<?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>0121-3814</journal-id>
<journal-title><![CDATA[Tecné, Episteme y Didaxis: TED]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Fac. Cienc. Tecnol.]]></abbrev-journal-title>
<issn>0121-3814</issn>
<publisher>
<publisher-name><![CDATA[Universidad Pedagógica NacionalFacultad de Ciencia y Tecnología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0121-38142023000200339</article-id>
<article-id pub-id-type="doi">10.17227/ted.num54-16421</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Elementos de la práctica reflexiva en la formación y desarrollo profesional de los docentes]]></article-title>
<article-title xml:lang="en"><![CDATA[Elements of Reflective Practice in Teacher Training and Teacher Professional Development]]></article-title>
<article-title xml:lang="pt"><![CDATA[Elementos da prática reflexiva na formação e desenvolvimento profissional de professores]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Candela-Rodríguez]]></surname>
<given-names><![CDATA[Boris Fernando]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del Valle Facultad de Educación y Pedagogía ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2023</year>
</pub-date>
<numero>54</numero>
<fpage>339</fpage>
<lpage>354</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0121-38142023000200339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0121-38142023000200339&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0121-38142023000200339&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La práctica reflexiva es considerada como un elemento que fundamenta el diseño y la implementación de los diferentes cursos de aprender a enseñar una disciplina, los cuales configuran de forma coherente los programas de educación del profesor. Este artículo de reflexión intenta documentar los principales elementos que estructuran la reflexividad como una herramienta sociocognitiva, cuya apropiación progresiva tensiona y ayuda a desarrollar el sistema de conocimiento, creencias y valores sobre la enseñanza-aprendizaje de una disciplina, aspectos con los que llegan los profesores a los programas de formación y desarrollo profesional. En estos se considera la educación como una disciplina práctica que les permite a los docentes enfrentarse a problemas inciertos y complejos durante la planeación y enseñanza, para los cuales no existe una solución prediseñada. La construcción de esta se encuentra mediada por el proceso deliberado de la reflexión para, en y sobre la acción. Estas especies de reflexividad pueden comenzar a ser apropiadas por el profesor a lo largo de un continuo que inicia con la reflexión técnica, pasa por la práctica y finaliza con la crítica, con el fin de identificar y desarrollar las bases del conocimiento para la enseñanza de una disciplina en el marco de asuntos educativos, éticos y sociales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Reflective practice is considered an element that underlies the design and implementation of the different courses for learning to teach a discipline, which coherently configure teacher education programs. This manuscript attempts to document the main elements that structure reflexivity as a socio-cognitive tool, whose progressive appropriation stresses and helps to develop the system of knowledge, beliefs, and values about the teaching-learning of a discipline, aspects with which teachers arrive at the training and professional development programs. In these programs, education is considered as a practical discipline that allows teachers to face uncertain and complex problems during planning and teaching, for which there is no pre-designed solution. The construction of this is mediated by the deliberate process of reflection for, in and on the action. These kinds of reflexivity can begin to be appropriated by the teacher along a continuum that begins with technical reflection, moves through the practice, and ends with critique, in order to identify and develop the knowledge bases for teaching a discipline within the framework of educational, ethical and social issues.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A prática reflexiva é considerada como um elemento que sustenta o desenho e a implementação dos diferentes cursos de aprendizagem para ensinar uma disciplina, os quais configuram de forma coerente os programas de formação de professores. Este manuscrito tenta documentar os principais elementos que estruturam a reflexividade como uma ferramenta sociocognitiva, cuja progressiva apropriação tensiona e ajuda a desenvolver o sistema de conhecimento, crenças e valores sobre o ensino-aprendizagem de uma disciplina, aspectos com os que os professores chegam a programas de treinamento e desenvolvimento profissional. Sobre estes, a educação é vista como uma disciplina prática que permite aos professores enfrentar problemas incertos e complexos durante o planejamento e o ensino, para os quais não existe uma solução pré-desenhada. A construção desta é mediada pelo processo deliberado de reflexão para, dentro e sobre a ação. Estes tipos de reflexividade podem começar a ser apropriados pelo professor ao longo de um contínuo que começa com a reflexão técnica, passa pela prática e termina com a crítica, a fim de identificar e desenvolver as bases de conhecimento para o ensino de uma disciplina dentro da estrutura de questões educacionais, éticas e sociais.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[formación docente]]></kwd>
<kwd lng="es"><![CDATA[práctica de la enseñanza]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="en"><![CDATA[reflective practice]]></kwd>
<kwd lng="en"><![CDATA[teacher training and professional development]]></kwd>
<kwd lng="en"><![CDATA[levels of reflexivity]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="pt"><![CDATA[prática reflexiva]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores e desenvolvimento profissional;-níveis de reflexividade]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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