El docente y la reflexión de su práctica educativa: una oportunidad para afrontar el burnout

Abstract

This monographic work integrates the field of humanities and education, at the same time that it is located in the psychosocial and educational field. Within this framework, an attempt is made to explain that reflection on educational practice is a strategy to deal with teacher burnout. With this objective, we analyze what is understood by the reflection of educational practice and what does teacher burnout refers to. The research is based on a methodologicalstudy of a bibliographic type, therefore, it was carried out starting from the search for information in academic and scientific texts, books, theses, and other sources. On the information obtained, theories and concepts from different authors have been identified such as Dewey who presents the beginnings of reflective thinking. Likewise, the reflective professional approach of Donald Schön is analyzed. The explanatory models of burnout used by Gil-Monte, El Shaili, Maslach, and Jackson will also be used. On the theoretical basis of the ideas presented, according to the theory of coping, it is concluded that there is a correlation between the categories presented. Since, when problematizing educational practice, through the process of reflection, which consists of four phases: the plan of action, action, observation, and reflection; the teacher can identify, interpret and confront problems and other stressful situations that arise in the educational context. Thus, the teacher finds in the reflection of his practice a strategy to prevent, face, and overcome burnout