PRACTICE AND RESEARCH X

LEARNING GUIDE

FIELD DIARY A TOOL FOR REFLECTION

AREA PRACTICE AND RESEARCH

UNIT Reflect on your practice based on the field diary and propose suggestions for
improvement

PRODUCT Field diary

Identification of strengths and weaknesses

Commitments and Improvement Proposals

CYCLE

DURATION

HOURS

ACTIVIDAD Not in person

PURPOSE Reflect based on the field diary to establish continuous improvement plans and
implement the necessary changes to improve your practice.

A. ORGANIZATION OF LEARNING

COMPETENCIES CAPABILITIES STANDARD TO V CYCLE STANDARD TO X CYCLE

DOMAIN 4: 8.1. Reflect Understand that reflection, Reflect methodically of
DEVELOPMENT individual y individual and collective, it is an individual way, with their peers
Personal and collectively core element in the Y with the training teachers
PROFESSIONALISM AND about their own teaching profession that they have evidence of
TEACHER IDENTITY practice and on it allows continuous improvement in the development of your practice
participation in their practice and building a pre-professional, linking them
Competence 8 institution o red posture on policies with theory. Product of
Reflect on your education. educational. In coherence, reflective process, identifies the
Practice and experience 8.2. Implements the reflection as aspects of improvement e
institutional necessaryychanges systematic, cyclical process and implements changes the
develops processes to improve its constant, oriented towards the analysis necessary to enhance its
continuous learning practice and guaranteeing one's own actions for practice. He has an opinion
individually and the achievement of making informed pedagogical decisions from the documents of
collective para-learnings. to respond to said analysis. educational policy and the regulatory framework
build and affirm your . Reflect individually on what regulates education in the country.
identity y with their peers and with the teacher and expresses it in different environments
responsibility trainer on physical or virtual evidence, with which
professional. that records the activities of lays the foundations of the dimension
practice to identify your teaching identity policy.
fortresses and the aspects of
improvement.

Field diary No. 01 (Activity 02)

Field diary No. 02 (Activity 03)

Preparation: Personal production work

For the realization of this evaluation, the student must have completed the study activities described in the
organization chart of the learnings or others that the student or students consider pertinent.
PRACTICE AND RESEARCH X

As a first step, students should review the evaluation rubric for this activity to understand the
aspects and/or descriptors required for this task.
The following sequence of preliminary activities is suggested: prepare the activity and upload the file to the ISPA platform.
VIRTUAL (Activity 2) (Activity 3)

EVALUATION RUBRIC: FIELD DIARY

CRITERIA OUTSTANDING ACHIEVEMENT ACCEPTABLE ACHIEVEMENT IN PROCESS START

(3)
(4) (2) (1)

Description Describe the entire process Describe the entire process Describe the entire process Describe he
developed in a very developed form developed in form process
detailed of the how detailed of what little detailed of what developed in
experience establishing an experience, establishing experience, establishing superficial form
original narrative process and a narrative process a narrative process is not evident
self-employed. original and autonomous. original and autonomous. the processes y
actions
The text descriptive The descriptive text The descriptive text developed
contains a narrative contains a narrative contains a narrative throughout the
the facts events y of the facts and events of the facts and events session.
occurred (processes of the occurred (processes of occurred (processes of the
session) the interactions the session) the session) but not they
pedagogical (teacher-student interactions evidence the
alumno) y comentarios pedagógicas (docente- interacciones
reflexive about some students) but not pedagogical (teacher-
events, regarding evidence student comments) neither them
all those who have experienced reflections on some comments reflexive
y showing the events, about some
students all those who go events, about
experiencing and showing everything those who go
the students experienced and showing
the students

Interpretation Identify from what Identify from what Identify from what Identify from
described, positive aspects described, aspects described, aspects of the described
(10 fortalezas) y aspectos positivos (8 fortalezas) y positivos (6 fortalezas) y aspectos
negativos (10 debilidades) aspectos negativos (8 aspectos negativos (6 positivos (4
clearly and precisely, to weaknesses) in a weak form weaknesses) in a strong form strengths)
y
starting from a clear and precise reflection, starting from clear and precise aspects
deepening of your practice of a reflection of a deep negative reflection (4
deep pedagogical practice his weaknesses
of practice in
pedagogical pedagogical clear form y
need, starting from
de una reflexión
deep of his
practice
pedagogical

