Convergencias y tensiones entre el ciclo reflexivo de la FID-UCN y las perspectivas 4E de la cognición: un análisis de la práctica pedagógica
Rodrigo Alberto Espinoza Vásquez, Jeanette Gaete Adasme
Educación October 21, 2026 DOI: 10.18800/educacion.202602.a008 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Key points | Argues that bringing the reflective cycle of the UCN initial teacher education model into dialogue with 4E cognition reveals both convergences—situated, embodied, and distributed pedagogical knowledge—and epistemological frictions among representational reflective practicum, critical pedagogy of praxis, and enactive naturalism. Recognizing these tensions, the author contends, strengthens teacher education as critical, situated, and transformative practice and provides criteria for enhancing the reflective logbook as a cognitive mediation device. |
Abstract
The reflective cycle of the Initial Teacher Education (ITE) model at Universidad Católica del Norte-Chile (UCN) integrates observation, retrospection, problematization, analysis, theorization, and the planning of new practices. Through the use of a reflective logbook and tutorial feedback, student teachers articulate theory and action while developing critical thinking and professional self-regulation. This conceptual paper brings the model into dialogue with 4E perspectives on cognition (embodied, embedded, enactive, and extended), which are regarded as distinct research programs that are sometimes in tension with one another. Convergences are identified in the situated, embodied, and distributed nature of pedagogical knowledge, as well as epistemological frictions among the representational reflective practicum, the critical pedagogy of praxis, and enactive naturalism. Recognizing these convergences and tensions strengthens the understanding of teacher education as a critical, situated, and transformative practice, while offering criteria for strengthening the reflective logbook as a device for cognitive mediation.