<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022017000100097</article-id>
<article-id pub-id-type="doi">10.1590/S1517-9702201701158626</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Formación de docentes reflexivos: un enfoque en construcción y disputa]]></article-title>
<article-title xml:lang="en"><![CDATA[Educating reflective teachers: an approach under progress and dispute]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ruffinelli]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Alberto Hurtado  ]]></institution>
<addr-line><![CDATA[Santiago ]]></addr-line>
<country>Chile</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2017</year>
</pub-date>
<volume>43</volume>
<numero>1</numero>
<fpage>97</fpage>
<lpage>111</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022017000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022017000100097&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022017000100097&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Revisi&#243;n bibliogr&#225;fica en torno a la formaci&#243;n de docentes reflexivos a partir de veinticuatro art&#237;culos publicados en revistas arbitradas, entre los a&#241;os 2009 y 2014. Se desarrolla un breve recuento de la historia del concepto de reflexi&#243;n y del enfoque del profesor como profesional reflexivo, luego da cuenta de los principales hallazgos, metodolog&#237;as, argumentos y tensiones presentes en las mediciones, experiencias y documentos anal&#237;ticos revisados y termina con una discusi&#243;n que identifica una brecha investigativa en el campo. Los resultados muestran un foco distinto al de la d&#233;cada anterior, optando por la b&#250;squeda de estrategias para el desarrollo de la reflexi&#243;n, con resultados incipientes, en un marco de creciente rigurosidad cient&#237;fica, y de una progresiva incorporaci&#243;n de nuevas preguntas inspiradas en otras disciplinas, orientadas a develar la forma en que la experiencia podr&#237;a transformarse en conocimiento mediante la reflexi&#243;n y la modificaci&#243;n de la pr&#225;ctica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Literature review on the training of reflective teachers in twenty-four articles published between 2009 and 2014 in international, specialized and refereed journals. It briefly recounts the history of the concept of reflection and of the approach to teachers as reflective professionals, then it presents the main findings, methodologies, arguments, and tensions that exist in the measurements, experiences and analytical documents reviewed, and discusses a research gap in the field. Findings show a different focus from that of the previous decade, opting for the search for strategies for the development of reflection, with incipient results in the context of increasing scientific rigor, and the gradual incorporation of new questions inspired by other disciplines, which are oriented towards revealing how the experience could be turned into knowledge through reflection and changes in practice.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Reflexión docente]]></kwd>
<kwd lng="es"><![CDATA[Formación docente]]></kwd>
<kwd lng="es"><![CDATA[Desarrollo profesional docente]]></kwd>
<kwd lng="es"><![CDATA[Profesionalización docente]]></kwd>
<kwd lng="en"><![CDATA[Teacher reflection]]></kwd>
<kwd lng="en"><![CDATA[Teacher education]]></kwd>
<kwd lng="en"><![CDATA[Teacher professional development]]></kwd>
<kwd lng="en"><![CDATA[Teacher professionalization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALPER]]></surname>
<given-names><![CDATA[Ayfer]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Critical Thinking Disposition of Pre-Service Teachers]]></article-title>
<source><![CDATA[Egitim Ve Bilim-Education and Science]]></source>
<year></year>
<volume>35</volume>
<numero>158</numero>
<issue>158</issue>
<page-range>14-27</page-range><publisher-loc><![CDATA[Ankara ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BATES]]></surname>
<given-names><![CDATA[Alisa]]></given-names>
</name>
<name>
<surname><![CDATA[RAMÍREZ]]></surname>
<given-names><![CDATA[Laurie]]></given-names>
</name>
<name>
<surname><![CDATA[DRITS]]></surname>
<given-names><![CDATA[Dina]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Connecting university supervision and critical reflection: mentoring and modeling]]></article-title>
<source><![CDATA[The Teacher Educator]]></source>
<year></year>
<volume>44</volume>
<page-range>90-112</page-range><publisher-loc><![CDATA[Muncie ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BERLINER]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[In pusuit of the expert pedagogue]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year></year>
<volume>15</volume>
<page-range>5-13</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[BLOMBERG]]></surname>
<given-names><![CDATA[Geraldine]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection]]></article-title>
<source><![CDATA[Instructional Science]]></source>
<year></year>
<volume>42</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>443-63</page-range><publisher-loc><![CDATA[Cham ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CHUNG]]></surname>
<given-names><![CDATA[Huy]]></given-names>
</name>
<name>
<surname><![CDATA[VAN ES]]></surname>
<given-names><![CDATA[Elizabeth]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Pre-service teachers&#8217; use of tools to systematically analyze teaching and learning]]></article-title>
