El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial

Autores:: Rayen Scaine, Trinidad
Cutrera, Guillermo Eduardo

Tipo de recurso:: Article of journal

Fecha de publicación:: 2026

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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dc.title.es-ES.fl_str_mv	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial
title	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial
spellingShingle	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial Reflective writing Initial teacher training Teacher residency Contextualization Escritura reflexiva Formación docente inicial Residencia docente Contextualización
title_short	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial
title_full	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial
title_fullStr	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial
title_full_unstemmed	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial
title_sort	El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial
dc.creator.fl_str_mv	Rayen Scaine, Trinidad Cutrera, Guillermo Eduardo
dc.contributor.author.spa.fl_str_mv	Rayen Scaine, Trinidad Cutrera, Guillermo Eduardo
dc.subject.none.fl_str_mv	Reflective writing Initial teacher training Teacher residency Contextualization Escritura reflexiva Formación docente inicial Residencia docente Contextualización
topic	Reflective writing Initial teacher training Teacher residency Contextualization Escritura reflexiva Formación docente inicial Residencia docente Contextualización
publishDate	2026
dc.date.accessioned.none.fl_str_mv	2026-02-15 00:00:00
dc.date.available.none.fl_str_mv	2026-02-15 00:00:00
dc.date.issued.none.fl_str_mv	2026-02-15
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.doi.none.fl_str_mv	10.19053/uptc.20278306.v16.n1.2026.20703
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dc.identifier.url.none.fl_str_mv	https://doi.org/10.19053/uptc.20278306.v16.n1.2026.20703
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dc.relation.references.spa.fl_str_mv	Anand, J., & Gangmei, E. (2023). Reflective Practices: A Connecting Bridge between Theory and Practices in Teacher Education. International Journal for Multidisciplinary Research, 5 (6). https://doi.org/10.36948/ijfmr.2023.v05i06.9459 Bajtín, M. M. (1986). Estética de la creación verbal. Siglo XXI Editores. Bardin, L. (1977). Análise de conteúdo. Lisboa: Edições 70. Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13 (4), 544-559. Cengiz, C., & Alkan, Ş. (2022). Yansıtma Seviyelerini Konu Alan Çalışmalara Yönelik Betimsel İçerik Analizi. Bayterek Uluslararası Akademik Araştırmalar Dergisi, 5 (1). https://doi.org/10.48174/buaad.51.2 Crespo-Cabuto, A., González-Frías, M. T., & Madrid-López, E. J. (2019). Propiedades psicométricas de un instrumento para medir habilidades del pensamiento reflexivo en estudiantado universitario. Revista Electrónica Educare, 23 (3), 326-338. http://doi.org/10.15359/ree.23-3.16 da Cruz, W. W., Barbosa, A. T., & de Souza-Rosa, T. (2022). Contextualization in the area of Mathematics and Its technologies of the National Base of Common Curriculum (BNCC): possibilities through Decolonial Pedagogies. Revista de Ensino de Ciências e Matemática, 13 (6), 1-24. https://doi.org/10.26843/rencima.v13n6a17 Da Silva-Lara, M., & Duarte, L. G. V. (2018). A contextualização na formação de professores de química. ACTIO: Docência em Ciências, 3 (3), 173-196. http://doi.org/10.3895/actio.v3n3.7682 Davidsson, E., & Granklint-Enochson, P. (2021). Teachers' Way of Contextualizing the Science Content in Lesson Introductions. Science Education International, 32 (1), 46-54. https://doi.org/10.33828/sei.v32.i1.5 Farrell, T. S., & Macapinlac, M. (2021). Professional development through reflective practice: A framework for TESOL teachers. Canadian Journal of Applied Linguistics, 24 (1), 1-25. https://doi.org/10.37213/cjal.2021.28999 Farrell, T. (2023). Reflective practice for TESOL teachers: “What, why, when and how”. JALT Journal, 45 (1), 122-137. https://doi.org/10.37546/JALTJJ45.1-6 Flores-Lueg, C. (2022). Reflective processes promoted in the practicum tutoring and pedagogical knowledge obtained by teachers in initial training. Education Sciences, 12 (9), 583. https://doi.org/10.3390/educsci12090583 Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2010). Concept Development and Transfer in Context‐Based Science Education. International Journal of Science Education, 33 (6), 817–837. https://doi.org/10.1080/09500693.2010.493185 Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11 (1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-U Jay, J., & Johnson, K. