Práctica reflexiva, tarea pendiente en el prácticum del estudiante normalista

This work presents the analysis of the normalist student’s reflection processes carried out from the theoretical perspective postulated by Schön (1992) through three phases: knowledge in action, reflection in and during action, and reflection on action. The space in which the research practice was carried out was the practicum, which is conceived as a curricular space where the knowledge and skills developed by it are integrated, through the training path of professional practice. The methodological design was a qualitative and interpretive case study in which the answers to the following questions were sought: how do normal students reflect during the development of the practicum? How is the knowledge that normalista students use in practicum development characterized? How is the reflection made by normalista students in and during the development of the practicum characterized? How are the reflections that normalista students use about the development of the practicum characterized? The instruments used in gathering the information were the field diary, self-reflection guide and video record. The results made it possible to identify the implicit knowledge, beliefs and theories that normalista students possess; as well as aspects of in situ reflection as components of the reflective exercise in and during the practicum. Reflection was recognized as a continuum that allows the systematization of learning in this process; as well as spaces for innovation and transformation of the practice itself; However, there are pending tasks in this area.