Libro de Actas. 2° Congreso de Educación y Pedagogía

Libro de Actas 2° Congreso de Educación y Pedagogía de la Universidad de Chile. CEDUP 2025 Santiago, Chile 15-17 enero 2025 92 Referencias Copland, F., y Creese, A. (2015). Linguistic ethnography: Collecting, analysing and presenting data . Sage. Farrell, T.S. (2016) Reflective language teaching: from research to practice . Continuum. Freeman, D. Webre, AC, Epperson, M. (2018) What counts as knowledge in English language teaching?. En Walsh, S. y Mann, S. (eds) The Routledge Handbook of English Language Teacher Education . Routledge. Korthagen, F. & Vasalos, A. (2005) Levels in reflection: core reflection as a means to enhance professional growth. Teachers and teaching.: theory and practice. 11 (1), pp. 47-71. Mann, S. (2016) The research interview. Reflective Practice and Reflexivity in Research Processes. Palgrave Mann, S. y Walsh, S. (2017) Reflective Practice in English Language Teaching: Research- Based Principles and Practices . Routledge. Mercer, S., y Dörnyei, Z. (2020). Engaging language learners in contemporary classrooms . Cambridge University Press. Mineduc. (2021). Estándares de Formación Inicial Docente . Ministerio de Educación Chile. Ruffinelli, A., Morales, A., Montoya, S., Fuenzalida, C., Rodríguez, C., López, P. y González, C. (2020). Tutorías de prácticas: representaciones acerca del rol del tutor y las estrategias pedagógicas. Perspectiva Educacional, 59 (1), 30-51. Ruffinelli, R., Álvarez-Valdés, C. y Salas-Aguayo, M. (2021). Conditions for generative reflection in practicum tutorials: the representations of tutors and preservice teachers. European Journal of Teacher Education. 46 (3), 498 – 515. https://doi.org/10.1080/02619768.2021.1949708 Rogers. C. (1974) Can learning encompass both ideas and feelings. Education 95 (2). Schön, D. (1987) Educating the reflective practitioner. Toward a new design for teaching and learning in the professions . Jossey-Bass.

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