El El feedback como mediador del tránsito reflexivo en la formación docente inicial: un estudio de caso en el profesorado de química:

Melina García Tortosa; Guillermo Cutrera

doi:10.22481/rbba.v16i1.18311

Authors

Melina García Tortosa National University of Mar del Plata https://orcid.org/0009-0004-5334-9596
Guillermo Cutrera National University of Mar del Plata https://orcid.org/0009-0004-5334-9596

DOI:

https://doi.org/10.22481/rbba.v16i1.18311

Keywords:

teacher feedback, reflective transit, reflective writing, journals

Abstract

The objective of this study is to examine the relationship between the function and focus of a mentor’s feedback and the associated progression in the levels of reflection expressed in the lesson journals of a preservice Chemistry teacher during her practicum. This is a qualitative single-case study that analyses the asynchronous written dialogue between the resident and her mentor, recorded in the journals of four lessons. A theoretical double-entry framework (function/focus) was applied to classify the feedback, and the residents’ responses were coded into three levels of reflection (descriptive, analytical/dialogic, critical/propositive). The results show that dialogic, forward-looking feedback, with an increasing focus on self-regulation, fosters a reflective transition among residents toward higher levels of reflection. It is concluded that these types of feedback operate as effective scaffolding, transforming the lesson journal into a tool for professional development and contributing to the consolidation of a critical and autonomous teacher identity.

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Author Biographies

Melina García Tortosa, National University of Mar del Plata

Docente en instituciones de nivel secundario de la provincia de Buenos Aires. Es estudiante avanzada del Profesorado en Química de la Universidad Nacional de Mar del Plata y becaria del Consejo Interuniversitario Nacional (Beca Estímulo a las Vocaciones Científicas - EVC).

Guillermo Cutrera, National University of Mar del Plata

Doctor en Enseñanza de las Ciencias Exactas y Naturales por la Universidad Nacional del Comahue, Ingeniero Químico y Profesor en Química por la Universidad Nacional de Mar del Plata. Se desempeña como Profesor Adjunto con dedicación exclusiva y Director del Departamento de Educación Científica, donde dirige la Maestría en Educación Ambiental y coordina el Profesorado en Física.

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