How Literature Teachers Reflect on Their Own Practice Through the Use of Self-Confrontation

Abstract

This paper has been developed on the basis of a training process carried out with several teachers of Primary Education. The analysis carried out in the classroom activity was one of the main topics of this study. The research focused on the didactics of literature; specifically, on the verbal interactions that emerge in the classroom when working with picture books. Part of the training consisted of self-confrontation interviews, where teachers visualized their classroom sessions and reflected on their practice. The results that emerged from the analysis of the aforementioned interviews suggested that there has been an evolution in the teachers’ discourse, among other elements, teachers have progressed from an external to an internal view, in which they analyze their practice from the author’s internal prism.