The learning diary as a narrative instrument for the reflection and strengthening of teacher training for post-graduate students at UPN 097 South Unit, CDMX

Abstract

Diversity and change are the constants in the life of schools. Faced with these facts, teachers have had to reflect on their teaching practice, with the aim not only of adapting to the liquid conditions of education, but also of generating processes of teaching and learning that trigger the improvement of the teachers' work. This paper recovers narrative materials extracted from the learning journals produced, individually and collectively, by the students of the Master's Degree in Basic Education of the UPN 097 South Unit, CDMX. Thinking the class journals as learning journals from the sociocultural theoretical perspective turned them into forums of resignification and negotiation of the interpretive frameworks usually used by them when living and thinking school issues. With the information obtained we were able to reconstruct stories and trajectories; but, above all, to identify the transforming nature of the reflection in the resignification of the formative processes. Contrary to the reduced generalized administrative use in basic education, the research revealed that the learning journals are a methodological tool with the necessary potential to improve and strengthen the teaching action.