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18 (1), 73-85. https://doi.org/10.1016/S0742-051X(01)00051-8 Ketonen, L., Körkkö, M., & Pöysä, S. (2023). Authentic assessment as a support for student teachers’ reflection. European Journal of Teacher Education, 1-22. https://doi.org/10.1080/02619768.2023.2229004 Knorr, P. (2021). Student Teachers’ Use of Language: Discourse Functions in Teaching-Based Reflective Writing. Orbis Scholae, 15 (3), 61-82. Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22 (8), 1020-1041. https://doi.org/10.1016/j.tate.2006.04.022 Kossakowska-Pisarek, S. (2020). Developing reflective practice as part of teacher training with the use of critical incidents. Neofilolog, 55 (1), 93-106. https://doi.org/10.14746/n.2020.55.1.6 Muñoz, S. L., Pañagua-Domínguez, L., & Blanco-García, N. (2020). La escritura reflexiva como mediación en la formación inicial de docentes. Pensar la enseñanza, inscribir la experiencia. Investigación en la Escuela, (101), 109–117. https://doi.org/10.12795/IE.2020.i101.09 Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B. (2014). What is reflection? A conceptual analysis of major definitions and a proposal of a five‐component model. Medical Education, 48 (12), 1176-1189. https://doi.org/10.1111/medu.12583 Oliveira, L., Santos, M., Franco, L. G., & Justi, R. (2020). Contextualization in Chemistry Teaching: connections established by a teacher when discussing a High School exam question in the classroom. Ciência & Educação, 26. https://doi.org/10.1590/1516-731320200062 Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Routledge. Silva, E. L. (2014). Contextualização no ensino de química: Ideias e proposições de um grupo de professores (Tesis de maestria). Universidade de São Paulo, Brasil. http://www.teses.usp.br/index.php?option=com_jumi&fileid=11&Itemid=76&lang=pt-br Slade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning, 13 (2), 15. https://doi.org/10.20429/ijsotl.2019.130215 Stake, R. E. (2020). Investigación con estudio de casos. Ediciones Morata. Suaib, N. R. A. (2021). The Phenomenon of Pre-Service Teachers’ Reflective Writing: A Literature Review. Journal of Education and Teaching, 2 (2), 178-190. https://doi.org/10.51454/jet.v2i2.177 Suphasri, P., & Chinokul, S. (2021). Reflective Practice in Teacher Education: Issues, Challenges, and Considerations. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 236-264. Zabalza, M. A. (2004). Diarios de clase. Un instrumento de investigación y desarrollo profesional. Narcea Ediciones.
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dc.relation.citationvolume.spa.fl_str_mv	16
dc.relation.ispartofjournal.spa.fl_str_mv	Revista de Investigación, Desarrollo e Innovación
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dc.relation.citationedition.spa.fl_str_mv	Núm. 1 , Año 2026 : Enero-Junio
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spelling	Rayen Scaine, TrinidadCutrera, Guillermo Eduardo2026-02-15 00:00:002026-02-15 00:00:002026-02-152027-830610.19053/uptc.20278306.v16.n1.2026.207032389-9417https://doi.org/10.19053/uptc.20278306.v16.n1.2026.20703application/pdfspaUniversidad Pedagógica y Tecnológica de ColombiaRevista de Investigación, Desarrollo e Innovación - 2026https://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/investigacion_duitama/article/view/20703Reflective writingInitial teacher trainingTeacher residencyContextualizationEscritura reflexivaFormación docente inicialResidencia docenteContextualizaciónEl desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicialArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Anand, J., & Gangmei, E. (2023). Reflective Practices: A Connecting Bridge between Theory and Practices in Teacher Education. International Journal for Multidisciplinary Research, 5 (6). https://doi.org/10.36948/ijfmr.2023.v05i06.9459Bajtín, M. M. (1986). Estética de la creación verbal. Siglo XXI Editores.Bardin, L. (1977). Análise de conteúdo. Lisboa: Edições 70.Baxter, P., & Jack, S. (2008). Qualitative case study methodology: Study design and implementation for novice researchers. The Qualitative Report, 13 (4), 544-559.Cengiz, C., & Alkan, Ş. (2022). Yansıtma Seviyelerini Konu Alan Çalışmalara Yönelik Betimsel İçerik Analizi. Bayterek Uluslararası Akademik Araştırmalar Dergisi, 5 (1). https://doi.org/10.48174/buaad.51.2Crespo-Cabuto, A., González-Frías, M. T., & Madrid-López, E. J. (2019). Propiedades psicométricas de un instrumento para medir habilidades del pensamiento reflexivo en estudiantado universitario. Revista Electrónica Educare, 23 (3), 326-338. http://doi.org/10.15359/ree.23-3.16da Cruz, W. W., Barbosa, A. T., & de Souza-Rosa, T. (2022). Contextualization in the area of Mathematics and Its technologies of the National Base of Common Curriculum (BNCC): possibilities through Decolonial Pedagogies. Revista de Ensino de Ciências e Matemática, 13 (6), 1-24. https://doi.org/10.26843/rencima.v13n6a17Da