Pensadero de maestros: a reflective practice teacher dynamic
The evaluation and validation of our pilot project, el Pensadero de maestros, has been published in Profesorado, Curriculum and Teacher Training Journal. The full article, written by Macarena Verástegui and Patricia González Collado, is now available.
Abstract. Currently, reflective practice is critical to teacher empowerment and educational improvement. Thus, researching and proposing actions focused on this kind of practice in teacher tasks are pertinent activities. This paper evaluates and validates a pilot project, which is named “Pensadero de Maestros”. It is a Promaestro Foundation initiative, which promotes reflective practice in teachers. This project was launched in six centers from Madrid and 67 teachers participated in it. This research was developed by qualitative methodology, which is based on discourse analysis. Research techniques were semi-structured interview and focus group (four interviews and one focus group were done). Also, a satisfaction questionnaire was given all participants to complete research information. Foundation project has a methodology based on peer observation and professional feedback. Teachers who have took part in this dynamic feel more recognized, more coupled and more valued. Reflective capacity and educational practices validation have been key process to theses teachers. This kind of proposal empowers teacher professional own-perception. Finally, in final discussions new research areas are advanced, which are targeted teacher profession and reflective practice.
How To Cite: Verástegui Martínez, M. & González Collado, P. (2019). Pensadero de maestros: a reflective practice teacher dynamic. Profesorado, Revista De Currículum Y Formación Del Profesorado, 23(4), 152-173. https://doi.org/10.30827/profesorado.v23i4.11715