Reflective and Inquary Thinking in Education. Aspects to consider in teacher education

Training teachers as reflective practitioners and researchers should be a priority for an educational system that seeks to improve their students in managing complex information and solving problems creatively and divergently The reflective educator, as perceived by the Spanish teachers participating in TALIS, has been distributed on a scale or TRI index that allows us to show the frequency of participation in educational activities that facilitate a reflective professional development (DPR). Thus we see that half of the sample believes that his professional development includes occasionally training activities of reflective character. Identified by multilevel analysis, the personal and school factors associated with the reflective teacher educator profile, correspond to an individual attribute but linked to a collaborative network for training teacher around a school center with instructional leadership and evaluative control. This means for teachers more dedication and intensity, but also results in a self-perception of professional effectiveness and control over the processes of teaching and learning using with their students. DPR index is shown as consisting in the representation of a teaching profile that favors the effectiveness of classroom processes. According to the situation of Spain in estimating the DPR index, we consider of interest to evolve the current model of initial and continuing teacher education towards an approach that enhances the reflective and collaborative research capabilities of our faculty and students.