TITLE: Reflective thinking strategies, a needed skill in English pedagogy curriculum

This research shows the stages by through a group of pedagogy students was scaffolded to develop Reflective teacher thinking skill, through the permanent and systematic writing of the reflective diary, responding to the paradigm of training in action (Schon, 2007), and learning by doing (Dewey, 1983), both in the university classroom and in the real school setting. Consequently, the resulting story is based on the description of the participative teaching-learning strategies, applied in the semester interventions and the levels of reflection that the students of the sample reached in each one of the phases and cycles of this action research.