Confrontation It is clearly evidenced and It evidence little is evidenced It is not evident.

coherences the clarity, but without clarity and coherencewith clarity, y
questioning about its coherence the questioning coherence he
practice, in light of the questioning about what it does to its practice, questioning
implicit theories; their practice, in light of not considering theories about your practice,
looking at themselves from the outside, the implicit theories; implicit; looking at themselves does not demonstrate

with a critical attitude and looking at oneself from the outside, from the outside, with a critical attitude and
to confront their own with a critical attitude and a less critical attitude confrontation to
practice. face their own face their own his own
practice. practice. practice.

Coherence What is narrated in the diary What is narrated in the diary What is narrated in the diary What is narrated in the
with the field is related to field is of field is daily field
PRACTICE AND RESEARCH X

planning the total of the partially shares in partially in relation is not in

from the session planned in the relationship session with the with the actions related to the
of learning learning, and reflects the planned actions in the planned session actions
development of processes the learning session, of learning, and reflects planned in the
pedagogical and didactic and reflects the development of the development of session processes
according to the areas, the pedagogical processes and pedagogical and didactic learning.
needs and interests of didactics according to the areas,
the students y the the areas the ones but not the needs
demands of the context. needs and interests e interests of the
of the male and female students y the
demands of the context. demands of the context.

Reflection A level of A level of A evidence evidence a

critical reflection in reflection pedagogical, superficial reflection, pre-level
narration what perform. apply knowledge supports in its experience, reflection, attributes
Reflect about the didactic onesy theoretical, without taking into account the problems of
social implication of their doing a theoretical analysis pedagogical, the students and
classroom practices. correct about recognizing them she does not adapt her
bases theoretical need to take in process of
related to their account the teaching needs to the
pedagogical practice of their students. these.

2. Matrix of strengths and weaknesses and improvement proposals (Activity 04)

Date of virtual presentation:

Preparation: Personal production work

For this evaluation, the student must have completed the study activities described in the
organization chart of the learning or others that the student or students consider relevant.
As a first step, students should review the evaluation rubric for this activity to know the
aspects and/or descriptors required for this task.
The following sequence of preliminary activities is suggested: carry out the activity and upload the file to the ISPA platform.
VIRTUAL (Activity 4)

CHECKLIST TO EVALUATE THE MATRIX OF STRENGTHS, WEAKNESSES, AND IMPROVEMENT PROPOSALS.

Aspects to evaluate 1 2 3 4
1. Identify strengths and weaknesses based on pedagogical theory.
2. Analyze the strengths and weaknesses taking into account explicit theories and
implicit.
3. Propose viable short-term improvements to enhance your practice.
pedagogical, based on the information recorded in the field diary.
4. Implement the necessary changes to improve your practice and ensure achievement.
of the learnings
5. Commitment formulas for improving your teaching practice based on the
information recorded in the field diary

B. BIBLIOGRAPHIC REFERENCES

González, C.; Marín, N. and Caro, M. (2017). The role of reflection in pedagogical practice: perceptions of teachers
languages in training. In[Link]

Muñoz, J.; Villagra, C. and Sepúlveda Silva, S. (2016). Teacher reflection process to improve practices
learning assessment in the context of education for youth y adults (epja). In
[Link]

Espinoza, R. & Ríos, S. (2017). The field diary as a tool for achieving a reflective practice. Retrieved from:
[Link]
PRACTICE AND RESEARCH X

Huenupil Sebastián. (2018) The field diary. In[Link]

[Link]

Authors various (2013). Improvement

of the practice teacher One experience of self-assessment
[Link]
ra_practica_docente_c.pdf
PRACTICE AND RESEARCH X

Readings and support information

TEXT 01

Teaching practice: reflection and research

One way to destroy the motivation for learning is, indeed,

in aborting the child's ability to be impressed and amazed
Thomas Green (1971)

Since the beginning, man, as a species, has been curious about the world around him.
Surrounding, that desire for inquiry is the attempt to know and make sense of the world, it is what connects us.
It prompts us to keep learning, to explain what happens in front of us and within ourselves; this applies both to the
domestic life as in the professional field.

