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Reflective Practice
International and Multidisciplinary Perspectives
Volume 22, 2021 - Issue 4
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Research Article
THE REFLECTIVE PRACTICE AS A TOOL FOR MAKING TACIT KNOWLEDGE EXPLICIT
Eduardo Ravanal Morenoa Departament of Media Pedagogic and Specific Didactic,
Faculty of Education, Universidad Alberto Hurtado, Santiago,
ChileCorrespondencelravanal@uahurtado.cl
https://orcid.org/0000-0003-1731-5220View further author information
,
Valeria M. Cabellob Faculty of Education, Research Center for Integrated
Disaster Risk Management, CIGIDEN, Pontificia Universidad Católica de Chile,
Santiago, Chilehttps://orcid.org/0000-0001-6190-9187View further author
information
,
Francisco López-Cortésc Departament of Biology, Universidad de La Serena, La
Serena, Chilehttps://orcid.org/0000-0003-1049-7121View further author
information
&
Elias Amórtegui Cedeñod Faculty of Education, Universidad Surcolombiana, Neiva,
Colombiahttps://orcid.org/0000-0001-9179-1503View further author information
Pages 515-530 | Received 10 Nov 2020, Accepted 11 May 2021, Published online: 26
May 2021
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ABSTRACT
Reflective practice is an essential professional development tool that allows
teachers to provide meaning to experiences teaching practice. Reflecting on
teaching is also an opportunity to identify relevant situations for stimulating
teachers’ thinking and meta-analysis to broaden the understanding of their
schemas and their explicit and tacit knowledge involved in the teaching
practices they promote. Few studies discuss reflective practice linking tacit
and explicit teaching knowledge. In this framework, a case study was designed
based on an in-service biology teacher’s teaching practice. The teacher observed
one of his biology classes and identified areas of concern. He subsequently
participated in two semi-structured interviews to reflect on the difficulties he
recalled in his practice. A qualitative analysis was carried out linking the
observation with the teacher’s ideas about his teaching regarding
action-belief-reflection. The trilogy allowed identifying (a.) temporality as a
subjective variable in reflection determines the teacher’s internalized position
about a teaching action, (b.) the teacher transformed tacit knowledge into
explicit knowledge through two forms of reflection: the formulation of questions
and the explanations in the classroom. We discuss the role of reflective
practice as a plausible alternative to achieve teacher awareness about the
guiding rules of a pedagogical action.
KEYWORDS:
* Reflective practice
* reflective learning
* tacit knowledge
* in-service biology teacher
* professional development
DISCLOSURE STATEMENT
No potential conflict of interest was reported by the author(s).
ADDITIONAL INFORMATION
FUNDING
This work was supported by the Centro de Investigación para la Gestión Integrada
del Riesgo de Desastres (CIGIDEN) [ANID/FONDAP/15110017], Ministerio de
Educación, Gobierno de Chile [Convenio de Desempeño ESR LIITEC-ULS 1795].
NOTES ON CONTRIBUTORS
EDUARDO RAVANAL MORENO
Eduardo Ravanal Moreno Biologist and professor of Biology and Natural Sciences.
PhD in Education. His current position is Assistant Professor at Universidad
Alberto Hurtado, Faculty of Education, Chile. Director of the Science and
Teaching research group. www.cienciayensenanza.com
VALERIA M. CABELLO
Valeria M. Cabello PhD in educational psychology applied to science education,
University of Dundee, Scotland. Her current position is Assistant Professor at
Pontificia Universidad Católica de Chile, Faculty of Education and Associate
Researcher at the Research Center for Integrated Disaster Risk Management,
CIGIDEN.
FRANCISCO LÓPEZ-CORTÉS
Francisco López-Cortés, Professor of Biology and Natural Sciences. Master of
Science in Ecology. PhD student in Education. His current position is Assistant
Professor at the Biology Department of Universidad de La Serena, Chile.
Director of Research and Technological Innovation for Science Education Lab -
LIITEC-ULS
ELIAS AMÓRTEGUI CEDEÑO
Elias Amórtegui Cedeño, Full Time Professor assigned to the Faculty of Education
and the Degree Program in Natural Sciences and Environmental Education of the
Universidad Surcolombiana (Neiva-Huila), Colombia. General Director of
Investigations. Degree in Biology Teaching and Master in Education by the
Universidad Pedagógica Nacional (Colombia) and PhD in Didactics of Experimental
Sciences by the Universitat de Valencia (Spain).
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