In-service training and development of the reflexive identity of teachers from group and individual perspectives
Contenido principal del artículo
Vol. 18 Núm. 1 (2014): Los mooc y la educacion superior. La expansión del conocimiento, Colaboración, Páginas 397-412
Recibido: Dec 18, 2015
Publicado: Apr 1, 2014
Resumen
This article focuses on the development of a reflexive professional identity through the use of some pedagogical resources for the in-service training of teachers. We rely on three basic fundamentals: (1) the importance of reflexive trai ning throughout their professional career; (2) the main resources to carry out this reflexive training in a collective way; and (3) the main resources to carry out this reflexive training in an individual way. The goal is clear: to show how
the techniques here displayed may encourage reflexive teaching practices, thus stimulating the critical awareness of teachers and sustaining the formation of a professional identity based on the exchange of ideas, experiences and new pedagogical activities
the techniques here displayed may encourage reflexive teaching practices, thus stimulating the critical awareness of teachers and sustaining the formation of a professional identity based on the exchange of ideas, experiences and new pedagogical activities
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Cómo citar
González Calvo, G., & Barba, J. J. (2014). In-service training and development of the reflexive identity of teachers from group and individual perspectives. Profesorado, Revista De Currículum Y Formación Del Profesorado, 18(1), 397–412. Recuperado a partir de https://revistaseug.ugr.es/index.php/profesorado/article/view/19161