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Si us plau utilitzeu sempre aquest identificador per citar o enllaçar aquest document: https://hdl.handle.net/2445/131317
El interpensamiento en la práctica reflexiva conjunta entre una formadora y una docente de ELE noveles
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La práctica reflexiva se muestra como un modelo adecuado para la formación de profesores de idiomas autónomos, críticos y reflexivos sobre su propia práctica. En los últimos años ha crecido el interés
académico sobre este modelo y sus beneficios en la práctica docente, y con él la necesidad de valorar
también las dificultades para su aplicación fuera del ámbito formativo. En este proceso de aprendizaje
reflexivo se erige como pilar fundamental el diálogo con compañeros y formadores mediante el cual
pensamos y aprendemos de forma conjunta o interpensamos (Mercer, 2001). En este estudio indagamos
en estos procesos de práctica reflexiva individual y conjunta con el doble objetivo de observar los
procesos de la conversación que promueven la reflexión y generan el interpensamiento entre una docente
de ELE y una formadora, ambas noveles, enmarcada en un contexto informal de mentoría, y de identificar
los beneficios y las dificultades de esta experiencia de aprendizaje a partir de la perspectiva de la docente.
Para ello se han llevado a cabo dos ciclos reflexivos: el individual de la docente y el conjunto de la
docente y la formadora, y se han analizado los encuentros realizados mediante la técnica de recuerdo
estimulado, así como las entrevistas de cierre de ambos ciclos. Los resultados muestran la pregunta, la
observación, la propuesta y la reflexión como mecanismos favorables para promover la reflexión de la
docente, así como la necesidad de incorporar y sistematizar en la práctica profesional un modelo de
aprendizaje reflexivo que pueda conciliarse con una carga laboral del docente por lo común excesiva. Los
resultados aconsejan introducir procesos de práctica reflexiva conjunta, que se muestran esenciales en la
construcción conjunta de conocimiento.
Reflective practice is seen to be an appropriate approach in the training of autonomous, critical and reflective language teachers. In recent years the academic interest in the benefits to teaching practice of taking such an approach has grown significantly - as, concomitantly, has the need to assess the difficulties faced upon when applying this approach to professional practice. In this reflective learning process, dialogue with colleagues and trainers becomes essential, as it is through this dialogue that we think and learn together or interthink (Mercer, 2001). In this study we investigate reflective practice, in both its individual and joint aspects. The purpose is twofold: to observe the processes in the conversation between a novice teacher and a novice teacher trainer which encourage reflection and generate interthinking in an informal mentoring context; and to identify the benefits and drawbacks of this reflective learning experience from the teacher’s own perspective. For these purposes two reflective cycles were performed: the teacher’s individual cycle; and the teacher and teacher trainer’s joint cycle. Through these cycles, analyses were carried out of both the mentoring sessions conducted using stimulated recall, and the interviews done at the end of both cycles. The findings of this study show that question, observation, proposal and reflection proved useful in encouraging the teacher’s own reflection, and also demonstrate the need to include, integrate and systematize reflective practice processes within the teacher’s existing professional practice. This should be supplemented by joint reflective practice processes, which are seen to be essential for the joint creation of knowledge.
Reflective practice is seen to be an appropriate approach in the training of autonomous, critical and reflective language teachers. In recent years the academic interest in the benefits to teaching practice of taking such an approach has grown significantly - as, concomitantly, has the need to assess the difficulties faced upon when applying this approach to professional practice. In this reflective learning process, dialogue with colleagues and trainers becomes essential, as it is through this dialogue that we think and learn together or interthink (Mercer, 2001). In this study we investigate reflective practice, in both its individual and joint aspects. The purpose is twofold: to observe the processes in the conversation between a novice teacher and a novice teacher trainer which encourage reflection and generate interthinking in an informal mentoring context; and to identify the benefits and drawbacks of this reflective learning experience from the teacher’s own perspective. For these purposes two reflective cycles were performed: the teacher’s individual cycle; and the teacher and teacher trainer’s joint cycle. Through these cycles, analyses were carried out of both the mentoring sessions conducted using stimulated recall, and the interviews done at the end of both cycles. The findings of this study show that question, observation, proposal and reflection proved useful in encouraging the teacher’s own reflection, and also demonstrate the need to include, integrate and systematize reflective practice processes within the teacher’s existing professional practice. This should be supplemented by joint reflective practice processes, which are seen to be essential for the joint creation of knowledge.
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Treballs Finals del Màster de Formació de Professor d'Espanyol com a Llengua Estrangera, Facultat d'Educació, Universitat de Barcelona, Curs: 2013-2015, Tutor: Joan-Tomàs Pujolà
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NOVILLO NAVARRO, Paula. El interpensamiento en la práctica reflexiva conjunta entre una formadora y una docente de ELE noveles. [consulta: 21 de gener de 2026]. [Disponible a: https://hdl.handle.net/2445/131317]