For a long time, other professionals such as sociologists or psychologists have conducted research.
in the classroom, they have developed theories that they hoped would be consumed or received by the educator for them to make use of
they or the applied; this way the teacher's capacity for wonder was canceled, their voice to express their reality and their
motivation to propose solutions. The scientific movement in education has had little effect on those who
they practice school in terms of solving problems inherent to their profession; this has shown that for
To achieve changes, it is necessary for those affected to be involved in the decision to change.

Continuous training contributes to professional qualification, but it is little that can change in the
educational context if she is not taken on with active commitment and the teacher's own reflection. Commitment generates the
motivation and the positive attitude for the change that comes with constant improvement as a person and as a professional.
Reflection is the process that allows us to gather experience with a new perspective – that transcends the routine of the day.
day-, a critical and self-critical evaluation of teaching practice that allows for questioning relevant aspects or situations
novelties in their own reality (what happened?, how?, why?, what evidence exists?, what relationships can be
appreciate?, etc.) that is enriched with personal experience and the literature on the subject as well as with dynamic interaction
among them that facilitates theorization from the context; with this a conscious process of analysis and interpretation arises
which gives rise to new perspectives, new alternatives, and proposals for modifying that reality that causes
dissatisfaction.

Reflexivity, as the highest level of reflection linked to professionalism, involves a high

self-critical component, of involvement and commitment; therefore it requires a process and strategies to
facilitate reflection that goes beyond the simple cognitive process of analyzing a reality. Smyth proposes the 'cycle of
reflective teaching” (1991), taking into consideration the collaboration and dialogue between teachers and between teacher and
trainer; proposes a reflective process on practice that entails professional development consisting of four
phases that will be implemented cyclically throughout the teaching practice, which we will review next.

Guidelines

Smyth points out that the reflection cycle is a cyclical process consisting of 4 phases:
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1. Description phase: Collects data from professional life, critical moments, experiences, etc., as an element.
basic for identifying and listening to one’s own voice. Here the teacher asks themselves, 'What and how do I do it?'
The response is a narrative speech in which he reflects on the actions that characterize his
practice, its context, its class. Parallel to this, it uses its practical memory, its knowledge frameworks, its
principles, objectives and intentions; it is an approximation to reality, as it involves a level of reflection and
argumentation.

2. Information/explanation: A search is conducted for the theories that guide the reported practices and that allow
explain them. The aim is to answer the following question: what does this mean and why and for what purpose am I doing it? In
in this phase there is an important reflective effort and a commitment to the justification and coherence of their action
which gives rise to possible questioning or argumentation, and with it, to its problematization, deepening, and
development of new cognitive links, new transfers or revisions and narrative reconstructions of
meaning of one's own practice.

3. Confrontation: This is a phase of questioning implicit practices and theory; knowledge by itself
the same does not imply a change of attitude nor guarantees improvement, on the other hand, to uncenter oneself (to look at oneself from the outside, with
a critical attitude) and confront their own practice, even better if the input of others is requested and even the
comparing oneself with others and their practices induces the search for solutions, entails a greater ethical and moral commitment,
at the same time it contributes learning 'from one's own voice and from others'. By contrasting and sharing our reflections
with others we can obtain new questions and perspectives on the things we overlook or take for granted. With
this 'confrontation' reveals tensions, inconsistencies, and also coincidences with the sociocultural context and
professional, which implies a new and more reasoned analysis of the expressed material in search of causes,
assumptions, values, beliefs, interests, etc.

[Link]: This is a planning phase for the possible improvements to be achieved as a result of
reflective analysis of the previous phases. Part of the construction of an agreement on how changes could be made,
what could be done differently, what should be maintained... and with all that reconstruct practices, approaches and
conceptualizations. In this phase of the reflection cycle, the teaching staff restructures (recomposes, alters or
transforming) their teaching practice and their visions, establishing a new and better framework for action/comprehension
that restores balance and the potential for future transformation and configuration in the exercise of
profession, while critically reappropriating their previous practical and theoretical experience. With this phase, it
closes and reopens the continuous cycle of practice improvement and professional development. This is how, today,
The educator has the opportunity to revitalize and dignify their work by taking on the leadership of research.
in its scope: the teaching-learning processes that take place in the classroom and with the educational community.
Educators must understand that theory is an attempt to explain practice, therefore, both are
interrelated; but it is practice that determines the validity of the theory as it allows to explain it,
The distancing between both can only be identified by the classroom teacher, who must raise it.
new significations, which will consequently result in professional growth.

