ABSTRACT

Reflective practice is an essential professional development tool that allows teachers to provide meaning to experiences teaching practice. Reflecting on teaching is also an opportunity to identify relevant situations for stimulating teachers’ thinking and meta-analysis to broaden the understanding of their schemas and their explicit and tacit knowledge involved in the teaching practices they promote. Few studies discuss reflective practice linking tacit and explicit teaching knowledge. In this framework, a case study was designed based on an in-service biology teacher’s teaching practice. The teacher observed one of his biology classes and identified areas of concern. He subsequently participated in two semi-structured interviews to reflect on the difficulties he recalled in his practice. A qualitative analysis was carried out linking the observation with the teacher’s ideas about his teaching regarding action-belief-reflection. The trilogy allowed identifying (a.) temporality as a subjective variable in reflection determines the teacher’s internalized position about a teaching action, (b.) the teacher transformed tacit knowledge into explicit knowledge through two forms of reflection: the formulation of questions and the explanations in the classroom. We discuss the role of reflective practice as a plausible alternative to achieve teacher awareness about the guiding rules of a pedagogical action.

摘要

反思性实践是一种必不可少的专业发展工具，它使教师能够为体验教学实践提供意义。反思教学也是识别相关情境的机会，以激发教师的思考和元分析，以拓宽对其图式的理解，以及他们所提倡的教学实践中涉及的显性和隐性知识。很少有研究讨论将隐性和显性教学知识联系起来的反思性实践。在此框架下，基于一名在职生物教师的教学实践设计了一个案例研究。老师观察了他的一堂生物课并确定了关注的领域。随后，他参加了两次半结构化访谈，以反思他在实践中回忆起的困难。进行了定性分析，将观察与教师关于他的关于行动-信念-反思的教学的想法联系起来。三部曲允许识别 (a.) 作为反思中的主观变量的时间性决定了教师对教学行为的内化立场，(b.) 教师通过两种反思形式将隐性知识转化为显性知识：问题的制定和解释在教室里。我们讨论了反思实践作为实现教师对教学行动指导规则的认识的一种可行替代方案的作用。) 作为反思中的主观变量的时间性决定了教师对教学行为的内化立场， (b.) 教师通过两种反思形式将隐性知识转化为显性知识：问题的提出和课堂上的解释。我们讨论了反思实践作为实现教师对教学行动指导规则的认识的一种可行替代方案的作用。) 作为反思中的主观变量的时间性决定了教师对教学行为的内化立场， (b.) 教师通过两种反思形式将隐性知识转化为显性知识：问题的提出和课堂上的解释。我们讨论了反思实践作为实现教师对教学行动指导规则的认识的一种可行替代方案的作用。