Teacher's diary: analysis of the perceptions of special education students
Since the approaches of Dewey and Schön, the teaching of reflective practice has been a key objective for teacher training institutions internationally. The aim of this study was to describe the perceptions of students in the Special Education Pedagogy programme at the Catholic University of Temuco...
保存先:
| 第一著者: | |
|---|---|
| その他の著者: | |
| フォーマット: | article |
| 言語: | スペイン語 |
| 出版事項: |
2025
|
| 主題: | |
| オンライン･アクセス: | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047 http://hdl.handle.net/20.500.11968/7647 |
| タグ: |
タグなし, このレコードへの初めてのタグを付けませんか!
|
| _version_ | 1868889997121159168 |
|---|---|
| author | Sierra Suazo, Priscilla Aracelly |
| author2 | Mansilla Sepúlveda, Juan Guillermo |
| author2_role | author |
| author_browse | Mansilla Sepúlveda, Juan Guillermo Sierra Suazo, Priscilla Aracelly |
| author_facet | Sierra Suazo, Priscilla Aracelly Mansilla Sepúlveda, Juan Guillermo |
| author_role | author |
| collection | RAD |
| dc.creator.none.fl_str_mv | Sierra Suazo, Priscilla Aracelly Mansilla Sepúlveda, Juan Guillermo |
| dc.date.none.fl_str_mv | 2025-08-12 |
| dc.format.none.fl_str_mv | application/pdf text/html text/xml |
| dc.identifier.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047 10.18861/cied.2025.16.2.4047 http://hdl.handle.net/20.500.11968/7647 |
| dc.language.none.fl_str_mv | spa |
| dc.publisher.none.fl_str_mv | Universidad ORT Uruguay |
| dc.relation.none.fl_str_mv | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047/4568 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047/4578 https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047/4579 |
| dc.rights.none.fl_str_mv | http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | Cuadernos de Investigación Educativa; Vol. 16 No. 2 (2025) Cuadernos de Investigación Educativa; Vol. 16 Núm. 2 (2025) Cuadernos de Investigación Educativa; v. 16 n. 2 (2025) 1688-9304 1510-2432 10.18861/cied.2025.16.2 reponame:RAD instname:Universidad ORT Uruguay instacron:Universidad ORT |
| dc.subject.none.fl_str_mv | formación de docentes educación especial enseñanza superior profesor de educación especial estrategia de aprendizaje diario del profesor teacher training special education higher education special education teacher learning strategy teacher's diary formação docente educação especial ensino superior professor de educação especial estratégia da aprendizagem diário do professor |
| dc.title.none.fl_str_mv | Teacher's diary: analysis of the perceptions of special education students Diario del profesor: análisis de las percepciones del estudiantado de educación especial Diário do professor: análise das percepções dos alunos de educação especial |
| dc.type.none.fl_str_mv | info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/publishedVersion |
| description | Since the approaches of Dewey and Schön, the teaching of reflective practice has been a key objective for teacher training institutions internationally. The aim of this study was to describe the perceptions of students in the Special Education Pedagogy programme at the Catholic University of Temuco regarding the Teacher's Diary as a reflective tool. For this purpose, a mixed-methods approach with a convergent design was used, collecting qualitative and quantitative data simultaneously. The sample consisted of 62 participants, who provided key information about their practices and perceptions. The results reveal that the Teacher's Diary is valued by students as it promotes reflective writing, self-assessment of performance, and the connection between theory and practice. These aspects underpin its usefulness in Initial Teacher Education (ITE). However, the need to diversify the pedagogical strategies used to foster reflection was also identified. In the conclusions, the benefits of combining the diary with other reflective tools and strategies to enrich training processes are highlighted. Recommendations are also offered for the implementation of reflective diaries in pedagogy programmes. |
| eu_rights_str_mv | openAccess |
| format | article |
| id | anni_2e05e2c5007b93c2a8d26f4bface67de |
| identifier_str_mv | 10.18861/cied.2025.16.2.4047 |
| instacron_str | Universidad ORT |
| institution | Universidad ORT |
| instname_str | Universidad ORT Uruguay |
| language | spa |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:rad.ort.edu.uy:20.500.11968/7647 |
| publishDate | 2025 |
| publishDateSort | 2025 |
| publisher.none.fl_str_mv | Universidad ORT Uruguay |
| reponame_str | RAD |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | http://creativecommons.org/licenses/by/4.0 |
| spelling | Teacher's diary: analysis of the perceptions of special education studentsDiario del profesor: análisis de las percepciones del estudiantado de educación especialDiário do professor: análise das percepções dos alunos de educação especialSierra Suazo, Priscilla AracellyMansilla Sepúlveda, Juan Guillermoformación de docenteseducación especialenseñanza superiorprofesor de educación especialestrategia de aprendizajediario del profesorteacher trainingspecial educationhigher educationspecial education teacherlearning strategyteacher's diaryformação docenteeducação especialensino superiorprofessor de educação especialestratégia da aprendizagemdiário do professorSince the approaches of Dewey and Schön, the teaching of reflective practice has been a key objective for teacher training institutions internationally. The aim of this study was to describe the perceptions of students in the Special Education Pedagogy programme at the Catholic University of Temuco regarding the Teacher's Diary as a reflective tool. For this purpose, a mixed-methods approach with a convergent design was used, collecting