Page 37 - Revista Virtualidad Educativa edición 2

ABSTRACT
This article investigates the crucial link between teacher training, pedagogical practices and reflection within the framework of initial and continuous professional development. The educational institution aims to equip students, who are future educators, with life skills and competencies, enabling them to effectively navigate daily life and address any challenges they may encounter in their professional practice.
A key strategy in this regard is reflective practice, an continuous process that enables educators to gain insights into classroom dynamics and self-assess their performance. This, in turn, identifies areas for improvement, allowing for timely interventions to improve both the effectiveness of the teaching role and the development of student competencies.
Reflective practice aligns with the characteristics outlined by Perrenoud (2001), emphasizing the need for educators to critically engage in educational debates and actively participate in educational transformation. This perspective underscores the necessity for teachers to innovate, negotiate, and regulate their practice through thoughtful reflection on their experiences.
PALABRAS CLAVE:
Práctica Reflexiva, formación docente, desarrollo profesional continuo, desarrollo de competencias, transformación educativa.
KEYWORDS:
Reflective practice, teacher training, continuous professional development, competency development, educational transformation.
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