Impact of pedagogical reflection in the teaching practicum from Caquetá practitioners` perspective: a literature review

Abstract

Objective: to take a deep look at the pedagogical reflection experienced in the pedagogical practice of the English Language Teaching (ELT) program at the University of Amazonia, in order to highlight the importance and influence of pedagogical reflection to potentiate the teaching processes -learning of the practitioners. Method: the type of research that was used was qualitative, was carried out through a systematic search allowed to discover twelve (12) studies published from 2009 to 2016, where a series of factors involved in the reflection process emerged; a) skills acquired through reflective practice, b) the strategies used to reflect, c) cultural aspects as predictors for the preparation of both practitioners and classes and d) the implications of the modern world in teaching. Results: The results showed that reflective practice plays an important role when professionals in training begin to explore the educational field because it helps them to be involved in a constant learning process. Conclusion:The research concluded that reflective practice leads practitioners to be critical, authentic, transformers and to be self-aware of the challenges that the educational field brings.Keywords: English language teaching, pedagogical reflection, practitioners, today world, transformative teaching. ResumenObjetivo: Abordar la reflexión pedagógica experimentada en la práctica pedagógica del programa Enseñanza del Idioma Inglés (ELT) en la universidad de la Amazonia, con el fin de resaltar la importancia e influencia de la misma en la potencialización de los procesos de enseñanza-aprendizaje de los practicantes. Método: el tipo de investigación que se utilizó fue cualitativa, la cual se llevó a cabo a través de una búsqueda sistemática y permitió descubrir doce (12) estudios publicados desde 2009 hasta 2016, en los que se hallaron una serie de factores involucrados en el proceso de reflexión; a) habilidades adquiridas a través de la práctica reflexiva, b) las estrategias utilizadas para reflexionar, c) aspectos culturales como predictores para la preparación tanto de los practicantes como de las clases y d) las implicaciones del mundo moderno en la enseñanza. Resultados: Los resultados mostraron que la práctica reflexiva desempeña un papel importante cuando los profesionales en formación comienzan a explorar el campo educativo debido a que les ayuda a involucrarse en un proceso de aprendizaje constante. Conclusión: La investigación concluyó que la práctica reflexiva conlleva a los practicantes a ser críticos, auténticos, transformadores y autoconscientes de los desafíos del campo educativo.Palabras clave: Enseñanza del inglés, reflexión pedagógica, practicantes, mundo actual, enseñanza transformadora.

The role of self-learning in the practical training among preschool teachers

“…The obtained results are consistent with the data on the importance of cognition and understanding of teachers' self for effective self-learning [17]- [19]. The pedagogical reflection is the basis of quality professional development of the employee, so the practice of self-reports is relevant and effective for the development of self-analysis skills [20], [21].…”

Reflective Teaching Perceived and Practiced by EFL Teachers - A Case in the South of Vietnam

“…Besides, research has proved that reflective teachers are likely to be self-efficacious, who tend to "plan more effective lessons, persist when students face challenges, and search extensively for appropriate strategies and materials to improve student achievement" (Baleghizadeh & Javidanmehr, 2014, p.30). In the same line, reviewing the relevant studies on RT published between 2009 -2016, Garzon et al (2018) concluded that "Studies in Colombia, England, Africa, Russia, and Turkey figured out that pedagogical reflection enhances in-service teachers' awareness about their function as teachers. Furthermore, they enrich constantly their teaching process and self-knowledge through reflection.…”

“…However, in Vietnam, reflection has maintained an unexplored area and a novel concept" (p.97). Accordingly, it also renders that a needed systematic inquiry on reflective teaching (RT) has not been established by educators and researchers in this country although RT in nature is one of the core elements for the success of all pedagogies, and it has been widely investigated from various angles and dimensions (see Cirocki & Widodo, 2019;Garzon et al, 2018;Sinno, 2016; for example) in many countries around the world. The first study in Vietnam on RT issues was done by Nguyen et al (2018), examining four teacher educators' reflective stories in Can Tho University, South of Vietnam.…”

Philosophy of Critical Thinking and Reflection in the Axiology of Civil Culture Development

“…Здатність до самодіагностики сформованості певних компетенцій тощо. Проте варто зазначити, що рефлексивне підсилення освітньо-наукового процесу відображено в різних аспектах, в основному педагогічної вітчизняної та закордонної науки (Garzon & Mu, 2018…”