In this research work it has been examined the conceptions of the students of the initial and primary education careers at the Institute of Higher Education "Indoamérica" of Trujillo, Peru, about the professional practice activities and the research in education and it has also been developed a plan of improvement for teachers to be reflective practitioners within the context of LISTON Y ZEICHNER (1997), SCHÖN (1992), CARR Y KEMIS (1988), CARR (1996), ELLIOT (1993) Y KEMIS (1988).theories. The examination of the student conceptions was made by making a diagnosis that consisted of a Likert scale type to a sample of 30 students and a focus group questionnaire to a sample of 8 students. It was developed and applied a plan of improvment for teacher training as reflective practitioners which was based on the portfolio and field diary of Zabalza (2003), the cycles of reflection on action Sch...

The research problem was what are the pedagogical conceptions, rationality, emotionality, practices, tools and instruments that underlie and are handled in the teaching and evaluation process of the pedagogical portfolio? And what pedagogical conceptions should we assume and  what practices and instruments should we develop in the teaching and evaluation of the pedagogical portfolio to promote the critical learning of the students who participate in the courses that I develop? We worked with a qualitative approach and the leading critical action research modalityin the classroom. The participants were 30 students from the academic programs of Initial Education, Primary, Communication and Computing of the Institute of Higher Education Pedagogical Public “Indoamérica” of Trujillo, Perou. The process followed was: diagnosis on the ...

The research problem was what are the pedagogical conceptions, rationality, emotionality, practices, tools and instruments that underlie and are handled in the teaching and evaluation process of the pedagogical portfolio? And what pedagogical conceptions should we assume and  what practices and instruments should we develop in the teaching and evaluation of the pedagogical portfolio to promote the critical learning of the students who participate in the courses that I develop? We worked with a qualitative approach and the leading critical action research modalityin the classroom. The participants were 30 students from the academic programs of Initial Education, Primary, Communication and Computing of the Institute of Higher Education Pedagogical Public “Indoamérica” of Trujillo, Perou. The process followed was: diagnosis on the ...