Construyendo relaciones entre la teoría y prácticaAnálisis de ayudas del tutor para favorecer la reflexión y construcción del conocimiento

Resumo

Most teacher training programs include reflection as strategy for the construction of knowledge. Nevertheless, there is discrepancy in literature in regard to the way reflection should be directed and fostered. Some experts (Korthagen, 2010) argue that reflection should be based on establishing links between theoretical and practical knowledge. Others (Yoon & Kim, 2010; Pareja Roblin & Margalef, 2013) claim that internal dilemmas underlie every educational context, on which teachers must reflect. Besides, there is debate between the teacher’s type of intervention and the role of assistance so as to foster more complex reflection levels (Moore-Russo & Wilsey, 2014; Gelfuso & Dennis, 2014). Therefore, this being the reality, the research we present aims at contributing a better understanding of the elements that facilitate students’ reflecting competences and the link between situational knowledge and practical knowledge (Clarà & Mauri, 2009, 2010). 8 cases have been analyzed, eight teacher students with their corresponding tutors (112 students and 8 tutors). Groups are from 3 different Universities: Universidad de Barcelona, Universidad de Sevilla and Mondragon Unibertsitatea. The aim of these groups is to reflect on the situations experienced during their teaching practice placements, based on the situations chosen and described by them. The reflective process (5 sessions per group) have been recorded and subsequently analyzed using the method called content analysis, placing the focus on how joint reflection is organized and its realization in different interaction sections and the types of assistance provided. Different interaction patterns and specific assistance from the tutors to deal with joint reflection have been identified. The results allow us for deepening in the influence of those patterns in reflection processes.