Keywords
higher education
instructional leadership
instructional reflection
teaching
How to Cite
Abstract
Recognizing the importance of reflection about teaching for university faculty, the present research was conducted to: explore the practices of instructional reflection of four undergraduate level professors at the University of Puerto Rico, understand how these practices influence their teaching and professional development, and analyze their reflective practices based on traditional theories of reflection. A qualitative, multiple-case study was designed for this examination, with interviews and observation of classes. Collected data were analyzed through inductive and deductive processes. Among the results stands out that professors critically examine their teaching practices through: dialogue, reading, writing, and peer class observation. From their testimonies it also follows that reflection influences their teaching because they: privilege questioning and critical dialogue, democratize their classrooms, update their courses, and experiment with new assessment strategies. Classical theories of reflection converge in the professors‘ reflectivity. In addition, they integrate elements from other theoretical perspectives—e.g. feminism, Queer Theory, general education, and transdisciplinarity—with which they reinvigorate their instructional reflection.
How to cite:
Flores-Rivera, E. (2015). Reflexión didáctica en la docencia universitaria: Praxis de profesores puertorriqueños. Pedagogía, 48(1), 11-34. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/16304
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