Pedagogical Reflection in the Practice of Novice Teachers: Triggers and Difficulties

Abstract

The research analyzes the themes/situations of the pedagogical practice that mobilize reflection in beginning teachers of History, Geography and Social Sciences, specifying the difficulties they identify. The study was carried out under the interpretive paradigm with a qualitative design. The information collection technique was the interview, to ten new teachers of this discipline who work in educational establishments of different dependencies and communes of the Maule region, Chile. Novice teachers analyze their teaching work in terms of characteristics, triggers and difficulties. They conceive the reflection associated with an experience of emotional and cognitive tension caused in some cases by the presence of a technical/instrumental imbalance, a mismatch between their expectations and what they experienced, or a practical/pedagogical imbalance, which forces them to become aware of the consequences contemplated by the teaching action. The reflection developed by these beginning secondary school teachers in their insertion into work and the profession broadens the scope of the classroom, to incorporate the institution and its organizational conditions (administrative tasks), as well as relationships with others (promoting the commitment of families).