Practicum tutorials in initial teacher training: conditions, strategies, and effects of reflective practice

ABSTRACT

This paper systematizes the research findings of publications in the last 5-years related to reflective practice in practicum tutorials in initial teacher training, by means of a literature review. The objective is to contribute new knowledge about reflective practice, structuring it around its conditions, development strategies, and effects, considering metacognitive and generative factors, enriching theory about how to teach reflection. The results show there is progress in the field in terms of proposals for different devices and strategies to teach reflective practice in initial teacher training, and emerging findings regarding its effects.

KEYWORDS:

• Reflective practice
• reflective learning
• practicum tutorials
• initial teacher training
• literature review

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. Study supported by CONICYT Chile, under FONDECYT subsidy, Initiation into Research, Project 11180352.

Additional information

Funding

This work was supported by the Fondo Nacional de Desarrollo Científico y Tecnológico [11180352].

Notes on contributors

Andrea Ruffinelli

Andrea Ruffinelli is a PhD in Education from the Pontificia Universidad Católica de Chile, Faculty of Education, Santiago, Chile. Assistant Professor, Faculty of Education, Universidad Alberto Hurtado, Santiago, Chile. She develops research on training topics for reflective teachers, particularly in the lines of practice, and initiation of beginning teachers.

Silvana de la Hoz

Silvana de la Hoz is a professor of Spanish language and communication at the Alberto Hurtado University, Chile. She received her master's degree in Specific Didactics by the University of Valencia, Spain. She is a student of the Doctorate program of Specific Didactics of the same university, where she investigates about the development of Pedagogical Content Knowledge (PCK) in the initial and continuous training of language teachers.

Carolina Álvarez

Carolina Álvarez is a professor of History and Geography at the University of Chile, Chile. She received his Master’s degree in Social Sciences, mention sociology of modernization by the University of Chile, Chile. She is a student of the Doctoral Program in Education from the Alberto Hurtado- Diego Portales Universities, Chile, where she investigates the experience of students benefiting from the free policy in universities of high prestige in Chile.