Publication: Procesos reflexivos promovidos en las prácticas escolares de
los alumnos de magisterio
Authors
Vicente Rodríguez, Pedro Simón de ; Moral Santaella, Cristina ; Pérez García, María Purificación
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Publisher
Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
El propósito de esta investigación responde a la preocupación de los autores por
la eficacia del período de prácticas en las Escuelas de Magisterio. 195 estudiantes
para profesor participan en la investigación respondiendo a un cuestionario para
determinar sus percepciones acerca del grado en el que se han sentido estimulados a
hacer uso de un pensamiento reflexivo durante su período de prácticas. Las cuestiones
son agrupadas bajo 4 grandes categorías: 1) pensamiento retrospectivo y predictivo,
2) indagación crítica, 3) habilidades de resolución de problemas y 4) aceptación
y uso del feed-back. Los resultados muestran que los estudiantes perciben que han
recibido un estímulo moderado para la realización de los distintos ítems que corresponden
a las 4 categorías.
The aim of that research fites the authors concem for the efficiency of practice period during student teaching experience. 195 student teaching participate in the investigation answering the questionnaire to determine their perception of the degree to which they were encouraged to use reflective thinking and teaching skills during their student teaching. Questions were clustered under 4 mayor categories of reflective teaching: 1) retrospective and predictive thought, 2) critical inquiry, 3) problemsolving skills, and 4) acceptance and use of feedback. The results show that student teachers perceived moderate encouragement for several items within the 4 clusters.
The aim of that research fites the authors concem for the efficiency of practice period during student teaching experience. 195 student teaching participate in the investigation answering the questionnaire to determine their perception of the degree to which they were encouraged to use reflective thinking and teaching skills during their student teaching. Questions were clustered under 4 mayor categories of reflective teaching: 1) retrospective and predictive thought, 2) critical inquiry, 3) problemsolving skills, and 4) acceptance and use of feedback. The results show that student teachers perceived moderate encouragement for several items within the 4 clusters.
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Citation
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