<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0121-053X</journal-id>
<journal-title><![CDATA[Cuadernos de Lingüística Hispánica]]></journal-title>
<abbrev-journal-title><![CDATA[Cuad. linguist. hisp.]]></abbrev-journal-title>
<issn>0121-053X</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica y Tecnológica de Colombia (UPTC)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-053X2018000200217</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El rol de la reflexión en la práctica pedagógica: percepciones de docentes de idiomas en formación]]></article-title>
<article-title xml:lang="en"><![CDATA[The Role of Reflection in Pedagogical Practice: Perceptions of Language Teachers in Training]]></article-title>
<article-title xml:lang="fr"><![CDATA[Le rôle de la réflexion dans la pratique pédagogique: perceptions des enseignants de langues, en formation]]></article-title>
<article-title xml:lang="pt"><![CDATA[O papel da reflexão na Prática Pedagógica: Percepções Dos Professores de Línguas no Treinamento]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[GONZÁLEZ MARÍN]]></surname>
<given-names><![CDATA[CLARA INÉS]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MARÍN PALACIO]]></surname>
<given-names><![CDATA[NATHALIA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[CARO GUTIÉRREZ]]></surname>
<given-names><![CDATA[MIGUEL ANTONIO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Tecnológica de Pereira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Tecnológica de Pereira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,instituto de lenguas American School Way  ]]></institution>
<addr-line><![CDATA[Pereira ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2018</year>
</pub-date>
<numero>32</numero>
<fpage>217</fpage>
<lpage>235</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-053X2018000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-053X2018000200217&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-053X2018000200217&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El presente estudio de caso tuvo como propósito conocer las percepciones de los estudiantes de un programa de enseñanza de inglés frente al rol de la reflexión en sus prácticas educativas e indagar sobre la estructura de la reflexión, incluyendo los aspectos que los practicantes más comúnmente comprenden a la hora de reflexionar. Para este propósito, fueron seleccionados nueve estudiantes practicantes, a los que se les analizaron ensayos reflexivos, reflexiones realizadas después de clase y la participación en un cuestionario virtual. Los resultados demostraron que los estudiantes practicantes percibieron la reflexión como un elemento fundamental e indispensable para encontrar soluciones frente a aspectos negativos de sus clases. Si bien los practicantes señalaron como una de sus motivaciones para reflexionar el hecho de ser un ejercicio obligatorio en la asignatura, también reconocieron la importancia de la misma como un elemento fundamental para su desarrollo profesional docente. El esquema más común seguido por los estudiantes en sus reflexiones fue la descripción de eventos de clase como paso previo a la reflexión. Como conclusión, se pudo establecer que los estudiantes aún se encuentran en un nivel básico de reflexión, lo que impulsó al programa de práctica a trabajar más sobre este componente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The purpose of this case study was to understand the perceptions of students of an English teaching program in the face of the role of reflection in their educational practices and to investigate the structure of reflection, including the aspects that practitioners most commonly understood when they reflected. For this purpose, nine practicing students were selected, who were analyzed reflective essays, reflections made after class and participation in a virtual questionnaire. The results showed that the practicing students perceived the reflection as a fundamental and indispensable element to find solutions to negative aspects of their classes. Although the practitioners pointed out as one of their motivations to reflect the fact of being a mandatory exercise in the subject, they also recognized the importance of it as an overriding element for their professional teaching development. The most common scheme followed by students in their reflections was the description of class events as a preliminary step to reflection. In conclusion, it was established that the students are still at a basic level of reflection, which prompted the practice program to work more on this component.