DEVELOPMENT OF REFLECTIVE TEACHERS

DEVELOPMENT OF REFLECTIVE TEACHERS

1. INTRODUCTION

   • -Understood as a training proposal. -Premature transfer to praxis. -General ignorance of its bases. -Little formalization

2. MY TEACHING REFLECTIONS

   • Diagnosis of the practicum
     • -Personal -Curricular and Pedagogical -Institutional -Organizational -Social -Evaluative
       • Weaknesses:
         • - Little impact on reflexivity -Non-professional orientation -Undervaluation
           • The model should promote:
             • - Learn to reflect on your own practice. - Build new knowledge from it.
               • Research objectives:
                 • 1. Better understand the practicum and its current development. 2. Study models on experiential learning that are applicable to practices. 3. Develop a new methodological model for students to use. 4. Experience the model. 5. Collect results from students 6. Evaluate the effectiveness of the designed model.

3. OUTLINE AND DIAGRAM OF THE INVESTIGATION

   • I. Phase 1. Initial or diagnostic. Initial inquiry, hypotheses and objectives.
     • II. Phase 2. Planning and methodological definition. Decision making and research model planning.
       • III. Phase 3. Study and elaboration of the innovative model. Study of theoretical models
         • IV. Phase 4. Experimentation and evaluation of the model. A strategy for the implementation of the r5 method — field work— is designed: collection of results, analysis and interpretation.

4. GENERAL METHODOLOGICAL FRAMEWORK.

   • Empirical Research:
     • - Descriptive. - Evaluative. - Purposeful. -Explanatory.

5. CHARACTERISTICS OF THE INVESTIGATION.

   • I. Oriented to understanding.
     • a) Behavior is questioned. b) Greater emphasis on the particular. c) Addresses a dynamic reality and questions an external one.
       • II. Ethnographic. Description or reconstruction of scenarios.
         • Features:
           • -Holistic, contextual and naturalistic. -Involvement of the researcher in the environment. -Inductive -Phenomenological character.
             • III. Decision-oriented.
               • Priority: Explain, understand and introduce changes.
                 • Evaluative: Confront a paradigm with reality

6. EVALUATIVE RESEARCH

   • Processes for obtaining and analyzing information.
     • Basic characteristics: rigor, systematization and control.
       • a) Ralph Tyler. Forerunner of modern evaluation. Verify the levels of achievement of objectives. b) Robert Stake. It admits subjective approaches. Flexibility in the evaluation process. c) Michel Scriven. Distinction between evaluation objectives and functions. Differentiation between summative and formative evaluation. d) Daniel Stufflebeam. He developed the model C. I. P. P context input process product.