Evaluative Research on a Project to Promote Reflection Levels in Teacher Training

Training a reflective teacher, who in turn will help his students to achieve learning, is task beginning on the first moment student arrives class, but actually peaking last years of their Education, when these are doing internship. The reason for this that dialectics between “thinking and doing” “theory practice”, which situations favouring emergence practice, initiated steps exercise future profession. In context, main objective research we present evaluate an Action-Research project carried out with aim improve practice Primary Infant School Teacher’s Degree at Jaume I University (Spain), highlighting development learning practice. To do so, seeked observe level reflection reflected reports (written document) also compare results obtained those previous study (Gregori, Ruiz, Colomer & Escobedo, 2015), identifying factors influenced management improvement process established after initial diagnosis. technique has been documentary or content analysis, observing as object study. sample consisted 20 memories written by randomly selected within population 527 memories. Results show 70 % analyzed middle upper levels reflection. This 16 comparison study, statistical analysis confirmed difference significant. These considered very favourable confirm work being done right direction encourage teacher training. two different limitations not using same part sample, randomization samples sought both years, strength comes from carrying evaluation program participating students.