Abstract

This article addresses the opportunities offered by the curriculum of initial teacher training to train reflective teachers. It describes, through content analysis, the conception of the reflection and actions for its development present in the syllabus programs of two Chilean programs for the training of teachers of basic or primary education who declare to train reflective teachers. The findings give an account of a more discursive presence than practice of reflection, and a tendency to a cognitive characteristic approach of technical reflection-particularly in theoretical formation, characterized by the comprehension of a reflection from theory; And from a tendency to the metacognitive approach – typical of transit from teaching to reflective practice – in practical training, characterized by reflection from experience, in the light of theory. Incipient glimpses of the approach of the reflective practice, like generative reflection, in the light of the experience and the theory, able to modify the professional knowledge and to improve the performance, influencing the professional development.