<source><![CDATA[Teachers and Teaching]]></source>
<year></year>
<volume>20</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>113-35</page-range><publisher-loc><![CDATA[Nottingham ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CONCHA]]></surname>
<given-names><![CDATA[Soledad]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reflexión pedagógica en base a casos y dominio de lenguaje académico en estudiantes de cuarto año de pedagogía en educación básica]]></article-title>
<source><![CDATA[Calidad en la Educación]]></source>
<year></year>
<numero>38</numero>
<issue>38</issue>
<page-range>81-113</page-range><publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CORNEJO]]></surname>
<given-names><![CDATA[José]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[El pensamiento reflexivo entre profesores]]></article-title>
<source><![CDATA[Pensamiento Educativo]]></source>
<year></year>
<volume>32</volume>
<page-range>343-73</page-range><publisher-loc><![CDATA[Santiago de Chile ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[CRUICKSHANK]]></surname>
<given-names><![CDATA[Donald]]></given-names>
</name>
</person-group>
<source><![CDATA[Reflective teaching: the preparation of students of teaching]]></source>
<year></year>
<publisher-loc><![CDATA[Reston ]]></publisher-loc>
<publisher-name><![CDATA[Association of Teacher Educators]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DANIEL]]></surname>
<given-names><![CDATA[Graham]]></given-names>
</name>
<name>
<surname><![CDATA[AUHL]]></surname>
<given-names><![CDATA[Greg]]></given-names>
</name>
<name>
<surname><![CDATA[HASTINGS]]></surname>
<given-names><![CDATA[Wendy]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Collaborative feedback and reflection for professional growth: preparing first-year pre-service teachers for participation in the community of practice]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year></year>
<volume>41</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>159-72</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DARLING-HAMMOND]]></surname>
<given-names><![CDATA[Linda]]></given-names>
</name>
<name>
<surname><![CDATA[BRANSFORD]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<source><![CDATA[Preparing teachers for a changing World: what teachers should learn and be able to do]]></source>
<year></year>
<publisher-loc><![CDATA[San Francisco ]]></publisher-loc>
<publisher-name><![CDATA[Jossey-Bass]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[DEWEY]]></surname>
<given-names><![CDATA[John]]></given-names>
</name>
</person-group>
<source><![CDATA[Cómo pensamos: nueva exposición de la relación entre pensamiento reflexivo y proceso educativo]]></source>
<year></year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FENDLER]]></surname>
<given-names><![CDATA[Lynn]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teacher reflection in a hall of mirrors: historical influences and political reverberations]]></article-title>
<source><![CDATA[Educational Researcher]]></source>
<year></year>
<volume>32</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>16-25</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[FRICK]]></surname>
<given-names><![CDATA[Liezel]]></given-names>
</name>
<name>
<surname><![CDATA[CARL]]></surname>
<given-names><![CDATA[Arend]]></given-names>
</name>
<name>
<surname><![CDATA[BEETS]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reflection as learning about the self in context: mentoring as catalyst for reflective development in pre-service teachers]]></article-title>
<source><![CDATA[South African Journal of Education]]></source>
<year></year>
<volume>30</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>421-37</page-range><publisher-loc><![CDATA[Pretoria ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GELFUSO]]></surname>
<given-names><![CDATA[Andrea]]></given-names>
</name>
<name>
<surname><![CDATA[DENNIS]]></surname>
<given-names><![CDATA[Danielle]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Getting reflection off the page: The challenges of developing support structures for pre-service teacher reflection]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>38</volume>
<page-range>1-11</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUERRA]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Revisión de experiencia de reflexión en la formación inicial de docentes]]></article-title>
<source><![CDATA[Estudios Pedagógicos]]></source>
<year></year>
<volume>35</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>243-60</page-range><publisher-loc><![CDATA[Valdivia ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[GUROL]]></surname>
<given-names><![CDATA[Aysun]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Determining the reflective thinking skills of pre-service teachers in learning and teaching process]]></article-title>
<source><![CDATA[Energy Education Science and Technology Part B-Social and Educational Studies]]></source>
<year></year>
<volume>3</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>387-402</page-range><publisher-loc><![CDATA[Trabzon ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HATTON]]></surname>
<given-names><![CDATA[Neville]]></given-names>
</name>
<name>
<surname><![CDATA[SMITH]]></surname>
