Learning diary: strategy to develop reflective thinking in undergraduate Education student’s

Abstract

Abstract Given the current demands within teacher training, there is evidence of a deficiency in the development of reflective thinking in students of the Education career in the face of the lack of an appropriate policy regarding initial teacher training, the lack of adequate teaching strategies that allow encourage deeper reasoning in students and traditional teaching that does not promote the construction of knowledge. Objective: to analyze the cognitive skills used by the student when using the learning diary, to determine the predominant levels of reflection when recording the information; and contribute to the development of the use of the learning diary as a strategy to promote reflective thinking.Materials and method: learning diaries based on Bloom’s Taxonomy to classify reflections intothree levels: level 1 (technical rationality), level 2 (practical rationality) and level 3 (critical rationality). Qualitative research, interpretive paradigm, with phenomenological design. It is aimed at 13students of initial Education training belonging to the undergraduate of a private university in Metropolitan Lima. Results : all the participants made descriptive reflections from level 1, but only 7 reached level 2. However, no student reached the critical rationality corresponding to level 3. Conclusion: the deepening of learning in a critical and reflective manner should be reinforced, as part of the expected graduation competencies for initial teacher train