THE PEDAGOGICAL NARRATIVE AS A CRITICAL RECONSTRUCTION OF DE TEACHING PRACTICE

Abstract

 The writing of the pedagogical narrative as a formative assessment device in teaching
practice is the subject of study and reflection in this article. Our experience in working
with teachers in the Teaching Practice Seminar has allowed us to learn about the tensions
and challenges of reading and writing at the higher education level. In this contribution,
we address the methodological and epistemological potential of pedagogical narrative in
teaching practice. We understand the narrative of teaching practice as a way of integrating/
articulating theory and practice, which allows resident trainees to reconstruct their own
experience in narratives and to critically reflect on educational practice. However, the
evaluative nature of the pedagogical narrative poses a challenge for teaching that is
not always taken up in training. In this sense, we argue that it is necessary to transform
pedagogical practices around reading and writing at the higher education level, particularly
in the seminars of Teaching Practice I, II, III and IV