Este artículo busca responder a las preguntas por cuán reflexivos son los estudiantes de pedagogía al finalizar su formación de pregrado y qué oportunidades ofrecen los documentos que ellos deben elaborar durante su práctica profesional final, para desarrollar esta reflexión docente. Se aplicaron dos rúbricas a 50 documentos elaborados por estudiantes de seis programas de formación de profesores en Chile. Los resultados muestran que el foco de la reflexión en los documentos analizados se concentra en sólo algunas dimensiones y deja fuera otras que son importantes, tales como la reflexión sobre los propios aprendizajes de los estudiantes. Asimismo, los resultados del análisis muestran, en general, una baja reflexión docente, y diferencias entre los programas analizados. Estas diferencias se relacionarían con la especificidad y orientación que se plantea a los estudiantes sobre lo que se espera de ellos en cada sección del documento elaborado. This article seeks to determine how reflexive students of pedagogy are upon completing their undergraduate training, and what opportunities are offered by the documents they must prepare during their final professional practice, to develop this teaching reflection. Two rubrics were applied to 50 documents prepared by students in six teachers' training programs in Chile. The results show that the reflective approach of the documents analyzed concentrates only on some dimensions, and leaves out other important ones, such as reflection on the students' own lessons learned. Furthermore, the results of the analysis show, in general, a low level of reflective teaching, and differences between the programs analyzed. These differences were related to the specific and orientation students express regarding what is expected of them in each section of the prepared document.
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