Prácticas reflexivas: constantes y variables de un ejercicio cambiante. Aportes desde la Licenciatura en Español y Lenguas Extranjeras - Universidad de La Salle, Bogotá

Jessica Carolina Arciniegas-Muñoz; Ana María Martínez-Rojas; Paula Andrea Salgado-Otálora; Cristián Andrés Ochoa-Martínez; Karen Esther Martínez-Mendoza; Daysi Velásquez-Aponte; Patricia Judith Moreno-Fernández

doi:10.21158/21451494.v8.n0.2017.2724

Reflective practices: constants and variables of a changing exercise. Contributions from the Degree in Spanish and Foreign Languages – Universidad de La Salle, Bogotá

10.21158/21451494.v8.n0.2017.2724

Published 2020-11-24

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Reflective practices: constants and variables of a changing exercise. Contributions from the Degree in Spanish and Foreign Languages – Universidad de La Salle, Bogotá. (2020). Comunicación, Cultura Y Política, 8, 84-98. https://doi.org/10.21158/21451494.v8.n0.2017.2724

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Abstract

This article gives an account of the first results of the research “Contributions to the reflective practices of the Degree in Spanish and Foreign Languages of Universidad de La Salle”. It starts from the scarce evidence on the reflection on pedagogical practices as a problem, and according to this, it seeks to answer the question: what are the contributions of the reflective pedagogical practice to teacher training in the Bachelor’s Degree in Spanish, English, and French at Universidad de La Salle in Bogotá? Taking into account the importance of the reflective practice in the initial training of a teacher, recognizing the routes and ways of reflecting on the program through descriptive research takes on urgency. For this purpose, we observed five teachers in their pedagogical exercise and after the qualitative microanalysis, we presented the so-called reflection modes, which became the constants of the reflective practices and their human and physical dimensions, and which made up the reflection variables, since they were adjusted according to the necessities, interests, expectations, and problems of each academic space and the context in which the practice was carried out. The significant contributions of the reflective practice are clear in the recognition and systematization of the situations that the practitioners detect, thanks to the orientations that the tutors offer from the preparatory sessions. For this reason, we recognize the school context as an indispensable element when considering the other dimensions in the reflective practice.