<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2616-7964</journal-id>
<journal-title><![CDATA[Horizontes Revista de Investigación en Ciencias de la Educación]]></journal-title>
<abbrev-journal-title><![CDATA[Horizontes Rev. Inv. Cs. Edu.]]></abbrev-journal-title>
<issn>2616-7964</issn>
<publisher>
<publisher-name><![CDATA[CET-BOLIVIA]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2616-79642025000100579</article-id>
<article-id pub-id-type="doi">10.33996/revistahorizontes.v9i36.939</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Práctica reflexiva como estrategia docente para el desarrollo de competencias en educación básica: Revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflective practice as a teaching strategy for the development of competencies in basic education: Systematic review]]></article-title>
<article-title xml:lang="pt"><![CDATA[A prática reflexiva como estratégia de ensino para o desenvolvimento de competências na educação básica: revisão sistemática]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lujan Pomasoncco]]></surname>
<given-names><![CDATA[Mercedes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Llanos Gonzales]]></surname>
<given-names><![CDATA[Marleni Tania]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Lima  ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Juliaca  ]]></institution>
<addr-line><![CDATA[Juliaca ]]></addr-line>
<country>Peru</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>03</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>36</numero>
<fpage>579</fpage>
<lpage>590</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_arttext&amp;pid=S2616-79642025000100579&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_abstract&amp;pid=S2616-79642025000100579&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.bo/scielo.php?script=sci_pdf&amp;pid=S2616-79642025000100579&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La reflexividad va enfocada a conseguir la integración entre teoría y práctica, con el contexto del aula y del centro educativo. por lo tanto, el objetivo del estudio fue analizar la práctica reflexiva como estrategia docente para el desarrollo de competencias en educación básica. Como metodología se llevó a cabo una revisión sistemática, en bases de datos Scielo y Scopus desde enero de 2015 hasta julio de 2023, guiado por criterios de selección. Como resultados se identificaron un total de 940 artículos que luego de aplicar los criterios de inclusión y exclusión, permitió un total de 12 documentos para el análisis respectivo. Como conclusión se resalta que la práctica docente influye significativamente en la contribución en las habilidades reflexiva, favorece la conciencia sobre el ejercicio docente, mejora el ambiente laboral y promueve el aumento del control sobre las emociones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Reflexivity is focused on achieving the integration between theory and practice, with the context of the classroom and the educational center. therefore, the aim of the study was to analyze reflective practice as a teaching strategy for the development of competencies in basic education. As methodology, a systematic review was carried out in Scielo and Scopus databases from January 2015 to July 2023, guided by selection criteria. As results, a total of 940 articles were identified, which after applying the inclusion and exclusion criteria, allowed a total of 12 documents for the respective analysis. In conclusion, it is highlighted that teaching practice significantly influences the contribution of reflective skills, favors awareness of the teaching practice, improves the work environment and promotes increased control over emotions.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Portanto, o objetivo do estudo foi analisar a prática reflexiva como estratégia de ensino para o desenvolvimento de competências na educação básica. Como metodologia, foi realizada uma revisão sistemática nas bases de dados Scielo e Scopus, no período de janeiro de 2015 a julho de 2023, orientada por critérios de seleção. Como resultados, foi identificado um total de 940 artigos, que, após a aplicação dos critérios de inclusão e exclusão, permitiu um total de 12 documentos para a respectiva análise. Em conclusão, destaca-se que a prática docente influencia significativamente a contribuição das habilidades reflexivas, favorece a conscientização da prática docente, melhora o ambiente de trabalho e promove maior controle sobre as emoções.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica reflexiva]]></kwd>
<kwd lng="es"><![CDATA[Estrategia docente]]></kwd>
<kwd lng="es"><![CDATA[Competencias]]></kwd>
<kwd lng="es"><![CDATA[Educación básica]]></kwd>
<kwd lng="es"><![CDATA[Emociones]]></kwd>
<kwd lng="en"><![CDATA[Reflective practice]]></kwd>
<kwd lng="en"><![CDATA[Teaching strategy]]></kwd>
<kwd lng="en"><![CDATA[Competencies]]></kwd>
<kwd lng="en"><![CDATA[Basic education]]></kwd>
<kwd lng="en"><![CDATA[Emotions]]></kwd>
<kwd lng="pt"><![CDATA[Prática reflexiva]]></kwd>
<kwd lng="pt"><![CDATA[Estratégia de ensino]]></kwd>
<kwd lng="pt"><![CDATA[Competências]]></kwd>
<kwd lng="pt"><![CDATA[Educação básica]]></kwd>
<kwd lng="pt"><![CDATA[Emoções]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Albin-Clark]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[&#8216;I felt uncomfortable because I know what it can be&#8217;: The emotional geographies and implicit activisms of reflexive practices for early childhood teachers]]></article-title>
