Néopass@ction como metodología para analizar la reflexión y la relación teoría–práctica en la formación inicial docente: estudio de caso en Educación Básica

Abstract

This curricular integration project analyzes how the Néopass@ction methodology contributes to the understanding of critical situations, reflection, and the theory-practice relationship among preservice Basic Education teachers at the National University of Education (UNAE). The study employs a qualitative approach with an integrated single-case study design, focusing on a pedagogical pair of ninth-semester students during their pre-professional practicum at a public urban school in the province of Azuay. Data collection included non-participant observation, video recording of classes, initial and final semi-structured interviews, sessions of self-, co-, and alloconfrontation, and documentary analysis of micro-curricular plans, processed through qualitative content analysis using MAXQDA 2024 into four categories: pedagogical reflection as a formative process, initial teacher education, the theory-practice relationship in the pre-professional practicum, and video-based training in initial teacher education. The results show that the videobased device objectifies practice by confronting self-perception with actual observable performance, identifying three dimensions of critical situations: instructional difficulties, unforeseen events in practice, and classroom management. A shift was documented from instrumental reflection toward an analysis of the relational dimension of the educational act. Selfconfrontation fostered self-criticism, co-confrontation facilitated peer feedback, and alloconfrontation exposed contradictions between pedagogical discourse and actual practices. As a propositive educational product, the Reflexitu blog was designed to systematize video capsules and findings for formative use at UNAE. It is concluded that video-based training requires sustained pedagogical mediation to translate critical understandings into alternative repertoires of action.