Las prácticas docentes como escenario idóneo para el desarrollo del profesorado en formación

Translated title of the contribution: Teaching practicums as an ideal setting for the development of teachers-in-training

Nancy Palacios Mena, Alison Kay Reedy

    Research output: Contribution to journalArticlepeer-review

    Abstract

    The objective of the study on which this article is based was to identify the pedagogical knowledge and research skills achieved by a group of teachers-in-training from different discipline areas who undertook a newly developed teaching-practicum program at a Colombian university. This study used a qualitative methodological design. The data collection instruments were documents that were generated from the teaching practicums. These were documents that were filled out by the teachers-in-training, by mentor teachers, and by the practicum supervisor. Documents were collected from 21 undergraduate students (pre-service teachers) from two cohorts. The review and content analysis of the documents was complemented by a focus group in which the teachers-in-training were able to discuss and rank the skills and benchmarks of progress that they considered most important and those that they had most difficulty in achieving. The results illustrate: (i) the central role of teacher education in providing pre-service teachers with the knowledge, skills and attitudes they need to effectively perform the work of teachers; (ii) the education that pre-service teachers receive exerts a powerful influence on their concept of teaching and learning, which in turn affects their pedagogical practice; (iii) teaching practicums provide teachers in training with a valuable opportunity to implement what they have learned in the teacher training process, making the link between the abstract and the concrete more and more visible.

    Translated title of the contributionTeaching practicums as an ideal setting for the development of teachers-in-training
    Original languageSpanish
    Pages (from-to)243-264
    Number of pages22
    JournalRevista Interuniversitaria de Formacion del Profesorado
    Volume97
    Issue number36
    DOIs
    Publication statusPublished - Apr 2022

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