COMPONENTS OF THE REFLECTIVE PRACTICE OF SPECIAL EDUCATION STUDENTS
Abstract
Reflection on initial teacher training in Chile is one of the educational problems in higher education.
The objective of this research was to reveal the components of the reflection of Special Education
students who are in the last year of their training itinerary, at a university located in the Araucanía
Region. The method is qualitative, specifically a multiple case study design was used. The data
collection was carried out through the techniques of semi-structured interview and documentary
analysis of 8 participants. Regarding the results, they indicate that the pedagogical and disciplinary
components of the reflection emerge from the theory and regulations which are addressed during
training. Differently, it was detected that the formal tools component corresponds to the
methodologies and instruments provided by the study program to address reflection.
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