<source><![CDATA[Contemporary Issues in Early Childhood]]></source>
<year>2020</year>
<volume>21</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>20-32</page-range></nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Anijovich]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Capelletti]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La práctica reflexiva en los docentes en servicio. Posibilidades y limitaciones]]></article-title>
<source><![CDATA[Espacios en blanco. Serie indagaciones]]></source>
<year>2018</year>
<volume>28</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>74-82</page-range></nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Asakura]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Toward a Critical Approach to Simulation-Based Social Work Education: Guidelines for Designing Simulated Client Case Scenarios]]></article-title>
<source><![CDATA[Journal of Social Work Education]]></source>
<year>2023</year>
<volume>60</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>102-14</page-range></nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Bates]]></surname>
<given-names><![CDATA[G.]]></given-names>
</name>
<name>
<surname><![CDATA[Le Gouais]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Barnfield]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Callway]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Hasan]]></surname>
<given-names><![CDATA[M. N.]]></given-names>
</name>
<name>
<surname><![CDATA[Koksal]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Kwon]]></surname>
<given-names><![CDATA[H. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Montel]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Peake-Jones]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[White]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Bondy]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Ayres]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Balancing Autonomy and Collaboration in Large-Scale and Disciplinary Diverse Teams for Successful Qualitative Research]]></article-title>
<source><![CDATA[International Journal of Qualitative Methods]]></source>
<year>2023</year>
<volume>22</volume>
<page-range>1-15</page-range></nlm-citation>
</ref>
<ref id="B5">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Belford]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Tudball]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Kewalramani]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Research-informed &#8216;immersive&#8217; professional learning with pre-service teachers in schools]]></article-title>
<source><![CDATA[Cogent Education]]></source>
<year>2020</year>
<volume>7</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B6">
<nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Campbell]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Block]]></surname>
<given-names><![CDATA[J. H.]]></given-names>
</name>
<name>
<surname><![CDATA[Halberstadt]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Högsdal]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Kuckertz]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Neergaard]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Belonging in Entrepreneurship: The Cascading Benefits of the Accelerator Rap Approach]]></article-title>
<source><![CDATA[Progress in Entrepreneurship Education and Training: New Methods, Tools, and Lessons Learned from Practice]]></source>
<year>2023</year>
</nlm-citation>
</ref>
<ref id="B7">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cascante]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
<name>
<surname><![CDATA[Villanueva]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formación docente en didáctica universitaria en la pandemia: Entre la reflexión pedagógica y la instrumentalización]]></article-title>
<source><![CDATA[InterCambios. Dilemas y transiciones de la Educación Superior]]></source>
<year>2020</year>
<volume>7</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>1-10</page-range></nlm-citation>
</ref>
<ref id="B8">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cerecero]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Práctica reflexiva mediada para docentes de inglés en educación preescolar y primaria]]></article-title>
<source><![CDATA[Zona Proxima]]></source>
<year>2021</year>
<volume>34</volume>
<page-range>22-48</page-range></nlm-citation>
</ref>
<ref id="B9">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Dinham]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Chee Choy]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Williams]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Sau Ching Yim]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Effective teaching and the role of reflective practices in the Malaysian and Australian education systems: a scoping review]]></article-title>
<source><![CDATA[Asia-Pacific Journal of Teacher Education]]></source>
<year>2020</year>
<volume>49</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>435-49</page-range></nlm-citation>
</ref>
<ref id="B10">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Faller]]></surname>
<given-names><![CDATA[P.]]></given-names>
</name>
<name>
<surname><![CDATA[Lundgren]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Marsick]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Overview: Why and How Does Reflection Matter in Workplace Learning?]]></article-title>