Teachers need to regain that capacity for wonder about what happens, they must have an inquisitive spirit and
sensible, who feels dissatisfaction with the situation of their daily tasks, who listens to the collective voice of the
students, their difficulties in the classroom, at school, and in their community, and identify what is unacceptable: the low
performance of their students, lack of teaching resources, indiscipline in the classroom, indifference of the parents,
etc.

It would not be relevant for only the teacher's self-reflection on their own educational practice to address everything.
problems that arise in their daily tasks; we believe that addressing these problematic situations must be
result of listening to other teachers, of sharing and enriching oneself with other concerns, of analysis and reflection
a set of the involved educational community: students, teachers, authorities, and parents.

This is a condition for proposing real alternatives to real problems. In this regard, we agree with Elliot (2000)
that emphasizes the need to move from individual reflection to cooperative reflection, in order to develop
practical knowledge shared that emerges from reflection, dialogue, and constant contrast.

Everything presented is insufficient if not accompanied by a commitment to its learners and a favorable attitude.
towards action to change that reality with which he feels dissatisfied, self-motivating with the expectation of
to solve a problem, to improve the results of its students, to enhance the effectiveness of teaching-learning;
incorporating the community, either by keeping them informed or by inviting them to participate in that doing, in such a way
so that the educator is perceived as someone who cooperates in the construction of a better society.

This commitment requires you to prepare to tackle the problems in the classroom, seeking answers in theory, with
an open and questioning mindset, interrelating theory and practice, enriching their teaching practice and
PRACTICE AND RESEARCH X

contributing to the construction of theory from practice, generating tools to act and effect changes
that contribute to the solution of problems and the improvement of educational practice.

Timely criticism and self-criticism regarding the dynamics of the teaching and learning processes that arise in the
the classroom environment, in school and in other educational settings, is essential for recreation and generation of
new practices for the construction of all types of knowledge. Hence the need for research training of
the teachers.

The research contributes to the generation of pedagogical theory and to the improvement of educational quality. In turn
contributes to the understanding of the purpose or meaning of teaching action: of its relationship with its students, with itself
same, with knowledge, with science, with the world and with culture and the transformation of practice
pedagogical (De los Santos, 2008).

The development of educational research is closely related to the development of populations, as

The more research is generated, the more progress exists (Hernández, 2006); thinking about educational quality and its
effects on educational scenarios are linked to reflection in action, with the capacity for research,
innovation and improvement in a cyclical or circular manner.

TEXTO 02
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Reflective teaching

To understand the concept of reflective teaching, it is necessary to start with the foundations that
they came as an ideological conception of John Dewey towards the reflective action of teachers (Dewey, 1910;
cited by Zeichner & Liston, 1996), who argued that this process begins when teachers face
a difficulty, some incident or experience that cannot be resolved immediately; Munby and Russell
(1990) they called this phenomenon puzzles of practice, in which the
teachers try to distance themselves to analyze their experiences, as they are influenced by a
sense of uncertainty and discomfort. As we will see, this 'taking distance' will be carried out during the
action or after completing it.

It is necessary for this action of self-observation to be taken as a habit, as Richards states.

Lockhart (2007), "when critical reflection is seen as a continuous and routine process in teaching,
allows the teacher to feel more confident in trying different options and evaluating the effects of the
"teaching" (p. 4); that is, constant reflection on the actions taken in class provides security to
master and allow to experience and evaluate new teaching methods that will enrich their work as teachers.
On the other hand, Dewey (1933) made an important distinction between routine action and reflective action, in the
which expresses that the action-routine is primarily guided by impulse, tradition, and authority, being a
clear example when in a school the spaces, tools, and classes are limited in a way
rigid and homogeneous, assuming that teachers will follow a protocol to the letter that
it encapsulates the act of teaching and does not encourage reflection on pedagogical strategies or on
necesidades de los estudiantes. En contraste, Dewey (1933, citado en Zeichner & Liston, 1996) argumenta
that 'reflective action involves the active, persistent, and careful consideration of any belief or
practice, taking into account the reasons that support it and the consequences it may have in the future
10).

