Reflection in secondary science teachers. Study of cases

Authors

  • Bartolomé Vázquez Bernal
  • Roque Jiménez Pérez
  • Vicent Mellado Jiménez

Abstract

The article that we describe here is a case study of two secondary science teachers about action-oriented reflection and its influence on professional development. The framework of the study is a collaborative action research program designed to provide the essential structure for her professional development. The results showed that teachers were in the process of turning their reflection more complex. It was also found that they had obstacles in their explicit theories, which constitute hard cores that impede or make difficult the complexity of the reflection and their professional development.

Keywords

Science teacher, reflection, professional development and complexity

DOI

https://doi.org/10.5565/rev/ensciencias.3761

Published

2008-05-13

How to Cite

Vázquez Bernal, B., Jiménez Pérez, R., & Mellado Jiménez, V. (2008). Reflection in secondary science teachers. Study of cases. Enseñanza De Las Ciencias. Revista De investigación Y Experiencias didácticas, 25(1), 73–90. https://doi.org/10.5565/rev/ensciencias.3761

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Copyright (c) 2008 Bartolomé Vázquez Bernal, Roque Jiménez Pérez, Vicent Mellado Jiménez

Creative Commons License

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