Reflexive Practices Associated With Teachers’ Pedagogical Use of Ict: A Chilean Case

Abstract

This article discusses the role of reflexion in the process of decision-making of teachers associated with the pedagogical uses of ICT. Drawing on the synergies between Freire's and Dewey's notions of reflexive practice, the presentation reports the theoretical foundations and the preliminary results of a doctoral thesis that explores the phenomenon inside a Chilean school as a model of continuous professional development (CPD). The institution has been conducting a CPD programme based on a social constructivist approach aiming to increase teachers' agency for approximately 10 years. Considering the expectations of institutional policies, as well as different contextual factors that may shape the pedagogical uses of ICT, the study explores the ways in which teachers use the reflexive practice model as a means towards conscious incorporations of technology.

Práctica reflexiva docente como método de investigación aplicada en educación

“…A lo largo del tiempo, el concepto de "práctica reflexiva" se ha fragmentado de manera tal que generalmente se interpreta en la academia y programas de DPD como instancias individuales acotadas sobre una experiencia específica, una unidad lectiva o un uso de TIC particular (Michos et al, 2018;Novoa-Echaurren, 2020). En este trabajo se propone una mirada global, que favorezca un aprendizaje continuo sobre la práctica, ajustado a las necesidades contextuales de los docentes en servicio, con el fin de que la experiencia cobre sentido y mayor relevancia para quienes enseñan y aprenden.…”