[en] The thesis is framed within the field of initial training for inclusive teachers. Literature in this area has highlighted the difficulties teachers face in seeking coherence between discourse and practice when responding to diversity in the classroom. Given the reality of diversity in classroom groups, studies report on the benefits of all students working together in the classroom, based on principles of equity and inclusion. To address this, there is a need to rethink and articulate teacher education programmes within the framework of inclusive education. In this regard, the literature shows several efforts to outline the profile of the inclusive teacher, with a key aspect being the development of competencies related to reflection on practice. Thus, the literature on reflective processes in practice confirms the social dimension of reflection, as interaction and dialogue with others enables the construction of new meanings. Considering the contributions offered by the literature in this area, and driven by the research team's concern for contexts that offer collaborative learning opportunities in initial teacher education, the research focus is related to collaborative reflection processes on specific practical situations within the context of the Practicum. The main aim of the thesis is to provide a detailed and in-depth understanding of the development of the reflection process, identifying and explaining the key elements in its evolution. In addition, it aims to provide practical knowledge on how to foster collaborative reflection processes by identifying facilitating strategies. In this sense, the main objective of the thesis is to analyze the development of collaborative reflection processes to identify strategies that promote them. To achieve these objectives, a case study was carried out using a multi-level qualitative analysis based on socio-cultural foundations. The analyses performed include: a thematic analysis of the themes of reflection; an analysis of interaction segments to understand what collaborative actions respond to in terms of themes and participation; and an analysis of discursive practices to identify the dialogical movements of both tutors and students, as well as the facilitation strategies used by both. The results showed that collaborative reflection processes have a dual nature: cognitive and socio-emotional. This requires working within the group's zone of proximal development in order to facilitate these processes. In this sense, the work confirmed that the tutor plays an important role by providing emotional support, encouraging participation, and helping to (re)interpret the situation. Students, in addition to their active participation, 13 contributed to the repertoire of dialogical movements and strategies, helping, among other things, to build a community of mutual support. Thus, the role of students was also revealed as fundamental in the process of co-constructing shared meanings. In the case of the students, the results showed an evolution in their interpretive frameworks, leading to more critical, global, and complex readings of situations. This has opened the door for further research into the impact reflective processes have on students.

[eu] Tesia irakasle inklusiboen hasierako prestakuntzaren eremuan kokatzen da. Arlo honetako literaturak mahaigaineratu du irakasleek geletako aniztasunari erantzuteko diskurtso eta praktikaren artean koherentzia bilatzeko bizi dituzten zailtasunak. Gela taldeen aniztasuna errealitate izanik, lanek erreportatzen dituzte ekitate eta inklusibo printzipioetan oinarrituz, ikasle guztiak gelan elkarrekin aritzearen onurak. Horri erantzuteko, irakasleen prestakuntza programak hezkuntza inklusiboaren markoetatik (ber)pentsatu eta artikulatzeko beharra mahaigaineratzen da. Literaturak ildo horretan irakasle inklusiboaren profila irudikatzeko hainbat ahalegin erakusten ditu, gakoen artean sendotasunez ageri delarik praktikaren gaineko hausnarketaz lotutako konpetentziaren garapena. Hau horrela, praktikaren gaineko hausnarketa prozesuen inguruko literaturak baieztatzen du hausnarketaren dimentsio soziala, besteekin elkarrekintza eta elkarrizketak ahalbideratzen baitu esanahi berrien eraikuntza. Arloko literaturak eskainitako ekarpenen argitan, eta ikerlari taldean irakasleen hasierako prestakuntzan elkarrekintzan ikasteko eskaintzen diren testuinguruekiko kezkatik abiatuta, ikergaia Practicumaren testuinguruan, egoera praktiko erreal eta zehatzen gaineko hausnarketa prozesu kolaboratiboekin lotzen da. Lanak eskaini nahi du hausnarketa prozesuaren garapenaren inguruan ulermen zehatz eta sakona, prozesuaren garapenean gakoak izan daitezkeen elementuak identifikatuz eta azalduz. Halaber, hausnarketa prozesu kolaboratiboak sustatzeko ezagutza praktikoa eskuratu nahi da, erraztailetzarako estrategien identifikazioaren bidez. Zentzu horretan Tesi lanaren helburu nagusia da hausnarketa prozesu kolaboratiboen garapena aztertzea, horien sustapenerako gako eta estrategiak identifikatzeko. Aipatutako xede horiei erantzuteko kasu azterketa egin da, oinarri soziokulturaletan ardaztutako maila anitzetako analisi kualitatiboa eginez. Egin diren analisiak izan dira: hausnarketa gaien inguruko azterketa tematikoa; baterako ekintzak tematikoki eta partaidetza aldetik zeri erantzuten dion ezagutzeko elkarrekintza segmentuen azterketa; eta tutore nahiz ikasleen mugimendu dialogikoak eta horiek errazteko estrategiak identifikatzeko praktika diskurtsiboen azterketa. Emaitzek erakutsi dute hausnarketa prozesu kolaboratiboek izaera bikoitza dutela: kognitiboa eta sozioemozionala. Horrek eskatzen du prozesuen erraztailetzarako taldearen garapen zonalde hurbilean lan egitea. Zentzu horretan lanak baieztatu du tutoreak paper garrantzitsua jokatzen duela sostengu emozionalean, parte hartzearen sustapenean eta 9 egoeraren (ber)interpretazioan lagunduz. Halaber, ikasleek parte hartze aktiboa erakusteaz gain, mugimendu eta estrategia dialogikoen errepertorioari ekarpen egin diote, besteak beste, elkar laguntza komunitatearen eraikuntzan lagunduz. Ikasleen papera ere funtsezkotzat azaldu da beraz, esanahi partekatuen ko-eraikuntza prozesuan. Ikasleen kasuan, emaitzek agertu dute hausnarketa prozesuan zehar pertsona eta hezkuntzarekiko ulermen markoei lotutako begiradan bilakaera bat gertatu dela, pertsona eta egoeren aurrean errealitateen irakurketa kritiko, global eta konplexuagoak eginaz. Horrek, aurrerabide gisa, ateak zabalik utzi ditu hausnarketa prozesuek ikasleengan dituzten eraginez ikertzen jarraitzeko.