Initial Reflection Activity: An Example in Educational Practice with Future Chemistry Teachers

Abstract

This article shares an experience carried out during the first classes of the course Educational Practice III, corresponding to the fourth year of the Chemistry Teacher Education program at the Faculty of Exact and Natural Sciences (FCEyN) of the National University of La Pampa (UNLPam). Since this is a course in which students complete their teaching practice in secondary schools, the importance of creating spaces for reflection is highlighted, allowing future teachers to discover the essence of reflective experience as another instance of continuous professional development. At the same time, the type of activities and chores we proposed foster an atmosphere of acquaintance and mutual recognition among peers. This responds to the purpose of encouraging the design of introductory and relationship-building activities that promote appreciation of affectivity among the different actors involved in a teaching-learning situation.