Educating reflective teachers: an approach under progress and dispute

Abstract

Literature review on the training of reflective teachers in twenty-four articles published between 2009 and 2014 in international, specialized and refereed journals. It briefly recounts the history of the concept of reflection and of the approach to teachers as reflective professionals, then it presents the main findings, methodologies, arguments, and tensions that exist in the measurements, experiences and analytical documents reviewed, and discusses a research gap in the field. Findings show a different focus from that of the previous decade, opting for the search for strategies for the development of reflection, with incipient results in the context of increasing scientific rigor, and the gradual incorporation of new questions inspired by other disciplines, which are oriented towards revealing how the experience could be turned into knowledge through reflection and changes in practice.