Collaborative critical reflection and self-reflection in critical subjects strategy for teacher strengthening from a methodological approach with self-study

Reflexión y autorreflexión crítica colaborativa en asignaturas críticas estrategia para el fortalecimiento docente desde un enfoque metodológico con self study

Abstract

It is described how the implementation of the self-study methodology among peer teachers who work in critical subjects with high failure rates, improved their educational practices in the service of better student learning. From the methodological point of view, an interpretive paradigm is assumed with a qualitative methodological approach, aimed at understanding, from the perspective of the subjects: the experience referred to learning to teach in a reflective and self-reflective perspective. The results show that teachers who offer critical subjects with high failure rates positively value reflecting on their educational practices and give it added value when this process is carried out accompanied by a peer teacher, who collaborates in focusing and analyzing the knots. critical of their teaching and jointly establish improvement procedures that they then implement.