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cette étude de cas a eu comme but, le fait de connaître les perceptions des étudiants d&#8217;un programme d&#8217;enseignement d&#8217;anglais, face au rôle de la réflexion dans leurs pratiques éducatives, et enquêter sur la structure de la réflexion, en incluant les aspects que les stagiaires comprennent le plus souvent au moment de réfléchir. . À cette fin, on a choisi neuf stagiaires, dont on a analysé des essais réflexifs. Ces réflexions-ci avaient été faites après le cours et la participation à un questionnaire virtuel. Les résultats ont montré que les stagiaires ont perçu la réflexion comme un élément fondamental et indispensable pour trouver des solutions face aux aspects négatifs de leurs cours. Bien que les stagiaires aient signalé que le fait d&#8217;être un exercice obligatoire des cours, était une des motivations pour réfléchir, ils ont aussi reconnu l&#8217;importance de la réflexion comme un élément fondamental pour leur développement professionnel pour devenir enseignants. Le schéma le plus commun pour les étudiants dans leurs réflexions, a été la description d&#8217;évènements de cours, comme un pas avant la réflexion. Comme conclusion, on a pu établir que les étudiants sont encore à un niveau de base de réflexion, ce qui a stimulé le programme de pratique à travailler davantage sur ce composant.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo deste estudo de caso foi compreender as percepções de estudantes de um programa de ensino de inglês em relação ao papel da reflexão em suas práticas educacionais e investigar a estrutura de reflexão, incluindo os aspectos que os profissionais mais comumente entendem a o tempo para refletir. Para tanto, foram selecionados nove alunos praticantes, e foram analisados seus ensaios reflexivos, reflexões realizadas após a aula e participação em um questionário virtual. Os resultados mostraram que os estudantes praticantes perceberam a reflexão como um elemento fundamental e indispensável para encontrar soluções para aspectos negativos de suas aulas. Embora os profissionais apontassem como uma de suas motivações para refletir o fato de ser um exercício obrigatório no tema, eles também reconheceram a importância do mesmo como elemento fundamental para o desenvolvimento do ensino profissional. O esquema mais comum seguido pelos estudantes em suas reflexões foi a descrição dos eventos de classe como um passo preliminar para a reflexão. Em conclusão, foi estabelecido que os alunos ainda estão em um nível básico de reflexão, o que levou o programa de prática a trabalhar mais neste componente.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[reflexión]]></kwd>
<kwd lng="es"><![CDATA[practicantes]]></kwd>
<kwd lng="es"><![CDATA[desarrollo profesional]]></kwd>
<kwd lng="es"><![CDATA[enseñanza]]></kwd>
<kwd lng="en"><![CDATA[reflection]]></kwd>
<kwd lng="en"><![CDATA[practitioners]]></kwd>
<kwd lng="en"><![CDATA[professional development]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="fr"><![CDATA[réflexion]]></kwd>
<kwd lng="fr"><![CDATA[stagiaires]]></kwd>
<kwd lng="fr"><![CDATA[développement professionnel]]></kwd>
<kwd lng="fr"><![CDATA[enseignement]]></kwd>
<kwd lng="pt"><![CDATA[reflexão]]></kwd>
<kwd lng="pt"><![CDATA[profissionais]]></kwd>
<kwd lng="pt"><![CDATA[desenvolvimento profissional]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Akcan]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Novice Non-Native English Teachers&#8217; Reflections on their Teacher Education Programmes and their First Years of Teaching]]></article-title>
<source><![CDATA[Profile Issues in Teachers&#8217; Professional Development]]></source>
<year>2016</year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>55-70</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cross]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Angelo]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Classroom Assessment Techniques. A Handbook for Faculty]]></source>
<year>1988</year>
<volume>1</volume>
<edition>1</edition>
<publisher-loc><![CDATA[Ann Arbor, Michigan ]]></publisher-loc>
<publisher-name><![CDATA[Jossey-Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Delors]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[Los cuatro pilares de la educación. La educación encierra un tesoro]]></source>
<year>1999</year>
<publisher-loc><![CDATA[París ]]></publisher-loc>
<publisher-name><![CDATA[El Correo de la Unesco]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dewey]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<source><![CDATA[How we think. The Problem of Training Thought]]></source>
<year>1933</year>
<publisher-loc><![CDATA[Boston, D. C. ]]></publisher-loc>
<publisher-name><![CDATA[Heath &amp; Co]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Díaz]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Solar]]></surname>
<given-names><![CDATA[M.I]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La revelación de las creencias lingüístico-pedagógicas a partir del discurso del profesor de inglés universitario]]></article-title>
<source><![CDATA[RLA. Revista de Lingüística Teórica y Aplicada]]></source>
<year>2011</year>
