<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2960-2467</journal-id>
<journal-title><![CDATA[e-Revista Multidisciplinaria del Saber]]></journal-title>
<abbrev-journal-title><![CDATA[e-Rev. Multidiscip. Saber]]></abbrev-journal-title>
<issn>2960-2467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigación en Tecnologías de Salud y Ambiente (CITSA)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2960-24672025000100261</article-id>
<article-id pub-id-type="doi">10.61286/e-rms.v3i.288</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Un análisis sistemático de la práctica reflexiva en la formación continua de docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[A systematic analysis of reflective practice in continuing teacher training]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moscoso Lima]]></surname>
<given-names><![CDATA[Mirta Yurema]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mamani Esquivel]]></surname>
<given-names><![CDATA[Edwing]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Cesar Vallejo  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2025</year>
</pub-date>
<volume>3</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2960-24672025000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2960-24672025000100261&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2960-24672025000100261&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La formación continua del profesorado constituye un eje estratégico para la actualización profesional en contextos educativos dinámicos. Este estudio aborda la práctica reflexiva como componente clave de dicho proceso, entendida como el análisis crítico y sistemático de la experiencia pedagógica para optimizar el desempeño docente. Desde un enfoque institucional, emergen modelos colaborativos y centrados en la práctica que promueven la reflexión como mecanismo de mejora. El objetivo fue explorar los fundamentos teóricos, fases y momentos de la práctica reflexiva, así como su articulación con la formación permanente. Se aplicó una metodología no experimental basada en análisis documental, mediante revisión sistemática de literatura académica en español e inglés publicada entre 2020 y 2024. Las búsquedas se realizaron en bases de datos indexadas (Scopus, Scielo, Redalyc), utilizando los descriptores &#8220;práctica reflexiva&#8221; y &#8220;formación continua en docentes&#8221;. Los hallazgos evidencian que la práctica reflexiva opera como estrategia de desarrollo profesional, estructurada en tres momentos: reflexión en la acción, sobre la acción y para la acción. Este proceso favorece la autoevaluación, la innovación pedagógica y la adaptación a las demandas del entorno escolar. Se concluye que la práctica reflexiva no solo potencia la calidad educativa, sino que configura un modelo de autoformación que promueve docentes críticos, autónomos y resilientes, capaces de aprender de su experiencia para transformar su práctica y responder eficazmente a la diversidad estudiantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Continuous teacher training is an essential process of learning and professional development that teachers undertake throughout their careers. In an educational environment that is rapidly evolving, technology, pedagogy, and student diversity require educators to constantly update their skills. Within training models, the institution/organization-centered model gave rise to approaches such as teacher collaboration and training focused on reflective practice. Reflective practice is defined as the critical examination of experiences in pedagogical practice to improve teaching work, analyzing strategies, student responses, and one's own performance to identify strengths and areas for improvement. The aim of this article was to identify theoretical aspects related to the concept, moments, phases of reflective practice, and its connection with continuous teacher training. F or the study, a non-experimental methodology was used, employing document analysis through a systematic review of journals in Spanish and English, with a search period covering 2020 to 2024. The key descriptors used were: "reflective practice" and "continuous teacher training," and the search was conducted in recognized databases such as Scielo, Scopus, Redalyc, and others. The literature review confirmed that reflective practice is a strategy and methodology for professional development that involves a critical and systematic view of practice, facilitating its continuous improvement. A consensus was identified that its stages are: reflection in action, reflection on action, and reflection for action. Finally, reflective practice is established as a tool for ongoing self-education, producing critical, autonomous, innovative, and adaptable teachers who are capable of learning from their own experiences to stay up-to-date and better respond to their students' needs.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[práctica reflexiva]]></kwd>
<kwd lng="es"><![CDATA[formación continua]]></kwd>
<kwd lng="es"><![CDATA[mirada crítica]]></kwd>
<kwd lng="es"><![CDATA[reflexión sistemática]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="en"><![CDATA[reflective practice]]></kwd>
<kwd lng="en"><![CDATA[continuous training]]></kwd>
<kwd lng="en"><![CDATA[critical view]]></kwd>
<kwd lng="en"><![CDATA[systematic reflection]]></kwd>
<kwd lng="en"><![CDATA[pedagogical practice]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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