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Socio-Functional and Critical Reflection by Educators Program of Migrant Children Population
This paper reports the nature of the social reflection done by educators of migrant children from working families displaced towards the northwest states of Mexico on the search of better life conditions. What kind of social reflection do they do? This was the central questions that guided the design of this research.
Considering the qualitative character of the method, the empirical information was obtained in two workshops of reflection in a context of community of practice, integrated by 23 beginning teachers; 10 of them were working in the place of origin of the migrants and the others 13 in the places of destination. Results confirmed that the teachers undergo several kind of professional reflection: practical and technical reflections.
Results also revealed that when they realize the social reflection predominates the socio-functional, and less the critical reflection.
Teacher education, Reflection, Migrant education, Critical, social and technical thinking.
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Loubet-Orozco, R., & Jacobo-García, H.M. (2013). La reflexión sociofuncional y crítica de los profesores de programas de educación para la población infantil migrante. International Journal of Education for Social Justice (RIEJS), 2(1), 195-212.
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