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espanolEn el presente articulo abordamos el trabajo realizado por un grupo de academicos utilizando la metodologia de investigacion denominada self-study.El fin investigativo fue abordar las etapas de este metodo reflexivo y critico sobre el ‘si mismo’, las condiciones de la amistad critica y el aprendizaje en la formacion de formadores. Examinamos la ensenanza de la reflexion en actividades curriculares de indole practica en dos universidades, constituyendo trabajos en parejas. Un/a integrante desarrollaba el self-study, mientras otro/a ejercia el rol de amigo/a critico/a. Analizamos correos electronicos, notas de diarios, conversaciones grabadas, filmaciones de clases y discusiones. Como resultado de este proceso, determinamos que desde el punto de vista meto-dologico hubo distinciones en las etapas del self-study, asi como consideraciones de importancia en la construccion de la amistad critica para el desarrollo de este tipo de investigacion. Por ultimo, discutimos los hallazgos en torno a dos tipos de aprendizaje consumados, a saber, sobre los formadores de formadores y los estudiantes que, de modo indirecto, acompanaron el proceso de cambio de los docentes en estudio EnglishIn this article, we describe a collaborative Self-Study carried out by teacher educators who intentionally examined their teaching of reflection. The research purpose was to approach the stages of this method of reflective and critical style on the ‘self,’ the conditions of critical friendship and learning in the formation of teacher educators. We examined the teaching of reflection in practical courses in two Chilean university institutions, constituting collaborative pair-work; where one of the members developed the Self-Study and the other was the one who played the role of a critical friend. Besides, interuniversity meetings were held and the results, difficulties, and preliminary conclusions discussed. We analyzed the exchanges of emails, journal notes, recorded conversations, filming in class, and discussions of the work couples and the interuniversity group. As a result, we found that there were distinctions upon the methodological point of view when facing the different stages of the Self-Study development, besides the importance of the construction of critical friendship or the development of this type of research emerged as essential — finally, findings regarding the learning experience as teacher educators as well as the learning from the students perspective arose. portuguesNo presente artigo, abordamos o trabalho realizado por um grupo de academicos utili-zando a metodologia denominada autoestudo. O objetivo da pesquisa foi abordar as etapas deste metodo reflexivo e critico sobre o ‘si mesmo’, as condicoes da amizade critica e a aprendizagem na formacao de formadores. Examinamos o ensino da reflexao em atividades curriculares de in-dole pratica em duas universidades, constituindo trabalhos em pares. Um/a integrante realizava o self-study, enquanto outro/a exercia o papel de amigo/a critico/a. Analisamos e-mails, anotacoes de diarios, conversas gravadas, videos feitos em sala de aula e discussoes. Como resultado deste processo, determinamos que, do ponto de vista metodologico, houve diferencas nas etapas da realizacao do self-study, assim como consideracoes importantes na construcao da amizade critica para a realizacao deste tipo de pesquisa. Por ultimo, discutimos as descobertas sobre os dois tipos de aprendizagem consumados sobre os formadores de formadores e os estudantes que indireta-mente acompanharam o processo de mudanca dos docentes analisados.

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.