 131-143.
Price, J. R. (1992). The teacher career cycle: Development and validation of research instruments. Paper presented at the annual meeting of the American Educational Research Association, San Francisco.
Richards, J.C. (1987). The dilemma of teacher education in TESOL. TESOL QUATERLY, 21(2), 209-226.
Richards, J.C. (1999). Language teaching awareness. Cambridge: Cambridge University Press.
Richards, J. & Lockhart, C. (1996). Reflective teaching in second language classrooms. Cambridge: Cambridge University Press.
Richardson, V. (1994). Teacher change and the staff development process. New York and London: Teachers College, Columbia University.
Schön, D. (1987). Educating the reflective practioner. San Francisco: Jossey-Bass.
Smith, M. (1998). Learning to reflect a classroom experiment. The Clearing House magazine, 72(1), 24-28.
Wallace, M.J. (1991). Training foreign language teachers: A reflective approach. Cambridge: Cambridge University Press.
Zeichner, K.M. (1981). Reflective teaching and field-based experience in teacher education. Interchange, 12, 1-22.
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
Article abstract page views
Downloads
License
Copyright (c) 2008 Sonia Jerez Rodríguez
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
