El desarrollo de habilidades reflexivas en la formación del profesorado de educación física: una revisión sistemática (The development of reflective skills in physical education teacher education: a systematic review)
DOI:
https://doi.org/10.47197/retos.v46.94080Resumen
La investigación ha mostrado un incremento de la atención hacia la Práctica Reflexiva, como un aspecto exitoso en el desarrollo profesional de la Formación de Profesores de Educación Física. No obstante, falta investigación empírica sobre cómo se deben desarrollar las habilidades reflexivas de los docentes en este contexto. El objetivo de esta revisión sistemática fue comprender qué y cómo se han estudiado las habilidades reflexivas de los profesores de educación física, y cómo dichas estrategias pueden desarrollarse y refinarse aún más en la Formación del Profesorado de Educación Física. Siguiendo Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) (Moher et al., 2009), se incluyeron seis bases de datos para garantizar que se consideraron todos los datos relevantes, y se adaptaron las escalas de criterios para acceder a la calidad de los estúdios. Los resultados muestran la importancia de incorporar prácticas minuciosamente planificadas y organizadas en la formación de hablidades reflexivas de los docentes. Pese a la importancia del trabajo colaborativo en el desarrollo de habilidades reflexivas, es necesario examinar en profundidad aquellas prácticas que contribuyen a mejorar las habilidades reflexivas y cómo los docentes desarrollan la reflexión en entornos colaboratitvos, mediante el examen de comunidades de práctica. Además, las reflexiones escritas y la grabación en vídeo de las situaciones de clase pueden mejorar las habilidades reflexivas de los profesores, aunque se requiere supervisión. Esta revisión destaca el papel importante, pero desafiante, de la investigación sobre las habilidades reflexivas de los docentes, para lograr una comprensión más profunda de los contextos y estrategias a través de los cuales se desarrollan las mismas.
Abstract. Research has shown an increased attention towards Reflective Practice as a successful aspect in the professional development of Physical Education Teacher Education. Notwithstanding, there is a lack of empirical research about how teachers’ reflective skills should be developed in this context. The aim of this systematic review was to understand what and how has been studied about physical education teachers’ reflective skills, and how such strategies can be further developed and refined in Physical Education Teacher Education. Following Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) (Page et al., 2021) six databases were included to ensure that all relevant data was considered, and criteria scales were adapted in order to access studies’ quality. The results show the importance of incorporating meticulously planned and organized practicum in teachers’ training of reflective skills. Despite the importance of collaborative work in reflective skills development, there is a need to perform a deeper examination of those which contribute to improve reflective skills and how teachers develop reflection in collaborative settings, such as through the examination of communities of practice. Besides, writing reflections and video-taped classroom situations can enhance teachers’ reflective skills, although supervision is required. This review highlights the important yet challenging role of teachers’ reflective skills investigation, in order to achieve a deeper understanding of the contexts and strategies through which this issue is developed.
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