In other words, the author asserts that reflection takes into account any mental rooting and contemplates.
about the reasons that provoke it and its possible implications in order to act on it. Additionally,
Greene (1986) explained that reflective teaching includes intuition, emotion, and passion, and is not something that is
can be systematically grouped as a series of techniques for the teacher to apply.

On the other hand, Richards and Lockhart (2007) argue that 'if teachers are actively
wrapped in reflecting on what is happening in their own classes, they will be in a position to
descubrir si hay una brecha o falencia entre lo que enseñan y lo que aprenden sus alumnos” (p. 4). Dichas
explanations amplify the perception of reflection, as it is not limited to focusing on what was
not only evaluates the classroom but also assesses the learning and teaching process.

Finally, the classroom must become a laboratory for observing events.

educational, as reflection can be seen as a type of research, as proposed by Cross and
Angelo (1988). For these authors, the basic premise of research in classrooms is that
teachers use their classrooms as laboratories to study learning, thus becoming
skilled and systematic observers of how students learn in their classes.

In conclusion, teachers must develop a high level of expertise in observation,

be skilled and intuitive, as identifying problems in the classroom can lead to
one or several solutions with techniques that take into account the emotional variables that the teacher may have
determined through his intuition and passion.

Levels of reflection

In teaching activities, three moments can be distinguished in which reflection takes place.
which were classified by Schön (1984), Killion and Todnem (1991) as reflection in action, reflection
about action and reflection for action.

According to Domingo and Gómez (2015), these researchers distinguished the first two reflections.
as reactive in nature, and they differ from each other only by the time at which the reflection takes place, but
both require the teacher to react quickly or immediately. In particular, reflection in action is
PRACTICE AND RESEARCH X

refers to the process of interpreting, analyzing, and providing solutions to problems while being
performing the action; on the other hand, the reflection on the action takes place after the event has
occurred. Through this reflection, one can find meaning and purpose in what we are doing.
(Schön, 1987; Ghaye & Ghaye, 1998). Killion and Todnem (1991), for their part, defined the term reflection
para la acción como pensar en futuras acciones con la intención de mejorar o cambiar nuestra práctica
teacher.

Similarly, Hatton and Smith (1995) propose three levels of practical reflection according to the
a teacher's reflective capacity, including technical reflection, practical reflection, and reflection
criticism. Technical reflection is defined as the first level and aims to leverage the skills that
they have to solve a problem. Through self-observation, the teacher can find
problems in their teaching work and reach conclusions. Regarding practical reflection, the teacher goes
beyond, questioning and comparing their previous beliefs with what they currently face in their
practices and is concerned about knowing the consequences that each of its actions triggers; for which
What kind of action should I take in response to this problem? How should I
Do it? And what kind of help do I need from others? Being aware that through reflection it is not
it is possible to always find certain solutions, but it makes this a vehicle for action (Hussein,
2006).

Finally, critical reflection, considered the highest level of reflection, seeks that the
the practitioner becomes autonomously involved in the construction of their community. In this way, the teacher in
training cares because its duty has a positive impact on the lives of its students and the
community, being interested in driving the improvement of the quality of life of society through
strengthening values, making a personal analysis of how to impact it from a social sphere,
political or cultural (Hatton & Smith, 1995).

Extracted from CLARA INÉS GONZÁLEZ MARÍN, NATHALIA MARÍN PALACIO, MIGUEL ANTONIO CARO GUTIÉRREZ. The role of reflection in practice
pedagogical: perceptions of language teachers in training
PRACTICE AND RESEARCH X

TEXT 03

FIELD DIARY

What is a field diary?

Los diarios de campo son elementos importantes para considerar en la Investigación en el aula. Son
tools that the teacher prepares to systematize their experiences. The exercise that is in the diary
It requires rigor from the teacher to meet the interests that are outlined.
carry it out, based on the popular saying that expresses 'what is not written does not exist.'

