Abstract

This study is part of a doctoral research, which aim is to prove that reflective thinking can be developed and scaffolded during tecaher training, through the introduction of diverse active methodologies pratice in the university classroom, such as writing a reflective diary, dialoguing with in-service teachers, and becoming a teacher assistant. Consequently, the reserachers appplied the action research cycle to motivate future teachers to keep a reflective journal about their experiences throughout their career. As a conclusion, all the strategies applied have contributed to accomplish the research's main goal.