La práctica reflexiva en la práctica pedagógica de dos licenciaturas en educación física: narrativas de docentes en formación

Abstract

The main objective of the present study is to characterize the experiences of teachers in training during their pedagogical practice when applying reflexive practice. The sample consists of teachers in training enrolled in two different physical education degree programs from the city of Bogotá (Colombia). The methodology is narrative, qualitative, and descriptive. The analysis techniques applied are structured interview and content analysis. The results show that the most significant theoretical categories are course objectives, content development, planning, and reflection on practice. It is concluded that experiences in pedagogical practice are related to: 1) professional training, since it links theory, confidence, and resolution of unforeseen events; 2) reflective capacity to develop critical and self-critical thinking; and 3) social actors immersed in education that reflect on teaching tasks.