Reflective and Inquary Thinking in Education. Aspects to consider in teacher education

Authors

  • Samuel Fernández-Fernández University of Oviedo
  • José-Miguel Arias-Blanco University of Oviedo
  • Rubén Fernández-Alonso Department of Education and Culture of the Government of Asturias. University of Oviedo.
  • Joaquín Burguera-Condon University of Oviedo
  • Marcelino Fernández-Raigoso Castaño University of Oviedo

DOI:

https://doi.org/10.7203/relieve.22.2.8425

Keywords:

Reflective Teaching, Teacher Researchers, Teacher Education Programs

Abstract

Training teachers as reflective practitioners and researchers should be a priority for an educational system that seeks to improve their students in managing complex information and solving problems creatively and divergently The reflective educator, as perceived by the Spanish teachers participating in TALIS, has been distributed on a scale or TRI index that allows us to show the frequency of participation in educational activities that facilitate a reflective professional development (DPR). Thus we see that half of the sample believes that his professional development includes occasionally training activities of reflective character. Identified by multilevel analysis, the personal and school factors associated with the reflective teacher educator profile, correspond to an individual attribute but linked to a collaborative network for training teacher around a school center with instructional leadership and evaluative control. This means for teachers more dedication and intensity, but also results in a self-perception of professional effectiveness and control over the processes of teaching and learning using with their students. DPR index is shown as consisting in the representation of a teaching profile that favors the effectiveness of classroom processes. According to the situation of Spain in estimating the DPR index, we consider of interest to evolve the current model of initial and continuing teacher education towards an approach that enhances the reflective and collaborative research capabilities of our faculty and students

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Author Biographies

Samuel Fernández-Fernández, University of Oviedo

Chair at the University of Oviedo, Department of Sciencies of Education. Area of Methods of Research and Diagnosis in Education (MIDE, in Spanish acronym). Maintains a line of research on Quality and Educational Evaluation. In recent years he has led a European project (QAHECA) and a regional project on school absenteeism. National and international evaluator of university programs of Education, has published articles on methodological development in evaluation of programs in attention to people with disabilities. Mailing address: Facultad de Formación del Profesorado y Educación. C/Aniceto Sela s/n, 33005-Oviedo, Asturias (Spain)

José-Miguel Arias-Blanco, University of Oviedo

PhD in Pedagogy. Professor in the MIDE area of the University of Oviedo. His main lines of research are: research methodology in social sciences, professional competences, methodology of teaching and learning and innovation in higher education, evaluation of higher education. Mailing address: Facultad de Formación del Profesorado y Educación. C/Aniceto Sela s/n, 33005-Oviedo, Asturias (Spain).

Rubén Fernández-Alonso, Department of Education and Culture of the Government of Asturias. University of Oviedo.

Doctor in Psychometry by the University of Oviedo. Coordinator of Evaluation and Quality Studies in the Department of Education and Culture of the Government of Asturias and associate professor of the Department of Educational Sciences of the University of Oviedo. His main lines of research and specialization are: the analysis models applied to the evaluation of the educational system, the construction of indexes and educational indicators and the school homeworks. Mailing address: Consejería de Educación y Cultura del Gobierno del Principado de Asturias. Plaza de España, 5, 4ª, 33005 - Oviedo, Asturias (Spain).

Joaquín Burguera-Condon, University of Oviedo

PhD in Pedagogy. Assistant Professor of the Department of Educational Sciences, (in the MIDE Area) at the University of Oviedo. His main lines of research are: external-practicum practices, teaching methodology and innovation in education, research methodology in social sciences, evaluation of socio-educational programs and tutoring and educational guidance. Postal address: Faculty of Teacher Training and Education. C / Aniceto Sela s / n, 33005 - Oviedo, Asturias (Spain).

Marcelino Fernández-Raigoso Castaño, University of Oviedo

Titular of University School by the University of Oviedo in the MIDE area of the Department of Sciences of the Education. Coordinator of research on training needs and competencies in different professional fields. Member of research groups on digital competence, practices in higher education and the improvement of professional activities in education. It has carried out studies related to the professional insertion of university students, both at regional and European level. Mailing address: Facultad de Formación del Profesorado y Educación. C/Aniceto Sela s/n, 33005-Oviedo, Asturias (Spain).

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Published

2016-12-01

How to Cite

Fernández-Fernández, S., Arias-Blanco, J.-M., Fernández-Alonso, R., Burguera-Condon, J., & Fernández-Raigoso Castaño, M. (2016). Reflective and Inquary Thinking in Education. Aspects to consider in teacher education. RELIEVE – Electronic Journal of Educational Research and Evaluation, 22(2). https://doi.org/10.7203/relieve.22.2.8425

Issue

Vol. 22 No. 2 (2016)

Section

Research Articles

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