Elementos de la práctica reflexiva en la formación y desarrollo profesional de los docentes.

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. [ABSTRACT FROM AUTHOR]