TEACHING REFLECTION AND DIDACTIC SEQUENCE DESIGN IN A CONTEXT OF EDUCATION OF FUTURE SCIENCE TEACHERS

Authors

  • Carola Astudillo Tomatis
  • Alcira Rivarosa Somavilla
  • Félix Ortiz

DOI:

https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.128

Keywords:

reflection didactic design progression profiles Faculty of Natural Sciences teacher education.

Abstract

The present study analyzes the reflection dynamics of a group of future Natural Science teachers during the development of didactic sequences. Specifically, we have interpreted the expressions used in daily work journals proposed in the initial training context as scenarios for explicit reflection on the didactic design process. For this analysis, three dimensions of increasing complexity have been considered:technical, practical and critical. Thus, a fluctuating and complex dynamic of reflection is characterized through qualitative profiles of metacognitive progression. These, in turn, reveal possible conditions for the mobilization of teachers' knowledge in training contexts.

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Published

2013-07-03

How to Cite

Astudillo Tomatis, C., Rivarosa Somavilla, A., & Ortiz, F. (2013). TEACHING REFLECTION AND DIDACTIC SEQUENCE DESIGN IN A CONTEXT OF EDUCATION OF FUTURE SCIENCE TEACHERS. Perspectiva Educacional, 53(1), 130–144. https://doi.org/10.4151/07189729-Vol.53-Iss.1-Art.128

Issue

Vol. 53 No. 1 (2014): Educational Evaluation

Section

Editorial

License

Copyright (c) 2013 Carola Astudillo Tomatis, Alcira Rivarosa Somavilla, Félix Ortiz

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

The authors grant an exclusive licence, without time limit, for the manuscript to be published in the Perspectiva Educacional journal, published by the Pontificia Universidad Católica of Valparaíso (Chile), through the School of Pedagogy.