Práctica reflexiva docente como método de investigación aplicada en educación

Angela Novoa Echaurren

doi:10.38123/rre.v3i1.284

Autores/as

Angela Novoa Echaurren Universidad de los Andes https://orcid.org/0000-0002-0694-9044

DOI:

https://doi.org/10.38123/rre.v3i1.284

Palabras clave:

desarrollo profesional docente, ecosistema educacional, investigación aplicada, TICs, práctica reflexiva

Resumen

En este artículo se analiza el concepto de “práctica reflexiva” como método de investigación aplicada y proceso de desarrollo profesional docente (DPD) en el contexto de la era digital. Basándose en las nociones de Dewey y Freire, múltiples académicos han desarrollado ampliamente el concepto en la investigación educativa y lo han aplicado en el DPD. Sin embargo, la articulación entre esta noción y las tecnologías digitales en la enseñanza y el aprendizaje ha sido escasa. En los últimos años, la práctica reflexiva parece ser tratada en la investigación educativa desde una perspectiva acotada; asimismo, los programas de DPD tienden a ofrecer experiencias aisladas que no trascienden los límites de la realidad del aula. Esta situación ha dado lugar a una brecha cada vez mayor entre las políticas educativas y lo que en realidad sucede en las aulas en cuanto a cómo deberían ser las prácticas docentes. En este sentido, la reflexión como modelo de DPD y la investigación aplicada al profesionalismo docente pueden contribuir al perfeccionamiento continuo de las prácticas. También pueden reducir la brecha entre política y práctica mencionada anteriormente. Con este fin, se propone pasar de una reflexividad acotada a una holística, dialógica y colaborativa para aumentar la agencia de los profesores, así como para resguardar el aprendizaje dentro de las comunidades de educativas.

Biografía del autor/a

Angela Novoa Echaurren, Universidad de los Andes

Profesor Asistente en Universidad de los Andes, Chile. Recientemente, obtuvo el grado de Doctor en Educación, por University College London, Institute of Education. En 2012, alcanzó el grado de Master of Educational Technology, por University of British Columbia. Su carrera académica y profesional se ha enfocado en los campos de tecnología educativa, innovación pedagógica y desarrollo profesional docente. Ha colaborado en proyectos de investigación a nivel nacional e internacional que tratan sobre estos temas, aplicados a contextos de docencia escolar y superior.

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