It is a notebook in which a person frequently and carefully notes down all the facts.
for a specific time and experience, it is used as a research tool; it assumes the tasks
to solve practical problems and reflect on events to modify actions and ensure the
compliance with the proposed objectives. It is also called a logbook, it is a record of experiences
daily in any field as a direct product of the researcher's observations, but also, the
mirror of their reflections as an individual. The diary allows the creation of processes and stages over a period.
determined time, which is why it needs to be organized and coherent. The annotations must
are related to the universal context of the research, without losing sight of the fact that the
Information grows and transforms as the object of study does.

Keeping journals allows for the conception of processes and stages over time, which is why entries in the journal must
becoming organized and coherent, through successive phases and sequences. If it is about making
observations and considerations, the aim is for the annotations to have something to do with and something to say in
relationship with the universal context of the research and with knowledge, keeping in mind that the
Information has a changing nature and is in constant transformation.

The field diary in the teaching-learning process:

.
The diary is a record concerning the ... The diary allows the teacher to have a perspective
teaching and learning. Part of the reflexive about education, pedagogy, the
location and characterization of the situation, sense of school and the teaching profession.
then a description of the events is made, Help to specify the references regarding
to then conclude with reflection, through the subjectivities with which it interacts.
of analysis categories or of the pointing out Contributes to the conception of the role of the teacher
of recurrences or of frequencies in the from the pedagogical mediation that leads to
narration of different events or evaluation the review, the rational analysis of the
that it be done from outside of the presences records, to rephrase them,
in the texts presented with less emotion problematize them, and project them towards
that at the time of writing. new practices.

THE FIELD DIARY IN

THE PROCESS OF
TEACHING LEARNING

In the pedagogical aspects, the diary helps. There are diaries induced by issues that
to emphasize the value of education, the they intend to observe and record, there are others
forms and moments of the construction of the that are being refined as
learnings, the various considerations with the frequency and periodicity of the
evaluative, the relationships between the curriculum writing focuses on a theme or
and the training, the confrontation of the issues to address. In any of the
educational policies with the realities situations require responsibility, seriousness
social issues within the framework of confrontation and systematicity to achieve intentions
(legality- legitimacy), the claim of the that are projected with the work. The interest
construction of subjects from training the teacher's involvement will be key to doing the work
of autonomy. with pleasure and meaning.
PRACTICE AND RESEARCH X

The field diary and Pedagogical Action Research

The diaries are the initial installment of articles, writings, reflections, and works of
research regarding different aspects related to research
educational and pedagogical. If done with this approach, the diary will allow for dialogue.
1 and the relationship between teachers and the entire educational community, especially
with the students

If research aims to produce knowledge, the diary as

tool takes on the tasks of solving practical problems and reflecting on
the events to modify the practices and ensure the purposes of the
2 research

The diary is a tool for educational and/or pedagogical research.

Ethnographic Research in the Classroom, to reflect on the subjects and the
interactions, the knowledge and understandings that are produced in the school, the
3 problem solving in relation to knowledge or daily life, the
approach to the different problem situations in society

When talking about research in the classroom, the aim is for the records to lead to the
reflections to critically (and reflectively) analyze practices in the
educational institution and in the spaces of pedagogical intervention, such as in the
4 classrooms

Functions and potentialities of the field diary:

.

The field journal, as its name indicates, is the informal account of what happens every day in
Our work with students and in the community. Their main functions are as follows:

Provide an overview of our teaching work.

The field diary is the most vivid, freshest material about what happens daily at school.
for being an informal account of what caught our attention the most on a day of classes. It continues the
natural sequence of the school cycle, while reflecting important aspects of our work,
both in the classroom and in school activities or in the relationship with the parents. It is the most
close to an overview of teaching work.

Be an instrument to support the analysis of our pedagogical work

Because it is the closest expression of what happens daily in the classroom, the diary of
field can play a valuable role in supporting reflection on how we work
with the students. It allows us to capture day by day the contents and activities that we carry out with the
students, as well as the results obtained in different areas. In cases where there is no
frequent exchange possibilities with other teachers, the field diary serves the function of
to provide feedback on the pedagogical task, thanks to the analysis involved in the management of the program, thus
like the relationship that is established with each of the students.

