El modelo de cognitive apprenticeship y la técnica de la charla estructurada como herramienta de reflexión en el desarrollo de las competencias profesionales en la formación docente inicial

This article discusses the use of reflection to develop pre-service teachers’ skills during school placements as utilized in a Teacher Training College in Bedford, England, following the views of Dewey (1988) Schön (1987) and Eraut (1994) in relation to the use of reflection to inquire teaching practice. Such reflective process is facilitated by the model of cognitive apprenticeship (Collins, Brown & Newman, 1987) and by the technique of structured debriefing (Gibbs, 1988) for the identification of areas for improvement, the implementation of interventions, and the assessment of outcomes. The use of reflection enables teaching to be reinterpreted as a critical practice with a potential to produce transformative learning, whilst promoting communities of practice based on inquiry and action research.