<?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>1990-8644</journal-id>
<journal-title><![CDATA[Conrado]]></journal-title>
<abbrev-journal-title><![CDATA[Conrado]]></abbrev-journal-title>
<issn>1990-8644</issn>
<publisher>
<publisher-name><![CDATA[Editorial Universo Sur]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1990-86442021000400179</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Práctica reflexiva docente: eje impulsador de la retroalimentación formativa]]></article-title>
<article-title xml:lang="en"><![CDATA[Reflective teaching practice: driving force behind formative feedback]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina Zuta]]></surname>
<given-names><![CDATA[Patricia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mollo Flores]]></surname>
<given-names><![CDATA[Marybel]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Católica del Perú  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Perú</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2021</year>
</pub-date>
<volume>17</volume>
<numero>81</numero>
<fpage>179</fpage>
<lpage>186</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_arttext&amp;pid=S1990-86442021000400179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_abstract&amp;pid=S1990-86442021000400179&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.sld.cu/scielo.php?script=sci_pdf&amp;pid=S1990-86442021000400179&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El estudio realizado tiene como propósito, analizar la práctica reflexiva docente, para comprender cómo la misma, puede impulsar la retroalimentación formativa, contemplando las condiciones propias de un entorno virtual, que actualmente exige, replantear los procesos formativos en la educación superior.Para tal fin, fue pertinente efectuar una metodología de análisis documental, que transversaliza la práctica del estado del arte sobre la base del ejercicio heurístico y hermenéutico; incorporando en ello, la aplicación de métodos teórico-lógicos de alta exigencia cognitiva. Entre las conclusiones arribadas, es relevante que la reflexión docente supone la construcción de un docente ético, crítico, propositivo y transformador, que revisa permanentemente su práctica, buscando avanzar en la construcción de sus saberes y brindar procesos de acompañamiento y retroalimentación, pertinentes a las exigencias y necesidades del entorno virtual actual. De esta manera, se hace necesario, configurar un nuevo concepto de retroalimentación, que integre y explicite el componente formativo como bastión de la práctica reflexiva docente, propiciadora del diálogo reflexivo en los distintos canales de retroalimentación autoevaluativa, coevaluativa, heteroevaluativa y metaevaluativa. Ello, constituirá una oportunidad para generar en los estudiantes autonomía, autorregulación y disposición a la toma de consciencia subjetiva e intersubjetiva del estado de su aprendizaje, base del saber ser y el saber convivir en un entorno virtual que demanda apertura, confianza y colaboración.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The purpose of the study carried out is to analyze teacher's reflection to understand how it can promote formative feedback, contemplating the conditions of a virtual environment that currently requires rethinking the formative processes in higher education.In order to achieve this goal, it was pertinent to carry out a methodology of documentary analysis that transverses the practice of art statements of the heuristic and hermeneutical exercise; incorporating in it, the application of theoretical-logical methods of high cognitive demand. Among the conclusions reached, it is relevant that teacher reflection supposes the construction of an ethical, critical, purposeful and transformative teacher, who permanently reviews their practice seeking to advance in the construction of their knowledge and provide support processes and formative feedback relevant to the demands and needs of the current virtual environment. In this way, it is necessary to configure a new concept of feedback, which integrates and makes the training component explicit as bastion of reflective teaching practice, fostering reflective dialogue in the different channels of self-assessment, co-assessment, hetero-assessment and meta-assessment. It will constitute an opportunity to generate in students a willingness to become subjective and intersubjective of the state of their learning, the basis of knowing how to be and knowing how to live together in a virtual environment that demands openness, trust and collaboration.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Práctica reflexiva docente]]></kwd>
<kwd lng="es"><![CDATA[evaluación formativa]]></kwd>
<kwd lng="es"><![CDATA[retroalimentación formativa]]></kwd>
<kwd lng="es"><![CDATA[docente reflexivo]]></kwd>
<kwd lng="es"><![CDATA[entorno virtual]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Reflective teaching practice]]></kwd>
<kwd lng="en"><![CDATA[formative evaluation]]></kwd>
<kwd lng="en"><![CDATA[formative feedback]]></kwd>
<kwd lng="en"><![CDATA[reflective teacher]]></kwd>
<kwd lng="en"><![CDATA[virtual environment]]></kwd>
<kwd lng="en"><![CDATA[higher education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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