Model for reflective practice in Natural Science teacher training

Ongoing teacher training requires not only updating courses, but also the creation of spaces for reflection on teaching practice, with the aim of turning learning into a source of feedback. This article presents the results of a study carried out with Secondary Education teachers of Natural Sciences and Technology, with the objective of developing a process of reflection on practice based on a model developed from the systematization of different proposals previously implemented with pre-and in-service teachers. The results show the development of the model-in which reflection is proposed as a continuous process-, which begins with a first stage (Scaffolding) in a group and mediated form and progresses towards systematization and autonomy as an individual process (Consolidation), valuing at each stage the contribution of the "other & PRIME;s point of view".