Descubriendo las Brechas: Comprensión de la Práctica Reflexiva en Docentes de Inglés en Formación
DOI:
https://doi.org/10.24310/rep.10.1.2025.20446Palabras clave:
Práctica reflexiva, formación inicial EFL , desarrollo profesional, reflexión críticaResumen
El impacto de la reflexión para el desarrollo profesional de los docentes ha sido ampliamente reconocido. Sin embargo, no se sabe mucho sobre la percepción de los futuros profesores de inglés como lengua extranjera (EFL) acerca de la práctica reflexiva. El presente estudio intenta abordar esta brecha investigando cómo los futuros profesores de inglés reflexionan sobre su desempeño docente. Empleando un enfoque mixto, el estudio involucró a 43 estudiantes que estaban realizando su practica en una universidad privada en Costa Rica. Los hallazgos muestran que los practicantes carecen de conocimiento sobre la práctica reflexiva ya que mostraron poco compromiso con una reflexión profunda y escaso análisis crítico de su propio desempeño, aunque parecen reconocer la importancia de la reflexión. Se necesita más capacitación sobre prácticas reflexivas para fomentar un compromiso permanente con la práctica reflexiva como medio para el desarrollo profesional.
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