Progresión del Pensamiento Reflexivo Docente en la Formación Inicial: eje transformador de la Práctica Pedagógica y el desempeño profesional

Abstract

Initial teacher training in Chile is characterized as an educational process that entails the development of a variety of skills during the academic and curricular progress in multiple study programs. Teacher Reflective Thinking is one of them. In this regard, this paper analyzes the main conceptions originated around this ability. It also reasons about the relevance of scaffolding it in future teachers, through conscious and progressive instances throughout the course of Higher Education. In addition, through a historical review of the concept of Reflective Thinking, the paper addresses the impact that the development of this skill generates in the professional performance. Specifically, in the transformation of Pedagogical Practices. It is concluded that its approach should provide adequate conditioning in order to promote it at a staggered, permanent, conscious, and planned level. To this end, each Higher Education Institution has the responsibility to implement in its pedagogy programs an efficient and timely sequence of teaching-learning activities oriented to its development.