Práctica reflexiva como estrategia docente para el desarrollo de competencias en educación básica: Revisión sistemática
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La reflexividad va enfocada a conseguir la integración entre teoría y práctica, con el contexto del aula y del centro educativo. por lo tanto, el objetivo del estudio fue analizar la práctica reflexiva como estrategia docente para el desarrollo de competencias en educación básica. Como metodología se llevó a cabo una revisión sistemática, en bases de datos Scielo y Scopus desde enero de 2015 hasta julio de 2023, guiado por criterios de selección. Como resultados se identificaron un total de 940 artículos que luego de aplicar los criterios de inclusión y exclusión, permitió un total de 12 documentos para el análisis respectivo. Como conclusión se resalta que la práctica docente influye significativamente en la contribución en las habilidades reflexiva, favorece la conciencia sobre el ejercicio docente, mejora el ambiente laboral y promueve el aumento del control sobre las emociones.
Reflexivity is focused on achieving the integration between theory and practice, with the context of the classroom and the educational center. therefore, the aim of the study was to analyze reflective practice as a teaching strategy for the development of competencies in basic education. As methodology, a systematic review was carried out in Scielo and Scopus databases from January 2015 to July 2023, guided by selection criteria. As results, a total of 940 articles were identified, which after applying the inclusion and exclusion criteria, allowed a total of 12 documents for the respective analysis. In conclusion, it is highlighted that teaching practice significantly influences the contribution of reflective skills, favors awareness of the teaching practice, improves the work environment and promotes increased control over emotions.
Reflexivity is focused on achieving the integration between theory and practice, with the context of the classroom and the educational center. therefore, the aim of the study was to analyze reflective practice as a teaching strategy for the development of competencies in basic education. As methodology, a systematic review was carried out in Scielo and Scopus databases from January 2015 to July 2023, guided by selection criteria. As results, a total of 940 articles were identified, which after applying the inclusion and exclusion criteria, allowed a total of 12 documents for the respective analysis. In conclusion, it is highlighted that teaching practice significantly influences the contribution of reflective skills, favors awareness of the teaching practice, improves the work environment and promotes increased control over emotions.
Description
Vol. 9, No. 36