<source><![CDATA[Advances in Developing Human Resources]]></source>
<year>2020</year>
<volume>22</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>248-63</page-range></nlm-citation>
</ref>
<ref id="B11">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Patton]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Parker]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[From isolation to collaboration: development of a community of physical education teachers in pandemic times]]></article-title>
<source><![CDATA[Movimento]]></source>
<year>2022</year>
<volume>28</volume>
<page-range>1-19</page-range></nlm-citation>
</ref>
<ref id="B12">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gindin]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[van Steenbergen]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Gleddie]]></surname>
<given-names><![CDATA[D. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Strangers No More: Collaborative Inquiry through Narrative as Teacher Reflective Practice]]></article-title>
<source><![CDATA[LEARNing Landscapes]]></source>
<year>2021</year>
<volume>14</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>83-95</page-range></nlm-citation>
</ref>
<ref id="B13">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Valdez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Evaluation of Teacher Performance in Higher Education]]></article-title>
<source><![CDATA[Journal of Educational Psychology]]></source>
<year>2019</year>
<volume>2</volume>
<numero>7</numero>
<issue>7</issue>
<page-range>499-515</page-range></nlm-citation>
</ref>
<ref id="B14">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hamel]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Viau-Guay]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Using video to support teachers&#8217; reflective practice: A literature review]]></article-title>
<source><![CDATA[Cogent Education]]></source>
<year>2019</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-14</page-range></nlm-citation>
</ref>
<ref id="B15">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Hu]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[Yuan]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Luo]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Wang]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A review of empirical research on ICT applications in teacher professional development and teaching practice]]></article-title>
<source><![CDATA[Knowledge Management &amp; E-Learning]]></source>
<year>2021</year>
<volume>13</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B16">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Kaldi]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Zafeiri]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Identifying reflective modes in pre-service teachers&#8217; written reflections on the implementation of project-based learning during the school practicum]]></article-title>
<source><![CDATA[Frontiers in Education]]></source>
<year>2023</year>
<volume>7</volume>
<page-range>1-13</page-range></nlm-citation>
</ref>
<ref id="B17">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lizana]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Burgos]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El estudio de la práctica reflexiva y la labor tutorial en el proceso de formación docente]]></article-title>
<source><![CDATA[Revista electrónica interuniversitaria de formación del profesorado]]></source>
<year>2022</year>
<volume>25</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>93-112</page-range></nlm-citation>
</ref>
<ref id="B18">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lorencová]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
<name>
<surname><![CDATA[Jaro&#353;ová]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
<name>
<surname><![CDATA[Avgitidou]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Dimitriadou]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Critical thinking practices in teacher education programmes: a systematic review]]></article-title>
<source><![CDATA[Studies in Higher Education]]></source>
<year>2019</year>
<volume>44</volume>
<numero>5</numero>
<issue>5</issue>
<page-range>844-59</page-range></nlm-citation>
</ref>
<ref id="B19">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marshall]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
<name>
<surname><![CDATA[Keville]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Cain]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Adler]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[On being open-minded, wholehearted, and responsible: a review and synthesis exploring factors enabling practitioner development in reflective practice]]></article-title>
<source><![CDATA[Reflective Practice]]></source>
<year>2021</year>
<volume>22</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>860-76</page-range></nlm-citation>
</ref>
<ref id="B20">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Marqués]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Molina]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
<name>
<surname><![CDATA[Gómez]]></surname>
<given-names><![CDATA[V. de L.]]></given-names>
</name>
<name>
<surname><![CDATA[Angulo]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Contarte. Una sistematización de la práctica reflexiva entre docente y amiga crítica]]></article-title>
<source><![CDATA[Estudios pedagógicos (Valdivia)]]></source>
