Abstract
Introduction: The think the action configures the practical knowledge of the teacher and enhanced when this becomes aware of his action in the classroom Objective: The objective of the study is to analyze the awareness of pedagogical action in the classroom of teachers of participación different in a Support Program for the improvement of pedagogical practices (PAPP in spanish). Method: The method used is the qualitative case study. We work with two cases of primary education teachers, from a school located in a social vulnerable of Santiago de Chile, and of High/Low participation in the PAPP of mixed modality (face-to-face and virtual) of 90 hours over 6 months with the objective to promote awareness of pedagogical action in the classroom. The techniques: (a) interviews at the end of the process; (b) the teachers did send written stories, weekly. The data analysis was semantic content analysis for the speeches and written stories. Results: (1) repeated reflective practice advances awareness of action from less to more complex; (2) the teacher with the longest time participating in the reflection process of the practice promotes judgments aimed at investigating the possibilities of transformation that education has, valuing positive aspects of the family and professional peers; while the teacher with less time of participation in the reflection process of the pedagogical practice develops judgments of her work in the classroom that positively value the achievement of basic routines for her homework in the classroom, critical judgments of the role of the family and of their peers professionals. Conclusion: the reflection processes of the practice favor the breadth of consciousness of the pedagogical action in the classroom, relating it to other aspects that affect the educational task. It is possible that programs such as the PAPP promote reflective dispositions of the teachers.
Study sponsored by the National Fund for Scientific and Technological Development (FONDECYT) of Chile, grandt N° 1150237 and 1200106.
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