Silva-Lara, M., & Duarte, L. G. V. (2018). A contextualização na formação de professores de química. ACTIO: Docência em Ciências, 3 (3), 173-196. http://doi.org/10.3895/actio.v3n3.7682Davidsson, E., & Granklint-Enochson, P. (2021). Teachers' Way of Contextualizing the Science Content in Lesson Introductions. Science Education International, 32 (1), 46-54. https://doi.org/10.33828/sei.v32.i1.5Farrell, T. S., & Macapinlac, M. (2021). Professional development through reflective practice: A framework for TESOL teachers. Canadian Journal of Applied Linguistics, 24 (1), 1-25. https://doi.org/10.37213/cjal.2021.28999Farrell, T. (2023). Reflective practice for TESOL teachers: “What, why, when and how”. JALT Journal, 45 (1), 122-137. https://doi.org/10.37546/JALTJJ45.1-6Flores-Lueg, C. (2022). Reflective processes promoted in the practicum tutoring and pedagogical knowledge obtained by teachers in initial training. Education Sciences, 12 (9), 583. https://doi.org/10.3390/educsci12090583Gilbert, J. K., Bulte, A. M. W., & Pilot, A. (2010). Concept Development and Transfer in Context‐Based Science Education. International Journal of Science Education, 33 (6), 817–837. https://doi.org/10.1080/09500693.2010.493185Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11 (1), 33-49. https://doi.org/10.1016/0742-051X(94)00012-UJay, J., & Johnson, K. (2002). Capturing complexity: A typology of reflective practice for teacher education. Teaching and Teacher Education, 18 (1), 73-85. https://doi.org/10.1016/S0742-051X(01)00051-8Ketonen, L., Körkkö, M., & Pöysä, S. (2023). Authentic assessment as a support for student teachers’ reflection. European Journal of Teacher Education, 1-22. https://doi.org/10.1080/02619768.2023.2229004Knorr, P. (2021). Student Teachers’ Use of Language: Discourse Functions in Teaching-Based Reflective Writing. Orbis Scholae, 15 (3), 61-82.Korthagen, F., Loughran, J., & Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22 (8), 1020-1041. https://doi.org/10.1016/j.tate.2006.04.022Kossakowska-Pisarek, S. (2020). Developing reflective practice as part of teacher training with the use of critical incidents. Neofilolog, 55 (1), 93-106. https://doi.org/10.14746/n.2020.55.1.6Muñoz, S. L., Pañagua-Domínguez, L., & Blanco-García, N. (2020). La escritura reflexiva como mediación en la formación inicial de docentes. Pensar la enseñanza, inscribir la experiencia. Investigación en la Escuela, (101), 109–117. https://doi.org/10.12795/IE.2020.i101.09Nguyen, Q. D., Fernandez, N., Karsenti, T., & Charlin, B. (2014). What is reflection? A conceptual analysis of major definitions and a proposal of a five‐component model. Medical Education, 48 (12), 1176-1189. https://doi.org/10.1111/medu.12583Oliveira, L., Santos, M., Franco, L. G., & Justi, R. (2020). Contextualization in Chemistry Teaching: connections established by a teacher when discussing a High School exam question in the classroom. Ciência & Educação, 26. https://doi.org/10.1590/1516-731320200062Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Routledge.Silva, E. L. (2014). Contextualização no ensino de química: Ideias e proposições de um grupo de professores (Tesis de maestria). Universidade de São Paulo, Brasil. http://www.teses.usp.br/index.php?option=com_jumi&fileid=11&Itemid=76&lang=pt-brSlade, M. L., Burnham, T. J., Catalana, S. M., & Waters, T. (2019). The Impact of Reflective Practice on Teacher Candidates' Learning. International Journal for the Scholarship of Teaching and Learning, 13 (2), 15. https://doi.org/10.20429/ijsotl.2019.130215Stake, R. E. (2020). Investigación con estudio de casos. Ediciones Morata.Suaib, N. R. A. (2021). The Phenomenon of Pre-Service Teachers’ Reflective Writing: A Literature Review. Journal of Education and Teaching, 2 (2), 178-190. https://doi.org/10.51454/jet.v2i2.177Suphasri, P., & Chinokul, S. (2021). Reflective Practice in Teacher Education: Issues, Challenges, and Considerations. PASAA: Journal of Language Teaching and Learning in Thailand, 62, 236-264.Zabalza, M. A. (2004). Diarios de clase. Un instrumento de investigación y desarrollo profesional. Narcea Ediciones.8216316Revista de Investigación, Desarrollo e Innovaciónhttps://revistas.uptc.edu.co/index.php/investigacion_duitama/article/download/20703/16720Núm. 1 , Año 2026 : Enero-JunioPublicationOREORE.xmltext/xml2729https://repositorio.uptc.edu.co/bitstreams/e55c3470-858d-4314-819e-d978ab3296d4/download58064f1cc33ba18ad2d2b0c20d1cb975MD51falseAnonymousREAD001/21556oai:repositorio.uptc.edu.co:001/215562026-10-29 18:08:17.905https://creativecommons.org/licenses/by-nc-sa/4.0/metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

El desarrollo de la escritura reflexiva a través de las categorías didácticas en la formación docente inicial

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