● Save memory
This is to have the possibility of reviewing, at different times of the school cycle, the impressions or
reflections that we built day by day. Even from a long-term perspective, the diary
Field is an autobiographical document of one or several case studies that will allow reconstruction
the teaching trajectory
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Types of field journals:

The most used types of field diaries in the field of research are:

●Intimate or personal diary: that records moods, events, and reflections on them.
own life. It is a Life Diary.
● Strictly scientific or research diary: in which only observations are recorded and
your specific data.
●Mixed Field Diary: where the meticulous record of observations and reflections is included.
personal and eventually also indications about the mood, notes on
specific problems and others.
●Class Diary (anecdotal record or registration notebook): serves as a tool that the
The teacher elaborates to systematize his experiences. They are important for research in the classroom.
Its execution requires rigor, as it is necessary that the established interests are fulfilled.
when developing it. It must be taken into account that what is not written does not exist.

How is the field journal made?

The following technical aspects are considered:

It is advisable to collect the data at the moment it occurs, using keywords and phrases.
significant that allow later reconstruction of what was observed.
The support for recording the diary content can be a notebook.
●Division of each sheet into two asymmetric parts separated by a line, in one part the notes are written
observations made (detailed description of the events that occurred during the session of
learning) and on the other side, the analysis along with the valuations and interpretations are noted
(interpretation and reflection, identification of strengths and weaknesses, determination of categories and
subcategories, textual analysis.
PRACTICE AND RESEARCH X

Next (for the purpose of continuous improvement) comes a section called intervention, which is the
action proposal (reconstruction of pedagogical practice)

Reflection is considered based on the descriptions of the situations; the event is framed with
A heading is made, along with reflections that motivate the different considerations of the reading.
It starts with observation; writing is considered essential for its construction, but
it also requires other complementary elements such as interviews, photos, maps, drawings, graphs,
recordings, among others.

A main guiding thread is the formulation of questions that allow for planning, executing, writing and
sistematizar la práctica docente o cualquier situación que se considere importante.

The primary objective of starting a diary is to provide an overview of what is happening within the
classroom, describing the activities, processes, and events, in order to then categorize the different ones
observations that are being collected.

It is important that those observations are recorded in order in a notebook or pad, since
loose notes often get lost, letting important observations slip away, thus nullifying the
sequence and continuity of the research.

To start a field journal, you must first be clear on two important points: WHY
QUE SE HACE? - ¿PARA QUIEN SE HACE?

Structure of the field diary:

For the realization of the field diary, it is essential to take into account the following criteria and the following
structure:

HEADING

Nombre del observador:

Place:
Time:
Date:
Theme:

DESCRIPTION
At this point, you must describe the entire process developed in very detailed form of what you experienced.
In the case of participatory observation, you can establish an original and autonomous narrative process.
The descriptive text must contain a narrative of the facts and events that occurred (processes of the
session) the pedagogical interactions (teacher-student) and reflective comments on some
events, especially those experienced and shown by the student(s). example
PRACTICE AND RESEARCH X

INTERPRETATION

In this section, you must carry out a process of analysis of the elements provided by the description.
identification of recurring themes, identification of categories and subcategories.

INTERVENTIONAL

In this section, the categories of analysis must be integrated: In this section, the
categories of analysis, based on textual analysis, to propose the reconstruction of practice:
RENEWED PRACTICE

Example:

DESCRIPTION INTERPRETATION

REFLECTION

On March 8, I entered the classroom in the best of spirits; ● The children get distracted, it's not possible
había planificado mi sesión con mucho cuidado y teniendo en cuenta capture their attention quickly
the needs and interests of my students; greeted with a lot
Cordiality! Good morning children! How are you! The children replied
Good morning Miss! (some did not respond, they were distracted)
Then I reiterated the greeting, raising my voice, this time everyone.
they answered and paid attention, I invited a child to carry out the
morning prayer, everyone did it with great solemnity and in
silence, I proceeded to check the attendance, the calendar, and the rules
In class, I remembered the value of the month: responsibility.

Start the session by telling the children to cross their hands and put ● The tone of voice is important every time.
attention, and I started to narrate a story using puppets, all which module, I make inflections results,
they were attentive, every time I modulated my voice I felt that they children pay better attention and I can
they paid a lot of attention and got as excited as I was. catch their attention.

