Article Gold Open Access 2020

Formative dimensions of the Practicum of Elementary Education; Dimensiones formativas del Prácticum de Pedagogía en Educación General Básica

ML
Mendoza Lira, Michelle
 DN
Drouillyª, Norma
 CC
Covarrubias, Carmen Gloria
Estudios Pedagogicos
Journal · Vol. 46 · Issue 2 · pp. 139-157
Abstract

This research shows the results of a qualitative study that aims to identify the formative dimensions of the Practicum of Elementary Education and which are the factors that favor or hinder the articulation of these dimensions. To do this, semi-structured interviews were conducted with nine students who had completed their professional practice and were close to graduating from the career. The interventions, analyzed following the guidelines of the Grounded Theory, revealed the existence of three dimensions or training areas of the Practicum: reflection in practice, learning to be a professor and professional identity. These dimensions, however, would be mobilized in the scenario of the centers of practice, not like that in Universities. These preliminary findings invite us to analyze (and improve) the practical experiences that are offered in both contexts, in order to train professionals who have adequate professional and personal skills to teach. © 2020. All Rights Reserved.

Keywords

Author Keywords

Pedagogical practices professional practice Formación inicial docente Initial teacher training práctica profesional prácticas pedagógicas

Index Keywords

Author Affiliations
Facultad de Educación y Ciencias Sociales, Universidad Andrés Bello, Santiago, RM, Chile
Facultad de Educación y Ciencias Sociales, Universidad Central de Chile, Santiago, Chile
Funding & Acknowledgements
No funding information
References 10 References
1 Allen, Jeanne Maree, Valuing practice over theory: How beginning teachers re-orient their practice in the transition from the university to the workplace, Teaching and Teacher Education, 25, 5, pp. 647-654, (2009)
2 Richards, K. Andrew R., Recruitment and initial socialization into adapted physical education teacher education, European Physical Education Review, 26, 1, pp. 54-69, (2020)
3 El Practicum Y Campus Virtual, (2009)
4 Goldschmidt, Marcela Bobadilla, The roundups of the practice. Teaching knowledge representations in the pedagogy students' discourse, Estudios Pedagogicos, 35, 1, pp. 239-252, (2009)
5 Qualitative Research for Education an Introduction to Theory and Methods, (1998)
6 Canning, Roy, Reflecting on the reflective practitioner: Vocational initial teacher education in Scotland, Journal of Vocational Education and Training, 63, 4, pp. 609-617, (2011)
7 Cattley, Georgina, Emergence of professional identity for the pre-service teacher, International Education Journal, 8, 2, pp. 337-347, (2007)
8 Colén Riau, María Teresa, The development of theory and practice relationship in Primary Education Degree, Profesorado, 21, 1, pp. 59-79, (2017)
9 Contreras, Inés, School, a space to learn how to teach: Visions from the secondary teacher training programs, Estudios Pedagogicos, 36, 1, pp. 85-105, (2010)
10 Primer Seminario Sobre Formacion Practica Docente Vinculacion Entre El Sistema Universitario Y El Sistema Escolar, (2014)
Quick Actions
Full Text via DOI
Citation Metrics
6
Times Cited (Scopus)
References 10
Document Identifiers