Praxis reflexiva en los espacios virtuales de formación
Carrasco, Joaquín García
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Reflective praxis is advocated within the current formative context to the benefit of both the quality of practice and the trainers' own self concept. Action is the main formative tool; it must be understood from its own autonomy and from the representation that teacher educators build upon it. Two main perspectives are offered: the perspective of individual action and the perspective of the action mediated by the inter-subjective relationship and by practice. The reflective praxis becomes an imperative given the cultural contingency posed by the information and communication technologies. The understanding between practices-in and practices-with is differentiated to point out that formative action is always an action mediated by technology. It is also highlighted that it is in the comprehension of practice where the epistemological continuity between theory and practice takes place. Theory provides the rational scaffolding from which the creativity in practices is built.