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

Article


Moya, M. 2015. 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. Diálogos Pedagógicos. 13 (25), pp. 76-85.
AuthorsMoya, M.
Abstract

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.

Keywordstrainee; training centre; social learning; teaching and learning; Reflective practice
JournalDiálogos Pedagógicos
Journal citation13 (25), pp. 76-85
ISSN1667-2003
2524-9274
Year2015
PublisherEDUCC (Editorial de la Universidad Católica Argentina)
Publisher's version
License
CC BY-NC-ND
Web address (URL)http://dx.doi.org/10.22529/dp
Publication dates
PrintApr 2015
Publication process dates
Deposited27 Feb 2017
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https://repository.uel.ac.uk/item/856q1

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