Artículos de revistas
REFLECTIVE PRACTICE AS A POSSIBILITY FOR KNOWLEDGE CONSTRUCTION: CONTRIBUTIONS TO TEACHER TRAINING IN PHYSICAL EDUCATION
Movimento. Porto Alegre: Univ Fed Rio Grande Do Sul, Escola Educ Fisica, v. 23, n. 2, p. 587-600, 2017.
Universidade Estadual Paulista (UNESP)
Pontificia Univ Javeriana
The study focused on identifying the topics that teachers choose as their objects of analysis through the experience of a reflexive practice based on the writing of epistemic diaries as a possibility for distancing oneself, objectifying one's own practice and producing knowledge. The research technique chosen was an epistemic diary under a theoretical reference based on the reflective and epistemic possibilities of writing and reflection about practice. Four cases were observed with professors of Professional Pedagogical Practice corresponding to the curriculum of a Physical Education Teacher Training Degree in Colombia. Finally, the diaries were addressed according to the qualitative data analysis approach. The study aims to contribute to the debate on teacher training under approaches oriented to knowledge production based on practice in an area where that is not consolidated.