A Reflection on University Teaching Practice from the Perspective of Discursive Strategies

This paper aims to promote teacher reflection on the use of discursive strategies. Four biology professors participated in the study; content analysis was used to categorize each professor’s reflection on his or her teaching practice. First, we found it necessary for the four teachers to underst...

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Autor principal: Ruiz Carrillo, Edgardo
Formato: Online
Lenguaje:spa
Publicado: REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013
Acceso en línea:https://redie.uabc.mx/index.php/redie/article/view/332
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spelling redie-article-3322020-12-14T19:34:58Z A Reflection on University Teaching Practice from the Perspective of Discursive Strategies Reflexión de la práctica docente universitaria desde las estrategias discursivas Ruiz Carrillo, Edgardo Education practice reflection discursive strategies. Educación práctica reflexión estrategias discursivas. This paper aims to promote teacher reflection on the use of discursive strategies. Four biology professors participated in the study; content analysis was used to categorize each professor’s reflection on his or her teaching practice. First, we found it necessary for the four teachers to understand the student’s learning-related interests as well as the intention of self-recognition and the monitoring of their own practice. Secondly, we found that the reflection of three of the four professors concerned the contextual deficiencies of the classroom, their questioning of the instrument in relation to their practice and, lastly, their self-justification for not using some strategies, promoting discursive changes in their teaching practice. Este trabajo pretende promover la reflexión del maestro acerca del uso de las estrategias discursivas. Colaboraron cuatro profesores biólogos; el método del análisis de contenido se usó para categorizar la reflexión del maestro de su práctica. Primero, se encontró la necesidad de que los cuatro maestros comprendieran los intereses del alumno relacionados con el aprendizaje, así como la intención del auto reconocimiento y el monitoreo de su propia práctica. En segundo lugar, la reflexión de tres de los cuatro maestros sobre las deficiencias contextuales del salón de clase, sobre la argumentación al instrumento en relación a su práctica y, por último, la autojustificación para no utilizar algunas estrategias promoviendo cambios discursivos en su práctica docente. REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE). 2013-04-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf https://redie.uabc.mx/index.php/redie/article/view/332 Revista Electrónica de Investigación Educativa; Vol. 15 No. 1 (2013) Revista Electrónica de Investigación Educativa; Vol. 15 Núm. 1 (2013) 1607-4041 spa https://redie.uabc.mx/index.php/redie/article/view/332/520 https://redie.uabc.mx/index.php/redie/article/view/332/519 Derechos de autor 2019 Revista Electrónica de Investigación Educativa
institution REDIE
collection OJS
language spa
format Online
author Ruiz Carrillo, Edgardo
spellingShingle Ruiz Carrillo, Edgardo
A Reflection on University Teaching Practice from the Perspective of Discursive Strategies
author_facet Ruiz Carrillo, Edgardo
author_sort Ruiz Carrillo, Edgardo
title A Reflection on University Teaching Practice from the Perspective of Discursive Strategies
title_short A Reflection on University Teaching Practice from the Perspective of Discursive Strategies
title_full A Reflection on University Teaching Practice from the Perspective of Discursive Strategies
title_fullStr A Reflection on University Teaching Practice from the Perspective of Discursive Strategies
title_full_unstemmed A Reflection on University Teaching Practice from the Perspective of Discursive Strategies
title_sort reflection on university teaching practice from the perspective of discursive strategies
description This paper aims to promote teacher reflection on the use of discursive strategies. Four biology professors participated in the study; content analysis was used to categorize each professor’s reflection on his or her teaching practice. First, we found it necessary for the four teachers to understand the student’s learning-related interests as well as the intention of self-recognition and the monitoring of their own practice. Secondly, we found that the reflection of three of the four professors concerned the contextual deficiencies of the classroom, their questioning of the instrument in relation to their practice and, lastly, their self-justification for not using some strategies, promoting discursive changes in their teaching practice.
publisher REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
publishDate 2013
url https://redie.uabc.mx/index.php/redie/article/view/332
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