NEW MODELS AND HORIZONS BASED ON REFLECTIVE PRACTICE IN TRAINING OF LITERATURE TEACHERS

Abstract

This paper presents the design, implementation, and analysis of two teacher training-research processes in two Primary Education schools. The central concept of this training has been literary education and its current educational challenges. It starts from a socio-constructivist vision of education, in which permanent training for teachers begins from their own activity and a subsequent reflection. That is, training processes need to know teaching work, in order to enable improvement processes; and at the same time, teachers need to become aware of their own activity, through reflective processes like self-confrontation, which allows changes in the ways of acting. The methods used for this research on training processes were aimed at knowing both teacher’s real activity and aspects worked in the training sessions. Thus, the effects these issues may have in literary competence development at classroom can be identified. The results show that training which is based on reflective practice has considerable potential when it comes to promoting significant changes in the teaching-learning processes at classrooms.