Training and reflective practice in the postgraduate training of labor education teachers

Abstract

Introduction: The context of contemporary education demands new requirements in the professional performance of the teacher. This is a consequence of institutional and social changes that affect the scope of quality teaching. For this reason, a study is carried out with the purpose of structuring a system of improvement that considers reflective practices in formal and informal learning contexts and guarantees the updating and deepening of the knowledge and skills that the Labor Education teacher must possess. Materials and methods: Research methods and techniques were used, such as synthesis analysis, systemic-structural analysis, observation, interviews and surveys, as well as percentage analysis, among others. Results: Its results reflect that the proposal is feasible and favors the creative and contextualized performance of the teacher of the Labor Education subject in Basic Secondary, through a proposal in which reflective practice constitutes a spring that stimulates creativity, taking into account what contextual as a guiding element of the actions in their preparation for professional performance. Discussion: The recognition of the formation of reflective practice and the analysis of the experience related to precise aspects of pedagogical practice, favors the teacher to direct his own development and professional performance. Conclusions: The program contributes to developing the practical aspect based on the creative and contextualized performance of the teacher who teaches Labor Education in Basic Secondary and constitutes the concretion in practice of the relationship between the educational challenges of the current context, the potential of the subject and professional skills, which would contribute to improving the management of self-improvement for creative and contextualized professional performance.