Notions of reflection among trainers of differential education teachers in three public universities in southern Chile

Despite the widely known use of the concept of Reflection in initial teacher training, it remains a subject of debate, as it is understood in many different, often diffuse ways, causing tensions in the theory and practice of education. The object of the present study was to characterise the notions of reflection among trainers of Differential Education Teachers in three public universities in southern Chile. To this end, a qualitative investigation, following a design based on an instrumental case study, was carried out among 19 academic staff using semi-structured interviews and an open questionnaire as methods to collect information. Analysis enabled us to construct a concept network consisting of two central categories: Concept of Pedagogical Reflection and Concept of Reflective Practice, with their respective codes. The findings show a marked heterogeneity in how reflection is understood, influenced by the training course and professional careers of the participants. In parallel, we identified a high value attached to reflection as a key teaching tool, although the initial approach addresses its critical, transformative, and professionalising potential.