Resumo

ERAZO-JIMENEZ, María Soledad. Reflexive Practice as a Strategy for Professional Development: Presence and Structure in Teachers' Meetings. educ.educ. [online]. 2009, vol.12, n.2, pp.47-74. ISSN 0123-1294.

The theoretical and empirical findings of a broad study on the collective processes of reflection developed in routine spaces where teachers meet are presented in this work. Reflexive practice, viewed as a professional metacompetence that is the basis for updating, furthering and mobilizing professional knowledge and its development in contexts for interaction, as a strategic way to reinforce the quality of education, is understood as a cornerstone of professional development. Through their identification and analysis, the concepts that allow for a characterization of collective practices of reflection from the standpoint of their presence and structure are presented in this work to contribute relevant avenues for their promotion and development in the context of professional practice.

Palavras-chave : Teacher training; teaching method; group behavior; reflexive practice; investigation-action.