Teacher Reflection in Teaching Practices - A Methodological Proposal for Its Operationalization

This research studies teacher reflection as a tool to improve teaching practice, focusing on student learning. The objective is describe the way in which teachers area operationalize practice of science various higher education careers. theoretical framework takes elements from didactics, and concepts action references, especially Donald Schön. proposes qualitative approach with an interpretative-naturalistic, epistemological, ontological pragmatic paradigm, using case study method, purposive sample. methodological techniques for data collection proposed are semi-structured interviews, non-participant observations stimulated recall interviews. analysis should be carried out by generating matrix meanings containing description practices, after their methods strategies.