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dc.contributor.advisorRico Troncoso, Carlos
dc.coverage.spatialBogotáspa
dc.creatorCaicedo Triviño, Paula Andrea
dc.date.accessioned2018-10-29T19:43:36Z
dc.date.available2018-10-29T19:43:36Z
dc.date.created2018-04-13
dc.identifier.urihttp://hdl.handle.net/10901/11722
dc.description.abstractLos seres humanos tienen varias características que les han permitido sobrevivir y evolucionar continuamente. Una de esas características es el acto diario de reflexión (Domingo y Gómez, 2014) sobre cualquier evento importante y por lo tanto sobre los detalles involucrados en dicho evento. Esta reflexión constante permite un análisis personal sobre lo que parecía ser positivo en torno a la experiencia revisada o, por el contrario, sobre lo que estaba totalmente mal o se vivió como una circunstancia incómoda para evitar o cambiar en experiencias futuras. En el campo profesional, las reflexiones se utilizan constantemente como una forma de promover mejoras en aspectos personales o laborales (Schön, 1998) que pueden influir en cualquier desempeño profesional y no deben considerarse menos importantes debido a su naturaleza más íntima. Cuando se involucra un punto de vista más personal en las reflexiones, éstas van más allá de la actividad cotidiana sistemática que es cuando la reflexión se convierte en un compromiso más profundo que debe incluir una observación constante y una autoevaluación de acuerdo con el interés de desarrollo profesional del profesional (Schön, 1998). Para ser más específico, el contexto educativo profesional está bastante relacionado con la autorreflexión porque incluso con un conjunto de reglas y pasos sobre cómo planificar una lección, cómo enseñar de manera inequívoca o cómo construir la lección perfecta; la enseñanza no debe ser una materia estática, inamovible o fosilizada (Chaves y Guapacha, 2016) y esta puede ser la razón principal por la que los maestros no siempre se sienten cómodos con las estrategias que están implementando en sus clases o la forma en que los estudiantes responden a esas estrategias.spa
dc.formatPDF
dc.language.isospa
dc.sourceinstname:Universidad Librespa
dc.sourcereponame:Repositorio Institucional Unilibrespa
dc.subjectAuto reflexiónspa
dc.subjectDesarrollo profesionalspa
dc.subjectPrácticas de enseñanzaspa
dc.subjectCrecimiento y desarrollospa
dc.subjectPreguntas reflexivasspa
dc.titleProfessional Development: An English Teacher Self-Reflective Practicespa
dc.typeinfo:eu-repo/semantics/masterThesisspa
dc.rights.accessRightsOpenAccess
dc.creator.emaildrusos81@yahoo.com.mx
dc.description.abstractenglishHuman beings have several characteristics which have permitted them to survive and continuously evolve. One of those features is the daily act of reflection (Domingo & Gómez, 2014) upon any important event and so upon the details involved in such event. This constant reflection allows a personal analysis about what seemed to be positive around the revised experience or, quite the opposite, about what was totally wrong or was lived as an uncomfortable circumstance to be avoided or changed in future experiences. In the professional field, reflections are constantly used as a way to promote improvement in personal or work aspects (Schön, 1998) that may influence any professional performance and should not be considered as less important because of their innermost nature. When a more personal point of view is involved in reflections, these go beyond the systematic everyday activity that is when reflection becomes a deeper commitment that should involve a constant observation and self-evaluation in agreement with the professional development interest from the practitioner (Schön, 1998). To be more specific, the professional educative context is quite related to self-reflection because even with a set of rules and steps on how to plan a lesson, how to teach unequivocally or how to build the perfect lesson; teaching should not be a static, unmovable or fossilized matter (Chaves & Guapacha, 2016) and this may be the main reason why teachers are not always comfortable with the strategies they are implementing in their classes or the way students respond to those strategies.eng
dc.subject.subjectenglishSelf-reflectioneng
dc.subject.subjectenglishProfessional developmenteng
dc.subject.subjectenglishTeaching practiceseng
dc.subject.subjectenglishGrowth and developmenteng
dc.subject.subjectenglishReflective questionseng
dc.subject.lembMétodos de enseñanzaspa
dc.subject.lembInglés -- Gramática -- Enseñanzaspa
dc.subject.lembInglés -- Estudio y enseñanzaspa
dc.subject.lembInglés -- Enseñanzaspa
dc.type.localTesis de maestríaspa
dc.rights.accesoAbierto (Texto Completo)spa
dc.type.hasVersioninfo:eu-repo/semantics/acceptedVersion
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