Abstract

Teacher training has been consolidated as a key axis to promote effective pedagogy among future educators. In this context, pedagogical practices are crucial, given their close relationship with professional reality. This qualitative research aimed to implement pedagogical reflection based on the observation of recorded classes and the domains of the framework for good teaching during the professional practice process of Physical Education Pedagogy students in Chile. The sample included six students selected by intention, convenience, and voluntariness criteria. Throughout thirteen workshops, recordings of practical classes were analyzed, generating guided reflections. At the end of the intervention, data were collected through semi-structured interviews with five open-ended questions and analyzed with Atlas.ti 24 software according to discourse analysis approaches. The results indicated that students achieve a limited level of pedagogical reflection and a superficial understanding of the framework for good teaching and its relationship with teacher training. The urgent need to incorporate practice observation workshops in teacher training to foster reflective analysis of practice and strengthen the competencies of future teachers is highlighted.