Resumen

ARANDA-VEGA, Eva María; MARTIN-CUADRADO, Ana María  y  CORRAL-CARRILLO, María José. Class Journals: A Strategy for Developing Teachers’ Reflective Thinking. Educ. Educ. [online]. 2020, vol.23, n.2, pp.243-266.  Epub 06-Abr-2021. ISSN 0123-1294.  https://doi.org/10.5294/edu.2020.23.2.5.

This paper aims to discuss reflection as a facilitator of practical knowledge. For this, a qualitative analysis is carried out on 52 class journals of students of the Master’s Degree in Secondary Education Teacher Training at the Universidad Nacional de Educación a Distancia (UNED), Spain, during 2016-2017. The analysis shows that class journals are a useful instrument for developing teachers’ reflective thinking, facilitating experiential learning, and acquiring professional teaching skills.

Palabras clave : Experiential learning; Spain; teacher education; reflective thinking; reflective practice.

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