Impact of the "reflection on practice" strategy on the strengthening of teacher identity
DOI:
https://doi.org/10.35381/r.k.v8i2.2865Keywords:
Identity, teacher, motivation, pedagogical practice, (UNESCO Thesaurus).Abstract
This applied research sought to determine the management of the strategy "Reflection on practice" in strengthening the professional identity of students of a Public Higher Pedagogical Institute. It was based on the Theories: Teaching Identity (Hanna, Oostdam, Severiens and Zijlstra, 2020) and Method R5 - Collaborative reflective practice (Domingo and Gómez, 2017). It used the quantitative approach, quasi-experimental design and the Educational Identity Measurement Scale (EMID) instrument. The results were significant; since the alternative hypotheses, both general and specific, were accepted. The general hypothesis with U = 7.135 and sig.= 0.000 < 0.05; demonstrating the effectiveness of the strategy "Reflection on practice" in the significant strengthening of professional identity and its dimensions: motivation, self-image, self-efficacy and perception of the task in teacher training students.
Downloads
References
Camus. M., Iglesias, M. y Lozano, I. (2022). Dialogic Learning as a Strategy for Reflection and Development of Communication in Initial Teacher Training. Journal of Higher Education Theory and Practice, 22(10). https://doi.org/10.33423/jhetp.v22i10.5394
Cardona, M., Carmona, J. y Arias, V. (2022). Perceptions and professional expectations in Physics undergraduate students. Revista Tecné, Episteme y Didaxis: TED, 51, 135-151. https://doi.org/10.17227/ted.num51-11988
Giralt, M. (2020). El rol de la indagación en la identidad profesional docente. Situación actual y retos en la formación inicial [The role of inquiry in teacher professional identity. Current situation and challenges in initial training]. [Tesis de doctorado, Universitat Ramón Lull]. https://n9.cl/22jpr
Hanna, F., Oostdam, R., Severiens, S. E., y Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27(1), 15–27. https://doi.org/10.1016/j.edurev.2019.01.003
Linares, C. y Pérez, A. (2020). Construction of teaching professional identity during initial training as teachers. Revista Complutense de Educacion, 31(3), 329-340. https://doi.org/10.5209/rced.63374
Madueño, M. y Márquez, L. (2020). Formación de la identidad docente de estudiantes de la carrera de Educación Primaria desde la experiencia de la práctica profesional [Formation of the teaching identity of Elementary Education students from the experience of professional practice]. Formación Universitaria, 13(5), 57–68. https://doi.org/10.4067/s0718-50062020000500057
Pereira, C., Rojas, M., Ubilla, A., Cuadra, D., Castro, P., Oyanadel, C., González, I. y Sandoval, J. (2022). Identidad profesional en las prácticas tempranas: estudio cualitativo con estudiantes de pedagogía [Professional identity in early practice: a qualitative study with student teachers]. Liberabit, 28(2), 1-17 https://doi.org/10.24265/liberabit.2022.v28n2.583
Renwick, K. (2023). Developing teacher identity through purposeful dialogue. Teaching and Teacher Education. 128. 104-135. https://doi.org/10.1016/j.tate.2023.104135
Silvestre, E., Figueroa-Gutiérrez, V., y Díaz-Esteve, J. (2020). ¿Por qué los estudiantes de la Universidad Pedagógica ISFODOSU escogen la carrera de Educación? [Why do the students of the Pedagogical University ISFODOSU choose the career of Education?] Ciencia y Educación, 4(1), 47-69. https://doi.org/10.22206/cyed.2020.v4i1.pp47-69
Valdenegro, L. y González, A. (2022). Propiedades psicométricas de la Escala de Medida de la Identidad Docente (TIMS) [Psychometric properties of the Teacher Identity Measurement Scale (TIMS)]. Revista brasileira de Educacao Especial. 28. 209-226. http://dx.doi.org/10.1590/1980-54702022v28e0036
Vanegas, C. (2018). Prácticas pedagógicas reflexivas durante la formación inicial de profesores: Una revisión de literatura [Reflective pedagogical practices during initial teacher education: A literature review]. Brazilian Applied Science Review, 2(7), 2220-2243. https://doi.org/10.34115/basr.v2i7.636
Weinberg, A. E., Balgopal, M. M., y Sample McMeeking, L. B. (2021). Professional Growth and Identity Development of STEM Teacher Educators in a Community of Practice. International journal of science and mathematics education, 19(Suppl 1), 99–120. https://doi.org/10.1007/s10763-020-10148-9
Zhao, S., Dong, Y., y Luo, J. (2022). Profiles of Teacher Professional Identity Among Student Teachers and Its Association With Mental Health. Frontiers in public health, 10, 735811. https://doi.org/10.3389/fpubh.2022.735811
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Gladys Martha Álvarez-Medina, Mario Andrés Terrones-Marreros, Kony Luby Duran-Llaro, Maria Jesús Marlene Julca-Asto
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
CC BY-NC-SA : Esta licencia permite a los reutilizadores distribuir, remezclar, adaptar y construir sobre el material en cualquier medio o formato solo con fines no comerciales, y solo siempre y cuando se dé la atribución al creador. Si remezcla, adapta o construye sobre el material, debe licenciar el material modificado bajo términos idénticos.
OAI-PMH URL: https://fundacionkoinonia.com.ve/ojs/index.php/revistakoinonia/oai.
