Attitude towards reflection in teachers in training

ABSTRACT

In Chile, writing, dialogue and observation are used to stimulate reflection among teachers in training. The lack of research on the relationship between the impact of these strategies and the development of a positive attitude toward reflection poses a problem. Therefore, the objective of this study is to analyze whether carrying out the Reflective Teaching Learning Cycle (CRAD for its acronym in Spanish) is associated with changes in attitude toward teacher reflection. A quantitative methodology with a pre-experimental scope is used. The results show an increase in favorable conceptions of reflection and a greater affective willingness towards examining their own interventions. They understood that reflecting means recognizing assumptions of the teaching action and the consequences that they have on the students’ learning and formation. It is concluded that carrying out CRAD is positive in terms of stimulating teaching reflection. However, further studies are required in order to measure the effectiveness of this work model.

KEYWORDS:

• Teaching reflection
• attitude
• teaching practice
• teacher training
• higher education

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This research was supported by Fondo de Apoyo a la Docencia (FAD 03/2016), University Catholic of the most Holy Conception.

Notes on contributors

Alejandra Nocetti

Alejandra Nocetti, PhD in Education and Society from the Universidad de Barcelona, Spain. She is Associate Professor on the Fundaments of Pedagogy Department of the Universidad Catholica de la Santísima Concepción (UCSC), Chile. Her research areas are initial training of teachers, reflective practice and pedagogical knowledge and currently, is the Head of the Master in Educational Sciences in UCSC and teaches research methodology for undergraduate and graduate students.

Maite Otondo

Maite Otondo (c), PhD in Educational Sciences from the Universidad de Sevilla, Spain. She is Associate professor in the Fundaments of Pedagogy Department of the Universidad Catholica de la Santísima Concepción (UCSC), Chile. Her research areas are initial training of teachers according to school inclusion perspective and the development of teacher identity.

Gladys Contreras

Gladys Contreras, PhD in Education from the Universidad de Concepción, Chile. She is Assistant Professor in the Curriculum and Evaluation Department of the Universidad Catholica de la Santísima Concepción (UCSC), Chile. His research areas are initial training of teachers and learning assessment. She has extensive experience in leading graduate training process and currently participates in evaluation processes of pedagogy programs at national level.

Cristhian Pérez

Cristhian Pérez, PhD in Educational Sciences from the Universidad de La Frontera, Chile. He is Associate Professor in the Department of Medical Education of the Universidad de Concepción (UdeC). His lines of research are university teaching practices, student well-being and psychometric evaluation of measurement instruments. He teaches research methodology for undergraduate and graduate students.