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The experience was about an in depth exploring of the critical reflexivity process about teaching practice with the participation of seven teachers of the Faculty of Languages of the Autonomous University of Baja California in Ensenada, México. The experience was conducted at distance trough a virtual environment. Data were analyzed with a computer supported Grounded Theory approach. Five sources of information were used: initial interview, diary, essays, shared diary, and discussion group. The analysis of the obtained categories led to definition of two Meta Categories: External Vision and Internal Vision. In the first were classified technical rationality consciousness type founding thougtful contributions, corresponding to a Realistic Cosmo vision and in the second critical-consciousness-like ones corresponding to a Contextualized Cosmo vision. Other contributions were classified on a continuom between the two extremes. The conclusion was that it is possible to promote a critical consciousness on the part of teachers through their ongoing training and that such a training should produce critical, conscious and participatory teachers. The proposed synthesized model does integrate various concepts such as Epistemic Cosmo vision, Teaching Paradigms, Teaching Vision, Teacher Training and the Reflexivity ones, Technical, Action and Critical.

La práctica docente de profesores universitarios mediante la reflexión crítica