The reflective practice as a tool for making tacit knowledge explicit

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dc.contributor.authorRavanal Moreno, Eduardo
dc.contributor.authorCabello González, Valeria Magaly
dc.contributor.authorLopez Cortes, Francisco
dc.contributor.authorAmortegui Cedeno, Elias
dc.date.accessioned2024-01-10T13:10:26Z
dc.date.available2024-01-10T13:10:26Z
dc.date.issued2021
dc.description.abstractReflective practice is an essential professional development tool that allows teachers to provide meaning to experiences teaching practice. Reflecting on teaching is also an opportunity to identify relevant situations for stimulating teachers' thinking and meta-analysis to broaden the understanding of their schemas and their explicit and tacit knowledge involved in the teaching practices they promote. Few studies discuss reflective practice linking tacit and explicit teaching knowledge. In this framework, a case study was designed based on an in-service biology teacher's teaching practice. The teacher observed one of his biology classes and identified areas of concern. He subsequently participated in two semi-structured interviews to reflect on the difficulties he recalled in his practice. A qualitative analysis was carried out linking the observation with the teacher's ideas about his teaching regarding action-belief-reflection. The trilogy allowed identifying (a.) temporality as a subjective variable in reflection determines the teacher's internalized position about a teaching action, (b.) the teacher transformed tacit knowledge into explicit knowledge through two forms of reflection: the formulation of questions and the explanations in the classroom. We discuss the role of reflective practice as a plausible alternative to achieve teacher awareness about the guiding rules of a pedagogical action.
dc.description.funderCentro de Investigacion para la Gestion Integrada del Riesgo de Desastres (CIGIDEN), Ministerio de Educacion, Gobierno de Chile
dc.fechaingreso.objetodigital2024-05-09
dc.format.extent16 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1080/14623943.2021.1930527
dc.identifier.eissn1470-1103
dc.identifier.issn1462-3943
dc.identifier.urihttps://doi.org/10.1080/14623943.2021.1930527
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/77853
dc.identifier.wosidWOS:000655333800001
dc.information.autorucFacultad de educación ; Cabello González, Valeria Magaly ; 0000-0001-6190-9187 ; 127258
dc.language.isoen
dc.nota.accesocontenido parcial
dc.publisherROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
dc.revistaReflective Practice
dc.rightsacceso restringido
dc.subjectReflective practice
dc.subjectReflective learning
dc.subjectTacit knowledge
dc.subjectIn-service biology teacher
dc.subjectProfessional development
dc.subjectTeachers
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleThe reflective practice as a tool for making tacit knowledge explicit
dc.typeartículo
sipa.codpersvinculados127258
sipa.indexScopus
sipa.trazabilidadCarga SIPA;09-01-2024
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