Abstract

MOSCOSO LIMA, Mirta Yurema  and  MAMANI ESQUIVEL, Edwing. A systematic analysis of reflective practice in continuing teacher training. e-Rev. Multidiscip. Saber [online]. 2025, vol.3, e-RMS01112025.  Epub Nov 30, 2025. ISSN 2960-2467.  https://doi.org/10.61286/e-rms.v3i.288.

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.

Keywords : reflective practice; continuous training; critical view; systematic reflection; pedagogical practice.

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