English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

The reflection has turned into one of the fundamental skills of a teacher and therefore, a relevant area for their training. Diverse conceptualizations have proposed to the rest, for example Cornejo (2003) indicates three big traditions: reflexive education, practical reflective and of critical investigation. Jay and Johnson (2002) propose three levels of reflection: descriptive, comparative and critical. The eight checked experiences divide in function at three levels mentioned and there is described the form in which the reflection are promoted and the principal results. Finally, it is discussed with regard to the experiences: their emphasizes, instruments of reflection, results and strategies of evaluation. In addition, there appears the need to check diverse areas as the ecological validity, the shacklers of the reflection, the strategies of evaluation, and the relation with the constructivism as theory of the learning and the consequences of the reflection. In the base of the experiences checked elements, I propose some ideas to incorporate the reflection as a relevant theme for the teachers' initial training, which potentially might be expand to other areas.

REVISIÓN DE EXPERIENCIA DE REFLEXIÓN EN LA FORMACIÓN INICIAL DE DOCENTES