<year>2021</year>
<volume>47</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>137-59</page-range></nlm-citation>
</ref>
<ref id="B21">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[McChesney]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
<name>
<surname><![CDATA[Cross]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[How school culture affects teachers&#8217; classroom implementation of learning from professional development]]></article-title>
<source><![CDATA[Learning Environments Research]]></source>
<year>2023</year>
<volume>26</volume>
<page-range>785-0</page-range></nlm-citation>
</ref>
<ref id="B22">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mikhailova]]></surname>
<given-names><![CDATA[A. M.]]></given-names>
</name>
<name>
<surname><![CDATA[Pinskaya]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Practices That Change Teachers&#8217; Beliefs: Use of ICT for the Development of Critical and Creative Thinking at School]]></article-title>
<source><![CDATA[Psychological Science and Education]]></source>
<year>2022</year>
<volume>27</volume>
<numero>6</numero>
<issue>6</issue>
<page-range>36-45</page-range></nlm-citation>
</ref>
<ref id="B23">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Montserrat]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Caldarola]]></surname>
<given-names><![CDATA[C.]]></given-names>
</name>
<name>
<surname><![CDATA[Llera]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Un proceso de innovación colaborativa institucional a través de la práctica reflexiva: El caso del proyecto &#8220;Innovate&#8221; de Apdes]]></article-title>
<source><![CDATA[Zona Próxima]]></source>
<year>2021</year>
<volume>34</volume>
<page-range>139-62</page-range></nlm-citation>
</ref>
<ref id="B24">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Netto]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[K. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Reflective practice and the development of competencies for health promotion in nurses&#8217; training]]></article-title>
<source><![CDATA[Revista da Escola de Enfermagem da USP]]></source>
<year>2018</year>
<volume>52</volume>
<page-range>1-9</page-range></nlm-citation>
</ref>
<ref id="B25">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Pellerin]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Paukner]]></surname>
<given-names><![CDATA[F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Becoming Reflective and Inquiring Teachers: Collaborative Action Research for In-service Chilean Teachers]]></article-title>
<source><![CDATA[REDIE]]></source>
<year>2015</year>
<volume>17</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>46-60</page-range></nlm-citation>
</ref>
<ref id="B26">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Peña]]></surname>
<given-names><![CDATA[R.]]></given-names>
</name>
<name>
<surname><![CDATA[Pérez]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Peña]]></surname>
<given-names><![CDATA[E.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Formación docente, práctica docente y práctica reflexiva: Un reto de formación en las instituciones docentes del nivel superior]]></article-title>
<source><![CDATA[Dilemas contemporáneos: educación, política y valores]]></source>
<year>2021</year>
<volume>9</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-20</page-range></nlm-citation>
</ref>
<ref id="B27">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Reis]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
<name>
<surname><![CDATA[de Oliveira]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Fritsch]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zouch]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Ferreira]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Cunha]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Usefulness of machine learning softwares to screen titles of systematic reviews: a methodological study]]></article-title>
<source><![CDATA[Syst Rev]]></source>
<year>2023</year>
<volume>12</volume>
<page-range>68</page-range></nlm-citation>
</ref>
<ref id="B28">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Russell]]></surname>
<given-names><![CDATA[T.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[A teacher educator&#8217;s lessons learned from reflective practice]]></article-title>
<source><![CDATA[European Journal of Teacher Education]]></source>
<year>2018</year>
<volume>41</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>4-14</page-range></nlm-citation>
</ref>
<ref id="B29">
<nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Schön]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[El profesional reflexivo. Cómo piensan los profesionales cuando actúan]]></source>
<year>1998</year>
<publisher-name><![CDATA[Barcelona: Ediciones Paidos]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B30">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zaji&#263;]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mamutovi&#263;]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Maksimovi&#263;]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The Role of Action Research in Teachers&#8217; Professional Development]]></article-title>
<source><![CDATA[International Journal of Cognitive Research in Science, Engineering and Education]]></source>
<year>2021</year>
<volume>9</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>301-17</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