qualitative and quantitative data simultaneously. The sample consisted of 62 participants, who provided key information about their practices and perceptions. The results reveal that the Teacher's Diary is valued by students as it promotes reflective writing, self-assessment of performance, and the connection between theory and practice. These aspects underpin its usefulness in Initial Teacher Education (ITE). However, the need to diversify the pedagogical strategies used to foster reflection was also identified. In the conclusions, the benefits of combining the diary with other reflective tools and strategies to enrich training processes are highlighted. Recommendations are also offered for the implementation of reflective diaries in pedagogy programmes.Desde los planteamientos de Dewey & Schön, la enseñanza de la práctica reflexiva ha sido un objetivo clave para las instituciones formadoras de profesores a nivel internacional. El presente estudio tuvo como objetivo describir las percepciones del estudiantado de Pedagogía en Educación Diferencial de la Universidad Católica de Temuco, respecto al “diario del profesor” como herramienta reflexiva. Para ello, se utilizó una metodología mixta con un diseño convergente, recolectando simultáneamente datos cualitativos y cuantitativos. La muestra estuvo compuesta por 62 participantes, quienes aportaron información clave sobre sus prácticas y percepciones. Los resultados revelan que el diario del profesor es valorado por el estudiantado dado que, promueve la escritura reflexiva, la autoevaluación del desempeño y la vinculación entre la teoría y la práctica. Estos aspectos sustentan su utilidad en la Formación Inicial Docente (FID). Sin embargo, se identificó la necesidad de diversificar las estrategias pedagógicas que se utilizan para trabajar la reflexión. En las conclusiones, se destaca la conveniencia de combinar el diario con otras herramientas y estrategias reflexivas para enriquecer los procesos formativos. De igual modo, se ofrecen recomendaciones para la implementación de diarios reflexivos en programas de Pedagogía.Desde as abordagens de Dewey e Schön, o ensino da prática reflexiva tem sido um objetivo fundamental para as instituições de formação de professores em nível internacional. O objetivo deste estudo foi descrever as percepções dos alunos do curso de Pedagogia em Educação Especial da Universidade Católica de Temuco em relação ao “Diário do Professor” como ferramenta de reflexão. Para isso, foi utilizada uma metodologia mista com um desenho convergente, coletando simultaneamente dados qualitativos e quantitativos. A amostra foi composta por 62 participantes, que forneceram informações importantes sobre suas práticas e percepções. Os resultados revelam que o Diário do Professor é valorizado pelos alunos, pois promove a escrita reflexiva, a autoavaliação do desempenho e a articulação entre teoria e prática. Esses aspectos sustentam sua utilidade na Formação Inicial Docente (FID). Entretanto, foi identificada a necessidade de diversificar as estratégias pedagógicas usadas para desenvolver a reflexão. Nas conclusões, destaca-se a conveniência de combinar o diário com outras ferramentas e estratégias de reflexão para enriquecer os processos de formação. Também são oferecidas recomendações para a implementação de diários de reflexão em programas de Pedagogia.Universidad ORT Uruguay2025-08-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmltext/xmlhttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/404710.18861/cied.2025.16.2.4047http://hdl.handle.net/20.500.11968/7647Cuadernos de Investigación Educativa; Vol. 16 No. 2 (2025)Cuadernos de Investigación Educativa; Vol. 16 Núm. 2 (2025)Cuadernos de Investigación Educativa; v. 16 n. 2 (2025)1688-93041510-243210.18861/cied.2025.16.2reponame:RADinstname:Universidad ORT Uruguayinstacron:Universidad ORTspahttps://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047/4568https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047/4578https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047/4579http://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessoai:rad.ort.edu.uy:20.500.11968/76472026-06-16T04:12:31Z |
| spellingShingle | Teacher's diary: analysis of the perceptions of special education students Sierra Suazo, Priscilla Aracelly formación de docentes educación especial enseñanza superior profesor de educación especial estrategia de aprendizaje diario del profesor teacher training special education higher education special education teacher learning strategy teacher's diary formação docente educação especial ensino superior professor de educação especial estratégia da aprendizagem diário do professor |
| status_str | publishedVersion |
| title | Teacher's diary: analysis of the perceptions of special education students |
| title_full | Teacher's diary: analysis of the perceptions of special education students |
| title_fullStr | Teacher's diary: analysis of the perceptions of special education students |
| title_full_unstemmed | Teacher's diary: analysis of the perceptions of special education students |
| title_short | Teacher's diary: analysis of the perceptions of special education students |
| title_sort | Teacher's diary: analysis of the perceptions of special education students |
| topic | formación de docentes educación especial enseñanza superior profesor de educación especial estrategia de aprendizaje diario del profesor teacher training special education higher education special education teacher learning strategy teacher's diary formação docente educação especial ensino superior professor de educação especial estratégia da aprendizagem diário do professor |
| url | https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047 http://hdl.handle.net/20.500.11968/7647 |