Ongoing teacher training requires not only updating courses, but also the creation of spaces for reflection on teaching practice, with the aim of turning learning into a source of feedback. This article presents the results of a study carried out with Secondary Education teachers of Natural Sciences and Technology, with the objective of developing a process of reflection on practice based on a model developed from the systematization of different proposals previously implemented with pre- and in-service teachers. The results show the development of the model -in which reflection is proposed as a continuous process-, which begins with a first stage (Scaffolding) in a group and mediated form and progresses towards systematization and autonomy as an individual process (Consolidation), valuing at each stage the contribution of the "other´s point of view".
Universitat de València
