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
| 2025 | |
|
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 |
|
| Español | |
| Universidad ORT Uruguay | |
| RAD | |
|
https://revistas.ort.edu.uy/cuadernos-de-investigacion-educativa/article/view/4047
http://hdl.handle.net/20.500.11968/7647 |
|
| Acceso abierto |
| Sumario: | 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. |
|---|
