REFLECTIVE TEACHING PRACTICE: DRIVING FORCE BEHIND FORMATIVE FEEDBACK

The purpose of the study carried out is to analyze teacher's reflection to understand how it can promote formative feedback, contemplating the conditions of a virtual environment that currently requires rethinking the formative processes in higher education. In order to achieve this goal, it was pertinent to carry out a methodology of documentary analysis that transverses the practice of art statements of the heuristic and hermeneutical exercise; incorporating in it, the application of theoretical-logical methods of high cognitive demand. Among the conclusions reached, it is relevant that teacher reflection supposes the construction of an ethical, critical, purposeful and transformative teacher, who permanently reviews their practice seeking to advance in the construction of their knowledge and provide support processes and formative feedback relevant to the demands and needs of the current virtual environment. In this way, it is necessary to configure a new concept of feedback, which integrates and makes the training component explicit as bastion of reflective teaching practice, fostering reflective dialogue in the different channels of self-assessment, co-assessment, hetero-assessment and meta-assessment. It will constitute an opportunity to generate in students a willingness to become subjective and intersubjective of the state of their learning, the basis of knowing how to be and knowing how to live together in a virtual environment that demands openness, trust and collaboration.