Prácticas reflexivas en el proceso de enseñanza de la lengua castellana en secundaria del colegio Bicentenario-Cúcuta (Colombia).

Abstract

Reflective practices are sources of know-how criteria that are related to the cognitive, procedural and the attitude of the teacher to the student. In this way, a qualitative methodology and a participatory action research were applied, instruments such as; observation, field diary, focus groups, lesson plan, the phases of reflective practices in pedagogical practices and interviews, has taken a population of four teachers and 120 students. Based on this, the results focused on what was an action implementation when applying them as an emperian instrument of the researcher, where an impact on the pedagogical, didactic and investigative, this implied detailing the before and after the interactive processes in the classroom. It was recognized that the reflective practices are methodological strategies of innovation and updating in the teaching task, there were achievements and achievements such as criticism, academic improvement, continuous evaluation, and institutionalize the Lesson plan instrument. This facilitated the teaching process and learning so this is a characterization of flexibility for the teacher and for the student requires an autonomous commitment to develop the skills.