<volume>49</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>74</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Domingo]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La práctica reflexiva. Bases, modelos e instrumentos]]></article-title>
<source><![CDATA[Revista Complutense de Educación]]></source>
<year>2015</year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>485-94</page-range></nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Faez]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Valeo]]></surname>
<given-names><![CDATA[A]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[TESOL Teacher Education: Novice Teachers&#8217; Perceptions of Their Preparedness and Efficacy in the Classroom]]></article-title>
<source><![CDATA[TESOL Quarterly]]></source>
<year>2012</year>
<volume>46</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>450-71</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Farrel]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<source><![CDATA[Evidence-Based Reflective Practice]]></source>
<year>2013</year>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fekede]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Gemechis]]></surname>
<given-names><![CDATA[F]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practicum Experience in Teacher Education]]></article-title>
<source><![CDATA[Ethiopain Journal of Education and Sciences of Jimma University]]></source>
<year>2009</year>
<volume>5</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>107-16</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Fraenkel]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wallen]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Hyun]]></surname>
<given-names><![CDATA[H]]></given-names>
</name>
</person-group>
<source><![CDATA[How to Design and Evaluate Research in Education]]></source>
<year>2012</year>
<edition>8</edition>
<publisher-loc><![CDATA[San Francisco, CA ]]></publisher-loc>
<publisher-name><![CDATA[San Francisco State University, McGraw-Hill]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[García]]></surname>
<given-names><![CDATA[J]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Educación bilingüe y pluralidad: reflexiones en torno de la interculturalidad crítica]]></article-title>
<source><![CDATA[Cuadernos de Lingüística Hispánica]]></source>
<year>2014</year>
<numero>23</numero>
<issue>23</issue>
<page-range>49-65</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ghaye]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Ghaye]]></surname>
<given-names><![CDATA[K]]></given-names>
</name>
</person-group>
<source><![CDATA[Teaching and Learning through Critical Reflective Practice]]></source>
<year>1998</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[David Fulton]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Greene]]></surname>
<given-names><![CDATA[M]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflection and Passion in Teaching]]></article-title>
<source><![CDATA[Journal of Curriculum and Supervision]]></source>
<year>1986</year>
<volume>2</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>68-81</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hatton]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Smith]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflection in Teacher Education: Towards Definition and Implementation]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year>1995</year>
<volume>11</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>33-9</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hussein]]></surname>
<given-names><![CDATA[J. W]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Which one is better: Saying Student Teachers don&#8217;t reflect or systematically unlocking their Reflective Potentials: A Positive Experience from a Poor Teacher Education Faculty in Ethiopia]]></article-title>
<source><![CDATA[Australian Journal of Teacher Education]]></source>
<year>2006</year>
<volume>31</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Killion]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Todnem]]></surname>
<given-names><![CDATA[G]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A Process of Personal Theory Building]]></article-title>
<source><![CDATA[Educational Leadership]]></source>
<year>1991</year>
<volume>48</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>14-7</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lodico]]></surname>
<given-names><![CDATA[M.G.]]></given-names>
</name>
<name>
<surname><![CDATA[Spaulding]]></surname>
<given-names><![CDATA[D.T.]]></given-names>
</name>
<name>
<surname><![CDATA[Voegtle]]></surname>
<given-names><![CDATA[K. H]]></given-names>
</name>
</person-group>
<source><![CDATA[Methods in Educational Research: From Theory to Practice]]></source>
<year>2006</year>
<volume>1</volume>
<edition>3</edition>
<page-range>237-697</page-range><publisher-loc><![CDATA[USA ]]></publisher-loc>