When I finished, I asked them, 'Did you like the story?' And in a very loud voice. ● I tell the stories very well
everyone said yes, Carlitos said again Miss was very pretty, Laura,
he took a puppet and started to repeat and imitate what he had done. Everyone ● The use of educational material (puppets)
they were very interested. it was relevant, it captured the attention of the
children and achieving to awaken their interest
So I asked the following question: Where did the story take place?
Juan answered in school, who are the characters? María ● The motivation strategy that I used
the boy said, the peasant woman, I forgot a character so I will reiterate it it was good.
question, everyone said in chorus the teacher, the next question was
¿Que ocurrió al inicio?, ¿Qué paso después?, ¿Qué sucedió al final?, ● I rescue the prior knowledge of my
the children answered the questions remembering what they heard and students.
they observed, I continued with the questions. What parts does it have?
story?, How do you write a story?, they no longer knew that
● The prior knowledge of my students
are limited regarding the subject to
respondent, some said a story, on a paper, it is in my
treat.
book, I noticed that they were guessing, so I posed a challenge to them ...
Can we write a story? Everyone responded Yessssss very happily.
● If express orally with
and excited. Mario said, 'How is it done?'.(2)
spontaneity and security, respond
the questions.

● They observe carefully as they know

describe what they see.

● They enjoy experiential experiences.

they get very excited.
PRACTICE AND RESEARCH X

Next, I present a flip chart of the story narrated at the beginning, ● They have difficulties in reading,
with images, I asked them to silently observe and then describe this is not fluent, it omits words,
the images. I read the story, then they did it. The children do not they don't pronounce well, there is none

read well, they omit some words, others they change, there is no intonation.
intonation, do not consider the punctuation marks.
● I do not apply good strategies for
Later, I asked the children to identify the structure in the story: promote reading.
Inicio, Nudo, desenlace, explique encerrando cada parte en un
box, Paty said Miss the beginning is when the story starts... ● The strategy of explanation that
Percy asked, 'What is the knot? Why is it called that?' Explain. use no was very good,
again recalling the narration made at the beginning. I direct the learning of the
students no I allowed what
they discovered

After answering some questions and doubts from my children, I continued. ● The writing plan turned out very well,
to propose the writing plan with them, outlining the following the children respond, I used very
questions: What type of text are we going to produce? Who are we going to good strategies.
write? How are we going to write? The children respond very well, don't they?
It's the first time I do it, you already know the writing plan.

Pedro asks, 'What will we do now?', I respond very well. ● The children respond very well, they
I ask them, "What was our challenge?" Everyone responds... they express with a lot of certainty, everyone

write a story. quieren hablar.

Very lively, I present diverse images: scenarios (house, classroom, ● The strategy for producing stories
field, school) characters (children, teacher, animals, clowns) it wasn't the best, the productions didn't
asking them to observe them and then describe them. Then I ask them they were the best this time.
let them choose the characters and the place where the events will take place.
They chose the children and the teacher as characters and as ● I needed more educational material for
classroom scenario. I give them cards with the connectors. the moment of production of the
temporal 'once upon a time' 'then' and 'finally', I guide them story. The one that is present was not
where they must place each card and start producing their story. relevant

The children organize their ideas and write them down in the provided outline. ● The group work did not work out.
in a paper chart, which has questions What happens at the beginning? well, the children do not share
What happens next? What happens in the end? The children work on selfish, they do not organize, no
team and they are writing down their ideas. I observe that some children do not they share ideas.
they can do it, they show difficulties, only the group of the
winners are doing well. ● Few prior knowledge in my
students to produce stories.
Time's up, I indicate that we are going to share the stories, stick them up.
the flipcharts on the board, read their stories, there is no reading
fluid, there is no coherence in the writings, I only see in a group that the
connectors were used well.

I promote that productions be evaluated using a form, the

I encourage and make everyone applaud. They reflect on the work.
done based on questions: How did I do it? Did we do it? ● The evaluation was good, it allowed for
Good? What should we improve? the students they will identify sus
difficulties.
They are doing the second draft of their story with the help of their parents.
house.(6) ● Some children did not reflect,
I am being very routine in my
questions, I use the same ones
strategies.
PRACTICE AND RESEARCH X