The influence of a reflective practice approach on digital faculty training

Abstract

Continuing teacher education is essential to improving educational quality. However, training programs that aimed at improving digital skills often fail to consider teachers’ previous experiences, which limits their effectiveness. The reflective practice approach is a key strategy for overcoming these limitations because it helps teachers identify barriers to integrating technology into their teaching and learning practices. This study analyzes the effects of incorporating reflective practice principles into a training program for higher education faculty emphasizing the use of digital technologies in the classroom. To this end, a training program based on this methodology was designed and implemented with a group of university professors in Santiago, Chile. Then, the data obtained from the reflection guides used by the participants were collected and analyzed. The study uses a qualitative approach based on Strauss and Corbin’s grounded theory. The results indicate that the professors positively rated the program, highlighting its role as a space for innovation and dialogue. The professors emphasized the importance of collaboration and reflection when adopting technology rather than technical mastery of digital tools. The study concluded that the reflective practice approach benefits teacher training by making motivations and resistances explicit and facilitating their integration into teaching practices.