Investigación y práctica reflexiva como categorías epistemológicas del desarrollo profesional docente
This article seeks to glimpse how reflection, since the epistemological reflection is essential in all processes of school, led to the question of teachers’ professional knowledge , decentering involves the discussion of training and professional development as fundamental elements in the constructi...
| Autor Principal: | Silva Carreño, Wilmer Hernando; Universidad de San Buenaventura |
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| Formato: | info:eu-repo/semantics/article |
| Idioma: | spa |
| Publicado: |
Universidad Santo Tomás seccional Bucaramanga
2013
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| Materias: | |
| Acceso en línea: |
http://revistas.ustabuca.edu.co/index.php/ESPIRAL/article/view/501 |
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| Sumario: |
This article seeks to glimpse how reflection, since the epistemological reflection is essential in all processes of school, led to the question of teachers’ professional knowledge , decentering involves the discussion of training and professional development as fundamental elements in the construction of teachers’ professional knowledge. In what follows, it is at first an approach to what can be understood on an epistemology of education, showing that she, from the characterization of an object of study and own disciplinary field, must be approached differently from the other sciences . In a second momeneot shows that, in this process, research emerges as a category that articulates and demonstrates that the teacher in training and exercise, becomes subject researcher, especially, by reflecting on their own practice, denoting by such a process of continuous questioning about his work, not so much on the practice but about the meaning of it. For this, it is an approximation to the direction of research and reflective practice in teacher professional development. |
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