Autorreflexión en la trayectoria docente: propuesta para su desarrollo desde el modelo SIC
Date
2021-10-22
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Journal Title
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Publisher
Universidad Técnica de Manabí
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2528 - 8075
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Abstract
El artículo aborda los principios fundamentales sobre los que se basa el modelo de autorreflexión SIC (Sentido – Intervención – Cierre). Dicho modelo se sustenta en los aportes teóricos de Zimmerman, fundamentalmente. Este modelo ofrece preguntas orientadoras a partir de tres fases de trabajo para el proceso de autorreflexión en la práctica docente como profesión. A partir de este modelo de carácter cualitativo, se plantea la necesidad de contar con una herramienta más operativa que permita medir desde el punto de vista de los docentes, la autorreflexión teniendo en cuenta varias dimensiones que involucran el saber práctico y la construcción del saber pedagógico en el proceso docente. Dicho instrumento ha sido confeccionado a partir de la experiencia de las autoras y la revisión bibliográfica, el que se ha validado en diversas instancias formativas.
The article develops the fundamental principles on which the SIC (Sense - Intervention - Closure) self-reflection model is based. This model is based mainly on the theoretical contributions of Zimmerman. This model offers guiding questions related to the three self- reflextion phases in teaching practice as a profession. Based on this qualitative model, the need arises for a more operational tool that allows measuring self-reflection from the teachers' point of view, taking into account several dimensions that involve practical knowledge and construction of pedagogical knowledge in the teaching process. This instrument has been prepared based on the experience of the authors and the bibliographic review, which has been validated in various formative instances.
The article develops the fundamental principles on which the SIC (Sense - Intervention - Closure) self-reflection model is based. This model is based mainly on the theoretical contributions of Zimmerman. This model offers guiding questions related to the three self- reflextion phases in teaching practice as a profession. Based on this qualitative model, the need arises for a more operational tool that allows measuring self-reflection from the teachers' point of view, taking into account several dimensions that involve practical knowledge and construction of pedagogical knowledge in the teaching process. This instrument has been prepared based on the experience of the authors and the bibliographic review, which has been validated in various formative instances.
Description
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Citation
Recus, Vol.6 No.2, mayo–agosto (2021) p. 17-24
Keywords
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Atribución-NoComercial-CompartirIgual 3.0 Chile (CC BY-NC-SA 3.0 CL)