Abstract

ANIJOVICH, Rebeca  and  CAPELLETTI, Graciela. Reflective practice for active teachers. Possibilities and limitations. Espac. blanco, Ser. indagaciones [online]. 2018, vol.28, n.1, pp.75-92. ISSN 1515-9485.

This work is intended to analyze the reflexive practices of active teachers in contexts of formal and informal learning. It is evidenced that as a consequence of a reflective practice, more au-tonomous teachers are promoted. (Liston y Zeichner, 1996; Perrenoud, 2004, Smith, 2011; Domingo Roget, 2014, Anijovich y Cappelletti, 2014, Souto, 2016; Cerecero Medina, 2017). The analysis of different issues regarding teaching and the construction of knowledge about reflective practice at the initial stages and during the teacher training are promoted by training courses, congresses, symposia, conferences, publication of books and websites. Regarding to the topic, how is it possible to know that a teacher reflects on his/her practice? This is an interesting interrogative due to the fact that this reflection is not possible to be seen. Moreover, throughout this piece of work, it is intended to address different proposals for active teachers, in which professional teaching experience, previous knowledge and reflection are seen as a way of articulating theory and practice; that is to say, theoretical knowledge and experiential knowledge. The processes of reflection and systematic re-flective practice will be approached and will be carried out by teachers in service through work with different devices.

Keywords : Reflective practice, educationldevices, teachingtraing/coaching..