<given-names><![CDATA[David]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reflection in teacher education: towards definition and research into the use of diaries and journal to facilitate reflection]]></article-title>
<source><![CDATA[Teacher in Higher Education]]></source>
<year></year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>103-21</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[HOLLOWAY]]></surname>
<given-names><![CDATA[Susan]]></given-names>
</name>
<name>
<surname><![CDATA[GOUTHRO]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Teaching resistant novice educators to be critically reflective]]></article-title>
<source><![CDATA[Discourse]]></source>
<year></year>
<volume>32</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>29-41</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JAY]]></surname>
<given-names><![CDATA[Joelle]]></given-names>
</name>
<name>
<surname><![CDATA[JOHNSON]]></surname>
<given-names><![CDATA[Kerry]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Capturing complexity: a typology of reflective practice for teacher education]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>18</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>73-85</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[JONES]]></surname>
<given-names><![CDATA[Mellita]]></given-names>
</name>
<name>
<surname><![CDATA[RYAN]]></surname>
<given-names><![CDATA[Josephine]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Learning in the practicum: engaging pre-service teachers in reflective practice in the online space]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year></year>
<volume>42</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>132-46</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KAASILA]]></surname>
<given-names><![CDATA[Raimo]]></given-names>
</name>
<name>
<surname><![CDATA[LAURIALA]]></surname>
<given-names><![CDATA[Anneli]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[How do pre-service teachers&#8217; reflective processes differ in relation to different contexts?]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year></year>
<volume>35</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>77-89</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MARCOS]]></surname>
<given-names><![CDATA[Juanjo]]></given-names>
</name>
<name>
<surname><![CDATA[SANCHEZ]]></surname>
<given-names><![CDATA[Emilia]]></given-names>
</name>
<name>
<surname><![CDATA[TILLEMA]]></surname>
<given-names><![CDATA[Harm]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Promoting teacher reflection: what is said to be done]]></article-title>
<source><![CDATA[Journal of Education for Teaching]]></source>
<year></year>
<volume>37</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>21-36</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[MOORE-RUSSO]]></surname>
<given-names><![CDATA[Deborah]]></given-names>
</name>
<name>
<surname><![CDATA[WILSEY]]></surname>
<given-names><![CDATA[Jillian]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Delving into the meaning of productive reflection: a study of future teachers&#8217; reflections on representations of teaching]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>37</volume>
<page-range>76-90</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OAKLEY]]></surname>
<given-names><![CDATA[Grace]]></given-names>
</name>
<name>
<surname><![CDATA[PEGRUM]]></surname>
<given-names><![CDATA[Mark]]></given-names>
</name>
<name>
<surname><![CDATA[JOHNSTON]]></surname>
<given-names><![CDATA[Shannon]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Introducing e-portfolios to pre-service teachers as tools for reflection and growth: lessons learnt]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year></year>
<volume>42</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>36-50</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[OVENS]]></surname>
<given-names><![CDATA[Alan]]></given-names>
</name>
<name>
<surname><![CDATA[TINNING]]></surname>
<given-names><![CDATA[Richard]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Reflection as situated practice: A memory-work study of lived experience in teacher education]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>25</volume>
<numero>8</numero>
<issue>8</issue>
<page-range>1125-131</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ROSS]]></surname>
<given-names><![CDATA[Jen]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Performing the reflective self: audience awareness in high-stakes reflection]]></article-title>
<source><![CDATA[Studies in Higher Education]]></source>
<year></year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>219-32</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RUSSELL]]></surname>
<given-names><![CDATA[Tom]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Cambios paradigmáticos en la formación de profesores: Peligros, trampas y la promesa no cumplida del profesional reflexivo]]></article-title>
<source><![CDATA[Encounters on Education]]></source>
<year></year>
<volume>13</volume>
<page-range>71-91</page-range><publisher-loc><![CDATA[Ottawa ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[RUSSELL]]></surname>
<given-names><![CDATA[Tom]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Can reflective practice be taught?]]></article-title>
<source><![CDATA[Reflective Practice]]></source>
<year></year>
<volume>6</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>199-204</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHÖN]]></surname>
