El papel de la reflexión crítica en la construcción de conocimiento práctico docente

  1. Mena Marcos, Juan José
  2. García Rodríguez, María Luisa
Revue:
Tendencias pedagógicas

ISSN: 1133-2654

Année de publication: 2013

Número: 22

Pages: 197-210

Type: Article

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Résumé

It is largely assumed in educational research that adopting a critical awareness (i.e. being able to provide socio-political explanation for events) willbe more effective for scrutinizing teaching action than teachers� habitualthinking (giving accounts of events) or teachers� descriptive reflection (givingpersonal justifications for events) because it provides richer understandings. However, it still remains unclear to what extent critical awareness assists teachers in constructing new situational knowledge, which, in the end,constitutes the ultimate promise of teacher reflection.In this study we attempt to describe the practical knowledge studentteachers show in classroom and to examine whether adopting a critical stancehelps teacher to infer (1) more practical and (2) better quality knowledge (i.e.being precise).One hundred and four preservice teachers, who worked in 73 differentschools, participated in the study. Under supervision of their collaborative teachers, they wrote a report about their teaching. Reports were contentanalyzedfollowing propositional analysis.The findings showed that practical knowledge varies in several degrees of complexity and that critical reflection does not always guarantee the production of more and better local kowledge. This implies that adopting a critical attitude does not necessarily imply a more effective way of redescribing practice than other sorts of thinking.

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