Resumen

VILLALTA-PAUCAR, Marco; ASSAEL-BUDNIK, Cecilia; MARTINIC-VALENCIA, Sergio  y  REBOLLEDO-ETCHEPARE, Jéssica. Reflection and promotion of pedagogical practice in the Chilean rural and urban classroom. Perfiles educativos [online]. 2025, vol.47, e61717.  Epub 30-Mar-2026. ISSN 0185-2698.  https://doi.org/10.22201/iisue.24486167e.2025.47.61717.

The aim of the article is to analyze the process of reflection on pedagogical practice classroom interaction of female teachers in different sociocultural contexts. A mixed methodology was used in nine female elementary school teachers from urban and rural schools in Chile, who participated in a program Accompanying the Reflection of the Practice (ARP) to enhance the types of verbal exchanges and mediated learning experience theory (MLE) mediation criteria in the classroom. The teachers self-filmed their classes, reported on the experience, and participated in research interviews. It was found that the MLE exchanges and criteria changed significantly between pre- and post-ARP, with differences be-tween urban and rural classrooms; reflection moved from the simple to the more complex level. In conclusion, reflection is associated with improving the levels of elaboration of the experience in the classroom by promoting exchanges with MLE criteria.

Palabras llave : Pedagogical mediation; Classroom; Rural education; Urban education; Pedagogical practice; Primary education.

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