Pre-service Teachers' Perspective on Written and Oral Reflective Practice: A Case Study

Floricely Dzay Chulim; Magnolia Negrete Cetina; Deon Victoria Heffington

doi:10.29057/icshu.v15iEspecial.17868

Autores/as

Floricely Dzay Chulim Autonomous University of the State of Quintana Roo https://orcid.org/0000-0002-6930-2379
Magnolia Negrete Cetina Universidad Autónoma del Estado de Quintana Roo https://orcid.org/0000-0002-0114-8432
Deon Victoria Heffington Universidad Autónoma del Estado de Quintana Roo https://orcid.org/0000-0001-9661-3482

DOI:

https://doi.org/10.29057/icshu.v15iEspecial.17868

Palabras clave:

p´ráctica reflexiva, reflexión escrita, reflexión colaborativa

Resumen

La práctica reflexiva (PR) favorece el desarrollo profesional al promover la autoconciencia y vincular los conocimientos pedagógicos con las experiencias en el aula. Fundamentado en la Teoría Sociocultural de la Mente de Vygotsky, este estudio de caso cualitativo examina cómo la reflexión oral colaborativa y la reflexión escrita individual funcionan como herramientas de mediación en docentes en formación de una Licenciatura en Enseñanza de la Lengua Inglesa. Los datos se recopilaron mediante sesiones grupales de reflexión oral y diarios, y se analizaron cualitativamente. Los resultados indican que los participantes reflexionaron sobre aspectos similares de su práctica, particularmente sus emociones, materiales y actividades, desempeño docente e identidad profesional. La reflexión oral colaborativa permitió profundizar en sus experiencias, intercambiar perspectivas y aprender de pares. Aunque expresaron preferencias, ambas modalidades ofrecieron oportunidades para expresar experiencias y preocupaciones. Los hallazgos destacan la reflexión colaborativa como práctica mediada que favorece el aprendizaje.

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Biografía del autor/a

Floricely Dzay Chulim, Autonomous University of the State of Quintana Roo

Research professor at the University of Quintana Roo. She holds a doctorate in English Language Teaching and Applied Linguistics (University of Warwick). Her research interests focus on motivation, emotion, and reflective practice in educational processes, as well as the cross-cutting integration of these elements into teacher training and the holistic development of the teaching-learning process.

Magnolia Negrete Cetina, Universidad Autónoma del Estado de Quintana Roo

Research professor at the University of Quintana Roo. She holds a doctorate in English Language Teaching (University of Essex). Her research interests include cognitive processes in teaching and learning within the framework of Sociocultural Theory, language teacher training, and cross-curricular approaches in the comprehensive development of the teaching and learning process.

Deon Victoria Heffington, Universidad Autónoma del Estado de Quintana Roo

She is a research professor at the University of Quintana Roo. She holds a doctorate in Curriculum and Instruction, specializing in ESOL and Bilingual Education (University of Florida). Her research focuses on the holistic education of multilingual students and language teaching and learning processes, as well as the interdisciplinary nature of the teaching and learning process.

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