Práctica docente reflexiva como estrategia para el fomento de las innovaciones en los centros escolares

Marcela Brevis Yeber*, Oscar Mas Torello, Carmen Ruiz Bueno

*Corresponding author for this work

Research output: Contribution to journalArticleResearchpeer-review

2 Citations (Scopus)

Abstract

Reflective teaching practice is considered a significant strategy to promote innovation projects in educational centers and improve students learning. The aim of this article is to analyze the relationship between the development of a reflective teaching practice and the promotion of educational innovation. For this purpose, a mixed methodology with an exploratory-descriptive scope and cross-sectional data collection were followed. The quantitative aspect took into account the vision of classroom teachers and head teachers (n=123) from five Chilean schools, who expressed their opinions in an ad hoc questionnaire. On the other hand, regarding the qualitative aspect, there were conducted semi-structured interviews with 18 classroom teachers and head teachers from the centers involved in this research. For their stories, it was carried out a content analysis, which allowed identifying patterns, convergent and divergent topics, considering the school context as a reference framework. The results reveal an association between a reflective teaching practice, in which teachers incorporate into their work, elements and practices associated with a level of critical reflection, and their participation in educational innovation projects
Original languageSpanish
Pages (from-to)269-287
Number of pages19
JournalLogos: Revista de Linguistica, Filosofia y Literatura
Volume32
Issue number2
DOIs
Publication statusPublished - 30 Dec 2022

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