Reflective Skills Enhanced During The Practical Training Of Early Childhood Educators Competencias Reflexivas Favorecidas Durante La Formación Práctica En Educación Infantil
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24 octobre 2018
- handle: 10670/1.nm52s2
- hal: hal-01914451
- doi: 10.4151/07189729-Vol.57-Iss.3-Art.715
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info:eu-repo/semantics/altIdentifier/doi/10.4151/07189729-Vol.57-Iss.3-Art.715
http://creativecommons.org/licenses/by/ , info:eu-repo/semantics/OpenAccess
Mots-clés
tutoring Teacher training pedagogical practice childhood práctica pedagógica Formación de docentes tutoría infanciaSujets proches
Schoolteaching Didactics School teaching Pedagogy InstructionCiter ce document
Carola Cacciuttolo Juárez et al., « Reflective Skills Enhanced During The Practical Training Of Early Childhood Educators », HAL-SHS : sciences de l'éducation, ID : 10.4151/07189729-Vol.57-Iss.3-Art.715
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Résumé
Descriptive study that reveals the quality of professional practices, with the aim of identifying the strategiesused by guiding teachers and recognized by students, which favor reflective competences of students of the Early Childhood Education program in the Universidad de Valparaíso, Chile. We applied a closed-ended questionnaire, then calculated the liability of the results with Cronbach's alpha, and evaluated the validity of content by means of principal components analysis. The analysis of contingencies was carried out to explore the associations established between the students' courses and the recognized actions that favor student reflection. The results show six favored reflective actions: critical analysis of the observed reality; teaching strategies to solve problems that occur in the classroom; understanding of different observed teaching perspectives; knowing how to situate oneself in diverse and changing teaching and learning contexts; building practical knowledge that favors decision making.