Reflection as a fundamental factor of the pedagogical praxis of the university teacher

Abstract

Teaching practice is one of the most important aspects that a teacher must achieve to complete an educational process with a high quality. For that reason it is essential to think about education as a process to promote changes which can allow the teacher to improve excellence. So, the aim of this research was to analyze the importance of the reflection on pedagogical practice when teaching in higher education. This study is based on a qualitative approach following the precepts of the interpretative paradigm under the hermeneutic method of Gadamer and the analysis through techniques of grounded theory with reference to the processes described by Corbin and Strauss (2002). The phase of observation was applied in five types of teachers and then it was necessary to interview those teachers and five students who were selected according to certain criteria indicating they have some time experiencing teaching practice. The results showed that university teachers rarely considered reflection as a continuous process in making diagnosis, planning, implementation and evaluation of all the elements involved in the education act, which affects many aspects of implicit experiences students’ learning.