Resumo

CHACON CORZO, María Auxiliadora. Reflexive teaching strategies in initial teacher’s education. Educere [online]. 2008, vol.12, n.41, pp.277-287. ISSN 1316-4910.

In this research the goals were oriented to design, execute and evaluate a program directed to raise reflection about teaching in future teachers. It is a case study under the Research-Action modality, developed in two stages in order to go through a generating continuum of self-reflection and improvement. Observation, interviews and diaries were used as techniques and tools to gather information. The subjects were students doing their internships for the Primary School Education undergraduate program from the University of Los Andes (ULA) “Dr. Pedro Rincón Gutierrez”. The following categories emerged from the analysis: perception of reflexive practices, theory-practice and valuing knowledge. As a conclusion, the reflexive teaching program, made it possible to develop reflexive processes in the participants and acknowledging the commitment to teaching as permanent learning. Due to this, it can be considered as an alternative to educate intellectual teachers, researchers of their own practice and builders of their own knowledge.

Palavras-chave : initial teacher’s education; reflexive teaching program and reflexive teaching strategies.

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