Classroom Environment in Public Schools: Towards a more Reflective Teaching

Abstract

The primary goal of this paper is to examine the classroom environment in Colombian public schools based on the trainee teachers’ reflective views when undertaking practicum day-to-day experiences during the final stage of their professional studies. The most important theoretical concepts are based on critical thinking, reflective teaching, and classroom management. The method follows the qualitative research approach, catching a deeper comprehension of the classroom as a complex setting where the teaching-learning processes are carried out according to the curriculum guidelines. Through diaries, observations, narratives, interviewsand meaningful strategies, trainee teachers were able to obtain a more in-depth perception to reach a high level of critical reflections in dealing with the most common academic misconduct episodes which perturb a healthy atmosphere inside the classroom. The results are discussed in relation to the most frequent obstacles, the reasons why they emerge and the implications on the school life. Beyond the mechanical task of planning, developing, and evaluating a class, the challenge of helping the most undisciplined students requires a deep process of reflection, critical thinking, and effective solutions in the light of current international theories andnational education policies concerning teacher preparation goals.

Formación docente en el proceso de cambio e innovación en la educación

“…Varios expertos como Apolo et al, ( 2021 2009) plantean la importancia de la formación docente para que exista un buen proceso de innovación como es: a) Brindar oportunidades para que los maestros investiguen y reflexionen sobre los temas relevantes de su materia, estudiantes y el proceso de enseñanza y aprendizaje. Donde el profesional de la enseñanza se convierta en investigador de su trabajo en el aula y analice su efecto y planifique el futuro (Day, 2019;Quintero et al, 2021) y a partir de la observación y la reflexión pueda comprender su gestión de aula (Mérida et al, 2021). b) Preparar docentes para implementar procesos pedagógicos que garanticen en los estudiantes un aprendizaje significativo, a través de "metodologías emergentes (activas y colaborativas), la mentoría, la digitalización de contenidos, la enseñanza virtual, la inserción de competencias transversales, el uso de soportes variados para el apoyo en la enseñanza, los enfoques de género" (Carmona et al, 2021: 11).…”