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      El portafolio en la formación inicial del profesorado: ¿Cómo conseguir un aprendizaje reflexivo en los Trabajos de Final de Grado? Translated title: The reflective portfolio in initial teacher education: How to achieve reflective learning in Final Degree Projects?

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          Abstract

          RESUMEN La dimensión reflexiva del docente es una meta formativa en los programas de formación del profesorado y resulta determinante para su desarrollo profesional. Sin embargo, aún no está plenamente consolidada en los planes de estudios, lo que se atribuye, entre otros factores, a la dificultad de su desarrollo. El portafolio es uno de los recursos didácticos utilizados para estimular la reflexión de los docentes, pues facilita el análisis de su propia actuación. El objetivo de esta investigación es analizar la utilidad del portafolio como medio para el aprendizaje reflexivo en el alumnado del Grado de Maestro/a en Educación Infantil. Para ello, se presenta un estudio de caso centrado en los Trabajos de Final de Grado de cinco estudiantes de la Universitat Jaume I de Castellón (España). A partir del análisis documental, los resultados evidencian las principales potencialidades del portafolio reflexivo (toma de conciencia de su propio aprendizaje, sentimiento de orgullo y responsabilidad, compromiso para seguir aprendiendo, oportunidad para mejorar los planes de estudio hacia un enfoque más competencial). Se concluye con la necesidad de fomentar este enfoque reflexivo desde el comienzo de la formación inicial docente para que los estudiantes puedan ir desarrollando sus competencias.

          Translated abstract

          ABSTRACT Teacher's reflective dimension is a training target in teacher education programmes and is a determining factor in their professional development. However, it is not yet fully consolidated in the curriculum, which is attributed to the difficulty of its development, among other factors. The portfolio is one of the didactic resources used to stimulate teachers' reflection, since it facilitates the analysis of their own performance. The objective of this research is to analyze the usefulness of the portfolio as a means for students' reflective learning in the Childhood Education Teacher's Degree. To this end, a case study is presented focused on five students' Final Degree Project from the Universitat Jaume I of Castellón (Spain). The results show, from a documentary analysis, the main potentialities of the reflective portfolio (awareness of their own learning, feeling of pride and responsibility, commitment to continue learning, opportunity to improve the curriculum towards a more competent approach). It concludes with the need to strengthen this reflective approach from the beginning of the initial teacher programme so that students can develop their competences.

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          Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

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            The Coding Manual for Qualitative Researchers

            <b>The Coding Manual for Qualitative Researchers </b>is unique in providing, in one volume, an in-depth guide to each of the multiple approaches available for coding qualitative data.</p> <p> </p> <p>In total, 29 different approaches to coding are covered, ranging in complexity from beginner to advanced level and covering the full range of types of qualitative data from interview transcripts to field notes. For each approach profiled, Johnny Saldaña discusses the method's origins in the professional literature, a description of the method, recommendations for practical applications, and a clearly illustrated example. Also included in the book is an introduction to how codes and coding initiate qualitative data analysis, their applications with qualitative data analysis software, the writing of supplemental analytic memos, and recommendations for how to best use the manual for particular studies.</p> <p> </p> <p><b>The Coding Manual for Qualitative Researchers</b> is an invaluable reference for all students, teachers, and practitioners of qualitative inquiry, and a useful textbook for beginning and advanced qualitative research methods courses in such disciplines as education, sociology, communication, anthropology, psychology, and health care.
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              Linking Ways of Knowing with Ways of Being Practical

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                Author and article information

                Journal
                zop
                Zona Próxima
                Zona prox.
                Instituto de Estudios en Educación Universidad del Norte (Barranquilla, Atlántico, Colombia )
                2145-9444
                December 2022
                : 37
                : 4-31
                Affiliations
                [1] Castellón Valencia orgnameUniversitat Jaume I Spain lvicente@ 123456uji.es
                [2] Valencia orgnameUniversitat Jaume I orgdiv1área de Didáctica y Organización Escolar del Departamento de Pedagogía y Didáctica de las Ciencias Sociale Spain asanahuj@ 123456uji.es
                [3] Valencia orgnameUniversitat Jaume I orgdiv1área de Didáctica y Organización Escolar del Departamento de Pedagogía y Didáctica de las Ciencias Sociales Spain pescobed@ 123456uji.es
                Article
                S2145-94442022000200004 S2145-9444(22)00003700004
                10.14482/zp.37.370.562
                69f050fa-b536-4033-ba6e-1268f2515e22

                This work is licensed under a Creative Commons Attribution 4.0 International License.

                History
                : 25 April 2020
                : 29 September 2020
                Page count
                Figures: 0, Tables: 0, Equations: 0, References: 88, Pages: 28
                Product

                SciELO Colombia

                Categories
                Artículo de investigación

                initial teacher education,professional competences,portfolio,Reflexive learning,formación inicial del profesorado,competencias profesionales,portafolio,Aprendizaje reflexivo

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