CONFIGURACIONES Y TENDENCIAS EPISTEMOLÓGICAS DE LA PRÁCTICA REFLEXIVA DOCENTE. REVISIÓN SISTEMÁTICA Y META SÍNTESIS

The reflective practice predisposes the formative conscience of the teacher, who is advocated as a learning mediator from a teaching of professional development and empowerment because he is capable of facing unsuspected events such as those of the pandemic. The present study proposes the PRISMA method to reveal the state of knowledge of the reflective teaching practice (PRD) from a systematic review and meta synthesis with the objective of identifying and analyzing the epistemological configurations and the trends of the science methodology regarding the advance and production of scientific knowledge of the PRD in higher education. The high-impact sources examined combine their accessibility and restriction seeking to favor the visibility of the scientific contribution. Among the findings, the epistemological configurations of the PRD affect the professional development of teachers. The pragmatic philosophy, the cultural approach and the pedagogical hermeneutics are synergistically condensed, articulating the subjective and intersubjective formative experience with the strengthening of teaching performance. The trends of the advancement and production of knowledge enhance the qualitative methodology and in it, the theoretical studies. However, the empirical studies carried out on samples made up of future teachers and novice teachers present a variety of designs and quantitative and qualitative techniques.