<publisher-name><![CDATA[Jossey-Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lortie]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Schoolteacher: A Sociological Study]]></source>
<year>1975</year>
<publisher-loc><![CDATA[Chicago ]]></publisher-loc>
<publisher-name><![CDATA[The University of Chicago Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Madrid]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación inicial del profesorado de lengua extranjera]]></article-title>
<source><![CDATA[Profesorado, Revista de Currículum y Formación del Profesorado]]></source>
<year>2004</year>
<volume>8</volume>
<numero>1</numero>
<issue>1</issue>
</nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="book">
<collab>Ministerio de Educación Nacional</collab>
<source><![CDATA[Resolución 02041 de 2016]]></source>
<year>2016</year>
<publisher-loc><![CDATA[Bogotá ]]></publisher-loc>
<publisher-name><![CDATA[MEN]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Munby]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Russell]]></surname>
<given-names><![CDATA[T]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Metaphor in the Study of Teachers&#8217; Professional Knowledge]]></article-title>
<source><![CDATA[Theory into Practice]]></source>
<year>1990</year>
<volume>29</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>116-21</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Páez]]></surname>
<given-names><![CDATA[V]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El profesor de idiomas: sus cualidades y competencias]]></article-title>
<source><![CDATA[Comunicación]]></source>
<year>2001</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
</nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peters]]></surname>
<given-names><![CDATA[R]]></given-names>
</name>
</person-group>
<source><![CDATA[Ethics and Education]]></source>
<year>1966</year>
<publisher-loc><![CDATA[London ]]></publisher-loc>
<publisher-name><![CDATA[Allen &amp; Unvin]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pitton]]></surname>
<given-names><![CDATA[D.E]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Defining the Mentoring Relationship]]></article-title>
<source><![CDATA[Mentoring Novice Teachers]]></source>
<year>2006</year>
<page-range>1-18</page-range><publisher-loc><![CDATA[CA, USA ]]></publisher-loc>
<publisher-name><![CDATA[Corwin Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richards]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Lockhart]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Reflective Teaching in Second Language Classrooms]]></source>
<year>2007</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Richards]]></surname>
<given-names><![CDATA[J. C.]]></given-names>
</name>
<name>
<surname><![CDATA[Renandya]]></surname>
<given-names><![CDATA[W. A]]></given-names>
</name>
</person-group>
<source><![CDATA[Methodology in language teaching: an anthology of current practice]]></source>
<year>2011</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Shön]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[The Reflective Practitioner: How Professionals Think in Action]]></source>
<year>1984</year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schön]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Educating the Reflective Practitioner]]></source>
<year>1987</year>
<publisher-loc><![CDATA[San Francisco ]]></publisher-loc>
<publisher-name><![CDATA[Jossey-Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Thornbury]]></surname>
<given-names><![CDATA[S]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Dogme: Dancing in the Dark?]]></article-title>
<source><![CDATA[Humanising Language Teaching]]></source>
<year>2005</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ur]]></surname>
<given-names><![CDATA[P]]></given-names>
</name>
</person-group>
<source><![CDATA[A Course in Language Teaching of Theory]]></source>
<year>1999</year>
<volume>1</volume>
<edition>17</edition>
<publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
<publisher-name><![CDATA[Cambridge University Press]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Veenman]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[De Laat]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Staring]]></surname>
<given-names><![CDATA[C]]></given-names>
</name>
</person-group>
<source><![CDATA[Coaching Beginning Teachers, Ljubljana]]></source>
<year>1998</year>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zeichner]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Liston]]></surname>
<given-names><![CDATA[D]]></given-names>
</name>
</person-group>
<source><![CDATA[Historical Roots of Reflective Teaching. Reflective Teaching. An Introduction]]></source>
<year>1996</year>
<publisher-loc><![CDATA[New Jersey, USA ]]></publisher-loc>
<publisher-name><![CDATA[Lawrence Erlbaum Associates]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