<given-names><![CDATA[Donald]]></given-names>
</name>
</person-group>
<source><![CDATA[El profesional reflexivo: cómo piensan los profesionales cuando actúan]]></source>
<year></year>
<publisher-loc><![CDATA[Barcelona ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHÖN]]></surname>
<given-names><![CDATA[Donald]]></given-names>
</name>
</person-group>
<source><![CDATA[La formación de profesionales reflexivos: hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones]]></source>
<year></year>
<publisher-loc><![CDATA[Madrid ]]></publisher-loc>
<publisher-name><![CDATA[Paidós]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B31">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SCHÖN]]></surname>
<given-names><![CDATA[Donald]]></given-names>
</name>
</person-group>
<source><![CDATA[The reflective practitioner: how professionals think in action]]></source>
<year></year>
<publisher-loc><![CDATA[New York ]]></publisher-loc>
<publisher-name><![CDATA[Basic Books]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B32">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SILVA]]></surname>
<given-names><![CDATA[Alejandra]]></given-names>
</name>
</person-group>
<source><![CDATA[Modelo para el desarrollo de capacidades reflexivas y didácticas en estudiantes de educación parvularia y básica durante la práctica profesional.]]></source>
<year></year>
<publisher-loc><![CDATA[Santiago, Chile ]]></publisher-loc>
<publisher-name><![CDATA[Universidad Metropolitana de Ciencias de la Educación]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B33">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[SIMS]]></surname>
<given-names><![CDATA[Linda]]></given-names>
</name>
<name>
<surname><![CDATA[WALSH]]></surname>
<given-names><![CDATA[Daniel]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Lesson Study with preservice teachers: Lessons from lessons]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>25</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>724-33</page-range></nlm-citation>
</ref>
<ref id="B34">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[THOMPSON]]></surname>
<given-names><![CDATA[Neil]]></given-names>
</name>
<name>
<surname><![CDATA[PASCAL]]></surname>
<given-names><![CDATA[Jen]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Developing critically reflective practice]]></article-title>
<source><![CDATA[Reflective Practice]]></source>
<year></year>
<volume>13</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>311-25</page-range></nlm-citation>
</ref>
<ref id="B35">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[VAN - MANEN]]></surname>
<given-names><![CDATA[Max]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Linking ways of knowing with ways of being practical]]></article-title>
<source><![CDATA[Curriculum Inquiry]]></source>
<year></year>
<volume>6</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>205-28</page-range><publisher-loc><![CDATA[Toronto ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B36">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YAFFE]]></surname>
<given-names><![CDATA[Elika]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[The reflective begginer: using Theory and practice to facilitate reflection among newly qualified teachers]]></article-title>
<source><![CDATA[Reflective Practice]]></source>
<year></year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>381-91</page-range></nlm-citation>
</ref>
<ref id="B37">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[YOUNGS]]></surname>
<given-names><![CDATA[Peter]]></given-names>
</name>
<name>
<surname><![CDATA[BIRD]]></surname>
<given-names><![CDATA[Tom]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Using embedded assessments to promote pedagogial reasoning amonh secondary teaching candidates]]></article-title>
<source><![CDATA[Teaching and Teacher Education]]></source>
<year></year>
<volume>26</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>185-98</page-range></nlm-citation>
</ref>
<ref id="B38">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZEICHNER]]></surname>
<given-names><![CDATA[Kenneth]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[El maestro como profesional reflexivo]]></article-title>
<source><![CDATA[Cuadernos de Pedagogía]]></source>
<year></year>
<volume>220</volume>
<page-range>44-9</page-range></nlm-citation>
</ref>
<ref id="B39">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZHU]]></surname>
<given-names><![CDATA[Xihe]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Student teachers&#8217; reflection during practicum: plenty on action, few in action]]></article-title>
<source><![CDATA[Reflective Practice]]></source>
<year></year>
<volume>12</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>763-75</page-range></nlm-citation>
</ref>
<ref id="B40">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ZINK]]></surname>
<given-names><![CDATA[Robyn]]></given-names>
</name>
<name>
<surname><![CDATA[DYSON]]></surname>
<given-names><![CDATA[Michael]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[What does it mean when they don&#8217;t seem to learn from experience?]]></article-title>
<source><![CDATA[Cambridge Journal of Education]]></source>
<year></year>
<volume>39</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>163-74</page-range><publisher-loc><![CDATA[Cambridge ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
